TEACHER RESOURCES

U.S. VISUAL ARTS NATIONAL CORE  STANDARDS

Grade Four Visual Arts Core Standards:

VA:Re.7.2.4a
Visual Arts Standard: Analyze components in visual imagery that convey messages.
Anchor Standard 7: Perceive and analyze artistic work
Enduring Understanding: Visual imagery influences understanding of and responses to the world.
Essential Question(s): What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
 
VA:Re8.1.4a
Visual Arts Standard: Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.
Essential Question(s): What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual art vocabularies help us understand and interpret works of art?
 
VA:Cn10.1.4a
Visual Arts Standard: Create works of art that reflect community cultural traditions.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Essential Question(s): How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?

VA:Cn11.1.4a
Visual Arts Standard: Through observation, infer information about time, place, and culture in which a work of art was created.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Question(s): How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

 

    ISTE NATIONAL STANDARDS FOR EDUCATORS

5. Designer:
Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.
 
5a  Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b.  Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
 5c.  Explore and apply instructional design principles to create innovative digital learning environments that  engage and support learning.

    ISTE NATIONAL STANDARDS FOR STUDENTS

3.  Knowledge Constructor:
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

3c. Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
 
6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.
6b.  Students create original works or responsibly repurpose or remix digital resources into new creations.


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NATIONAL STANDARDS GRADE FOUR SOCIAL STUDIES
                                                        C3 - COLLEGE, CAREERS, AND CIVIC LIFE
GRADE FOUR SOCIAL STUDIES INTEGRATION:  CONNECTING CULTURES

D2.Civ.6.3-5. Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.

D2.Civ.10.3-5. Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

ENDURING UNDERSTANDINGS: 
  • Understand perspectives, worldviews, beliefs, and values of self and others
  • Engage in appropriate intercultural and inclusive interactions
  • People benefit from and are challenged by working together

ESSENTIAL QUESTIONS:
  • Why should we try to understand the perspectives, worldviews, beliefs, and values of others?
  • How can I be proud of my identity while also appreciating the beliefs and perspectives of others?
  • What does it mean to engage in appropriate and inclusive intercultural interactions? 
  • What are the benefits of working together?
  • What can we do when working together with others is challenging?​

STUDENT LEARNING OBJECTIVES

ACTIVE GLOBAL CITIZEN: 
Develop an understanding and acceptance of different viewpoints, opinions and attitudes.
  • I can feel good about my identity without making someone else feel badly about who they are.
  • I pay attention to how people (including myself) are treated, and I try to treat others how I like to be treated.
  • I will work with my friends and family to make our school and community fair for everyone, and we will work hard and cooperate in order to achieve our goals.
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EFFECTIVE COMMUNICATORS:
Communicate well through reading, writing, speaking and listening.
  • I know and like who I am and can talk about my family and myself and describe our various group identities.
  • ​I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.
  • I have accurate, respectful words to describe how I am similar to and different from people who share my identities and those who have other identities.  







Alice Springs
Australia