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Artful Teaching

Mrs. Schellenberg & Young Artists

If you'd like to donate to our Visual  Art Education Program. please contact Edison Bethune Charter Academy, Fine Arts Program Fresno, California (559) 457-2530

Ralph Waldo Emerson's  Poem:             Success-     to leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition; To know  even one life breathed easier because of you.

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Thank you AT&T

We used the wiring for our artful galimotos

Duncan Ceramics, Thank you! With your help and friends of the Fresno Art Museum 's  support, every child created a tie-dyed T Shirt. You made our world brighter!

Fresno County Office of Education, WE THANK You for the opportunity to create with clay!

Thank you Mr. Bullwinkle and Fresno County Office of Education for awarding us with a grant to purchase a kiln and clay supplies. We are so happy and grateful!

Love Mrs. Schellenberg & Young Imagineers

What's New?

Free K-6 Lesson Plans 

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California Dreamers




Process Component: Investigate/Plan/Make
Anchor Standard: Generate and conceptualize artistic ideas and work.

Collaboratively set goals and create artwork that is meaningful and has purpose to the makers

 Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.

Essential Question: How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic

- See more at: http://nationalartsstandards.org/customize-handbook


A...Articulating Artistic Process

Process Component: Select
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
Essential Question: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?

F...Finding Connections

Process Component: Synthesize
Create works of art that reflect community cultural traditions. - 
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Question: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

- See more at: http://nationalartsstandards.org/customize-handbook

E...Engaing with the Art


Analyze components in visual imagery that convey messages. 

Process Component: Perceive

Anchor Standard: Perceive and analyze artistic work.

Enduring Understanding: Visual imagery influences understanding of and responses to the world.
Essential Question: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?



I Can Understand and Talk About What I Hear & See (Revised to use with Art)
 I can effectively participate in different types of discussions and with different people.

 I can build on others’ ideas and express my own ideas clearly. SL.4.1
 I can come to discussions prepared to participate because I have studied appropriate 
materials. SL.4.1
 I can use my preparation to explore new ideas about a topic during a discussion. SL.4.1
 I can follow agreed-upon rules for discussion and carry out my assigned role. SL.4.1
 I can ask and answer questions to help me understand discussions, stay on topic and contribute to others’ ideas and remarks. SL.4.1
 I can think about what is discussed and explain any new thinking that I have. SL.4.1
 I can paraphrase text read aloud or information presented to me, or viewed by me.

 I can identify the reasons a speaker/artist gives to support his/her points. SL.4.3
I Can Share What I Know
 I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.

 I can speak clearly and at an understandable pace.

 I can create engaging audio recordings or visual displays to help me show main ideas or themes when necessary. SL.4.5
 I can figure out when to use standard formal English and when 
I can use informal 


I Can Write Different Types of Writing
 I can use my point of view with reasons to share my opinion. W.4.1
 I can clearly write to inform and to explain my ideas. W.4.2
 I can write stories using a clear sequence of events and 
descriptive details. W.4.3
I Can Make My Writing Better
 I can produce clear, developed and organized writing. W.4.4
 I can write for different purposes, audiences and topics. W.4.4
 I can plan, revise and edit my writing with the help of peers and adults. W.4.5
 I can use technology to create pieces of writing and to interact and share ideas with others.

 I can use appropriate keyboarding skills to type one page of my writing at a time, in a single sitting.

I Can Use Research to Help My Writing
 I can conduct short research projects to help me learn about topics.

 I can research and use what I have experienced to gather information. W.4.8
 I can take notes to help me organize the research in my writing. W.4.8
 I can provide a list of sources that I used for gathering information. W.4.8
 I can gather evidence from all my reading of words or text to support my writing.

 I can write on a regular basis with stamina for different tasks, purposes, andaudiences.


I Can Read and Understand Fourth Grade Fiction RL.4.10
 I can explain a story or art by referring to details and examples in the text. RL.4.1
 I can make conclusions about an author’s/artist's  meaning by thinking about the details and examples in the text (drawing conclusions). RL.4.1
 I can figure out the theme of a piece of fiction by thinking about the details in the text. RL.4.2
 I can summarize a piece of fiction/art in my own words. RL.4.2
 I can use specific details in a story/art to help me describe a character, setting or event in the story. RL.4.3
 I can figure out the meanings of words and phrases an author uses. RL.4.4
 I can understand words that may be derived from characters found in mythology (e.g., Herculean).

 I can write and talk about the differences between poems, plays and fictional stories. 

 I can refer to specific elements of poems (verse, rhythm, meter) and plays 
(characters, settings, descriptions, dialogue, stage directions) when I write or talk 
about a piece of fiction. RL.4.5
 I can compare and contrast different stories by thinking about the different points 
of view. RL.4.6
 I can tell the difference between first- and third- person narrators.

 I can make connections between a written text and a dramatic interpretation of the same text or artistic Interpretation

 I can compare and contrast similar themes and events in stories, myths and traditional literature/art from different cultures. RL.4.9



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