Students will create a narrative or short story in response to a work of visual art. They will compare their interpretation with the intent of the artist.
Students consider the function of social-documentary photography. They research Dorothea Lange's documentary projects, and create their own photo essay about a subject of interest to them.
This lesson focuses on an interior space depicted in a work of art. Students practice using vocabulary associated with a room and objects in the room. Activities in this lesson focus on writing descriptive sentences using some of the elements of art (color and texture) and adjectives.
This lesson focuses on different exterior spaces depicted in works of art. Students practice using vocabulary associated with the weather and how people react to the sea. Activities in this section teach students about some of the elements of art (color and line), adjectives, and two kinds of sentences (declarative and imperative).
This lesson focuses on exterior spaces depicted in works of art. Students practice using vocabulary associated with the weather and time of day. Activities in this section teach students about some of the elements of art (color and line) and about writing descriptions of the weather and time of day.
Students really get into character in this lesson as they act out the parts of a script and analyze character motivations and dialogue.
Students improve their reading fluency by selecting a poem online to perform in class.
Students will examine architectural structures in paintings and how they are used, also considering the art elements, composition, emphasis, color, and light. They will also study the relationship between the built environment and nature in the paintings. Students then complete activities in which they select words and phrases to describe a painting's mood and write related poetry. Then they create drawings and write related poetry. As an optional activity, students may construct their own "camera obscura" and create a drawing.
Students will examine works of art that incorporate Asian export objects, and then respond to them using Japanese haiku poems.
Explore the definition of a portrait. Students discuss two of Dorothea Lange's portraits and create their own portraits of their classmates.
Students create a postcard featuring a landscape that incorporates rubbings to create texture. Students write a letter on the back of the postcard describing the landscape.
Students will discuss works of art that have grotesque elements and symmetry in their design. They will identify symmetry and line in grotesques. Students will create symmetrical designs for a pilgrim bottle and also design a door panel using grotesques. They will then analyze William Blake's poem "The Tiger" and write their own grotesque-inspired poetry.
This is a Project-Based planner and handout that students can use to track outcomes, break up their planning step by step, and show evidence of their work. The outcomes in the booklet are specific to Middle Years Arts Ed but could be adapted for other curriculum as well.
Students will compare propagandistic strategies in artworks to modern-day examples of persuasive techniques and create a propaganda poster for a current political leader.
Students will analyze art elements and symbolism on a 17th-century cabinet and create cardboard cabinets using symbols to convey a message.
Students will examine the influence of Greek and Roman mythology on art, discuss strategies of propaganda in an ancient portrait and a 17th-century cabinet, and create a campaign poster for a classroom candidate that uses Greek or Roman iconography.
Your students will have fun trying to solve a mystery in this lesson. Students are given a small detail of a painting, which they sketch and then give a title. Students shares their titles and try to determine the theme and subject of the full painting based on these clues. At the end of class the students put their details together like a puzzle to create a class reproduction of the painting.
Students will discuss the sculpture "Python Killing a Gnu" by Antoine-Louis Barye. They will use their imagination to visualize a setting for the python depicted in sculpture. Then they will describe their setting, sculpt a clay snake, and create their setting using mixed media.
This chart takes the KWL chart to a new level.
Check out these great video/curricular resources for Grade 4. The ROVER videos all indicate the curriculum outcomes that they address.
ROVER (Recommended Online Video Education Resources) is a video streaming service for Saskatchewan teachers and students in the PreK-12 education system. It is managed and maintained by the Saskatchewan Ministry of Education. ROVER is a video-on-demand service that provides teachers and students with the convenience of immediate access to streamed, educational videos that support curricula.
This site also offers all of the curriculum documents for all grade levels.
If you are unable to access the site, it may be because a Saskatchewan Ministry of Education Blackboard login is required. All students have an Edonline account, so contact your child's school or the Ministry of Education’s Support Desk at 1-866-933-8333 or email at stans@gov.sk.ca for login information. Your child's student number will be required.