Learning Resource Type

Classroom Resource

Making a Range of Values for Setting

Subject Area

English Language Arts
Arts Education

Grade(s)

4

Overview

Students will analyze art and identify time, place, and mood.  They will sketch a setting from a familiar story.  They will use light, medium, and dark values to create a watercolor wash.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

    English Language Arts (2021) Grade(s): 4

    ELA21.4.15

    Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

    Unpacked Content

    UP:ELA21.4.15

    Vocabulary

    • Analyze
    • Character
    • Setting
    • Event
    • Story
    • Drama
    • Specific details

    Knowledge

    Students know:
    • Characters are any person, animal, or figure that affect the events of the story.
    • Setting is when and where a story takes place.
    • Events are situations that are described in the story.
    • A drama is a story with dialogue that can be read by different people.
    • Details in the text provide information about the characters, setting, and events.

    Skills

    Students are able to:
    • Use specific details from the text to explain attributes of the characters, setting, or event in a story or drama.

    Understanding

    Students understand that:
    • They can explain details about characters, settings, and events in a story or drama by using evidence from the text.
    Arts Education (2017) Grade(s): 4 - Visual Arts

    AE17.VA.4.1

    Individually brainstorm multiple approaches to an art problem.

    Unpacked Content

    UP:AE17.VA.4.1

    Vocabulary

    • Constructed environment
    • Cultural traditions
    • Digital format
    • Engagement
    • Tertiary color
    • Preservation
    • Proportion
    • Principles of design
      • Unity
    • Shade
    • Style
    • Tints & shades

    Essential Questions

    EU: Creativity and innovative thinking are essential life skills that can be developed.
    EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

    Skills Examples

    • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
    • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
    • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
    • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
    • Design a two-dimensional drawings of a futuristic art room, town, or planet
    • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
    • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
    • Engage in group critiques of one's work and the work of others.
    • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
    • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
    • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
    • Use the design principles of repetition and alignment to add visual unity to an artwork.
    • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 4 - Visual Arts

    AE17.VA.4.5

    Document, describe, and create real or imagined constructed environments.

    Unpacked Content

    UP:AE17.VA.4.5

    Vocabulary

    • Constructed environment
    • Cultural traditions
    • Digital format
    • Engagement
    • Tertiary color
    • Preservation
    • Proportion
    • Principles of design
      • Unity
    • Shade
    • Style
    • Tints & shades

    Essential Questions

    EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
    EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

    Skills Examples

    • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
    • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
    • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
    • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
    • Design a two-dimensional drawings of a futuristic art room, town, or planet
    • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
    • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
    • Engage in group critiques of one's work and the work of others.
    • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
    • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
    • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
    • Use the design principles of repetition and alignment to add visual unity to an artwork.
    • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

    Anchor Standards

    Anchor Standard 2: Organize and develop artistic ideas and work.
    Link to Resource

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    ArtsEd Washington

    Resource Provider other

    ArtsEd Washington
    Accessibility

    Accessibility

    Text Resources: Content is organized under headings and subheadings
    License
    ALSDE LOGO