{"id":127,"date":"2010-11-27T22:37:59","date_gmt":"2010-11-28T02:37:59","guid":{"rendered":"http:\/\/blog.dearbornschools.org\/garlinc\/"},"modified":"2015-02-10T08:42:26","modified_gmt":"2015-02-10T13:42:26","slug":"third-grade","status":"publish","type":"page","link":"https:\/\/iblog.dearbornschools.org\/garling\/student-artwork-2\/third-grade\/","title":{"rendered":"Third Grade"},"content":{"rendered":"

Art assignments are more than mere projects, they are holistic learning opportunities in which art creation is just one aspect of the overall learning experience. These experiences can include one-on-one discussion, class discussion, reading, writing, art creation, experimentation, movement, singing, and reflection. The product of these experiences\u2014the “art”\u2014demonstrates a student’s understanding of concepts, vocabulary, and craftsmanship.\u00a0\u00a0Below are a few examples of past projects.<\/span><\/p>\n

Rotational Symmetry Names<\/strong><\/h3>\n

Students created fantastic designs by folding paper circles in half three times and expanding their names to fit into each folded section. \u00a0Designs were drawn within the names and borders were added to the exterior.<\/p>\n

\"WilliamFordStudentArtImage\"<\/p>\n

\"rotational\"<\/p>\n

 <\/p>\n

Snake Marionettes<\/h3>\n

Marionettes are puppets controlled by strings that hang from above. Students created simple marionettes with felt, scissors, and glue, adding a pattern of shapes to the front and back.<\/p>\n

\"snake\"<\/p>\n

 <\/p>\n

Molas<\/strong><\/h3>\n

Molas are a traditional artwork of the Kuna women of Panama and Columbia. \u00a0They are typically cloth designs on the front and back of blouses. \u00a0Due to their global popularity, molas are now depicted on many items in the region. \u00a0Third graders used the mola concept of line, symmetry, and color to create their own compositions.<\/p>\n

\"mola\"<\/p>\n

\"molas\"<\/p>\n

 <\/p>\n

Board Games<\/strong><\/h3>\n

After discussing the elements and aesthetic appeal of \u00a0board games, students designed their own. Each third grader chose a theme, how the pieces would move, how one wins, and what his or her game board would look like.<\/p>\n

\"game1\"<\/p>\n

\"2222\"<\/p>\n

 <\/p>\n

Magical Borders<\/strong><\/h3>\n

Students created large borders with markers and imagination to frame interesting pictures discovered in magazines.
\nLarge frames can make even the smallest picture look grand.<\/p>\n

\"borderz\"<\/p>\n

 <\/p>\n

Van Gogh Texture Flowers<\/strong><\/h3>\n

After learning about Vincent Van Gogh’s famous use of texture and his interest in flowers as subject matter, students created their own textured flower images with a crayon sketch, torn paper, and glue.<\/p>\n

\"\"<\/p>\n

\"vangogh\"<\/p>\n

\"van\"<\/p>\n

Symmetry Game<\/strong><\/h3>\n

Students learned that art can be made together. Using one piece of paper and sitting on opposites sites of the table, partners took turns\u00a0drawing and copying each other, both moving their markers at the same time. \u00a0Once complete, the drawings were colored in by crayon and framed with a paper border.<\/p>\n

\"symmetrygame\"<\/p>\n","protected":false},"excerpt":{"rendered":"

Art assignments are more than mere projects, they are holistic learning opportunities in which art creation is just one aspect of the overall learning experience. These experiences can include one-on-one discussion, class discussion, reading, writing, art creation, experimentation, movement, singing,… <\/p>\n

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