ALEX Classroom Resources

ALEX Classroom Resources  
   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) 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 (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

Subject: Arts Education (3 - 4)
Title: Portraits in the Style of Gustav Klimt
URL: https://sargentart.com/lesson-plan/portraits-in-the-style-of-gustavklimt/
Description:

Students will analyze examples of Gustav Klimt's artwork. They will do a gesture sketch of a model and use characteristics of Klimt's background techniques to complete the portrait.  



   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.

Subject: Arts Education (3)
Title: Elaborating on an Idea to Develop a Character
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-6.pdf
Description:

Students will analyze characters in paintings.  They will imagine a character and make a sketch of it.  They will make a monotype or an oil pastel drawing of the character.  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): [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) 3 :
3) Describe and use steps of the art-making process while creating works of art/design.

[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) 14 :
14) Create works of art based on observations of surroundings.

Subject: Arts Education (3)
Title: Setting the Scene
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-8.pdf
Description:

Students will analyze paintings of landscapes to identify horizons and overlapping shapes.  They will use watercolor painting techniques to create a landscape with a horizon and overlapping shapes.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  



   View Standards     Standard(s): [ELA2015] (3) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

[ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ELA2015] (5) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

[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) 11 :
11) Discuss the meanings and messages communicated by visual imagery.

[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 (4) 11 :
11) Analyze components in visual imagery that convey meanings and messages.

Example: What is the meaning of Edvard Munch's The Scream?

[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: English Language Arts (3 - 5), Arts Education (3 - 5)
Title: Story Books
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson13.html
Description:

Students will analyze Sebastiano Ricci's Perseus Confronting Phineus with the Head of Medusa.  They will discuss the story elements found in the painting, such as setting, characters, and actions.  Students will be given a print of a painting and write a narrative based on the characters and setting.  Based on their narrative, students will illustrate what happened before and after the given painting.    



   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) 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.

Subject: Arts Education (3)
Title: Types of Line
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-1.pdf
Description:

Students will describe lines seen in art and photographs of animals.  They will create an animal drawing using a variety of lines - curved, straight, dots, dashes, spirals, and looping.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  



ALEX Classroom Resources: 6

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