Unit Plan 31 (Grade 3 Art): Formal Critique of Displayed Work
Grade 3 art unit where students evaluate artwork using neatness, composition, and clarity, supporting opinions with visual evidence.
Focus: Evaluate artwork using simple criteria such as neatness, composition, and clarity, and support opinions with evidence from the artwork.
Grade Level: 3
Subject Area: Art (Visual Arts • Responding)
Total Unit Duration: 1–3 weeks, 50–60 minutes per session
I. Introduction
In this unit, students learn how to look at artwork like thoughtful critics, not just say “I like it” or “I don’t like it.” They use simple criteria—neatness, composition (organization), and clarity of idea—to describe what they see and explain why they think a piece of art is effective. Through guided practice, checklists, and structured conversations, students practice giving kind, specific, and evidence-based feedback on displayed works, including their own and their classmates’.
Essential Questions
- What does it mean to evaluate artwork using clear criteria instead of just saying “I like it”?
- How can I use evidence from the artwork (what I actually see) to support my opinion?
- Why are criteria like neatness, composition, and clarity helpful when we talk about art?
- How can I give helpful feedback that respects the artist and still suggests ways to improve?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Use a simple art critique checklist (neatness, composition, clarity) to look carefully at displayed artwork.
- Describe what they notice in artwork using specific visual evidence (e.g., “I see careful outlines” instead of “It’s good”).
- Explain why a piece is effective or could be stronger by connecting their opinion to at least one criterion.
- Participate in a structured critique using sentence starters to give positive feedback and gentle suggestions.
- Reflect on how critique helps both artists and viewers grow in understanding art.
Standards Alignment — 3rd Grade (NCAS-Aligned)
- VA:Re9.3a — Evaluate artwork using simple criteria such as neatness, composition, and clarity.
- Example: Students use a checklist to assess peer artwork.
Success Criteria — Student Language
- I can use words like neatness, composition, and clarity when I talk about artwork.
- I can point to specific parts of an artwork to explain my opinion.
- I can use a checklist to decide if an artwork meets certain criteria.
- I can give feedback that is kind, specific, and helpful, not just “I like it.”
- I can explain how critique helps artists improve their work and helps viewers understand art better.