Inspired by Artists

Art- Inspired by Artists
A template based on Understanding by Design
Inspired by artists
Title of Unit
3/4
Grade Level
Art
Subject
5-6 weeks
Time Frame
Nisha Lowther
Developed By
Stage 1 Desired Results

Curricular Content:
Grade 3:
Observe, listen, describe, inquire, and predict how artists (dancers, actors, musicians, and visual artists) use
processes, materials, movements, technologies, tools, and techniques
Experience, document, perform, and share creative works in a variety of ways
Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry,
experimentation, and purposeful play
Grade 4:
Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic
creations
Reflect on creative processes and make connections to other experiences
Describe and respond to works of art and explore artists intent
Observe, listen, describe, inquire, and predict how artists (dancers, actors, musicians, and visual artists) use
processes, materials, movements, technologies, tools, and techniques
Experience, document, perform, and share creative works in a variety of ways
Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry,
experimentation, and purposeful play
Unit Theme/Issue of Inquiry/Narrative

Learning about various famous artists and creating types of art that follow the same technique or colors of that artist.
It is expected that they have used some of the mediums before and understand that all art is unique in its own way
Rationale: To show the differences is style, techniques and mediums of artists and why these make it more
appealing and creative. To expose students to a variety of artists and enhance their own creative minds.
Understandings: That art is created in a variety of
Essential Questions: How has art changed over time,
ways to express emotion and to tell a story. That

different artists use different techniques to create their
pieces
in terms of mediums and techniques used? How will it

continue to change?
Stage 2 Assessment Evidence

Formative Assessments
Observations, discussions
Summative Assessments
Inspired work by famous artist portfolio, artist statements

about their work.
Use of self-assessment, journals for reflections (grade 4)
Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:
Might include: engagement, motivation, organization, language ability, exceptionalities, creativity
Introducing the Unit: Read The Beautiful Oops by Barney Satlzberg, to teach students that it it ok to make
mistakes in art, because something beautiful can be made from it.
Sequence of Lessons: The basics of what you plan to do in each lesson of the unit.
#
1
Lesson
Title
Intro/
Joan Miro
Lesson Activities (Learning Experiences)

Read The beautiful Oops and discuss believing in your artwork and
creating something beautiful out of nothing
Joan Miro: Discuss his work.
Close eyes and create am image starting with one continued line and let
their intuitions guide them (use felt)
Create artist statement
Grade 4: reflect on Miros intentions
Assessmen Resources
t
Felt and
pencil
crayons,
Artist Journal
Vincent
Van Gogh
Show art work of Vincent Van Gogh, discuss their likes/dislikes

Provide information on Van Gogh
Discuss color wheel, Complimentary and analogous colours
Replicate Van Goghs Sunflowers using oil pastels
Demonstrate how to draw the vase and table
Grade 4: Reflect on Van Goghs intentions
Oil pastels,
Artist Journal
Jackson
Pollock
Show art work of Jackson Pollock, discuss their likes/dislikes

Provide information on Pollock (Maybe show youtube video)
How is his method different from other artists?
Create own pollock style of art using yarn, tempera paint and clothespins to
hold the yarn
***pumpkin splatter art****
Grade 4: Reflect on Pollocks intentions
String/ yarn,
clothespin,
paint, Artist
Journal
Piet
Modrian
Show art work of Piet Modrian, discuss their likes/dislikes

Provide information on Modrian
Discuss Mondrians colors and the line work (Different lengths, some thicker
than the other)
Draw an outline of something the students like (animal, sports, food) and
with a ruler, create straight lines going both horizontally and vertically,
creating different sized squares. Using the colours that Modrian uses, colour
in the squares
Grade 4: Reflect on Modrians intentions
Sharpie, felt
or pencil
crayon,
Artist Journal
Henri
Matisse
Show art work of Matisse, discuss their likes/dislikes

Provide information on Van Gogh
Discuss personality and what makes them who they are
List personality traits, likes and dislikes on paper
Project: using only construction paper cut outs, create an image using your
name and cut outs that represent themselves. Using colours that they like,
shapes and images
Grade 4: Reflect on Matisses intentions
Gallery
Walk
Students choose their favorite piece of artwork and put it out on display
with their artist statement.
Students will have an opportunity to see their classmates works of art
Variety of
colored
construction
paper, Artist
Journal

Inspired by Artists

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Inspired by Artists

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Art- Inspired by Artists

A template based on Understanding by Design

Stage 1 Desired Results

Unit Theme/Issue of Inquiry/Narrative

Understandings: That art is created in a variety of

Essential Questions: How has art changed over time,

ways to express emotion and to tell a story. That

in terms of mediums and techniques used? How will it

Stage 2 Assessment Evidence

Inspired work by famous artist portfolio, artist statements

Stage 3 Learning Plan

Might include: engagement, motivation, organization, language ability, exceptionalities, creativity

Lesson Activities (Learning Experiences)

Show art work of Vincent Van Gogh, discuss their likes/dislikes

Show art work of Jackson Pollock, discuss their likes/dislikes

Show art work of Piet Modrian, discuss their likes/dislikes

Show art work of Matisse, discuss their likes/dislikes

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