This document outlines a year-long art curriculum for 4th grade students that integrates academics like math, science, history and literature into art lessons over 31 weeks. The curriculum covers a variety of art mediums and styles, with lessons including creating play dough and animal sculptures, 3D abstract art inspired by Frank Stella, collaborative painting inspired by Jackson Pollock, gesture drawing and sculpting of the human form, a collage based on Eric Carle's artwork, and constructing fairytale sock puppets. The goal is to teach art through other subjects in an educational but enjoyable way for students.

1. Arts & Knowledge
Art taught through Math, Science, History &
Literature.

2. Background
This curriculum is an Art curriculum that vicariously integrates
academics into its lessons whether it be math, science, history, or
Literature, while following an artist regimen that is
natural, educational, and beneficial to the young mind.
This is a 31-32 week year-long curriculum for4thgrade students who attend a
public school. This is is an elective course and will meet for 50 minutes one
day a week.
-cost key: $= -$4 $$= -$10 $$$= +$10
*All Lessons Include PA standards- 9.1 A,B,C,D,E,F,H, and J. 9.2 A,B,C,D,E,F,G,J, and L. 9.3
A,B,C,D,E, and F. and 9.4 B and C.
* All lessons include Habits of Mind: Persisting, Thinking flexibly, Thinking about
thinking, Striving for accuracy, Questioning and posing problems, Applying past
knowledge, Thinking and communicating, Gathering data, Creating, Responding, Taking
risks, Finding humor, Thinking interdependently, & Remaining open.

3. Introduction
Week 1
The first week will be a general
introduction to the class. We
will introduce ourselves and
explore the classroom and
materials found in the
classroom. We will also go over
classroom rules and
expectations of the students
and the teacher. Furthermore,
we will go over the outline of
the curriculum; briefly
explaining the overview of the
class.

4. Play Dough Creation: The Color Wheel
Week 2-4
Objective: Students will create their own Play Dough
through simple ingredients. Students will then add the
colors of the spectrum to samples of their created dough,
creating primary colors. Students will finally create,
from the primary colors, secondary and tertiary colors.
Essential Q: What colors can we combine to make different
colors?
Resources: http://www.instructables.com/id/How-to-
Make-Playdough-Play-doh/
Skills Learned: sculpture, pattern, math, color theory.
Materials: salt, water, flour, food dye, bowls, newspaper.
Assessment: Critique & Rubric
Cost-$$

5. Play Dough Creation: Animal Sculpture
Week5-6
Objective: Students will create their own animal sculpture(s)
out of the play dough that they have just created the previous
lesson. Students will furthur experiment with the
medium, creating complex organic shapes shapes to create their
chosen animal.
Essential Q: Where does his/her specific animal live?
Resources: http://animals.nationalgeographic.com/animals/
Skills Learned: sculpture, pattern, math, color theory,
and biology.
Materials: Play dough, newspaper, bowls, wood tools.
Assessment: Critique & Rubric
Cost-$

6. 3-D Abstract Art Inspired by Frank Stella
Weeks 7-10
• Objective: Students will create a 3-D work of art inspired by American
contemporary artist, Frank Stella. Students will look at works by Stella
and cut and paste geometric shapes onto their cardboard canvas.
Students will be encouraged to manipulate their project’s elements,
creating a 3-D atmosphere, mimicking Frank Stella’s style of art.
• Essential Q: Why is Frank Stella’s work called “abstract”?
• Resources:Guberman S. (1995) Frank Stella Imaginary Places. Duke
University Press.
• Skills Learned: Drawing, pattern, math, color theory,
• art history, cutting and pasting, problem solving.
• Materials: cardboard, construction paper, glue, scissors,
• pencils.
• Assessment: Critique & Rubric
• Cost-$$

7. Jackson Pollack Collaborative
Weeks 11-14
• Objective: Students will become familiar with
Jackson Pollack and his art. Students will then
create a large collaborative work inspired by
Jackson Pollack.
• Essential Q: What do you think about Pollack’s
abstract art? What do you think about his “drip
and pour” method?
• Resources:
http://en.wikipedia.org/wiki/Jackson_Pollock
• Skills Learned: collaboration, painting.
• Materials: large canvas (8x10 ft), latex paint,
buckets, brushes.
• Assessment: Critique & Rubric
• Cost-$$$

8. Gesture Drawing: The Human Form
weeks 15-17
• Objective: Students will draw a series of
gesture drawings with various times and
poses. Students will take turns making
gestures for their classmates to draw. As
classes and days goes by the time of the pose
will expand, giving students more
opportunities to add detail and features.
• Essential Q: How does learning the skeleton
in science class help draw the human figure?
• Resources:
http://realcolorwheel.com/human.htm
• Skills Learned: drawing, biology, time
management.
• Materials: pencil, and paper.
• Assessment: Critique
• Cost-$

9. Gesture Sculptures: The Human Form Part 2
weeks 18-22
• Objective: Students will create a sculpture of a
specific human gesture out of tin foil and
masking tape. Students will then paint their
finished sculptures and mount them on a
platform.
• Essential Q: What gesture would you create
yourself posing?
• Resources:
http://www.princetonol.com/groups/iad/files/
world.htm
• Skills Learned: Drawing, sculpting, measuring,
math, biology.
• Materials: tin foil, masking tape, tempera
paint, glue, carboard, black construction paper.
• Assessment: Critique & Rubric
• Cost-$$$

10. Eric Carle Mythical Creature Collage
weeks 23-26
• Objective: Students will familiarize themselves with Eric Carle’s book, Dragons, Dragons &Other
Creatures That Never Were. Students will then create large color templates, mimicking Eric Carle’s
painted and cut paper. Students will finally create a mythical creature based on Eric Carle’s art
making techniques.
• Essential Q: Why does Eric Carle create children’s books? What makes his art so mesmerizing to
young viewers?
• Resources: Malek, J. (1991) Dragons, Dragons
&Other Creatures That Never Were, Philomel Books.
• Skills Learned: Drawing, design, color theory,
reading, writing, andLiterature.
• Materials: Large white paper, crayons,
pencils, scissors, glue, construction paper (black)
• Assessment: Critique & Rubric
• Cost-$$

11. Fairytale Sock Puppet Theatre
Weeks 27-31
• Objective: Students will familiarize themselves with the book, Fairytales & Fables by
GyoFujikawa. Students will then learn about and build their own fairytale sock puppet.
Students will finally put on a mock play on a pre-built stage, using their completed sock
puppets.
• Essential Q: What are some life lessons that some of these fairytales are trying to portray?
• Resources:Fujikawa G. (2008) Fairytales &Fables,
Sterling Publishing.
• Skills Learned: Acting, cutting and pasting,
reading, and literature.
• Materials: Socks, google eyes, yarn, fabric glue
• Assessment: Critique & Rubric
• Cost-$$

12. Final Critique
Week 32
• This week is dedicated to a one on one critique
with each student and for last minute late work
to be turned in.