Third Grade Sketchbook Unit Goals
Third Grade sketchbooks are a place for students to make notes about famous artists, practice drawing techniques, and learn about the Elements and Principles of Art. Students will sketch unique ideas with new art materials and revise their work as they plan, alter, and share their work with others.
Q.) What are the goals of our sketchbooks?
A.) Students will learn drafting, revising, and exhibiting (Massachusetts Art Framework Standard 4)
Q.) What are the goals of our sketchbooks?
A.) Students will learn drafting, revising, and exhibiting (Massachusetts Art Framework Standard 4)
Additional Goals and Standards This Unit Addresses
Sketchbooks and the Common Core
National Common Core Standards: 3rd Grade
Standard 2.a: CC.3.W.2.a Text Types and Purposes: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Standard 7: CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Standard 7: CC.3.R.L.7 Integration of Knowledge and Ideas: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Additional Common Core Standards addressed:
2: CC.3.R.L.2 Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3: CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.6: CC.3.SL.6 Presentation of Knowledge and Ideas: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 26 for specific expectations.)http://www.corestandards.org/ELA-Literacy/CCRA/W
- Students will use their sketchbooks to pair illustrations with text to convey meaning.
- Students will differentiate between types of artwork and illustration and be able to explain their significance.
- Students will be able to use illustration to effectively communicate a mood or idea.
National Common Core Standards: 3rd Grade
Standard 2.a: CC.3.W.2.a Text Types and Purposes: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
Standard 7: CC.3.R.I.7 Integration of Knowledge and Ideas: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Standard 7: CC.3.R.L.7 Integration of Knowledge and Ideas: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Additional Common Core Standards addressed:
2: CC.3.R.L.2 Key Ideas and Details: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3: CC.3.R.I.3 Key Ideas and Details: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.6: CC.3.SL.6 Presentation of Knowledge and Ideas: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on page 26 for specific expectations.)http://www.corestandards.org/ELA-Literacy/CCRA/W
Sketchbooks and the National Art Content Standards: Visual Arts (K-8)
Standard 1.Understanding and applying art media, techniques, and processes
Standard 2.Using knowledge of structures and functions
Standard 3. Choosing and evaluating a range of subject matter, symbols, and ideas
Standard 4. Understanding the visual arts in relation to history and cultures
Standard 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
Standard 6. Making connections between visual arts and other disciplines
Sketchbooks and the National Art Standards
Standard 1. Students will use their sketchbook to learn about media, techniques, and processes.
Standard 2. Students will differentiate between types of artwork and illustration and be able to explain their significance in relation to history and culture.
Standard 3. Students will use their sketchbooks to pair illustrations with text to convey meaning, making connections between the arts and other disciplines.
Standard 1.Understanding and applying art media, techniques, and processes
Standard 2.Using knowledge of structures and functions
Standard 3. Choosing and evaluating a range of subject matter, symbols, and ideas
Standard 4. Understanding the visual arts in relation to history and cultures
Standard 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
Standard 6. Making connections between visual arts and other disciplines
Sketchbooks and the National Art Standards
Standard 1. Students will use their sketchbook to learn about media, techniques, and processes.
Standard 2. Students will differentiate between types of artwork and illustration and be able to explain their significance in relation to history and culture.
Standard 3. Students will use their sketchbooks to pair illustrations with text to convey meaning, making connections between the arts and other disciplines.
Sketchbooks and the Massachusetts Arts Curriculum Frameworks
Standard 2- Students will learn the Elements and Principles of Design
Standard 4- Students will Learn Drafting, Revising, and Exhibiting
Standard 5-Students will Learn Critical Response
Students will learn Drafting, Revising, and Exhibiting through creating and maintaining a classroom sketchbook.
1. Students will learn to choose and fold different types of paper to create an art class sketchbook.
2. Students will learn to differentiate between textured of art paper, and be able to identify construction paper, watercolor paper, drawing paper, copy paper, and newsprint paper, and explain their intended uses in art.
3. Students will list and illustrate the Elements of Art; Line, Shape, Color, Value, Form, Texture, and Space.
4. Students will write the "Sketchbook Pledge" promising 1. Not to cross out a drawing, 2. Use it to problem solve, and 3. Use it to explore.
5. Students will draft designs for final projects and practice ideas before beginning long term projects.
Students will learn the Elements and Principles of Design by writing and illustrating the elements and their meanings.
1. Students will learn how to use repetition of line to create patterns and designs in the style of the modernist artists Calder, Stella, and Miro, and in the contemporary style of Zentangle art.
2. Students will learn about texture through the process of choosing, binding, and folding textured papers.
3. Students will experiment with art materials through experimentation, including the use of watercolor paint on different types of paper from their sketchbooks.
4. Students will Problem solve by being encouraged to draw with permanent marker and turn a mistake into a success.
Students will learn Critical Response by evaluating and assessing the work in their sketchbook.
1. Students will complete assessments of their own work in short written responses, PBL Checklists, and peer critiques. Example student checklist to evaluate use of repeating lines: ”1. I used a spiral line in my design ☑ 2.I used a curvy line in my design ☑”
2. Students will evaluate the qualities of various art mediums and compare them and their artistic properties.
3. Students will scholarly artistic interpretations of artwork, looking at famous artworks, hypothesizing about their title and subject and interpreting their meaning and the materials used.
4. Students will demonstrate knowledge of famous artworks by choosing work to include in their books and describing its artistic qualities. “I like this painting by Da Vinci because…” or “this painting makes me think that the artist was ... when he was painting.”
Standard 2- Students will learn the Elements and Principles of Design
Standard 4- Students will Learn Drafting, Revising, and Exhibiting
Standard 5-Students will Learn Critical Response
Students will learn Drafting, Revising, and Exhibiting through creating and maintaining a classroom sketchbook.
1. Students will learn to choose and fold different types of paper to create an art class sketchbook.
2. Students will learn to differentiate between textured of art paper, and be able to identify construction paper, watercolor paper, drawing paper, copy paper, and newsprint paper, and explain their intended uses in art.
3. Students will list and illustrate the Elements of Art; Line, Shape, Color, Value, Form, Texture, and Space.
4. Students will write the "Sketchbook Pledge" promising 1. Not to cross out a drawing, 2. Use it to problem solve, and 3. Use it to explore.
5. Students will draft designs for final projects and practice ideas before beginning long term projects.
Students will learn the Elements and Principles of Design by writing and illustrating the elements and their meanings.
1. Students will learn how to use repetition of line to create patterns and designs in the style of the modernist artists Calder, Stella, and Miro, and in the contemporary style of Zentangle art.
2. Students will learn about texture through the process of choosing, binding, and folding textured papers.
3. Students will experiment with art materials through experimentation, including the use of watercolor paint on different types of paper from their sketchbooks.
4. Students will Problem solve by being encouraged to draw with permanent marker and turn a mistake into a success.
Students will learn Critical Response by evaluating and assessing the work in their sketchbook.
1. Students will complete assessments of their own work in short written responses, PBL Checklists, and peer critiques. Example student checklist to evaluate use of repeating lines: ”1. I used a spiral line in my design ☑ 2.I used a curvy line in my design ☑”
2. Students will evaluate the qualities of various art mediums and compare them and their artistic properties.
3. Students will scholarly artistic interpretations of artwork, looking at famous artworks, hypothesizing about their title and subject and interpreting their meaning and the materials used.
4. Students will demonstrate knowledge of famous artworks by choosing work to include in their books and describing its artistic qualities. “I like this painting by Da Vinci because…” or “this painting makes me think that the artist was ... when he was painting.”
Sketchbooks and the Studio Thinking Framework
Often 40 minute elementary art period does not allow time for creation AND revision of artwork. Assignments that are "make & take" give little opportunity for reflection and critique. Third grade sketchbooks provide students with an opportunity to explore and learn from mistakes in a way that traditional art lessons do not. According to Harvard's "Studio thinking Framework," third grade sketchbooks help to generate and instill nessisary studio habits such as:
Habit 1. Develop Craft: Students will learn to use and care for tools. Students will learn proper material use and process through creating and maintaining a classroom sketchbook.
Habit 2. Engage & Persist: Students will learn to embrace problems of relevance within the art world and to develop focus. Students will learn Drafting, Revising, and Exhibiting through creating and maintaining a classroom sketchbook.
Habit 6. Reflect: Students will learn to question, explain, and evaluate. Students will learn Critical Response by evaluating and assessing the work in their sketchbook.
The 8 Studio Habits: 1.DEVELOP CRAFT 2.ENGAGE & PERSIST 3.ENVISION 4.EXPRESS 5.OBSERVE 6.REFLECT 7.STRETCH & EXPLORE 8.UNDERSTAND ART WORLD
The Studio Thinking Framework was developed at Project Zero at the Harvard Graduate School of Education. The eight Studio Habits of Mind are: develop craft, express, observe, envision, engage and persist, stretch and explore, reflect and understand art world. The three Studio Structures include: students at work, lecture demonstration, and critique. This framework offers criteria in which to assess student growth in a formative assessment.
Often 40 minute elementary art period does not allow time for creation AND revision of artwork. Assignments that are "make & take" give little opportunity for reflection and critique. Third grade sketchbooks provide students with an opportunity to explore and learn from mistakes in a way that traditional art lessons do not. According to Harvard's "Studio thinking Framework," third grade sketchbooks help to generate and instill nessisary studio habits such as:
Habit 1. Develop Craft: Students will learn to use and care for tools. Students will learn proper material use and process through creating and maintaining a classroom sketchbook.
Habit 2. Engage & Persist: Students will learn to embrace problems of relevance within the art world and to develop focus. Students will learn Drafting, Revising, and Exhibiting through creating and maintaining a classroom sketchbook.
Habit 6. Reflect: Students will learn to question, explain, and evaluate. Students will learn Critical Response by evaluating and assessing the work in their sketchbook.
The 8 Studio Habits: 1.DEVELOP CRAFT 2.ENGAGE & PERSIST 3.ENVISION 4.EXPRESS 5.OBSERVE 6.REFLECT 7.STRETCH & EXPLORE 8.UNDERSTAND ART WORLD
The Studio Thinking Framework was developed at Project Zero at the Harvard Graduate School of Education. The eight Studio Habits of Mind are: develop craft, express, observe, envision, engage and persist, stretch and explore, reflect and understand art world. The three Studio Structures include: students at work, lecture demonstration, and critique. This framework offers criteria in which to assess student growth in a formative assessment.