NUMI Curriculum: Fourth Grade Introduction€¦ · example, they may say they run like the wind. Or if they smile a lot, the project might show something about their smile. Discuss

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1

NUMI Curriculum: Arts, Fourth Grade Table of Contents

Table of ContentsWeek 1: Lesson 1 ‐ Sketchbooks ...................................................................................................... 4

Week 1: Lesson 2 ‐ Rock Sculpture Installation ............................................................................... 7

Week 2: Lesson 1 ‐ Nature Sculptures ............................................................................................. 9

Week 2: Lesson 2 ‐ Nature as We See It: Large Mural Collage Creation ....................................... 11

Week 3: Lesson 1 ‐ The Tree of Life ............................................................................................... 13

Week 3: Lesson 2 ‐ Bright Sky ........................................................................................................ 15

Week 4: Lesson 1 ‐ Sand Paintings of Nature ................................................................................ 17

Week 4: Lesson 2 ‐ Large Group Mural Creation ........................................................................... 19

Week 5: Lesson 1 ‐ Blended Color Wheel ...................................................................................... 21

Week 5: Lesson 2 ‐ Color My World ............................................................................................... 24

Week 6: Lesson 1 ‐ The Most Beautiful Place ................................................................................ 26

Week 6: Lesson 2 ‐ Crayon Resist .................................................................................................. 28

Week 7: Lesson 1 ‐ Batik Color Design ........................................................................................... 30

Week 7: Lesson 2 ‐ Tissue Paper Stained Glass.............................................................................. 32

Week 8: Lesson 1 ‐ Portrait Painting of My Friend ........................................................................ 34

Week 8: Lesson 2 ‐ Colorful Wall Mural ......................................................................................... 36

Week 9: Lesson 1 ‐ Feeling Feathery ............................................................................................. 38

Week 9: Lesson 2 ‐ Wheat Weaving Decoration ............................................................................ 40

Week 10: Lesson 1 ‐ Mandals With Beans and Grains ................................................................... 42

Week 10: Lesson 2 ‐ Museum Visit ................................................................................................ 44

Week 11: Lesson 1 ‐ Mosaic Tile Designs ....................................................................................... 46

Week 11: Lesson 2 ‐ Orchestral Instruments ................................................................................. 48

Week 12: Lesson 1 ‐ Movie Music ................................................................................................. 50

Week 12: Lesson 2 ‐ Voice and Percussion Jam ............................................................................. 52

Week 13: Lesson 1 ‐ My Family in Nature...................................................................................... 54

Week 13: Lesson 2 ‐ Birds Are Us! ................................................................................................. 56

Week 14: Lesson 1 ‐ Dream Catchers ............................................................................................ 58

Week 14: Lesson 2 ‐ Family Nature Poster .................................................................................... 60

Week 15: Lesson 1 ‐ Symmetry in Butterfly Wings ........................................................................ 62

Week 15: Lesson 2 ‐ Beach Day ..................................................................................................... 66

2

NUMI Curriculum: Arts, Fourth Grade Table of Contents

Week 16: Lesson 1 ‐ A Story of My Family ..................................................................................... 68

Week 16: Lesson 2 ‐ Tangrams ...................................................................................................... 70

Week 17: Lesson 1 ‐ My Family! .................................................................................................... 72

Week 17: Lesson 2 ‐ A Gift for My Family and Me! ....................................................................... 74

Week 18: Lesson 1 ‐ My Illuminated Initial .................................................................................... 76

Week 18: Lesson 2 ‐ Playlist About My Family! ............................................................................. 78

Week 19: Lesson 1 ‐ My Family Traditions .................................................................................... 80

Week 19: Lesson 2 ‐ Art in Nature‐Installation .............................................................................. 82

Week 20: Lesson 1 ‐ Our Homes .................................................................................................... 84

Week 20: Lesson 2 ‐ Museum Visit ................................................................................................ 86

Week 21: Lesson 1 ‐ Where We Like to Be! ................................................................................... 88

Week 21: Lesson 2 ‐ Autobiography of My Family and Me! .......................................................... 90

Week 22: Lesson 1 ‐ Recycled Plastic Picture Vases ...................................................................... 92

Week 22: Lesson 2 ‐ Shoes in Nature ............................................................................................. 94

Week 23: Lesson 1 ‐ The Colors of My Community ....................................................................... 96

Week 23: Lesson 2 ‐ Detailed Map of My Community .................................................................. 98

Week 24: Lesson 1 ‐ My Community of the Future ..................................................................... 100

Week 24: Lesson 2 ‐ A Skyscape Silhouette of My Community ................................................... 102

Week 25: Lesson 1 ‐ Seeing Nature From Another Perspective .................................................. 104

Week 25: Lesson 2 ‐ Nature from a Bird’s Eye View .................................................................... 106

Week 26: Lesson 1 ‐ A Place of My Own in the World ................................................................. 109

Week 26: Lesson 2 ‐ The World is so full of Amazing Places! ...................................................... 111

Week 27: Lesson 1 ‐ Owl Moon Silhouettes ................................................................................ 113

Week 27: Lesson 2 ‐ We Want to Protect the Environment ........................................................ 115

Week 28: Lesson 1 ‐ Grandma Moses and Folk Art ..................................................................... 118

Week 28: Lesson 2 ‐ The Sculpture of Easter Island .................................................................... 121

Week 29: Lesson 1 ‐ Albert Bierstadt ........................................................................................... 123

Week 29: Lesson 2 ‐ John Muir Naturalist ................................................................................... 126

Week 30: Lesson 1 ‐ Albert Giacometti ....................................................................................... 129

Week 30: Lesson 2 ‐ René Magritte ............................................................................................ 131

3

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STANCCSS

OBJE T T T

MAT 2 P P

mth

E R

I Curriculum:

NDARDS 4.SL 1.b

CTIVES o meet and o discuss thao create ske

ERIALS pieces of caiece of thickieces of colo

more fancifulhe author oflmer's glue –ubber matt

Art, 4thGrade

introduce eaat this class etchbooks fo

ardboard, eak canvas matored paper ol. If need be,f the book –2 large bottused for cut

e

ach other will allow thor each child

ach at 8.5” x terial at 8.5”or decorative, they can ha

tles for classtting into (ca

hem to draw

5.5” ‐ for ea” x 11” in dime paper‐ thisave white la

s an find these

We

w, paint and c

ach studentmension – fos is to createbel on the fa

e in art store

Week 1: L

eek 1: LG

Sketc

create art

or each studee book coverancier paper

es – 2 for cla

Lesson 1

Lesson 1GRADE 4

chbookMy drawing

ent rs that are r to identify

ss

14

s gs

4

NUMI Curriculum: Art, 4thGrade Week 1: Lesson 1

Poker to punch holes into paper (not sure what these are called but somethingwhereby they can lay their pieces of paper onto the rubber matt and poke holesthrough) – 2 for class

Ruler – 2 for class Needles with large eyes Rolls of yarn of various colors

Preparation: Teacher should review procedure for creating sketchbooks, gather materials and extra help for the class.

Procedure: Teacher sets up an assembly line of the different stages and demonstrates. To keep things simple, I think all ages can be the same type of book.

Stage 1:

Lay colored paper or decorative paper down. Apply glue. Lay cardboard piece on top and glue down. (If it’s a colored paper and it’s 8.5” x

11”, flip your piece of cardboard so when it lays on top there is color paper allaround it. This will become clearer as you finish the directions in this stage.)

After gluing down one side, wrap other side of cardboard piece with decorativepaper, applying it in gift fashion wrap style. Don’t worry if it doesn’t cover the wholecardboard. Glue down.

Repeat with other piece of cardboard.

Stage 2:

Lay 2 pieces of cardboard next to each other, leaving about 1” gap between them. Apply glue to cardboard pieces. Lay piece of canvas on top of cardboard and gap. Paste.

Stage 3:

Fold sheets of paper in half. Place them all together and open them up so you are laying out middle of book. With ruler measure and mark the following 4 points on inside open fold of book:

1.25” from bottom; 2 “ increments. There will be 4 points marked. Using poker, poke holes all the way through at these points. Depending on thickness of the book, this may need to be done a few times. Laying out the inside of your open book cover, mark the middle of the canvas strip at

the same points. Younger children will need assistance with this stage.

5


Stage 4:

Place pages onto inside open layout of book cover. Measure enough yarn from top to bottom of book with extra for knotting. Thread yarn through needle and knot end. Holding the cover and pages together, starting at inside of book pages at bottom

point, thread needle and yarn through all pages and through canvas strip. Thread through canvas strip and into next point. Continue to sew book back and forth through points until end at 4th point (inside of

book). Knot. This is a critical phase to make sure string is tight, pages are aligned, the book is.

Stage 5:

Decorate cover of book with design, name of author, name of book, dates. Can use glitter, stencils, stickers, magazine cutouts, collage, etc. Can also decorate inside cover if want to leave outside as is.

Wrap up: Introduce your clean‐up routine to the children.

Notes/Feedback:

6

NUMI

STANCCSS Visua

OBJE T T T T

MAT R N S

I Curriculum:

NDARDS 4.SL 1.b, 1.c

al Arts Conte

CTIVES o create smao discuss who discuss theo draw pictu

ERIALS ocks of man

Natural mateketchbooks

Art, 4thGrade

c, 1.d ent Standard

all group rochat qualitiese four elemeures of the s

ny sizes erials such aswith pencils

e

ds 4. 1.5

ck sculpture of themselvents and whculptures in

s mosses, fers or crayons

Rock S

s for an instaves they seeich they fee their sketch

rns, grasses

We

SculptuSee

allation in the rocksl most like hbooks

Week 1: L

eek 1: LG

ure Insteing Myself Th

s and finishe

Lesson 2

Lesson 2GRADE 4

tallationhrough Natur

ed sculptures

24

n re

s

7


Preparation: Gather natural materials from outdoors. Pick a site outdoors for the rock sculpture installation.

Procedure: Ask the students to create a collage or sculpture that shows something about

themselves. Use simile and metaphor for comparisons in their descriptions, for example, they may say they run like the wind. Or if they smile a lot, the project might show something about their smile. Discuss the four elements: earth, air, fire and water and ask which of these elements they believe they are most like.

Discuss rocks in nature. Once completed, each child may draw in their sketchbooks.

Wrap up: If possible, leave the installation up outdoors or inside. Have the children clean‐up using your routine.

Notes/Feedback:

Teacher Supplement: For information about working with children by creating sculptures, try this book:

Loose Parts: Inspiring Play in Young Children‐ By Lisa Daly, Miriam Beloglovsky

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NUMI

STANCCSS Visua

OBJE T T T

MAT R C W S

PrepaGathe

I Curriculum:

NDARDS SL.4.1.a, 1.b

al Arts Conte

CTIVES o create lasto see qualitio draw natu

ERIALS ocks, sticks, ardboard on

Wire or glue tketchbooks

aration: er materials

Art, 4thGrade

b, 1.c, 1.d ent Standard

ting nature sies in naturaural material

flower blosn which to pto glue sculpwith pencils

.

e

ds 4.1.5

sculptures al materialss in their ske

soms, mosselace sculptupture piecess or crayons

etchbooks

es, grasses are s together

We

NatSee

and other na

Week 2: L

eek 2: LG

ure Scueing Myself Th

atural mater

Lesson 1

Lesson 1GRADE 4

ulptureshrough Natur

ials

14

s re

9


Procedure: Have students pick the materials they wish to sculpt. Allow time to create the sculptures. Discuss the qualities of the natural materials used in the sculptures. Once completed, each child may draw in their sketchbooks.

Wrap up: Have the students clean‐up using your routine.

Notes/Feedback:

Teacher Supplement: For more ideas about nature sculpture with children try: http://www.learninglandscapesdesign.com/nature‐sculpture‐with‐kids/

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Nat

STANCCSS Visua

OBJE T T T

MAT La V Sc G C S

I Curriculum:

ture As

NDARDS SL.5.1.a, 1.b

al Arts Conte

CTIVES o create a lao discuss who draw thes

ERIALS arge mural pVarious bits ocissors Glue rayons ketchbooks

Art, 5thGrade

s We Se


arge mural chich qualitiee in sketchb

paper any coof fabric, pap

e

e

ds 5 1.1, 1.2,

ollage for dis of human books

olor per and sma

e It: Large Mural Collage Creation

1.3,

splay beings are s

ll natural ma

We

See

imilar to som

aterials

Week 2: L

eek 2: LG

eing Myself Th

me found in

Lesson 2

Lesson 2GRADE 5

hrough Natur

nature

25

re

11


Procedure: Discuss that the mural made today will have creatures and objects of the natural

world. Using scraps of fabric and paper, the children will create the living beings to fill this

forest. When the mural is finished, it should be hung for all to see. After cleaning up, the students should have time to draw in their sketchbooks.


Notes/Feedback:

Teacher Supplement The following article talks about the importance of having students work together collaboratively. http://artsedge.kennedy‐center.org/educators/how‐to/working‐together

12

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STANCCSSVisua

OBJE T T

th T

MAT S W P W S

I Curriculum:

NDARDS: .SL.4.1.a, 1.bal Arts Conte

CTIVES o create indo discuss hohat all living o draw in sk

ERIALS mall Leaves Watercolor paint brushes

White fabric oketchbooks

Art, 4thGrade


ividual Treeow everythinthings are c

ketchbooks

collected fropaints in jars,s or paper forand pencils

e

ds 4.1.1, 1.2,

s of Life ng in Nature connected to

om outdoor, brushes, w

r each studeor crayons

1.5

comes in difo Nature

s ater

nt at least 1

We

TSee

fferent colo

2” by 24” or

Week 3: L

eek 3: LG

he Treeeing Myself Th

rs, shapes an

r larger

Lesson 1

Lesson 1GRADE 4

e of Lifehrough Natur

nd sizes, and

14

e re

d

13


Background Information: Children relate to the natural world. When they can see themselves as part of nature, they will respect and care for the natural world.

Procedure: Have the children look at the leaves spread out on table or floor. Ask them to

describe the leaves. They may speak about colors, shapes, and sizes. Discuss that everyone on Earth and everything in Nature comes in different colors, shapes and sizes.

Some students may recognize leaves from trees they can name, such as Oak. Instruct the children to choose several leaves that remind them of themselves or

someone they love. Give each student a piece of painting paper. Set up paint in at least red, yellow and blue. Have the children paint a centered tree trunk with long limbs fanning out to the

edge of the paper. Then they should add painted leaves. When finished, display the paintings for the children to see. In their sketchbooks, they should draw their trees of life.

Wrap up: Have the children clean‐up using your routine.

Notes/Feedback:

14

NUMI

STANCCSS CCSS Visua

OBJE T T T

MAT La C C G S

I Curriculum:

NDARDS 4.SL.1.a, 1.b4.L.5a, 5b, 5

al Arts Conte

CTIVES o look at theo draw the so draw the s

ERIALS arge sheet orayons otton balls

Glue ketchbooks

Art, 4thGrade

b, 1.c, 1.d 5c ent Standard

e sky and desky sky in sketch

of drawing p

with pencils

e

ds 4.1.1, 1.2,

escribe it

hbooks

aper for eac

s or crayons

1.5

ch child

We

See

Week 3: L

eek 3: LG

Brieing Myself Th

Lesson 2

Lesson 2GRADE 4

ght Skyhrough Natur

24

y re

15


Procedure: Read the poem to the class or print it out and have the children read it.

Bright Night The stars are shiny and they are bright and they shine right through the darkest

night. They burn like a forest that has burnt to the ground and new life appears all

around, The stars glow like embers in the sky and if they went out darkness would

encircle us all, They are far away and they might be dim but they represent hope to all around, The stars have been there since the start of time and will illuminate the sky for

times to come, Their beauty is unrivaled except for the sun which gives us life all year long.

Source: Bright Night, Sky Poems

http://www.poetryinnature.com/nature/poetry.asp?poem=1837#ixzz3HH0xdnk9 www.PoetryInNature.com

Then ask the children what they see in the sky. If possible, have them watch cloudsuntil they transform from one shape to another.

Then, have them create a sky scene on paper. After clean‐up, have the children draw in their sketchbooks.


Notes/Feedback:

16

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STANVisua

OBJE T T

MAT C P S C P P S

Proce M

I Curriculum:

NDARDS al Arts Conte

CTIVES o paint a nato draw in sk

ERIALS lean Sand owdered Temall, empty raft Glue encil lastic knife aketchbooks

edure: Mix sand and

Art, 4thGrade

ent Standard

ture scene wketchbooks

empera Paintcontainers w

and spoons with pencils

d tempera pa

e

ds 4.1.5, 2.7

with sand

ts with lids

s or crayons

aints (one sp

Sand

poon at a tim

We

d PaintSee

me) in contai

Week 4: L

eek 4: LG

ings ofeing Myself Th

iners and sh

Lesson 1

Lesson 1GRADE 4

f Naturehrough Natur

ake.

14

e re

17


On paper, sketch nature scene of your choice. One section at a time, spread glue on area and then spread colored sand on that

area. Continue filling each area, one at a time with the sand color of your choice until

finished. When finished, children may draw in sketchbooks.


Notes/Feedback:

Teacher Supplement: Watch the following YouTube segment to answer questions from your students about sand. What is sand made of? ‐ YouTube▶ 2:46 www.youtube.com/watch?v=PzZOAY06WRU

18

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STANCCSSVisua

OBJE T

n

MAT La C

bea

G S

I Curriculum:

NDARDS .SL.4.1.a, 1.bal Arts Conte

CTIVES o create a mature

ERIALS arge mural prayons, penalls, small piarth and ocewalk outdoo

Glue ketchbooks

Art, 4thGrade


mural of scen

paper any cocils, leaves, inecones, saean. These mors.

and pencils

e

ds 4.1.1, 1.5

nes in nature

olor small sticks,and—any mamight be left

and crayons

Large G

e with crayo

flower blosaterials that t over from p

s

We

Group MSee

ns, pencils a

soms, sand,would help past projects

Week 4: L

eek 4: LG

Mural Ceing Myself Th

and glued ob

small shellsto create a ss or collecte

Lesson 2

Lesson 2GRADE 4

Creationhrough Natur

bjects from

s, cotton scene of skyd anew with

24

n re

y, h

19


Preparation: Think of this as a review of the first four weeks of the children seeing themselves in nature. Try to think of a place where the mural might hang for the school to see.

Procedure: Discuss the fun the children have had creating art and seeing themselves in nature. Tell the class that they are going to create a large group mural of nature. Assign or have the children choose if they will work on the sky, earth or ocean. Distribute materials and let the children create the mural. When finished, have the students draw their ideas of nature in their sketchbooks.

Wrap up: Have the students clean up using your routine.

Teacher Supplement: For information about how working together on projects helps students. http://www.worldwidelearn.com/education‐articles/group‐projects.htm

20

NUMI

STANVisua OBJE T T T MAT W W R W P P S S

I Curriculum:


CTIVES o review bleo create a coo draw in sk

ERIALS Water color pWater in whiced, Yellow a

Water jars wiaint brushesainting Boarponges ketchbooks

Art, 4thGrade

ent Standard

ending colorsolor wheel bketchbooks

painting papch to soak thand Blue watith water s at least ¾” rds on which

and pencils

e

ds 4.1.3, 1.5

s—first and by blending c

per of at leashe paper ter color pai

in width h to place th

secondary ccolors

st 18” by 24”

nt

e wet paper

We

BlendeSe

colors

”

r

Week 5: L

eek 5: LG

ed Coloeeing Myself

Lesson 1

Lesson 1GRADE 4

r WheeThrough Colo

1 4

el or

21


Preparation: Soak the paper in water and then remove and place on painting boards and sponge off extra water. Have paint, water and brushes ready for children.

Background Information: Two versions of the color wheel are presented here. Please choose the one that works best for your students.

Procedure:

Begin with creating a circle on paper divided into six wedges. Paint the first wedge red, third wedge yellow and then blend the two for orange in

between.

22


Paint the fifth wedge blue, then blend with yellow to form green. Paint the sixth wedge by blending blue with red. Discuss the creation of each color.


Notes/Feedback:

23

NUMI

STANVisua OBJE T T T MAT W W R W P P S S

I Curriculum:


CTIVES o discuss hoo paint the fo draw in sk

ERIALS Water color pWater in whiced, Yellow a


Art, 4thGrade

ent Standard

ow colors hefeelings the ketchbooks

painting papch to soak thand Blue watith water s at least ¾” rds on which

with pencils

e

ds 5.1.1, 1.2

lp us to exprstudents ha

per of at leashe paper ter color pai


s or crayons

ress our feelve about the

st 18” by 24”

nt

e wet paper

We

CoExpre

lings eir world

”

r

Week 5: L

eek 5: LG

olor Myessing Myself

Lesson 2

Lesson 2GRADE 4

y WorldThrough Colo

2 4

d or

24



Procedure: Ask the students to say how colors express their feelings. Ask the students to think of a story they know or create a new one in their minds

about something in the world. The students create an original painting of this story. When finished, children may draw in their sketchbooks.


Notes/Feedback:

25

NUMI Curriculum: Art, 4th Grade Week 6: Lesson 1

Week 6: Lesson 1GRADE 4

The Most Beautiful Place Expressing Myself Through Color

STANDARDS Visual Arts Content Standards 4.1.1, 1.3, 1.5

OBJECTIVES To create a painting of the most beautiful place I have seen To draw in sketchbooks

MATERIALS Water color painting paper of at least 18” by 24” Water in which to soak the paper Red, Yellow and Blue water color paint Water jars with water Paint brushes at least ¾” in width Painting Boards on which to place the wet paper Sponges Sketchbooks with pencils or crayons

26

NUMI Curriculum: Art, 4th Grade Week 6: Lesson 1


Procedure: The teacher asks the students to remember the most beautiful place they have ever

seen either in person or in a story. The students will paint these places and then talk about them. When finished, children may draw in their sketchbooks.


Notes/Feedback:

27

NUMI

STANVisua

OBJE T T

MAT D P W P P S C S

I Curriculum:


CTIVES o review theo create a cr

ERIALS Dry Water coale Yellow w

Water jars wiaint brushesainting Boarponges rayons ketchbooks

Art, 4thGrade

ent Standard

e paintings orayon resist

olor painting water color pith water s at least ¾” rds on which

with pencils

e

ds 4.1.1, 1.5

of the past fewith a crayo

paper of at paint


s or crayons

ew lessonson underlaye

least 18” by

e wet paper

We

Expre

er topped by

y 24”

r

Week 6: L

eek 6: LG

Crayoessing Myself

y paint

Lesson 2

Lesson 2GRADE 4

n ResisThrough Colo

24

t or

28


Procedure: The children should draw a happy scene they remember. When finished, the children should paint over the drawing until the page is covered. When finished, children may draw in their sketchbooks.

Wrap up: The children should clean‐up using your routine.

Notes/Feedback:

Teacher Supplement: This YouTube video is a great introduction to working with pastels. The beginning cartoon drawing may be fast forwarded to come to drawing landscapes. https://www.youtube.com/watch?v=dpF_zAiLpvU

29

NUMI

STANCCSS Visua

OBJE T T

MAT D B W P P W S C S

I Curriculum:

NDARDS SL.4.1b, 1.c

al Arts Conte

CTIVES o discuss theo create a b

ERIALS Dry Water colue water co

Water jars wiaint brushesainting Boar

White glue inponges rayons ketchbooks

Art, 4thGrade

, 1.d ent Standard

e Indonesianatik design o

olor painting olor paint ith water s at least ¾” rds on whichn glue bottle

with pencils

e

ds 4.3.1, 4.2,

n Art of Bation white dra

paper of at

in width or h to place thwith narrow

s or crayons

4.4

k awing paper

least 18” by

narrower, ife paper w, open poin

We

BatikExpre

y 24”

f available

nt

Week 7: L

eek 7: LG

k Coloressing Myself

Lesson 1

Lesson 1GRADE 4

r DesignThrough Colo

14

n or

30


Background Information: Batik is an ancient art form where cloth is drawn on with a tool called a canting, which is a thin container, like a pen, filled with melted wax. Then, the fabric is dyed, traditionally with brown or blue dye.

Procedure: The class may create a sketch for batik designs before beginning to work on the

paper. Traditional designs use nature as influence, such as flowers or birds, alongside geometric patterns and lines.

Then they may replicate that sketch onto a fresh sheet of white paper, using a gluebottle as a canting.

After the glue has dried, they should paint between the lines of glue using bluepaint.

When finished, children may draw in their sketchbooks.

Wrap up: Have children clean‐up using your routine.

Notes/Feedback:

31

NUMI

STANCCSS Visua OBJE T T

MAT 9 T P Sc

I Curriculum:

NDARDS SL.4.1b, 1c,

al Arts Conte

CTIVES o create tisso draw in sk

ERIALS ” x 12” blackissue paper encils cissors

Art, 4thGrade

1d ent Standard

sue paper staketchbooks

k paper (two

e

ds 1.3, 1.4, 1

ained glass

o pieces)

Tissue

.5

We

e PaperExpre

Week 7: L

eek 7: LG

r Staineessing Myself

Lesson 2

Lesson 2GRADE 4

ed GlasThrough Colo

2 4

s or

32


Background Information:

Stained Glass Tissue Paper

Procedure: With both pieces of black paper together, the children draw a design on one and cut

through both papers. Then with one black paper on the desk, the children should cut pieces of tissue

paper to fit into the cut out areas and glue down on black frame. Finally, both sheets of black paper should be glued together. When finished, students should draw in sketchbooks.


Notes/Feedback:

33

NUMI

STANCCSS Visua

OBJE T T T

MAT D W R W P P S S

I Curriculum:

NDARDS SL.4.1a, 1.b

al Arts Conte

CTIVES o paint a poo paint fromo draw in sk

ERIALS Dry Water coWater in whiced, Yellow, a


Art, 4thGrade


rtrait of a clm observatioketchbooks

olor painting ch to soak thand Blue waith water s at least ¾” rds on which

with pencils

e

Po

ds 1.1, 1.3, 1

assmate n of my clas

paper of at he paper ater color pa


s or crayons

ortrait P

.5

ssmate

least 18” by

int

e wet paper

We

PaintingExpre

y 24”

r

Week 8: L

eek 8: LG

g of Myessing Myself

Lesson 1

Lesson 1GRADE 4

y FriendThrough Colo

14

d or

34


Procedure: Observe my classmate and draw their facial portrait in my sketchbook. Once that is done, begin painting of the portrait. After painting, the class may draw in sketchbooks.

Wrap up: Have the class clean‐up using your routine.

Notes/Feedback:

35

NUMI

STANCCSS Visua OBJE T MAT La R W P S C S

I Curriculum:

NDARDS 4.1.b, 1.c, 1

al Arts Conte

CTIVES o create a co

ERIALS arge paper fed, Yellow a

Water jars wiaint brushesponges rayons ketchbooks

Art, 4thGrade

1.d ent Standard

olorful wall m

for a mural and Blue watith water s at least ¾”

with pencils

e

ds 4.1.1, 1.2,

mural to dis

ter color pai

in width

s or crayons

1.3, 1.5

play

nt

We

ColorExpre

Week 8: L

eek 8: LG

rful Waessing Myself

Lesson 2

Lesson 2GRADE 4

ll MuraThrough Colo

2 4

al or

36


Procedure: Organize the students in groups to paint a colorful scene discussed and planned by

the class based on a current study they are doing in history, literature, nature, or mythology.

Once the scene is painted, display it for the school to see.


Notes/Feedback:

37

NUMI

STANCCSS Visua

OBJE T T T T

MAT La S W W R W In

I Curriculum:

NDARDS SL 4.1.b, 1.c

al Arts Conte

CTIVES o feel and do use the feo use a sticko draw in sk

ERIALS arge turkey mall sticks Watercolor pWater in whiced, yellow a

Water jars nk

Art, 4thGrade

c, 1.d ent Standard

escribe featathers to pak to draw witketchbooks

feathers

paper of at lech to soak thand blue wat

e

ds 1.5

hers with woaint featheryth ink

east 18” by 2he paper tercolor pain

Revea

ords y strokes and

24”

nt

We

Fealing Myself T

d designs

Week 9: L

eek 9: LG

eeling FThrough Desig

Lesson 1

Lesson 1GRADE 4

Featherygn and Textur

14

y re

38


Sketchbooks and pencils and crayons


Procedure: Give each child a feather. Tell them that the feathers came from birds and should be

treated with respect. Tell the children that they will paint soft, feathery strokes on their paper. When finished, have the children discuss the look of the strokes. They can look at their pictures and may see something in it—bird, face, landscape

scene, etc. They then bring it out, i.e., trace it, add more colors or marks to enhancethat part of the picture.

Then have the children use small sticks and ink to draw strokes on their paper. When finished, have the children compare the strokes of the feather with the

strokes of the sticks. The children will then draw feathers and sticks in their sketchbooks.


Notes/Feedback:

39

NUMI

STANVACS OBJE T MAT 1 A Sc T T PrepaTwo uhttpshttpsEasy

I Curriculum:

NDARDS S 4.1.2, 2.4, 3

CTIVES o create a Sw

ERIALS 2 pieces of w

A plastic buckcissors hread to tie hin, brightly

aration: useful Youtus://www.yous://www.youHarvest Bra

Art, 4thGrade

3.2, 3.4

wedish wove

wheat strawket with wat

around whey colored rib

ube videos inutube.com/wutube.com/wid.

e

en wheat de

w for each chter to soak t

eat bon to tie on

nclude: watch?v=tvYwatch?v=QIK

WheatRevea

esign

ild he wheat fo

n wheat

YEZvgSpXM bKQ38pFYtM

We

t Weavialing Myself T

r one hour b

basic craft tiwith specifi

Week 9: L

eek 9: LG

ing DecThrough Desig

before using

ps and c instruction

Lesson 2

Lesson 2GRADE 4

corationgn and Textur

g

ns for the

2 4

n re

40


Procedure: Soak the wheat in water for one hour before beginning. Holding the seed heads together, tie thread tightly around joined stems just below

heads. Braid or plait the stems to the end of the stems in a straight braid. The videos show

how to handle stems that are shorter than the others. Tie both ends together to form circle. You may keep heads on or trim off. Decorate with small dried flowers and ribbon.


Notes/Feedback:

41

NUMI

STANVACS

OBJE T T T

MAT Sq A G

PrepaYouT

I Curriculum:

NDARDS S 5.1.2, 2.4, 3

CTIVES o discuss theo draw a simo display an

ERIALS quare PaperAssortment oGlue

aration: ube video: h

Art, 4thGrade

3.2, 3.4

e art form omple mandald share finis

r at least 12”of beans and

https://www

e

Mand

f mandala la large enoushed manda

” by 12”and d grains in va

w.youtube.co

dalas WRevea

ugh to glue ola

small point arious sizes a

om/watch?v

Wee

With Beaaling Myself T

on bean, gra

black markeand colors

v=BJ3r23ywk

Week 10:

ek 10: LG

ans andThrough Desig

ains

er

kEo

Lesson 1

Lesson 1GRADE 4

d Grainsgn and Textur

14

s re

42


Background Information: Mandala (Sanskrit: म लMaṇḍala, 'circle') is a spiritual and ritual symbol in Hinduism and Buddhism, representing the Universe. The basic form of most mandalas is a square with four gates containing a circle with a center point. Loosely translated to mean "circle," a mandala is far more than a simple shape. It represents wholeness, and can be seen as a model for the organizational structure of life itself‐‐a cosmic diagram that reminds us of our relation to the infinite, the world that extends both beyond and within our bodies and minds.

Procedure: Discuss mandalas. Show children finished mandala or Youtube of drawing mandala. Have children draw mandalas with spaces large enough for beans or grains to fit. Have children glue beans and grains to finish mandalas. Display and discuss.


Notes/Feedback:

43

NUMI

STANVACS

OBJE T T T

MAT P

PrepaThis twill bexhib

I Curriculum:

NDARDS S 4.1.1, 1.2, 1

CTIVES o visit the Oo view art oo draw a fav

ERIALS encils and sk

aration: trip may be sbe two trips bit. All trip p

Art, 4thGrade

1.3, 3.1, 3.2,

Oakland Musn exhibit vorite paintin

ketchbooks

scheduled aper class to plans must b

e

3.3, 3.4, 4.1

eum

ng in sketch

t any time itthis museume coordinate

1, 5.2

book

t is conveniem or anotheed with scho

Wee

What art c

ent during thr during the ool administ

Week 10:

ek 10: LG

Museuan we find at

he year. Ideayear to see ration.

Lesson 2

Lesson 2GRADE 4

um Visitt the museum

ally, there art on

24

t m?

44


Background Information: If possible, teachers should visit the museum before taking the students in order to be better able to guide their group through the building.

Procedure: Meet tour guides at entrance and follow. Discuss the exhibit and connect the paintings seen with the life work or job of the

artist. After the guided tour, have students sit in front of a particular drawing and sketch it.

Wrap up: Remind children to pick up any materials they have used while in the museum.

Notes/Feedback:

4545

NUMI

STANVACS

OBJE T T T T T T

MAT Sq S A Le S

I Curriculum:

NDARDS S 4.1.1, 2.4, 2

CTIVES o discuss thio discuss hoo plan the do use adheso display theo draw in sk

ERIALS quare base omall mosaic Adhesive eftover felt, ketchbooks

Art, 4thGrade

2.7, 3.2, 4.1,

ings that areow ancient cesign for eaive to attache finished tilketchbooks

of heavy cartiles

if any, to gluand pencils

e

4.2, 4.4

e made withultures usedch project bh the tiles toe designs

rdboard or li

ue to the bo

Revea

tilesd tiles to creaby laying tileso the base

ght wood (4

ottom of the

Wee

Mosaaling Myself T

ate artistic ms on the bas

4” x 4” max)

project

Week 11:

ek 11: LG

aic Tile DThrough Desig

mosaic desige without ad

Lesson 1

Lesson 1GRADE 4

Designsgn and Textur

gns dhesive

14

s re

46


Background Information: Mosaic ‐‐ which involves sticking small tile fragments into an adhesive surface to form a design ‐‐ is an ancient form of artwork commonly used to decorate floors, walls, tables and tiles. The ancient Greeks, Romans and Byzantines were famous for their complex mosaic work.

Procedure: Discuss where students have seen tiles. Discuss the ancient cultures that used mosaic tiles for art and practical household

items. Distribute bases and have students create designs until they are happy with one

which they will use adhesive to attach to the base. Display tile designs. Draw in sketchbooks.

Wrap up: Have class clean‐up using your routine. Have class clean‐up using your routine.

Notes/Feedback:

47

NUMI

STANCCSS 4.1b,

OBJE T T T T T

m T

MAT M N

h Fa S

I Curriculum:

NDARDS SL. c, d

CTIVES o discuss theo listen and o discuss hoo draw the io compare imetal, soft fao draw in sk

ERIALS Music on YouNarrated by Gttps://wwwabric from pketchbooks

Art, 4thGrade

e different into and watc

ow each instrnstruments nstruments abric, stretchketchbooks

uTube or choGary Burgdo.youtube.coprior lessonsand pencils

e

nstruments ch Carnival orument is us

with the feehed fabric fo

oice of machoff 27 minuteom/watch?v=, silk, wool, or crayons

ORevea

of the orcheof the Animased in the pi

el of things tr a drum he

hine for audies‐nice carto=uerDXMMGburlap, fake

Wee

rchestraling Myself T

estra als by Saint‐Sece

the children ad and so on

o and visualoon drawingGrS0 fur

Week 11:

ek 11: LG

ral InstrThrough Desig

Saens

know such hn.

presentatiogs—

Lesson 2

Lesson 2GRADE 4

rumentgn and Textur

has hard

on

24

s re

48


Procedure: Discuss how music makes everyone feel. Play music video. If 27 minutes is too long for the class to watch this video, take a stretch break in the

middle. Discuss the story and how the instruments portrayed the characters in the story. Draw the instruments and characters they represent on large drawing paper to

display. Draw in sketchbooks.

Wrap up: Have class clean‐up using your routine. If there is a clean‐up procedure or any other closing activity, include it here.

Notes/Feedback:

49

NUMI

STANCCSS

OBJE T

P T T T

MAT Y P G Fa

I Curriculum:

NDARDS SL.4.1b, c, d

CTIVES o listen to motter o discuss hoo identify byo create a co

ERIALS ouTube acceaper for coll

Glue abric scraps

Art, 4thGrade

d, 5.5

movie theme

ow these they sound somollage of clo

ess or other lage

of various t

e

es from India

emes make yme of the instth scraps to

music devic

extures

Revea

ana Jones, 20

you feel truments usrepresent t

ce

Wee

aling Myself T

001 A Space

ed he music the

Week 12:

ek 12: LG

MoviThrough Desig

Odyssey an

eme you like

Lesson 1

Lesson 1GRADE 4

e Musicgn and Textur

nd Harry

e

14

c re

50


Preparation: YouTube Harry Potter Theme: www.youtube.com/watch?v=zCNHVMIYqiAYouTube 2001 A Space Odyssey Theme: www.youtube.com/watch?v=QwxYiVXYyVs YouTube Indian Jones Theme: www.youtube.com/watch?v=‐bTpp8PQSog Procedure: Play each music theme for the class and ask how each makes them feel. Play again and have students arrange papers on larger paper and finish by the time a

musical piece ends. (A race to the finish!) Glue pieces down to create collages of music.

Wrap up: Have students clean‐up using your routine.

Notes/Feedback:

51

NUMI

STANCCSS

OBJE T

D T T T T

u T

MAT Y D S

I Curriculum:


CTIVES o watch andDakar (Senego play drumo discuss hoo explain hoo discuss honderstandino draw in sk

ERIALS ouTube acceDrums and anketchbooks

Art, 4thGrade

d

d listen to yogal) 4 minutes and use voow making mow music maow texture cang of the thinketchbooks

ess ny percussivand pencils

e

outube—10‐es oice to jammusic with peakes us feelan mean things we hear,

ve instrumen

VoiceReveali

11‐2009, Ma

ercussion an

ngs that we , read and se

nts

Wee

e and Ping Myself Th

ake Music w

nd voice mak

touch but aee.

Week 12:

ek 12: LG

Percussihrough Design

with Bonjour

kes students

lso the diffe

Lesson 2

Lesson 2GRADE 4

ion Jamn and Texture

Afrique in

s feel

erent layers

24

m e

52


Procedure: Play Bonjour Afrique for students on YouTube. Have students create a jam similar to Bonjour Afrique but include voices as

percussive sounds. Have student explain layers of the sounds they heard using adjectives. Have students draw in sketchbooks.


Notes/Feedback:

53

NUMI

STANCCSS VACS OBJE T T T T T T

cr T MAT La N G M

I Curriculum:

NDARDS SL4.1b, c, d

S 4. 2.7. 4.1,

CTIVES o discuss who discuss who discuss timo read the po write poemo create a grayons and po draw in sk

ERIALS arge paper fNatural objecGlue Markers, cray

Art, 4thGrade

5.2

hat family mho the peopmes when oupoem, Naturms in free veroup collagepencils ketchbooks

for group mucts: shells, le

yons and pe

e

means to the le are in ourur family hasre Is, by Jack erse about fae of families

urals eaves, sticks,

ncils

children r families s been in natPrelutsky amilies in nain nature us

, pebbles, sm

Wee

My FamSeeing My

ture

ature sing natural

mall pinecon

Week 13:

ek 13: LG

mily in y Family Thro

materials pl

nes, etc)

Lesson 1

Lesson 1GRADE 4

Natureugh Nature

us markers,

1 4

e

54


Poem Sketchbooks with pencils or crayons Preparation: Read the poem below to yourself before you read it to the class. Nature Is by Jack Prelutsky Nature is the endless sky, The sun of golden light, A cloud that floats serenely by, The silver moon of night. Nature is a sandy dune, A tall and stately tree, The waters of a clear lagoon, The billows on the sea. Nature is a gentle rain And winds that howl and blow, A thunderstorm, a hurricane, A silent filed of snow. Nature is a tranquil breeze And pebbles on a shore. Nature’s each and all of these And infinitely more. Procedure: Discuss what family means and who is in our families. Teacher reads the poem which the class discusses. Each child writes a poem in free verse (no exact rules) about their family. Each group creates a mural of natural objects of their families in nature. Draw in sketchbooks. Wrap up: Have children clean‐up using your routine.

Notes/Feedback:

55

NUMI

STANCCSS VACS OBJE T T

w T T MAT C P Sc P W St

I Curriculum:

NDARDS SL. 4.1b, c, d

S 4.2

CTIVES o discuss biro create a bwho live witho hang bird o draw in sk

ERIALS orrugated caencils cissors eanut Butte

Wild Bird Seetring or yarn

Art, 4thGrade

d

rds and theirird feeder inh me (or morfeeder outsketchbooks

ardboard

r and spreaded n to hang the

e

r families whn a geometrire for small fide at home

der

e feeder

ho live in natc shape withfamilies) or at schoo

Wee

Seeing

ture h as many p

l

Week 13:

ek 13: LG

Birds My Family Th

oints as fam

Lesson 2

Lesson 2GRADE 4

Are Ushrough Natur

mily members

2 4

s! re

s

56


Drawings or pictures of geometric shapes

Procedure: Discuss bird nests where baby birds are born and where they learn to take care of

themselves from their mother bird. Ask each child to choose a geometric shape that represents the number of family

members who live in their home. Have each child draw the geometric shape for their family and cut it out of

cardboard. Let each child spread peanut butter over the shape and then spread bird seed on

that. Let each child cut a piece of yarn or string and tie it on the feeder to hang it. Have children take the feeder home to hang or hang them outside at school. Wrap up: Have class clean up using your routine. Notes/Feedback:

57

NUMI

STANCCSS VACS OBJE T

b T T T MAT B Tw C La B

I Curriculum:


S 1.1, 1.2, 1.3

CTIVES o discuss hoad dreams bo make a dro display dreo draw in sk

ERIALS racelet or smwine olorful yarn arge eye neeeads and/or

Art, 4thGrade

d 3, 3.2, 3.3, 3

ow Native Amby hanging deam catcheream catcherketchbooks

mall hoop fo

edle r feathers

e

.4

merican motdream catcher for each chrs

or each child

thers and graers near sleehild

d

Wee

DSeeing

andmotherseping childre

Week 14:

ek 14: LG

Dream C my Family Th

s protected cen

Lesson 1

Lesson 1GRADE 4

Catcherhrough Natur

children from

1 4

s re

m

58


Preparation: Useful YouTube video www.youtube.com/watch?v=XSmjHVh‐xLM Procedure: Discuss how mothers and grandmothers protect children. Discuss Native American tradition of using dream catchers. Discuss how Native American families use natural objects to protect and decorate

for their families. Wind twine around hoop as shown in YouTube video. Weave colorful yarn through circle until it meets the center. Tie know with bead. Decorate with beads and feathers. Display dream catchers. Draw in sketchbooks. Wrap up: Have class clean‐up using your routine. Notes/Feedback:

59

NUMI

STANCCSS VACS

OBJE T T T T T

MAT La C S

Proce D T

I Curriculum:

NDARDS SL 4.1b, c, d

S 4.2.7,

CTIVES o discuss who create indo add a heado display ano draw in sk

ERIALS arge poster rayons, marketchbooks

edure: Discuss how phis poster co

Art, 4thGrade

d

hat a poster ividual postedline, title od discuss finketchbooks

paper (at learkers and peand pencils

posters are uould be art o

e

about familers about thr slogan to tnished poste

ast 18” x 24”ncils

used as art aor an advert

ies in natureheir family enthe poster ers

”)for each ch

and advertisisement for

Wee

Family Seeing My

e might havenjoying natu

hild

sements for families to p

Week 14:

ek 14: LG

Naturey Family Thro

e ure

places and tplay in natur

Lesson 2

Lesson 2GRADE 4

e Posteugh Nature

things. re.

24

r

60


Have each child draw a poster showing their family enjoying being outside in nature,real or imagined and then add a headline, title or slogan onto the poster.

Display each poster and discuss reminding children that only positive commentsabout the work of others will be allowed.

Draw in sketchbooks.

Wrap up: Have class clean‐up using your routine.

Notes/Feedback:

61

NUMI

STANCCSS VACS OBJE T T T T T T T MAT O T S

I Curriculum:


S 4.1.1, 1.2, 3

CTIVES o discuss symo discuss arto discuss hoo discuss theo create buto display buo draw in sk

ERIALS Origami papeape ketchbooks

Art, 4thGrade

d 3.4

mmetry in btistic symmeow families re Japanese ttterflies withtterflies andketchbooks

er for each c

and pencils

e

S

butterfly winetry and fameflect naturtradition of ph symmetry d discuss the

hild

Symmet

gs and in fammily habit syme in their hapaper foldinin wings threir symmetry

Wee

try in B Seeing

milies mmetry abit symmetrg called origough origamy

Week 15:

ek 15: LG

utterflyMy Family Th

ry gami mi

Lesson 1

Lesson 1GRADE 4

y Winghrough Natur

1 4

s re

62


Background Information:

Procedure:

Valley fold paper from edge to edge , making a rectangle. Crease well and then unfold.

Valley fold the triangle from the other edge to edge, crease and unfold. You'll now have a square with a creased plus sign splitting it into 4 quarters.

Valley fold paper from corner to corner , making a triangle. Crease well and then unfold.

And you end up with a square of paper with creases like this.

Rotate your paper so one of the creased points is facing you.

Valley fold the left hand point to the center of the paper (where the creases cross).

Crease well!

63


Valley fold the right hand point to the center ofthe paper (where the creases cross).

Crease well!

Valley fold bottom left side point to touch the center crease.

Crease well!

Valley fold bottom right side point to touch the center crease.

Crease well!

And you have a petal! You can see that ifyou're using double sided paper, you get a cutepattern with the two colors.

Make 4 more petals. One of them can be adifferent color (this will be the body).

Take the body petal and fold it three moretimes ‐‐ first valley fold the left hand edge tothe center crease.

64


Second, valley fold the right hand edge to the center crease.

Last, valley fold the top point down about 1/4of the way to make the head.

Crease well or put a drop of glue so it staysdown.

Tape the full sized petals, two per side onto thebody to complete your butterfly!


Notes/Feedback:

65

NUMI

STANVACS

OBJE T T T T T T

MAT C C W P W S

I Curriculum:

NDARDS S 4.1.3,214.4

CTIVES o create indo discuss theo discuss who create a seo display, dio sketch in s

ERIALS ardboard 11olored sand

White glue aint or mark

Writing papeketchbooks

Art, 4thGrade

4

ividual storie fun things hat a family eascape beascuss projecsketchbooks

1 ½” by 14”

kers r and pencilwith pencils

e

es about tripto do at thecould do togach picture incts, and tell ts

s s or crayons

ps to the beae beach gether at then sand on cathe story of

Wee

Seeing

ach

e beach ardboard the trip to t

Week 15:

ek 15: LG

BeaMy Family Th

he beach

Lesson 2

Lesson 2GRADE 4

ach Dayhrough Natur

24

y re

66


Procedure: Discuss a trip to the beach, real or imagined. Discuss fun things to do at the beach. (Play with a beach ball). Create a beach scene with sand and paint or markers on cardboard.

Have each child write a short story about a family trip to the beach. Display and discuss projects. Sketch in sketchbooks.


Wrap up: If there is a clean‐up procedure or any other closing activity, include it here.

Notes/Feedback:

67

NUMI

STANCCSS

OBJE T

re T T T T

MAT La C C

I Curriculum:

NDARDS. 4.W 3, SL a,

CTIVES o work in gremember ino draw that o briefly wrio act out theo draw in sk

ERIALS arge drawinrayons and ostume piec

Art, 4thGrade

,b,c,d

roups of four their familymemory te the story e stories for ketchbooks

g paper markers ces for story

e

r to tell a stoy

the class

ytelling

A

ory of a place

Wee

A StoryExpressin

e, time or fe

Week 16:

ek 16: LG

y of My ng My Family

eeling the ch

Lesson 1

Lesson 1GRADE 4

FamilyThrough Colo

ildren

14

y! or

68


Procedure: Working in groups of four, the children will discuss a place, time or feeling the

children remember in their family. Perhaps begin with a story of your own—a trip to the fair, on public transportation, when the ice cream truck came around, etc.

Have the children draw the memory. Have children write a brief version of the story. Have the children act out the story for the class using costume pieces if they wish. Have the children draw in sketchbooks.


Notes/Feedback:

69

NUMI

STANCCSS VACS

OBJE T T T E Sc G D S

MAT E Sc

I Curriculum:

NDARDS 4.SL1a,b,c,d

S 4.1.3, 5

CTIVES o discuss tano create a tao draw in sknlarge squarcissors Glue Drawing Papeketchbooks

ERIALS nlarge squarcissors

Art, 4thGrade

d, L6

ngrams angram of anketchbooks re from Teac

er and pencils

re from Teac

e

n animal eith

cher Supplem

cher Supplem

her real or im

ment for eac

ment for eac

Wee

Expressin

magined

ch child

ch child

Week 16:

ek 16: LG

Tang My Family

Lesson 2

Lesson 2GRADE 4

angramThrough Colo

24

s or

70


Glue Drawing Paper Sketchbooks and pencils

Preparation: Enlarge the square in the Teacher Supplement for the children to cut.

Procedure: Introduce the idea of tangrams. See the Teacher Supplement. Discuss animals they might create that are real or imagined. Show the children the samples of tangram animals in the Teacher Supplement. Have children create their own animal tangrams. Draw in sketchbooks.


Notes/Feedback:

Teacher Supplement:

A Tangram is a traditional Chinese puzzle made of a square divided into seven pieces (one parallelogram, one square and five triangles) that can be arranged to match particular designs.

71

NUMI

STANCCSS VACS

OBJE T T T

MAT V G S

Proce D H P

I Curriculum:

NDALRDS 4.SL 1a,b,c,

S 4.1.5

CTIVES o create a too practice lao draw in sk

ERIALS Variety of colGlue ketchbooks

edure: Discuss usingHave each chaper will be

Art, 4thGrade

d,L6

orn paper layayering in coketchbooks

or construct

and pencils

g layered colohild tear cologlued in lay

e

yered collagollage

tion paper

or paper to or paper to cyers into a co

ge about fam

create a collcreate the shollage pictur

Wee

Expressin

mily

lage about fahapes needee.

Week 17:

ek 17: LG

My ng My Family

amily. ed for picture

Lesson 1

Lesson 1GRADE 4

FamilyThrough Colo

e.

14

y! or

72


Draw in sketchbooks.


Notes/Feedback:

73

NUMI

STANCCSS VACS

OBJE T T T T T

MAT 6 S

Proce D D

I Curriculum:

NDARDS 4.SL1a,b,c,d

S 4.1.5

CTIVES o discuss theo discuss theo choose a co make origo draw in sk

ERIALS inch Origamketchbooks

edure: Discuss gifts tDiscuss gifts t

Art, 4thGrade

d, L6

e gifts each fe gifts each color for theami gift boxketchbooks

mi paper for and pencils

that familiesthat each ch

e

A

family has gchild may gi box that mees

each child

s have given hild may give

A Gift fo

iven to eachve their fameans someth

the childrene their family

Wee

or My FExpressin

h child that cmily that cannhing to the s

n that cannoy that canno

Week 17:

ek 17: LG

Family ang My Family

cannot be bonot be bougstudent or fa

ot be boughtot be bought

Lesson 2

Lesson 2GRADE 4

and MeThrough Colo

ought ht amily

t. t.

24

e! or

74


Choose a color origami paper that means something to the student or family. Make origami gift boxes. Draw in sketchbooks. Wrap up: Have children clean‐up using your routine. Notes/Feedback: Teacher Supplement: Instructions for making a gift box with cover: http://www.origami‐instructions.com/origami‐box‐with‐cover.html

75

NUMI

STANCSS 4VACS OBJE T T T T

MAT P D R C S

I Curriculum:

NDARDS 4.SL1a,b,c,d,S 4.1.2, 1.5

CTIVES o discuss illuo examine eo create a po draw in sk

ERIALS rinted sheet

Drawing Papeuler and penolor Markerketchbooks

Art, 4thGrade

L6

uminated maexamples of age with an ketchbooks

t of Gothic Cer ncils rs including g

e

anuscript letilluminated illuminated

Calligraphy L

gold

M

tters letters letter of the

etters (See T

Wee

My IllumExpressin

e child’s fam

Teacher Sup

Week 18:

ek 18: LG

minatedng My Family

mily name

plement)

Lesson 1

Lesson 1GRADE 4

d InitialThrough Colo

1 4

l or

76


Background Information: The practice of illumination — decoration of pages with ornate lettering, luminous color and precious metals, was developed during the middle ages when literacy was rare and books were even more so. Procedure: Discuss illuminated manuscript letters. Examine examples of illuminated letters. Have each child design a page with an illuminated letter and designs such as vines,

using Gothic type in the Teacher Supplement. Draw in sketchbooks. Wrap up: Have children clean‐up using your routine. Notes/Feedback: Teacher Supplement: http://www.britannica.com/topic/illuminated‐manuscript

77

NUMI

STANCCSS VACS OBJE T T T T T MAT M D M P S

I Curriculum:

NDARDS 4.SL1a, b, c,

S 4.5.3

CTIVES! o create a Mo develop a o write songo draw in sko draw in sk

ERIALS Music websitDrawing papeMarkers encils ketchbooks

Art, 4thGrade

, d, W8

Music Web Dlist of song tg lyrics for a ketchbooks ketchbooks

te to use as aer

e

Design for a rtitles (playlissong about

a demonstra

Playl

recording abst) for the Wmy family

ation model

Wee

list AboExpressin

bout my famWebsite

Week 18:

ek 18: LG

out My ng My Family

ily

Lesson 2

Lesson 2GRADE 4

FamilyThrough Colo

2 4

y! or

78


Procedure: Have each student examine a Music website. Discuss possible titles for the playlist and songs to be listed on the website. Have each student design their Music website page including playlist title and song

titles. Have each student write lyrics for a song about their family. Draw in sketchbooks.


Notes/Feedback:

79

NUMI

STANCCSS VACS OBJE T T

d T T T MAT M D Sc G S

I Curriculum:

NDARDS 4.SL1a,b,c,d

S 4.5.3

CTIVES o discuss thio have eacho o display ano write a hao draw in sk

ERIALS: Magazines wDrawing Papecissors Glue ketchbooks

Art, 4thGrade

d, W8

ings the trad child create

d discuss thiku poem abketchbooks

ith photos foer for collage

and pencils

e

ditions each e a collage o

e collages bout their tra

or collageses

family may f their famil

aditions or f

Wee

My FamExpressin

have or thiny traditions

fun things th

Week 19:

ek 19: LG

mily Trang My Family

ngs they do for fun thing

hey do

Lesson 1

Lesson 1GRADE 4

aditionThrough Colo

for fun gs they like to

1 4

s or

o

80


Procedure: Discuss the traditions of each family or the things they do for fun. Create a collage of these things. Display and discuss the collages. Write haikus about the traditions each family may have or things they do for fun. Share the collages and haikus. Draw in sketchbooks. Wrap up: Have children clean‐up using your routine. Notes/Feedback: Teacher Supplement: http://www.rookiemag.com/2012/03/collaging‐for‐beginners/ How To Write a Haiku http://www.creative‐writing‐now.com/how‐to‐write‐a‐haiku.html

81

NUMI

STANCCSS VACS OBJE D H H If P D MAT A Y S

I Curriculum:

NDARDS 4.1a,b,c,d

S 4.1.1,1.5,2.

CTIVES Discuss InstalHave childrenHave childrenf an outdoorhotography

Draw in sketc

ERIALS Assorted matouTube viewketchbooks

Art, 4thGrade

.3, 3.1

llation Art (Sn watch the n create an ir installationand display chbooks

terials from wing capabiland pencils

e

See Teacher Goldsworthnstallation a is not possithese

rivers and tiity

Art iRevealing

Supplementy video art piece aboble, create a

des or other

Wee

in Natug My Family T

t)

out themselvan installatio

r natural obj

Week 19:

ek 19: LG

ure-InstThrough Desig

ves outdooron site inside

jects

Lesson 2

Lesson 2GRADE 4

tallationgn and Textur

rs e school

2 4

n re

82


Procedure: Discuss installation art with the children. They may remember an earlier class that

had an exhibit that they left up for others to see. Play the YouTube video of Andy Goldsworthy (See Teacher Supplement). Have children create an outdoor installation piece. If not possible, have them create

a piece indoors. The piece should reflect something about themselves. Have a discussion about how they showed their family in the installation. Photography the installation and display photographs in the classroom. Draw in sketchbooks. Wrap up: Have children clean‐up using your routine. Notes/Feedback: Teacher Supplement: This website contains information about installation art. http://dictionary.reference.com/browse/installation+art This YouTube video called, “Rivers and Tides” has information from Andy Goldsworthy, an installation artist about his work. https://www.youtube.com/watch?v=f7sZv4_0Fxg

83

NUMI

STANCCSS VACS OBJE T T T T MAT C C La Y S

I Curriculum:

NDARDS 4.SL1a,b,c,d

S 4.1.5

CTIVES o discuss difo create a clo put the moo draw in sk

ERIALS lay or plasticlay boards targe board touTube capaketchbooks

Art, 4thGrade

d

fferent typeslay or plasticodels togethketchbooks

cene o model on to place homability and pencils

e

s of homescene model her to create

mes together

Revealing

of each childe a commun

r in commun

Wee

g My Family T

d’s home ity

nity

Week 20:

ek 20: LG

OurThrough Desig

Lesson 1

Lesson 1GRADE 4

r Homegn and Textur

1 4

s re

84


Procedure: Discuss different types of homes the children know about. Show the YouTube video in the Teacher Supplement. Discuss the types of homes in their community and the ones in which they live. Have each student create a model of the home in which they live. Place each home on a large board in community adding other buildings, roads, etc. Draw in sketchbooks. Wrap up: Have children clean‐up using your routine. Notes/Feedback: Teacher Supplement: Show this YouTube video of homes around the world. https://www.youtube.com/watch?v=mVoLH7DLqaI

85

NUMI

STANVACS OBJE T T T MAT P PrepaThis twill bexhib

I Curriculum:

NDARDS S 4.1.1,1.2,1.

CTIVES o visit the Oo view art oo draw a fav

ERIALS encils and sk

aration: trip may be be two tripsbit. All trip p

Art, 4thGrade

.3,1.4,1.5

Oakland Musn exhibit vorite paintin

ketchbooks

scheduled s per class tplans must b

e

eum or othe

ng in sketch

at any time to this muse coordinate

er museum

book

it is conveneum or anoed with scho

Wee

nient duringother duringool administ

Week 20:

ek 20: LG

Museu

g the year. g the year tration.

Lesson 2

Lesson 2GRADE 4

um Visi

Ideally, therto see art o

2 4

t

re on

86


Background Information: If possible, teachers should visit the museum before taking the students in order to be better able to guide their group through the building. Procedure: Meet tour guides at entrance and follow. Discuss the exhibit and connect the paintings seen with the life work or job of the

artist. After the guided tour, have students sit where permitted and sketch their favorite

painting. Wrap up: Have children pick up all of their materials when leaving the museum. Notes/Feedback: Teacher Supplement: This website has information about taking children to art museums: http://arts.gov/art‐works/2014/preparing‐children‐art‐museums

87

NUMI

STANCCSS VACS OBJE T T T T

MAT D C W C S W P

I Curriculum:

NDARDS 4.SL1a,b,c,d

S 4.1.5

CTIVES o discuss who discuss crao create a cro draw in sk

ERIALS Drawing paperayons

Watercolor polor temperponges Water jars aint brushes

Art, 4thGrade

d, L6

here their faayon resist trayon resist ketchbooks

er

paint ra or waterco

s at least ¾”

e

mily loves toechnique of a place th

olor paints

in width

WRevealing

o spend time

heir family lo

Wee

Where Wg My Family T

e

oves to spen

Week 21:

ek 21: LG

We LikThrough Desig

nd time

Lesson 1

Lesson 1GRADE 4

e to Begn and Textur

1 4

e! re

88


Sketchbooks and pencils

Procedure: Discuss the favorite places for each child to spend time with their family. Ask each child to draw a crayon drawing of their favorite family place. Then, have each child paint over the crayon drawing using different paint colors for

different emphasis. Display and discuss the resists. Ask each child to write a narrative description of this place using many descriptive

words (adverbs) and descriptive phrases. Draw in sketchbooks. Wrap up: Have children clean‐up using your routine. Notes/Feedback:

89

NUMI

STANCCSS VACS OBJE D D H D MAT La M Sc G M S

I Curriculum:

NDARDS 4.SL1a,b,c,d

S 4.2.6,2.7,2.

CTIVES Discuss the idDiscuss book Have the chilDraw in sketc

ERIALS arge drawinMagazines cissors Glue Markers ketchbooks

Art, 4thGrade

Aut

d .8

dea of autobjackets dren create chbooks

g paper

and pencils

e

tobiogr

biographies

an autobiog

raphy oRevealing

graphical bo

Wee

of My Fg My Family T

ok jacket co

Week 21:

ek 21: LG

Family aThrough Desig

llage

Lesson 2

Lesson 2GRADE 4

and Megn and Textur

2 4

e! re

90


Background Information: An autobiography is an account of a person's life written by that person. Procedure: Discuss what autobiographies are and what autobiographies the children have read. If possible, have some autobiographies available for the children to see. Discuss book jackets and what information they contain about the book and the

author. Have children create a title for their autobiography that hints to the reader

something about the author’s life. Have each child create a book jacket of their own and of their family

Documents

NUMI Curriculum: Fourth Grade Introduction€¦ · example, they may say they run like the wind. Or if they smile a lot, the project might show something about their smile. Discuss