Richmond Public Schools Department of Curriculum and Instruction

Curriculum Pacing And Resource Guide

Course Title Course Art 3rd Grade

Start day 1

Meetings 180 days

Course Description

The objectives for Grade Three Visual Arts emphasize learning through inquiry Students examine aspects of the

artistic process idea generation problem solving and self-assessment Students investigate the integral role of

art and architecture within various cultures and they combine knowledge of art and architecture effective artistic

processes and skills and a variety of ideas to produce works of art

Pacing Resources Assessments MP1

Time

Frame

Standards of Learning Units

Topics

Concepts

Resources Assessments

ongoing Visual

CommunicationProduction

Creating and

Communicating about Art

(SOLs 31 32 33 34

35 36 37 38 39 310

311 312 313 314 315

316 317 318 319 320

321 322 323 324 325

326 327 328)

Craftsmanship

Color (warm

cool

intermediate

neutral)

Line

(movement

repetition)

Emotion

Craftsmanship Resources

Vase with Dish Shaped Mouth

httpvmfamuseumcollectionsartvase-dish-shaped-

mouth

Goose Shaped Senser

httpvmfamuseumcollectionsartgoose-shaped-

censer

Howdah

httpvmfamuseumcollectionsarthowdah

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

Color Resources

Chihuly installations

httpwwwchihulycomartwork

Blue Dog images

httpsgeorgerodriguecomart2000-2004

OrsquoKeefe Red Poppies

httpwwwgeorgiaokeeffenetoriental-poppiesjsp

Line Resources

Durer Drawings

httpwwwalbrecht-durerorgMelancholy-Ihtml

Picasso Line (Asleep)

httpwwwpablopicassoorgasleepjsp

Picasso Line (the Kitchen)

httpwwwpablopicassoorgthe-kitchenjsp

Zen Tangle techniques

httptanglepatternscomzentangles

Emotion Resources

Dorothea Lange (Migrant Workers photo)

httpwwwhistoryplacecomunitedstateslangedor12

-100htm

Alfred Eisenstadt (WWII sailor)

httpsenwikipediaorgwikiV-

J_Day_in_Times_SquaremediaFileLegendary_kiss

_VndashJ_day_in_Times_Square_Alfred_Eisenstaedtjpg

Duro Verde

httpvmfamuseumcollectionsartduro-verde

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

1

2

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

3 9 Portfolios

4 10 Exhibitions

ongoing Art History and Cultural

Context

Understanding Art in

Relation to History and

Cultures

(SOLs 329 330 331

332 333 334 335)

Discuss How

do history

culture and

visual arts

influence one

another

Influence Resources

Brideship

httpvmfamuseumcollectionsartbrideship-colonial-

brides_98-28

Black Figure Amphora

httpvmfamuseumcollectionsartblack-figure-

amphora

Faberge

httpvmfamuseumcollectionsartimperial-column-

portrait-frame

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

ongoing Analysis Evaluation

Critique

Interpreting and Evaluating

Art

(SOLrsquos 336 337 328

339 340 341)

Interpret

How has our

view of art

changed

throughout

history

Historical Resources

Lascaux tour

httpwwwlascauxculturefr

Illuminated Manuscript

httpwwwbritannicacomtopicilluminated-

manuscript

Jackson Pollack

httpwwwibiblioorgwmpaintauthpollockpollock

eyes-heatjpg

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

ongoing Aesthetics

Reflecting on the Meaning

and Value of Art

(SOLrsquos 342 343 344)

Value What

does art mean

to me

Meaning Resources

Ellsworth Kelly

httpwwwmomaorgcollectionartists3048

Dog Playing Piano (interactive)

httpvmfamuseumlearnactivitiesart-audio-clips-

an-extraordinary-musical-dog

Starry Night

httpwwwvangoghgallerycomcatalogPainting508

Starry-Nighthtml

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

udent self-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

Pacing Resources Assessments MP2

Time

Frame

Standards of Learning Units Topics

Concepts

Resources Assessments

ongoing Visual

CommunicationProduction

Creating and

Communicating about Art

(SOLs 31 32 33 34

35 36 37 38 39 310

311 312 313 314 315

316 317 318 319 320

321 322 323 324 325

326 327 328)

Architectural

forms (cube

cylinder

pyramid

cone)

Space

(positive and

negative)

Balance

(Symmetrical

vs

Asymmetrical

Cube Cylinder Pyramid Cone Architectural

Form Resources

Sol Lewitt

httpvmfamuseumcollectionsartwall-drawing-

541

Arnaldo Pomodoro

httpvmfamuseumcollectionsartrotating-sphere

Claes Oldenburg

httpoldenburgvanbruggencomlargescaleprojects

droppedconehtm

NegativePositive Space Space Resources

Kara Walker

httpvmfamuseumcollectionsartuntitled-3

Lee Bonticou

httpvmfamuseumcollectionsartuntitled-25

Josef Albers

httpvmfamuseumcollectionsartstudy-

hommage-square-transmuted

Symmetry Assemetry Balance Resources

Wager Cup

httpvmfamuseumcollectionsartwager-cup

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment

tools include the

following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

Buckle

httpvmfamuseumcollectionsartbuckle

Adolf Gottlieb

httpvmfamuseumcollectionsartrolling

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions ongoing Art History and Cultural

Context

Understanding Art in

Relation to History and

Cultures

(SOLs 329 330 331

332 333 334 335)

Compare

How do

architectural

styles of

ancient

cultures such

as Greece

Mali and

Rome contrast

with those of

the present

day

Mali Resources

Mali Tunic Download

httpvmfamuseumlearnactivitiesclass-room-

activity-hunters-tunic

Kneeling Female Figure

httpvmfamuseumcollectionsartkneeling-

female-figure-serpents

Ntomo Mask

httpvmfamuseumcollectionsartntomo-mask

Greek and Roman Resources

Vase Download

httpvmfamuseumlearnactivitiesclassroom-

activity-greek-vase

Mosaic Download

httpvmfamuseumlearnactivitiesclassroom-

activity-mosaic

Relief of a Potter and his Wife

httpvmfamuseumcollectionsartrelief-potter-

wife

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment

tools include the

following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions ongoing Analysis Evaluation

Critique

Interpreting and Evaluating

Art

(SOLrsquos 336 337 328

339 340 341)

Process How

does problem

solving relate

to artmaking

Problem Solving Resources

Deborah Butterfield Horse 1

httpwwwartnetcomartistsdeborah-

butterfieldfishtrap-a-AgSBmMzg_dhpb0e8-

CMgZQ2

Deborah Butterfield Horse 2

httpwwwartnetcomartistsdeborah-

butterfieldyellow-river-a-

cffFOuqYKO8f1x8WqdDZDQ2

Deborah Butterfield Horse 3

httpwwwartnetcomartistsdeborah-

butterfieldbig-sandy-a-8GWH8-

h2o7LYpN_8QYW6zw2

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment

tools include the

following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

ongoing Aesthetics

Reflecting on the Meaning

and Value of Art

(SOLrsquos 342 343 344)

Influence

What role do

form and

function play

within the

artifacts of a

culture

Form and Function Resources

Cecelia Levy

httpwwwthisiscolossalcom201507comic-cups-

cecilia-levy

Wave Cabinet

httpwwwthisiscolossalcom201506the-wave-

cabinet-opens-like-a-paper-fan

Hector Guimard Cabinet

httpvmfamuseumcollectionsartcabinet-hector-

guimards-office-castel-beranger-paris

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment

tools include the

following

Pre- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

Pacing Resources Assessments MP3

Time Frame Standards of Learning Units Topics

Concepts

Resources Assessments

ongoing Visual

CommunicationProduction

Creating and

Communicating about Art

(SOLs 31 32 33 34

35 36 37 38 39 310

311 312 313 314 315

316 317 318 319 320

321 322 323 324 325

326 327 328)

Artifacts (Greco-

Roman Ancient

Mali)

Clay(coil

building)

Texture (visual

vs tactile)

Shape (organic

geometric)

Size (spatial

relationships

Greco-Roman and Mali Artifact

Resources

Red Figure Pelike

httpvmfamuseumcollectionsartred-

figure-pelike

Amphora

httpvmfamuseumcollectionsartblack-

figure-amphora

Hyena Mask

httpvmfamuseumcollectionsarthyena-

mask

Coil Resources

How to make a coil pot

httpartforkidshubcomhow-to-make-a-

coil-pot

Coil Lesson

httpwwwartforsmallhandscom201001

clay-coil-pots-with-twisthtml

Contemporary coil artist David Roberts

httpwwwveniceclayartistscomcontemp

orary-raku-david-roberts

VisualTactile Texture Resources

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

Pacing Resources Assessments MP3

Time Frame Standards of Learning Units Topics

Concepts

Resources Assessments

ongoing Visual

CommunicationProduction

Creating and

Communicating about Art

(SOLs 31 32 33 34

35 36 37 38 39 310

311 312 313 314 315

316 317 318 319 320

321 322 323 324 325

326 327 328)

Artifacts (Greco-

Roman Ancient

Mali)

Clay(coil

building)

Texture (visual

vs tactile)

Shape (organic

geometric)

Size (spatial

relationships

Greco-Roman and Mali Artifact

Resources

Red Figure Pelike

httpvmfamuseumcollectionsartred-

figure-pelike

Amphora

httpvmfamuseumcollectionsartblack-

figure-amphora

Hyena Mask

httpvmfamuseumcollectionsarthyena-

mask

Coil Resources

How to make a coil pot

httpartforkidshubcomhow-to-make-a-

coil-pot

Coil Lesson

httpwwwartforsmallhandscom201001

clay-coil-pots-with-twisthtml

Contemporary coil artist David Roberts

httpwwwveniceclayartistscomcontemp

orary-raku-david-roberts

VisualTactile Texture Resources

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

Written Comparison

httpvisualartspdsfblogspotcom201204

textureshtml

httpwwwsophiaorgtutorialselements-

of-art-texture

Meret Oppenheim

httpwwwmomaorgcollectionworks809

97

OrganicGeometric Resources

Visuals of OrgGeo

httpwwwartsconnectedorgtoolkitencyc

_shapegeorganichtml

Rex Ray

httpwwwrexraycomportfoliohtm

Matt W Moore

httpwwwmwmgraphicscomart_exhibiti

onshtml

Spatial Relationship Resources

Vermeer View of Delft

httpwwwessentialvermeercomcatalogue

view_of_delfthtmlVaPhAzr7pFI

Vermeer Geographer

httpwwwessentialvermeercomcatalogue

geographerhtmlVaQJLzr7pFI

Vermeer Milkmaid

9 Portfolios

10 Exhibitions

httpwwwessentialvermeercomcatalogue

milkmaidhtmlVaQJZDr7pFI

ongoing Art History and Cultural

Context

Understanding Art in

Relation to History and

Cultures

(SOLs 329 330 331

332 333 334 335)

Explore How

has the role of

archaeology

helped us

understand the

art of past

cultures

Archaeology Resources

Septimus Severus

httpvmfamuseumlearnmicrositessepti

mius-severus

Ancient Writing

httpvmfamuseumlearnmicrositesancien

t-writing

Caryatid columns

httpwwwbritishmuseumorgexplorehig

hlightshighlight_objectsgrccaryatid_fro

m_the_erechtheionaspx

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

ongoing Analysis Evaluation

Critique

Interpreting and Evaluating

Art

(SOLrsquos 336 337 328

339 340 341)

Discuss How are

art and artifacts

different

Art and Artifacts Resources

Peruvian Bowl

httpvmfamuseumcollectionsartbowl-3

Paul Starr Sugar bowl and Cream Jug

httpvmfamuseumcollectionsartsugar-

bowl-cream-jug

Mankala Game Board

httpvmfamuseumcollectionsartmankal

a-game-board

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

ongoing Analysis Evaluation

Critique

Interpreting and Evaluating

Art

(SOLrsquos 336 337 328

339 340 341)

Discuss How are

art and artifacts

different

Art and Artifacts Resources

Peruvian Bowl

httpvmfamuseumcollectionsartbowl-3

Paul Starr Sugar bowl and Cream Jug

httpvmfamuseumcollectionsartsugar-

bowl-cream-jug

Mankala Game Board

httpvmfamuseumcollectionsartmankal

a-game-board

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

ongoing Aesthetics

Reflecting on the Meaning

and Value of Art

(SOLrsquos 342 343 344)

Recognition

What are some

common

attributes of

works of art

within a single

culture

Attribute Resources

Impressionist Download

httpvmfamuseumlearnactivitiesoutside

-and-out-of-the-box-a-guide-to-

impressionism

Kunii Oyo

httpvmfamuseumcollectionsarttwo-

panel-folding-screen-depicting-winter-

landscape-birds

Tigers in the Bamboo Grove

httpvmfamuseumcollectionsarttigers-

bamboo-grove

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

Pacing Resources Assessments MP4

Time Frame Standards of Learning Units Topics

Concepts

Resources Assessments

ongoing Visual Communication

Production

Creating and

Communicating about Art

(SOLs 31 32 33 34

35 36 37 38 39 310

311 312 313 314 315

316 317 318 319 320

321 322 323 324 325

326 327 328)

Rhythm

Pattern (motif)

Depth (size

variation

placement

overlapping)

Printmaking

Rhythm Resources

Rhythm tutorial

httpwwwsophiaorgtutorialsdesign-in-

art-repetition-pattern-and-rhythm

Ladies in Blue

httpwwwmetmuseumorgcollectionthe-

collection-onlinesearch258137

VanGogh Irises

httpwwwgettyeduartcollectionobjects

826vincent-van-gogh-irises-dutch-1889

Pattern Resources

Fred Tomeselli

httpvmfamuseumcollectionsartwoodpe

cker

Kente Cloth

httpvmfamuseumcollectionsartmans-

wrapper-kente-cloth

Teresita Fernandez

httpvmfamuseumcollectionsartprojecti

on-screen-black-onyx

Depth Resources

Giovanni

httpvmfamuseumcollectionsartjudgeme

nt-solomon

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

Time Frame Standards of Learning Units Topics

Concepts

Resources Assessments

ongoing Visual Communication

Production

Creating and

Communicating about Art

(SOLs 31 32 33 34

35 36 37 38 39 310

311 312 313 314 315

316 317 318 319 320

321 322 323 324 325

326 327 328)

Rhythm

Pattern (motif)

Depth (size

variation

placement

overlapping)

Printmaking

Rhythm Resources

Rhythm tutorial

httpwwwsophiaorgtutorialsdesign-in-

art-repetition-pattern-and-rhythm

Ladies in Blue

httpwwwmetmuseumorgcollectionthe-

collection-onlinesearch258137

VanGogh Irises

httpwwwgettyeduartcollectionobjects

826vincent-van-gogh-irises-dutch-1889

Pattern Resources

Fred Tomeselli

httpvmfamuseumcollectionsartwoodpe

cker

Kente Cloth

httpvmfamuseumcollectionsartmans-

wrapper-kente-cloth

Teresita Fernandez

httpvmfamuseumcollectionsartprojecti

on-screen-black-onyx

Depth Resources

Giovanni

httpvmfamuseumcollectionsartjudgeme

nt-solomon

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

Jan Van Eyck

httpsenwikipediaorgwikiArnolfini_Port

raitmediaFileVan_Eyck_-

_Arnolfini_Portraitjpg

Escher

httpwwwmceschercomgallerymost-

popularpuddle

Printmaking Resources

Rembrandt

httpwwwmetmuseumorgtoahworks-of-

art2910731

Kawase Hasui

httpvmfamuseumcollectionsartmay-

rain-sanno-shrine-series-twelve-scenes-

tokyo

Durer

httpvmfamuseumcollectionsartwoman-

apocalypse-seven-headed-dragon

ongoing Art History and Cultural

Context

Understanding Art in

Relation to History and

Cultures

(SOLs 329 330 331

332 333 334 335)

Distinguish How

do we categorize

artwork by

subject matter

including portrait

landscape still

life and

narrative

Portrait Resources

Portrait download

httpsvmfamuseumlearnwp-

contentuploadssites23201501Activity_

Catlin_9_16_13pdf

VanGogh Self Portrait

httpwwwmetmuseumorgtoahworks-of-

art6718770a

Shephard Fairey

httpwwwobeygiantcomheadlinesobama

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

Landscape Resources

Landscape Download

httpvmfamuseumlearnactivitiesclassroo

m-activity-william-williams

Heckel Landscape

httpvmfamuseumcollectionsartsnow-

landscape-schneelandschaft

Monet Landscape

httpwwwclaudemonetgalleryorgWater-

Lily-Pond--Water-Iriseshtml

Still Life Resources

Audrey Flack

httpinadvertentlyartblogspotcom20091

2audrey-flack-encourages-our-innerhtml

Diego Rivera

httpwwwdiegoriveraorgdiego-rivera-

paintingsjspprettyPhoto[paintings]34

Janet Fish

httpwwwdcmooregallerycomartistsjane

t-fish

Narrative Resources

Eastman Johnson

httpsvmfamuseumlearnactivitiesclassro

om-activity-eastman-johnson

Norman Rockwell

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions

httparthistoryaboutcomodfamous_paint

ingsssThe-Problem-We-All-Live-With-

By-Norman-Rockwellhtm

Wyeth

httpwwwmomaorgcollectionworks784

55

ongoing Analysis Evaluation

Critique

Interpreting and Evaluating

Art

(SOLrsquos 336 337 328

339 340 341)

Analyze How are

rhythm balance

and spatial

relationships

identified within a

work of art

Analysis Resources

Matt Lively (RVA Mural Project)

httpmattlivelycomartwork3282383_Bee

cycles_mural_at_the_RVA_Street_Arthtml

Hamilton Glass (RVA Mural Project)

httpwwwwhoshamcom

2014 Murals

httpthecheatsmovementcom20140717

2014-mural-game-the-cheats-movement-x-

the-richmond-mural-project

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

or partner)

9 Portfolios

10 Exhibitions ongoing Aesthetics

Reflecting on the Meaning

and Value of Art

(SOLrsquos 342 343 344)

Discuss What

makes an object a

work of art

Aesthetic Resources CompareContrast

Actual Happy Meal toys

httprodrigosobralinfoblogwp-

contentuploads201307files02despicable-

me-2-happy-meal-toys-mcdonalds-01-

900x390jpg

Megan Marlatt

httpmeganmarlattcomartwork2831534_

The_Last_Toy_Painting_in_Redhtml

Actual Violin

httpsenwikipediaorgwikiViolinmedia

FileViolin_VL100png

William Harnett

httpwwwngagovcontentngawebfeature

sslideshowswilliam-harnetthtml

Teachers should select

assessment methods to

measure student progress

in relation to the

curriculum objectives

Suggested assessment tools

include the following

- and post-

assessment

-group

assessment using verbal

andor written rubrics

-

assessment rubrics either

written (eg checklist) or

spoken (to teacher or other

students)

-generated

rubrics

-up and exit

tasks

8 Question-and-answer

(large group small group

Course Title Course

or partner)

9 Portfolios

10 Exhibitions