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Unit Overview

Grade/Class: 3

Nature: OKeeffe Flowers


-Artists from all cultures find beauty in the natural world.
-Artists interpret nature: they depict animals, insects, plants,
and entire landscapes, bringing their own ideas about nature
to their work.
- Students will brainstorm and make decisions to create a
flower by drawing from observation. Students will be able
to separate positive and negative space using warm and
cool colors. Students will study the style of Georgia
OKeeffe and create flower painting inspired by her style.

Concept: Nature
Concept Question: How do people think about, or interpret, their connection to the natural world?
In what ways do artists use color and art techniques to show their ideas about nature?
As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of Nature
and Beauty influence artists and their artmaking. In this unit, students will explore conceptual ideas, technical
skills,and the artmaking process. Students will be able to work independently to develop their personal voice
that can be expressed in their conversation, writing, and artmaking.
Stage 1: Desired Results
Visual Communication and Production:
Enduring Understanding
Meaningful artmaking is about exploration, asking questions, problem-solving and developing a knowledge
base.
Essential Question
How and why do we make art?
VB Instructional Objectives
EL.3.1 The student will describe and use the steps of the art making process: (SOL 3.2)
1.
2.
3.
4.
5.

Brainstorming
Problem solving
Sketching
Planning
Reflection

EL.3.2 The student will generate original solutions to visual arts problems. (SOL 3.1)
EL.3.3 The student will create works of art from multiple sources of inspiration: (SOL 3.4, 3.5)
(e.g. concepts, themes, literary sources, imaginary experiences)
EL.3.4 The student will identify and use elements of art and principles of design in works of art: (SOL 3.6)
1.
2.
3.
4.
5.

Color- warm, cool, complementary, neutrals


Space-positive, negative
Balance-symmetry, asymmetry, radial
Contrast
Pattern-motifs

EL.3.5 The student will use subtractive and/or additive processes in three-dimensional works of art. (SOL
3.9)
EL.3.6 The student will identify and use foreground, middle ground, background in two- dimensional works of
art. (SOL 3.8)

EL.3.7 The student will use organic and geometric shapes in observational drawings. (SOL 3.7)
EL.3.8 The student will use contemporary media in works of art. (SOL 3.1)
(e.g. technology, instillations, digital photography, non-traditional use of media).
EL.3.9 The student will apply craftsmanship in works of art. (SOL 3.3)
VA SOLs Visual Communication and Production
3.1 The student will identify innovative solutions used by artists to solve art-making problems.
3.2 The student will describe and use steps of the art-making process, including brainstorming, preliminary
sketching, and planning, to create works of art.
3.3 The student will identify craftsmanship in works of art.
3.4 The student will use imaginative and expressive strategies to create works of art.
3.5 The student will develop ideas inspired by a variety of sources, including print, nonprint, and contemporary
media, for incorporation into works of art.
3.6 The student will create works of art that communicate ideas, themes, and feelings.
3.7 The student will use the following in works of art:
1. Colorintermediate, warm, cool
2. Spacepositive, negative
3. Balancesymmetry, asymmetry, radial
4. Contrast
5. Patternmotifs
3.8 The student will use organic and geometric shapes in observational drawing.
3.9 The student will identify and use foreground, middle ground, and background in two dimensional works of
art.
3.10 The student will use subtractive and additive processes in various media, including clay, to create
sculptures.
Art History and Cultural Context:
Enduring Understanding
Art is a reflection of time, place, and culture.
Essential Question
How does art relate to history and culture?
VB Instructional Objectives
EL.3.10 The student will explore how art connects to time, place, and culture. (SOL 3.10, 3.11, 3.13, 3.14, 3.15)
EL.3.11 The student will recognize the many purposes of art making throughout history. (SOL 3.12)
EL.3.12 The student will identify various art careers. (SOL 3.16)
VA SOLs Art History and Cultural Context
3.11 The student will identify how works of art and craft reflect times, places, and cultures.
3.12 The student will identify distinguishing characteristics of genres of art, including landscape, seascape, and
cityscape.
3.13 The student will identify how history, culture, and the visual arts influence each other.
3.14 The student will identify common attributes of works of art created by artists within a culture.
3.15 The student will examine the relationship between form and function in the artifacts of a culture.
3.16 The student will compare and contrast art and architecture from other cultures.
3.17 The student will identify common characteristics of various art careers.
Analysis, Evaluation, and Critique:
Enduring Understanding
Artworks are objects for interpretation
Essential Question
How do we respond to works of art?
VB Instructional Objectives
EL.3.13 The student will analyze their own works of art. (SOL 3.18)
EL.3.14 The student will interpret various works of art. (SOL 3.17, 3.19)
VA SOLs Analysis, Evaluation, and Critique
3.18 The student will analyze and interpret portrait, landscape, still life, and narrative works of art.

3.19 The student will analyze personal works of art, using elements of art and principles of design.
3.20 The student will express informed judgments about works of art
Aesthetics:
Enduring Understanding
Art can have diverse values, meanings, and definitions.
Essential Question
What are the big issues about art?
VB Instructional Objectives
EL.3.15 The student will express personal reasons for why art has value. (SOL 3.20, 3. 21, 3.22)
VA SOLs Aesthetics
3.21 The student will describe the difference between art and non-art objects.
3.22 The student will determine reasons why art has quality and value.
3.23 The student will develop and describe personal reasons for valuing works of art.

KNOW
Knowledge

Students will know

Elements: Line, shape, color, space


Principles: proportion, balance, unity
Figure/Ground
Overlapping
Warm/Cool colors
Close-Up

UNDERSTAND
Meaning

Students will understand that

- Artists interpret nature: they


depict animals, insects, plants,
and entire landscapes, bringing
their own ideas about nature to
their work.

DO
Skill

Students will be able to

brainstorm and make decisions to


create a flower by drawing from
observation. I will be able to
separate positive and negative
space using warm and cool colors.
I will study the style of Georgia
OKeeffe and create a flower
painting inspired by her style.

Stage 2: Assessment Evidence


SUMMATIVE ASSESSMENT
Performance Tasks & Products
Student Procedure (the artmaking/design problem stated)
Key Criteria (what teacher will evaluate)
Artmaking Design Product:
Artmaking / Design Problem:
Content/concept
To brainstorm and make decisions to create a flower by
Composition/formal design/visual
drawing from observation. Students will be able to separate
organization
positive and negative space using warm and cool colors.
Craftsmanship/technical skill
Students will study the style of Georgia OKeeffe and create
Originality/innovation
flower painting inspired by her style. Compositions will be
Participation/Effort
zoomed in with petalt going off the page and overlapping
eachother.
Written/Oral Reflection/Critique:
Understanding of concept
Written/Oral Reflection/Critique:
Self evaluation
Interpretation/Analysis of artwork
Communication of ideas
Reflection on the process
Detailed Rubrics with Learning Plans

FORMATIVE ASSESSMENT
Other Evidence
Informal check for understanding

Sketchbook/journal check
Collaborative group work
One on one teacher/student
Brainstorming
Webbing
Class participation
Group discussion
Verbal critique
Thumbnail sketches
Written/oral response, reflection, etc.
Experimentation
Activity Process- Daily Plan
Day
Activity- Process
Materials
Day
1
-PowerPoint presentation on Georgia OKeeffe
-Group discussion reviewing warm and cool colors (talk about the color
-OKeeffe PowerPoint
requirement: if the flower is painted in warm colors, the background must -Sketch paper
be cool colors. And vice versa)
-Pencils
-Rewiew how Georgia OKeeffe used very little negative space (talk about -Erasers
flower petals going off the page and overlapping)
-Students will use table reference folders for inspiration and start sketching
flowers on sketch paper
Teacher Reflection:
Day
2

-Teacher will give drawing demo on composition, overlapping, and


permanent marker usage/color choices
-Students will review their sketches and begin drawing on their final paper
-As students finish their detailed drawing in pencil, they will outline their
flowers in permanent marker (emphasize that we are NOT coloring the
flowers with markers, just outlining)

-11x17 white
construction paper
-Pencils
-Erasers
-Permanent markers

Teacher Reflection:
Day
3

-Teacher will do a demonstration on watercolor markers


-Review warm and cool colors (and their color requirement). Refer to
warm/cool colors posters
-Students will continue to use sharpie marker to outline their flowers
-Students will use watercolor paint to paint their flowers
-Early finishers will take out their preliminary flower sketches and color
them

-Sharpie markers
-Watercolor paint
-Brushes
-Water buckets

Teacher Reflection:

UNIT TEACHER REFLECTION:


Does the unit address enduring ideas about the human experience?
Does the unit address enduring ideas about art?
Does the unit address key concepts and essential questions?
Does the learning plan align with unit objectives and assessment tasks?
Does the unit address the knowledge and skills in a logical sequence to achieve unit objectives?
Do the enduring ideas, key concepts and essential questions provide focus and cohesiveness
throughout unit?
Are students aware of assessment expectations?
Are enduring ideas, concepts and important skills assessed?
Are the key unit and lesson components included and clearly presented?
Are students given opportunities to provide evidence of learning?
DIFFERENTIATION STRATEGIES
Flexible grouping
Open-ended activities
Exploration by interests
X
Negotiated criteria
Anchoring/Extension activities

Independent
Tiered activities/products
Journal prompts
Multiple levels of questions
Scaffolding
Choice: Learner profile, Readiness, Interest

21st CENTURY SKILLS


X
Critical thinking
X
Creative/Innovative thinking
X
Problem solving
Information literacy
X
Listening
Collaboration
Communication
Social responsibility
Sustainability
Interdependence
Health literacy

3rd Grade OKeeffe Flowers


Big Idea-Nature
Novice

Developing
Proficiency
5 points
Some evidence
of very little
planning

Proficient

2 points
Insufficient

5 points
Fair use of color

8 points
Proficient

Students used
brainstorming,
preliminary
sketches and
planning
Warm and cool
colors used
correctly
Composition/
use of positive
and negative
space

2 points
No evidence of
planning

8 points
Adequate
amount of
planning

2 points
Insufficient

5 points
Fair use of space

8 points
Proficient

Overall
Craftsmanship

2 points
Insufficient

5 points
Fair

8 points
Good overall
craftsmanship

Advanced
Proficiency
10 points
Project was
thoroughly
planned out
10 points
Superior use of
color
10 points
Superior use of
positive/
negative
Space
10 points
Superb
craftsmanship