Fourth Grade and Project Examples

The Fourth Grade curriculum introduces a change in format. The focus switches to art history. Units will be introduced with a wide variety of videos, filmstrips, slides and films. In the curriculum for Grades Four through Seven, a particular project will be described. These projects may change at the discretion of the teacher. For example, the Native-American project might reflect weaving instead of pottery, or the unit on Japan might focus on calligraphy or woodcuts. In all history units, art will be viewed as a product of the culture that created it. The students will receive one textbook each of the four years.

In the Fourth Grade curriculum, there is a heavy emphasis on myth, legend and folklore. Curriculum follows Volume One: An Introduction to Art History by Eileen Prince.

UNIT 1: INTRODUCTION TO ART HISTORY

This unit is an introduction to the nature of art-historical inquiry. Art as a reflection of the culture which created it will be a focus. The students will participate in discussion of INTRINSIC and EXTRINSIC information and they will perform research based upon a chosen artifact. Suggested artifact: our school building.

UNIT 2: GENERAL SURVEY OF TRIBAL AND FOLK ARTS

The unit will include videos, filmstrips and discussion. There will be no project. Focus on similarities among Tribal Arts and respect for other cultures. Discuss SYMBOLISM, ANIMISM, and the total integration of arts, religion and daily life.

UNIT 3: PRE-COLUMBIAN ARTS OF CENTRAL AND SOUTH AMERICA

Introduction using videos, filmstrips and slides. Ultimate focus on art and culture of the Huichol Indians of Central Mexico. Present myths and legends. Stress symbolism and relation of art to religion. Final project: a Huichol-style yarn painting.

UNIT 4: ARTS OF AFRICA; SURVEY OF AFRICAN-AMERICAN ART AND ARTISTS

Introduction using videos, filmstrips, etc. Stress total unity of all aspects of culture and differing ideas of BEAUTY. Present myths and legends. Final project: a 2-dimensional interpretation of an African mask. (This unit will be reviewed briefly during the intro to CUBISM in Grade Seven.)

UNIT 5: ARTS OF PRE-COLUMBIAN NORTH AMERICA

Introduction using videos, filmstrips, etc. Stress respect for the environment, tradition, and similarity to previously-studied cultures. Present myths and legends. Final project: a painted clay pot reflecting a Native American style.

UNIT 6: ARTS OF CHINA AND JAPAN

Introduction using videos, filmstrips, etc. Discuss the relationship between art and literature, the various differences between Eastern and Western painting, the effect of religion and philosophy upon the art, the use of colophons and seals, the importance of tradition, and PROVENANCE. Present tales and legends. Final project: practice sumi-e (Japanese brush painting based upon Chinese tradition). Stress the importance of SYMBOLISM in Eastern art. If time allows, carve a personal chop and create a finished scroll.

UNIT 7: THE WORLD OF ISLAM*

Introduction using videos, filmstrips, etc. stress crafts and craftsmanship and relation of art to religion. Present legends and tales. Final project: metal tooling reflecting intricate geometric patterning.

*Historically, time has not permitted us to explore this unit in Grade Four. If the structure of the curriculum should change, this unit would be added to the Fourth Grade text and the material would be briefly reviewed during Grade Five's study of the Middle Ages. As it stands, we incorporate this unit into our study of medieval art and architecture, especially the Moslem use of the pointed arch, manuscript illumination and innovations in arms and armor.

THE YEAR WILL INCLUDE A FIELD TRIP TO THE INDIANAPOLIS MUSEUM OF ART TO VIEW THE AFRICAN, CHINESE AND JAPANESE EXHIBITS AND A TRIP TO THE EITELJORG MUSEUM OF AMERICAN INDIAN AND WESTERN ART

NOTE: Many aesthetic issues will be raised during the course of art historical studies. One such problem might be, "What is the nature of Native-American or African- American art? Is it art BY members of these cultures or art ABOUT members of these cultures?" The children should be encouraged to find and ponder such questions.

	A Huichol yarn painting
	Interpretation of an African mask
	Native American-style pottery
	Sumi-e brush paintings