Art in Focus (3rd grade) curriculum (PDF) - Smart Museum of Art ...

Art in Focus Curriculum 

A multi-visit tour program offered by the University of Chicago’s 

Smart Museum of Art for Chicago Public Schools third grade classrooms

MUSEUM VISIT 1: Elements of Art 

OBJECTIVES 

• I can understand the purpose and function of an art museum. 

• I can identify basic elements of art (line, shape, color, texture). 

• I can discuss how the elements of art work together to create a composition. 

• I can identify representational and abstract works of art. 

DESCRIPTION 

In this introductory visit to the Smart Museum, third graders explore the concept of an art museum 

as a space devoted to the display of art for the public’s appreciation. In this context, students 

develop an understanding of the organization of art museums into galleries, and learn that docents 

and gallery attendants are museum staff whose role is to help all visitors enjoy their museum 

experience. 

Armed with their sketchbooks and pencils, the students—now divided into two small groups— 

travel the galleries with their docents to engage with four to five museum objects to discover the 

basic elements of art. Together the group will consider how these elements come together, in both 

representational and abstract works, to create a composition. Throughout lively conversations at 

each point of the tour, the students are explorers: investigating each object carefully, taking notes, 

asking questions, and drawing in their sketchbooks. 

Vocabulary words introduced 

• elements of art (line, shape, color, 

texture) 

• representational 

• abstract 

• gallery 

• docent 

• museum 

Classroom-connected vocabulary 

• congruent/incongruent 

• perimeter 

• geometric shapes 

• parallel and perpendicular lines 

• obtuse and acute angles 

• pattern 

Smart connection 

Soldier at a Game of Chess by Jean Metzinger is an example of an abstract portrait that includes the 

elements of art. 

Smart Museum of Art, The University of Chicago 

Art in Focus Curriculum, page 2

IN THE CLASSROOM 

Access smARTkids (smartmuseum.uchicago.edu/smartkids) to find post-visit lessons and activities. 

Artwork of the Month 

On the smARTkids home page, click on Artwork of the Month frame on the far right to access the 

Artwork of the Month archives. You can use the classroom kit to implement any of these lessons. 

Interact online 

After the Elements of Art visit, take 30-40 minutes of computer time to access these activities on 

smARTkids: 

• Look and Share: Develop a Photo 

• Look and Share: Explore a Sculpture 

• Look and Share: How is a Bowl or Cup Art? 

Resources/materials neeeded 

A computer with internet access (sound not required), flash player and pop-up blocker turned off, 

digital projector or individual computers. 

Description 

This activity allows for further learning about types of artworks discussed at the Smart Museum. 

Continue a discussion about two-dimensional art by learning more about how some fine art 



photographs are developed, or explore three-dimensional artworks, such as found object sculptures 

and functional ceramics. 

1. Visit smARTkids at smartmuseum.uchicago.edu/smartkids. 

2. Go to the Look and Share section, and click the photograph on the left-hand side of the 

screen to go to “What makes a photograph?” 

3. Select “Develop a Photo” from the menu on the left. (Another, simpler navigation option is 

to access “Develop a Photo” directly from the sitemap on the main page.) This interactive 

area of the site allows students to “take their own picture” of a Chicago scene while learning 

about the photographic process. 

4. Return to the Look and Share section, and click the sculpture in the center to go to “Explore a 

sculpture.” (Another, simpler navigation option is to access “Explore a sculpture” directly 

from the sitemap on the main page.) Here, students will explore one sculpture in depth, and 

learn about how the same elements of art they discussed in terms of two-dimensional art 

also applies to three-dimensional art objects. Navigate through the “Shape,” “Space,” 

“Scale,” and “Color” menu options for activities and questions that promote close-looking 

and careful consideration of Robert Hudson’s Diamond Back. 

5. Biographical information on the artist can be found in the upper-right hand corner: click on 

“About the Artist.” 

6. Return to the Look and Share main page and click on the ceramics on the right-hand side of 

the screen to go to “How is a Bowl or Cup Art?” Here, students will explore two functional 

ceramic pieces as art, and again connect the elements of art to three-dimensional objects in 

preparation for Visit Four. Navigate through the “Texture,” “Scale & Shape,” and “Line” 

menu options for activities and questions. 

7. “About the Artist,” located in the upper-right hand corner of the screen, provides 

biographical and cultural details related to both objects. 



STUDIO SESSION 1: Abstract Portraits 

TIME NEEDED 

• 15 minutes: discussion 

• 60 minutes: work time 

• 15 minutes: wrap-up 

OBJECTIVES 

• Look at an art historic source image (portrait) and create an abstract version using elements 

of art; include contrasting colors, textures & shapes. 

Vocabulary Words 

• Elements of art (line, shape, color, 

texture) 

• Representational 

• Abstract 

Smart Connection 

Jean Metzinger, Soldier at a Game of Chess, c. 1915–16. 

Classroom-connected Vocabulary 

• Congruent/incongruent 

• Perimeter 

• Geometric shapes 

• Parallel and Perpendicular Lines 

• Obtuse and Acute Angles 

• Pattern 

MATERIALS & PREPARATION 

Each student will receive a source image along with a sheet of background paper. Each table will 

have an assortment of precut construction paper/magazine images, scissors, pencils, markers, 

erasers and glues sticks. 

Materials 

Source image (postcard), tag board (for background), magazines, construction paper, glue sticks, 

scissors, pencils, erasers and markers 

ACTIVITY 

Students must sign the back of their background paper. 

The students should begin by looking carefully at their source images and identify at least three 

different shapes found in the image. For example, the head could be more of a square shape or 

triangle. 

Cut shapes from the construction paper and magazines making sure to incorporate textures and 

lines. 



They should now begin arranging their shapes onto the background paper to recreate their source 

image. Teacher and assistants should help students think of ways to incorporate contrasting colors 

and shapes to create more depth to their portraits. 

Once their composition is completed, the students can begin to glue down their shapes. 

Finally, they can incorporate mark making into their portraits by adding line and pattern with the 

markers to help identify specific features of the figure or details of the background. 

Assessment Strategy 

• Cut all shapes 

• Arrange each piece to recreate the same composition 

• Glue down pieces to create an abstract portrait 

Sketchbook Assignment 

In a few sentences, describe the differences and similarities of the source material (representational) 

and the abstract portrait by using the terms that describe the various elements of art. Draw a self 

portrait using three different shapes for your outline and features. 

Wrap up 

All the work is to be picked up and students should clear trash and recyclable materials from their 

desks and return all supplies. 



MUSEUM VISIT 2: Content and Creation 

OBJECTIVES 

• I can explore the elements of art as expressed in two- and three- dimensional objects. 

• I can identify two and three-dimensional visual art media, as well as related tools and 

processes. 

• I can recognize fine and functional works of art. 

DESCRIPTION 

On their second visit to the Smart Museum, third graders explore the elements of art as they relate 

to two-dimensional objects representative of a variety of media (e.g., prints, photography, 

paintings). With their docent, the students discuss processes related to particular media, and view 

art-making tools demonstrated by the docent. Students grow familiar with the elements of art as a 

new visual vocabulary through verbal and visual context, and also through writing and drawing 

activities in their sketchbooks. Students engage with three-dimensional sculptures, learn about the 

related art-making tools and process, and view fine and functional works of art to explore the 

question of What can art look like? This will include a discussion of design as art in functional 

objects. As before, the students are explorers at each point of the tour: investigating each object 

carefully, taking notes, asking questions, and drawing in their sketchbooks. 

Vocabulary Words Introduced 

• Print 

• Photography 

• Painting 

• Mixed media/collage 

• Two- and Three-dimensional 

• Artist 

• Sculpture 

• Fine art 

• Functional art 


Translated Vase by Yeesookyoung is an example of a 3D fine art (v. functional) object. 




Interact Online: smARTkids Artist Studio 

After the Content and Creation visit, take 10 minutes of computer time to complete the activity 

and 15 minutes for follow-up discussion. 

Resources/Materials 

A computer with Internet access with speakers, flash player and pop-up blocker turned off, digital 

projector or individual computers. 

Description 

This activity connects with the Teaching Artist’s visit, where students will work with an artist to 

create their own artwork. Using Artist Studio, students will learn more about two contemporary, 

Chicago-based artists and their work. 


2. Go to the Artist Studio section. Watch the brief video of artist Laura Letinsky discussing her 

photographs, her day-to-day life as an artist, and how she got started in her career. Or, watch 

the brief video of artist Tony Tasset discussing his sculptures and the ideas that motivate his 

work. 



3. View a selection of either artist’s work; nine objects are provided on the right-hand side of 

the screen. Click on the thumbnail to see a slightly larger version; click on the larger version 

to see the largest size of the image in a new window. 

4. Select one artwork to discuss with the class. Give students time to look carefully before 

asking them basic open-ended questions about the artwork such as What is going on in this 

picture?, What do you see?, and What more can we find? If a student’s response requires further 

elaboration, ask What do you see that makes you say that? As the conversation progresses, ask the 

students to consider Laura’s or Tony’s art making decisions: How do they interpret her/his 

choice of subject matter (what is depicted in the artwork)? Her/his choice of composition 

(the way that the artwork is arranged)? 

1. 5. Remind students that they make similar choices whenever they create art. Make 

connections with the art-making experience. 



STUDIO SESSION 2: Hybrid Objects 

TIME NEEDED 




OBJECTIVES 

• Think about the functional art pieces you saw at the museum. Who designed them? How did 

they use the elements of art in their work? 

• Compare those works to the Translated Vase. It is a container, which could be functional art 

but how does the artist’s process make it fine art instead? 

• If you were to make a vase, what category would it fall into and why? 


• Photography 

• Painting (oil, acrylic, ink, watercolor) 

• Mixed media/collage 

• Two- and Three-Dimensional 

• Artist 

• Sculpture (bronze, stone, terra cotta, 

wood) 

• Fine art 

• Functional art 


Yeesookyung, Translated Vases, 2007. 


• Volume 

• Cube 

• Prism 

• Cone 

• 


Each student will be given two different design outlines and an additional blank sheet of tag board. 

Colored pencils and scissors will be distributed from the classroom kit. 

Materials 

Colored pencils, scissors, tag board (printed designs) 

ACTIVITY 

Warm up Activity 

Discuss the following with the students: What can be considered art? Why are certain works found 

in a museum? 

Main Activity 



Students should sign the backs of each sheet of tagboard. 

Students should think of a functional object that they are familiar with and draw an outline on the 

blank sheet of tagboard. 

Color each design with bright designs and shapes. Reference Translated Vases and show examples of 

simple patterns. 

First cut each design out around the outline then cut each design in at least two pieces (halves) and 

arrange each piece to create a hybrid object. 

They will then need to plan where they will cut slits in each piece for assembly. Mark on each piece 

where a slit will be cut and cut each slit. 

The final step will be to assemble each piece to create a freestanding hybrid form. 


• Draw and color each design 

• Cut out designs and pieces 

• Assemble each piece to create a freestanding hybrid form 


In a few sentences, describe how you would use your hybrid object in the real world? What would 

you name your object? Design a logo for your object. 

Wrap up 





MUSEUM VISIT 3: Stories in Art 

OBJECTIVES 

• I can consider context in reaching a deeper understanding of the visual arts. 

• I can identify a narrative in a work of art and summarize the main idea. 

• I can make inferences about a work of art or artist’s purpose and support my ideas with 

evidence. 

• I can recognize detail and identify subject matter, or main idea, of an artwork (landscapes, 

portraits, cityscapes, and still-life) 

DESCRIPTION 

On their third visit to the Smart Museum through the Art in Focus program, the third grade 

students will be engaged in a consideration of two important questions: “What’s going on in this 

picture?” and What do you think it means? Students will practice interpreting the stories they see in 

works of art, will support their ideas with evidence and should consider multiple 

interpretations. Students will look for details to consider how those details relate to the subject of 

the composition (landscapes, portraits, cityscapes, and still-life. 

Students also think about the context surrounding the creation of a work of art. Students will 

consider specifically when and where works might be made and why by answering the question 

“what are artists trying to say with their art?” Docents will introduce contextual information as 

appropriate to flesh out the story behind each work of art, and lead students into a consideration of 

the people, places and times connected with each object. 

Vocabulary Words Emphasized 

• Inference 

• Summarizing 

• Main idea 

• Sequencing 

• Ordering 

• Evidence 

• Writer’s purpose/artist’s purpose 

• Detail 

• Subject (landscape, cityscape, portrait, 

still-life) 


The City by Alice Neel is an example of a landscape or cityscape that communicates a mood. 




Interact Online: smARTkids Art Detective 

After the Stories in Art visit take 30 minutes of computer time to complete the activity. 

Resources/Materials 

A computer with Internet access (sound not required), flash player installed and pop-up blocker 

turned off, digital projector or individual computers 

Description 

This activity will contribute to the growth of students’ art vocabulary through its use of contextual 

definitions. The Art Detective section is an educational game that encourages students to look 

carefully at artworks in order to correctly answer questions. Each correct answer helps students 

complete the museum label information and solve the mystery of each artwork’s identity. Art 

Detective questions vary in levels of difficulty. Try Art Detective on your own in advance of the lesson, 

so that you know how to navigate through the game ahead of time. 


2. Go to the Art Detective section, and review game instructions. Practice by clicking on the sculpture 

in the lobby. Begin the game by clicking on the gallery floor plan in the lower left-hand corner, or by 

clicking on the gallery doors. 

NB: Once an object’s identity has been revealed, its clues are unavailable (in other words, it is 

ineligible for play) until the website has been refreshed. 



STUDIO SESSION 3: City Sketches 

TIME NEEDED 




OBJECTIVES 

• Students will create a landscape or cityscape drawing that tells a story and communicates a 

mood. 


• Artist’s purpose 

• Detail 

• Subject (landscape, cityscape, portrait, 

still-life) 


Alice Neel, The City, 1940s. 


• Writer’s purpose 

• Detail 

• Summarizing 

• Inference 

• Main idea 

• Sequencing, ordering 

• Evidence 

• Metaphor 

• Mood/tone 


Students will be given two sheets of watercolor paper (background and foreground) and have an 

option of using a cityscape template to trace a foreground. Each student will need a rinse cup for 

brushes along with a 3-inch and a 1-inch brush. 

Materials 

Tag board (cityscape templates), pencils, erasers, watercolor paper, watercolor pencils, 3-inch 

brushes, 1-inch brushes, small cups, scissors, tape, paper towels, hair dryer, butcher paper for drying 

station. 

ACTIVITY 


Discuss with the students how narrative can be implied in painting not just by what is illustrated 

(figures, buildings, animals, etc.) but also by how it is painted (tone, value, color temperature, mark 

making, etc.) 




Students must sign the back of their background paper. 

Students should spend some time thinking about what colors they will want to use for their 

background (sky). Color half of a full sheet of paper with watercolor pencils. Explain that they 

should only use a few colors so as not to create a muddy background during the water wash 

application. Show examples. 

Next apply a light water wash to create a sky. Once they are finished with their sky, they will need to 

let it dry (hair dryer). 

While the background dries, trace the cityscape outline (from template) or create a custom outline 

on the second sheet of watercolor paper. Cut around the outline of the cityscape and sign the back. 

They can begin to add details to their cityscape with the watercolor pencils, making sure to include 

their favorite places and natural elements like parks, trees, lakes, etc. Once their design is drawn they 

can use a 1” brush to blend colors. Once completed, each cityscape should be cleared from the table 

and dried. 

Backgrounds will be distributed along with tape for assembly. Students will need to loop each 2” 

piece of tape to create eight double-sided pieces. 

Assemble the foreground and background with each piece of tape. 


• Paint background (sky) and dry 

• Design, color and paint foreground (cityscape) 

• Assemble background and foreground 


Write a short story about your city describing why specific places are special to you. Be sure to 

include sensory details like smells, sounds, tastes and touch. 

Wrap up 

All used brushes should be consolidated into a wash container and all the work is to be picked up. 

Students should clear trash and recyclable materials from their desks and return all supplies. 



MUSEUM VISIT 4: Think About Art 

OBJECTIVES 

• I can make personal connections with works of art. 

• I can consider how my perception and the meaning of works of art are influenced by the 

time/place/circumstances (context) in which a work was made. 

• I can reflect upon one work of art in the museum and record my thoughts in writing. 

• I can support my ideas about works of art using visual, contextual, and personal evidence. 

DESCRIPTION 

On their fourth visit to the Smart Museum through the Art in Focus program, the third grade 

students are pushed to carefully study works of art and think about what each work might mean to 

them. Following a review of all the previously introduced vocabulary, students are asked by docents 

to carefully interpret and share why something interests them about works of art. Each student as 

part of visit four will make one selection of a work of art which will become the focal point for his 

or her writing and reflection. This visit is the synthesis of all the ideas previously introduced about 

media, subject, interpretation, and context. 

Vocabulary Words Emphasized 

• Elements of art (line, color, shape, texture) 

• Subject & detail 

• Media & process 

• Context 

• Interpretation 

• Evidence 




Writing Activity: Curators in the Classroom 

Try this after completing Art in Focus! Take 60-90 minutes for the activity. The time for the 

follow-up component can be determined by the teacher. 

Resources/ Materials 

Student artwork, student sketchbooks, 4x6 unlined index cards, classroom or hallway space 

Description 

Invite your students to be curators and install an exhibition of their artwork in the classroom (or 

hallway)! Students create labels for the artworks they made using unlined index cards or similarly 

sized pieces of paper. Labels include the following information: Artist name, Title, Year, and 

Medium (materials). On a separate piece of paper, students should write a brief statement about 

their artwork (or an analysis of a classmate’s!). Writing prompts for this statement can be similar to 

the questions asked by docents in the Smart Museum galleries: “What is going on in this artwork?”, 

“How does the artist use (color, line, shape, texture)?”, and can also promote a response about the 

art-making process: “What materials were used to create this artwork?”, “What was the greatest 

challenge in making this object?”, “What was most exciting?” 

Hang the artwork in the available space as an exhibition. Give the exhibition a title, and invite 

parents or other students to visit! The curator-artists can greet guests and answer questions about 

the art. 



STUDIO SESSION 4: My Face and Place in the City (Then, Now, and Later) 

TIME NEEDED 




OBJECTIVES 

• Students will think about a place that holds meaning for them. Why is it important? What 

makes it unique? How can they convey that in an artwork? 


• Elements of art (line, color, shape, 

texture) 

• Subject 

• Detail 

• Media and process 

• Context 


Guy Pène Du Bois, Four Arts Ball, 1929. 


Each student should have a pencil, eraser and oil pastels. 


• Interpretation 

• Evidence 

Materials 

Transparency sheets, permanent markers, pencils, erasers, drawing paper, pastels and a photo 

source. 

ACTIVITY 


Students should have a photo source as mentioned from the previous class visit and should spend 

some time thinking about what this place means to them. They should sketch or write out ideas in 

their sketchbooks. 

Show examples of places that might help them think about the greater significance of it. For 

example, an image of a kitchen might symbolize a creative place, a gathering place for a family, or a 

warm place (the heart of the home). 


Students must sign the back of their tag board. 



Students will begin each drawing with a light pencil sketch. They should use their photo as a source 

image. 

After they have completed their pencil sketch, they should begin adding color with oil pastels. 

Demonstrate how to blend colors. They will be given a transparency sheet and a permanent marker. 

Next they will write about the significance of the place (referring to their notes in their sketchbook) 

and how it might shape their lives in the future. Transcribe the text onto the top of the transparency 

sheet with a permanent marker. 

The final text will overlap over their illustration to create a top layer or window. This can be added 

directly on top of their illustration by placing the adhesive side of the transparency sheet up and 

placing their drawing down onto the transparency making sure to smooth out any air bubbles. 


• Sketch and color a place 

• Add text to the transparency sheet 

• Adhere transparency sheet to the drawing 


Students should review their sketchbook assignments, making sure they have completed at least two 

assignments. They should describe in a few sentences, which project they enjoyed making the most 

along with which artwork from the Smart collection they would love to hang in their home next to 

their favorite project. Compare and contrast these works. 

Wrap up 





COMPLETING THE MULTI-VISIT PROGRAM 

We hope your students have enjoyed their time with us at the Smart Museum of Art and that you 

will continue to find ways to integrate the vocabulary and skills they’ve acquired into your classroom 

learning. We encourage students to return to the Smart with their families to share this knowledge 

with them as well. Please feel free to contact me anytime with questions, ideas, suggestions and 

more. I’ll be in touch regarding upcoming professional development workshops or other 

opportunities that may arise relevant to your participation in this partnership. Thanks again for being 

a part of the MVP at the Smart Museum of Art! 

Lisa Davis 

Manager of Tour & Teacher Initiatives 

773.834.1066 

lisadavis@uchicago.edu 

Smart Museum of Art 

The University of Chicago 

5550 S. Greenwood Avenue 

Chicago, IL 60637 

smartmuseum.uchicago.edu 



GLOSSARY 

MATH 

Figure: The form, outline, or silhouette of a thing. Two-dimensional shapes and three dimensional 

forms are all figures. 

(In mathematics, a geometric form consisting of any combination of points, lines, or planes. Note 

that in art, the word “figure” is generally used to talk about images of people or animals, not strictly 

geometric forms. A docent could point out that these real-life forms or figures are made up of 

combinations of the sort of figures talked about in math class.) 

Volume: The amount of three-dimensional space a figure takes up or occupies. 

Congruent and Incongruent: Congruent figures look alike and are the same size. The opposite of 

congruent is incongruent. 

Perimeter: The distance around a shape. The perimeter of a circle is called the circumference. 

Rectangle and Rectangular: A shape with four straight sides that meet at right angles. Figures that 

look like rectangles, but not be geometrically perfect, can be called rectangular. 

Cube: A box-shaped, three-dimensional figure that has six square faces. 

Prism: A three-dimensional figure that has two identical ends and all flat sides. The shape of the 

ends of a prism give the it its name, for example this is a "triangular prism" because it has triangular 

ends. 

Cone: A three-dimensional figure that has a circular base and one vertex. 

Hexagon: A six-sided shape with flat sides and six vertices. 

Vertex / Vertices: A point where two or more lines meet. Corner. The plural of vertex is 

"vertices". 

Pattern: The repetition of any thing — shapes, lines, or colors. (In art and design, a pattern is 

sometimes called a motif.) 

Repeat (Repetition): Anything that re-occurs. Patterns repeat. 



INTERPRETATION 

From reading lessons, here modified for art viewing 

Inference: An educated guess or opinion based on prior experience or evidence. In science they call 

this a hypothesis. 

Drawing conclusions based on evidence: An artist gives clues and the viewer puts the clues 

together (makes an inference, infers) to form an idea about something. 

Main Idea: The most important part of a statement or image. 

Metaphor: A comparison of two nouns using “is.” For example: “Life is a box of chocolates.” In 

art, a figure can metaphorically represent something else. For example, a young deer can 

metaphorically represent a young woman or the idea of innocence. 

Summary: A simple telling of a complicated story. 

To Summarize: When you summarize a story, you name the main characters and main idea of the 

story, and then say what happens in the story in a basic way. 

Pattern: Something (such as an element of art) that is repeated over and over again to make an 

image. 

Ordering and Sequence: A list of numbers, ideas, or objects that are in a special way or “in order”. 

Story Structure: The order or sequence of events in a story. Usually stories have the structure of 

beginning, then middle, then end. 

Purpose and Intention: What an artist or writer hopes to do (accomplish) with a certain image or 

piece of writing. Common purposes include entertaining, surprising, and making you think about 

something. 

ART 

These terms are taken from the Smart Explorers and Art In Focus sketchbooks, and are listed here 

in simple, kid-friendly terms. 

Elements of Art 

• Line: A mark, usually long and thin, made by a pen, pencil, brush, etc. In math, a line is 

always thin, straight, and long; in art, lines can be thick or thin, straight or curved (or zig-zag, 

or loopy!), thick or thin, and so on. We might also talk about broken or “dotted” lines. 



• Shape: An area or space surrounded by a line or lines. 

• Color: A quality such as red, blue, green, yellow, etc., that you see when you look at 

something. Colors can be mixed to create new colors. 

• Texture: The way that something feels when you touch it, or how something shown in an 

image looks like it might feel if it were real. 

• Space: An empty area between things; or, the area in which things exist and move. 

• Form: Three-dimensional figures (shapes), either geometric (a cube) or organic (a person). 

• Value: The lightness of a color. Pink is a “light” version of red, which is the same as saying 

that pink is red with a “high” value. 

Composition(s): The way in which an art piece is put together or arranged. Art pieces are 

sometimes generally called compositions. 

Medium/Media (Materials): The things an art piece is made of. If a painting is made with 

watercolor paints, we say that its medium is watercolors or that it is made in the medium of 

watercolors. The plural of medium is media. 

Representational: Art that shows a recognizable person, place, or thing. Often representational 

means the same thing as realistic. 

Abstract: Art that does not show a recognizable person, place, or thing; instead, abstract art may be 

composed of only lines, shapes, colors, etc. 

Portrait: A representation or image of a person, especially of their face. 

Landscape: An image of a place, usually an outdoor or countryside place. Landscapes often show 

trees, rivers, mountains, plains, or country roads. 

Cityscape: An image of an urban place that, for example, might include tall buildings, streets, train 

cars, etc. 

Still-life: An image of a group of objects. Still-life paintings or photographs often include food 

arranged on a table in a beautiful way. 

Two-dimensional art: Flat images like paintings. These images take up space in ways: up-down and 

left-right. 



Three-dimensional art: Forms that take up space in three ways: up-down, left-right, and frontback. 

Our (human) bodies are 3-dimensional, and so is anything you can see from more than one 

side like a sculpture, car, or building. 

Process: The things an artist does in order to make an art piece. 

Functional Art: Objects that have a use other than just being art. Beautifully designed chairs, cups, 

platters, clocks, furniture, spoons, and lampshades are all examples of functional art. 

Fine Art: Objects that do not have a use other than to be viewed as art. Paintings and sculptures are 

examples of fine art. 

Mood/Tone: The way an art piece makes you feel. 

Author’s (Artist’s) Purpose: The message or feeling an artist has tried to give you through their 

artwork. 

Sketch: To draw something quickly and lightly, often as a first draft for a later more detailed 

artwork. 

Museum: A building where interesting objects are kept and put on view. There are science 

museums, history museums, art museums, and other kinds as well. 

Gallery: A room or area in a museum where objects are displayed together because of something 

they all have something in common. 

Docent: A teacher or tour guide who leads groups through museum galleries helping them to learn 

about the objects they are looking at. 

Curator: The person who decides what objects to put on display in a museum galleries. 

Collection: All the objects owned and displayed by a Museum. 

Exhibition: A special showing of objects in a museum gallery where objects are shown from the 

collections of several museums and that all have to do with some idea, time period, or person. 



RESOURCES 

(Mostly) kid-friendly math terms: 

Cf. http://www.mathsisfun.com/basic-math-definitions.html 

http://www.artlex.com/ 

Meant for ESL students; definitions often suitable for children: 

http://www.learnersdictionary.com/ 



ART IN FOCUS RELATED COMMON CORE and ISBE STANDARDS 

State Goal (Discipline) Description 

CC.3.R.L.1 

(English Language Arts) 

CC.3.R.L.3 


CC.3.R.L.6 


CC.3.R.I.7 


CC.3.W.3 


CC.3.SL.1 


CC.3.SL.1.b 


CC.3.SL.1.c 


CC.3.SL.1.d 


CC.3.SL.2 


Key Ideas and Details: Ask and answer questions to 

demonstrate understanding of a text, referring explicitly to the 

text as the basis for the answers. 

Key Ideas and Details: Describe characters in a story (e.g. their 

traits, motivations and feelings) and explain how their actions 

contribute to the sequence of events. 

Craft and structure: Distinguish their own point of view from 

that of the narrator or those of the characters. 

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). 

Text types and purposes: Write narratives to develop real or 

imagined experiences using effective technique, descriptive 

details, and clear event sequences. 

Comprehension and Collaboration: Engage effectively in a 

range of collaborative discussions (one-on-one, in groups, and 

teacher-led) with diverse partners on grade 3 topics and texts, 

building on others’ ideas and expressing their own clearly. 

Comprehension and Collaboration: Follow agreed-upon rules 

for discussions (e.g., gaining the floor in respectful ways, 

listening to others with care, speaking one at a time about the 

topics and texts under discussion). 

Comprehension and Collaboration: Ask questions to check 

understanding of information presented, stay on topic, and link 

their comments to the remarks of others. 

Comprehension and Collaboration: Explain their own ideas 

and understanding in light of the discussion. 

Comprehension and Collaboration: Determine the main ideas 

and supporting details of a text read aloud or information 

presented in diverse media and formats, including visually, 

quantitatively, and orally. 



CC.3.SL.3 


CC.3.SL.4 


CC.3.SL.6 


CC.3.L.1 


CC.2.G.1 

(Mathematics) 

CC.3.G.1 

(Mathematics) 

1A.1a 

(Social/Emotional Learning) 

1A.1b 


1B.1a 


2A.1a 


Comprehension and Collaboration: Ask and answer questions 

about information from a speaker, offering appropriate 

elaboration and detail. 

Presentation of Knowledge and Ideas: Report on a topic or 

text, tell a story, or recount an experience with appropriate 

facts and relevant, descriptive details, speaking clearly at an 

understandable pace. 

Presentation of Knowledge and Ideas: Speak in complete 

sentences when appropriate to task and situation in order to 

provide requested detail or clarification. 

Conventions of Standard English: Demonstrate command of 

the conventions of standard English grammar and usage when 

writing or speaking. 

Reason with shapes and their attributes. Recognize and draw 

shapes having specified attributes, such as a given number of 

angles or a given number of equal faces. Identify triangles, 

quadrilaterals, pentagons, hexagons, and cubes. (Sizes are 

compared directly or visually, not compared by measuring.) 

Reason with shapes and their attributes. Understand that 

shapes in different categories (e.g., rhombuses, rectangles, and 

others) may share attributes (e.g., having four sides), and that 

the shared attributes can define a larger category (e.g., 

quadrilaterals). Recognize rhombuses, rectangles, and squares 

as examples of quadrilaterals, and draw examples of 

quadrilaterals that do not belong to any of these subcategories. 

Recognize and accurately label emotions and how they are 

linked to behavior 

Demonstrate control of impulsive behavior. 

Identify one’s likes and dislikes, needs and wants, strengths and 

challenges. 

Recognize that others may experience situations differently 

from oneself. 



2A.1b 


2B.1a 


2C.1b 


2D.1a 


3A.1b 


3B.1b 


16.A.1a 

(Social Science) 

16.A.1b 


16.A.1c 


18.A 


18.B 


25.A.1d Visual Arts 

(Fine Arts) 

25.B.1 


26.A.1e Visual Arts 


Use listening skills to identify the feelings and perspectives of 

others. 

Describe the ways that people are similar and different. 

Demonstrate appropriate social and classroom behavior. 

Identify approaches to resolving conflicts constructively. 

Identify social norms and safety considerations that guide 

behavior. 

Make positive choices when interacting with classmates. 

Explain the difference between past, present and future time; 

place themselves in time. 

Ask historical questions and seek out answers from historical 

sources (e.g., myths, biographies, stories, old photographs, 

artwork, other visual or electronic sources). 

Describe how people in different times and places viewed the 

world in different ways. 

Compare characteristics of culture as reflected in language, 

literature, the arts, traditions and institutions. 

Understand the roles and interactions of individuals and 

groups in society. 

Identify the elements of line, shape, space, color and texture; 

the principles of repetition and pattern; and the expressive 

qualities of mood, emotion and pictorial representation. 

Identify similarities in and among the arts (e.g., pattern, 

sequence and mood). 

Identify media and tools and how to use them in a safe and 

responsible manner when painting, drawing and constructing. 



26.B.1d Visual Arts 


27.A.1a 


27.A.1b 


27.B.1 


Demonstrate knowledge and skills to create visual works of art 

using manipulation, eye-hand coordination, building and 

imagination. 

Identify the distinctive roles of artists and audiences. 

Identify how the arts contribute to communication, 

celebrations, occupations and recreation. 

Know how images, sounds and movement convey stories 

about people, places and times.

Art in Focus (3rd grade) curriculum (PDF) - Smart Museum of Art ...

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