Unit Plan 35 (Grade 3 Art): Exhibition Presentation
Grade 3 art unit where students present artwork and explain how display choices shape viewer interpretation and understanding.
Focus: Present artwork and discuss how display choices and presentation affect viewer interpretation and understanding.
Grade Level: 3
Subject Area: Art (Visual Arts • Presenting)
Total Unit Duration: 1–3 weeks, 50–60 minutes per session
I. Introduction
In this unit, students step into the role of both artist and explainer, practicing how to present their artwork in a final exhibition. Building on their prepared display pieces, they think about how placement, grouping, labels, and spacing influence what viewers notice and understand. Through guided walks, simple speaking prompts, and mini “artist talks,” students learn to connect their presentation choices to viewer interpretation—how others see and make meaning from their art.
Essential Questions
- How do display choices (where and how artwork is shown) help viewers understand artwork?
- What can I say as an artist to help viewers see my ideas and notice important details?
- How do things like placement, grouping, labels, and spacing change what people notice first?
- Why is it important to think about the viewer’s experience when presenting artwork?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify display choices (placement, height, grouping, spacing, label location) that affect what viewers notice.
- Practice giving a simple artist talk, naming the title, idea, and one or two details viewers should look for.
- Explain how at least one display choice (e.g., spacing or grouping) helps viewers understand or focus on their artwork.
- Participate in a short gallery walk, asking and answering questions about displayed artwork respectfully.
- Reflect on how their presentation and display choices shaped the viewer’s interpretation of their work.
Standards Alignment — 3rd Grade (NCAS-Aligned)
- VA:Pr6.3a — Explain how display choices help viewers understand artwork.
- Example: Students discuss how spacing affects focus.
Success Criteria — Student Language
- I can point out display choices in our classroom exhibition (where art is placed, how close together, where labels go).
- I can share a short artist talk that names my piece, explains my idea, and mentions one important detail.
- I can explain how a display choice—like spacing or grouping—helps viewers understand my artwork better.
- I can ask kind, curious questions about other people’s art and listen to their answers.
- I can describe how my presentation helped viewers interpret my artwork.