Grades 4-5 HCPSS Visual Arts Unit Plan
Course Title: Grades 4-5: Intermediate: Making Artistic Choices
UNIT TITLE:
OVERVIEW (Problem Statement):
TIME FRAME:
ESSENTIAL QUESTIONS:
COURSE OBJECTIVES:
RESPONDING: The synthesis of meaning,
context, and process through interaction
with, and connection to the visual world.
1. Use appropriate vocabulary when
responding to the visual world..
2. Describe visual elements of a work of art
to determine relevant information for the
purpose of understanding the artists
intent.
3. Recognize how artists use different tools,
materials, processes, and techniques to
solve specific visual problems
4. Recognize how artistic styles and themes
reflect cultural, societal, and/or personal
meaning.
5. Recognize how culture and context can
influence our perspective of a work of art.
6. Identify artistic skills and behaviors that
people use throughout all aspects of life.
. to art problems.
DRAFT
CREATING: The process of conceiving and PRESENTING: The relating of personal
developing new and/or personal ideas artistic intent and choices through
through art making. reflections, thoughtful presentation and/or
exhibition of personal work.
1. Draw and record observations, ideas, and
memories as a continual process in art. 1. Review artwork as a way of reflecting on
personal growth throughout the course of a
2. Use select strategies to generate ideas for
studio experience.
a given art problem.
2. Develop a reflective statement utilizing
3. Develop a personal work of art inspired by
appropriate art vocabulary that explains the
master artists or an interdisciplinary theme.
compositional choices, influences, personal
4. Develop and use select approaches such meaning, or technical process based upon
as observation, imagination, established criteria.
experimentation, narrative or memory to 3. Use established criteria to evaluate
solve visual art problems.
completeness for presentation.
5. Use formal qualities to solve art problems.
4. Support and verbally explain artistic
6. Use a variety of tools, materials, processes choices using appropriate art vocabulary.
and techniques appropriately and safely to
promote quality craftsmanship.
7. Use feedback and criteria to further
develop and improve personal responses
8. Effectively use resources and established
criteria to solve art problems and
persevere through a multi-step process
 within established time parameters.

ASSESSMENT

Assessing Student Planning: Assessing Student Products: Assessing Student Reflections:

VOCABULARY, CONCEPTS & EXEMPLARS

Art Vocabulary: Process Vocabulary: Master/Cultural Exemplars

Historical/Cultural Vocabulary:
Art Concepts: Process Concepts:
Historical/Cultural Concepts:
INTERVENTIONS & ENRICHMMENT:
INTERDISCIPLINARY CONNECTIONS:
RESOURCES & BIBLIOGRAPHY:

ELEMENTARY CCSS OBJECTIVES

LITERACY STANDARDS
(Reading)
Ask and answer questions about
key details in a work of art or story.
Recount stories/narratives and
determine their central message,
lesson, or moral.
Describe characters/elements in a
work of art or story and explain how
they contribute to the meaning.
Distinguish different points of view
by artists and student work.
Use information gained from the
LITERACY STANDARDS
(Writing)
Write opinion pieces in which they
introduce the topic work of art they
are writing about, state an opinion,
supply reasons that support the
opinion, and provide a concluding
statement or section.
Write informative/ explanatory texts
in which they introduce a topic, use
facts and definitions to develop
points, and provide a concluding
statement or section.
Write narratives to develop real or
LITERACY STANDARDS
(Speaking)
Participate in collaborative
conversations with diverse partners
about grade level specific texts with
peers and adults in small and larger
groups
Recount or describe key ideas or
details from a text read aloud or
information presented orally or
through other media.
Ask and answer questions about
what a speaker says in order to
clarify comprehension, gather
MATH STANDARDS
Make sense of problems and
persevere in solving them.
Reason abstractly and
quantitatively.
Construct viable arguments and
critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of
 illustrations and words in a print or
digital text to demonstrate
understanding of its characters,
setting, or plots.
Compare and contrast two or more
versions of the same narrative by
different artists or from different
cultures.
By the end of the year, read and
comprehend literature, and interpret
works of art, in the appropriate
grade complexity band proficiently,
with scaffolding as needed at the
high end of the range..
UNIVERSAL DESIGN FOR LEARNING
Multiple Means of Engagement:
Small and large group discussions
imagined experiences or events additional information, or deepen structure.
using effective technique, understanding of a topic or issue.
Look for and express regularity in
descriptive details, and clear event
Report on a work of art, tell a story, repeated reasoning.
sequences.
or recount an experience with
Produce clear and coherent writing appropriate fact and relevant,
in which the development and descriptive details, speaking clearly
organization are appropriate to task, and understandably.
purpose, and audience.
Create engaging audio recordings
Develop and strengthen writing and of stories or poems that
works a of art as needed by demonstrate fluid reading at an
planning, revising, editing, rewriting, understandable pace; add visual
or trying a new approach. displays when appropriate to
emphasize or enhance certain facts
With guidance and support from
or details.
adults, use technology to produce
and publish writing as well as to Speak in complete sentences
interact and collaborate with others. when appropriate to task and
situation in order to provide
Conduct short research projects
requested detail or clarification.
that build knowledge about a topic.
Recall information from
experiences or gather information
from print and digital sources; take
brief notes on sources and sort
evidence into provided categories.
Draw evidence from literary,
informational texts or the visual
world to support analysis, reflection,
and research.
Write routinely over extended time
frames (time for research reflection,
and revision) and shorter time
frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes and audiences.
Multiple Means of Representation: Multiple Means of Action & Expression:
Teacher modeling/demonstration of idea generation and Creating sketches of ideas and exploring different
 Gallery walks
In-process / final critiques
One-on-one interactions, demonstrations with learners
execution, process and materials solutions.
Student participation in-process critiques to discuss their Persevering, refining ideas/meaning, compositions, and
image and what is essential in their compositions artistic techniques

Introduction and practice with new materials
Choice of subject matter within a theme
Student generated research/ brainstorming/peer expert Personal artworks (final artwork)
presentations
Manipulating materials and media
Process visuals
Writing reflections
Providing multi-media exemplars and representations
(video, web-sites, images, objects, posters, magazines, Presentations
audio, teacher generated visual resources, and texts)
Self assessment
Showing a wide variety of master and student solutions
to posed problem

DAILY LESSON SEQUENCE:

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LESSON 7:
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