Courses of Study

Arts Education, Grade 4, Visual Arts, 2006

1.) Produce two- and three-dimensional works of art with a variety of traditional and digital processes, materials, subject matter, and techniques.


- processes--using a digital camera to create images to be digitally altered;

- materials--creating papier-mâché animals;

- subject matter--creating portraits, landscapes, still lifes, interiors, or seascapes;

- techniques--layering materials such as cardboard, rubber, fabric, paper clips, and papers to create a collagraph

2.) Use traditional and digital media in the production of graphic design to communicate ideas and feelings.

Example: designing posters, book covers, or logos on the themes of recycling, drug awareness, or endangered species

3.) Apply the elements of art and principles of design, including rhythm, movement, and emphasis, in the creation of works of art.

Examples: producing collages or paintings similar to those of Romare Bearden and Piet Mondrian that were inspired by music, creating works of art similar to Diego Rivera's works that were inspired by everyday life experiences in Mexico

4.) Describe how the elements of art and principles of design, including rhythm, movement, and emphasis, are used in a specific work of art.

Examples: movement as depicted in the use of line and painting techniques in Wassily Kandinsky's abstract works, emphasis as depicted in Giorgio de Chirico's The Nostalgia of the Infinite, rhythm as depicted in Jackson Pollock's Autumn Rhythm, movement in Glenna Goodacre's sculpture Puddle Jumpers

•  Critiquing works of art orally or in writing, using the elements of art and principles of design
Example: reflecting upon the creative process and success of personal works of art in an electronic portfolio

5.) Describe functions of art within the total environment, including functional sculptures, urban improvement, and transportation.


- functional sculptures--fountains, benches, playground equipment;

- urban improvement--murals on walls;

- transportation--bridges

6.) Compare different interpretations of the same subject or theme in art.

Example: landscapes by Impressionist and Hudson River School artists

7.) Utilize community resources to identify works of art from various cultures, times, and places.

Examples: guest artists, artists-in-residence, museums, libraries, universities

8.) Identify works of art from various artists that were inspired by the environments in which they were created.

Example: Alabama artists inspired by their heritage and environment, including Howard Finster's painting Coke Bottle, Jimmy Lee Sudduth's painting Cotton Pickers, and Frank Fleming's sculpture Storyteller