ALEX Resources

Narrow Results:
Classroom Resources (7)


ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (3) 7 :
7 ) Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [RL.3.7]

[ELA2015] (3) 29 :
29 ) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8]

[ARTS] VISA (3) 11 :
11) Discuss the meanings and messages communicated by visual imagery.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

Subject: English Language Arts (3), Arts Education (3)
Title: Creating a Time and Place
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-10.pdf
Description:

Students will analyze settings (time, place, and mood) in stories and art.  They will cut shapes to represent a chosen time of day or year.  They will create a collagraph printing plate and make a print.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 3 :
3) Describe and use steps of the art-making process while creating works of art/design.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (3) 14 :
14) Create works of art based on observations of surroundings.

Subject: Arts Education (3)
Title: Exaggerated Textures for Still Life
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-3.pdf
Description:

Students will analyze shapes, objects, and textures in still-life paintings.  They will draw exaggerated shapes and lines.  They will cut shapes from the textural drawings and make a collage.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 6 :
6) Refine artwork in progress by adding details to enhance emerging meaning.

Example: Decide what details need to be added to make their artwork clearer.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

Subject: Arts Education (3)
Title: Creating Attention With Scale and Size
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-7.pdf
Description:

Students will make a preliminary drawing of a scene of their choice.  They will enlarge one object to create attention.  They will use watercolor pencils to create a final drawing.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   



   View Standards     Standard(s): [ELA2015] (3) 23 :
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]

b. Develop the topic with facts, definitions, and details. [W.3.2b]

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]

d. Provide a concluding statement or section. [W.3.2d]

[ARTS] VISA (3) 11 :
11) Discuss the meanings and messages communicated by visual imagery.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (3) 13 :
13) Use learned vocabulary to evaluate artwork based on given criteria.

Subject: English Language Arts (3), Arts Education (3)
Title: Walking in the Artist's Shoes
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-9.pdf
Description:

Students will analyze a painting including the landscape and weather.  They will write a poem describing a specific setting.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (3 - 5)
Title: In Depth: Pearblossom Highway
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson24.html
Description:

Students will analyze a photograph and photo collage of the Pearblossom Highway.  They will define and identify linear perspective, horizon line, and vanishing point.  They will draw a road through a desert landscape using one-point perspective.  They will complete the landscape using colored pencils.      



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (4) 12 :
12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (3 - 5)
Title: A Look at Judith Leyster
URL: https://www.nga.gov/education/teachers/lessons-activities/self-portraits/leyster.html
Description:

Students will analyze a self-portrait by Judith Leyster. They will write an "I Am" poem and create a monogram to sign their art.  



   View Standards     Standard(s): [ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (4) 13 :
13) Apply one criterion from elements or principles of design to evaluate more than one work of art/design.

Example: Discuss how students' outcomes are different even though they used the same criteria.

[ARTS] VISA (5) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (3 - 5)
Title: Artful Thinking: Color, Shape, Line, Creative Comparisons
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/Artful_Thinking_%20Color_Shape_Line_and_Creative_Comparisons.pdf
Description:

Students will analyze a piece of artwork and identify the colors, shapes, lines, and mood.  They will complete a Creative Comparisons Worksheet (included in the lesson).  



ALEX Classroom Resources: 7

Go To Top of page