Course: Grade One Year: 2019 Teacher: D. Remetta

Transcription

1 Course: Grade One Year: 2019 Lesson: Cave Painting Artistic Process: Creating: Conceiving and developing new ideas and work. Anchor Standard: Generate and conceptualize artistic ideas and work. VA:Cr2.1.1a: Explore uses of materials and tools to create works of art or design. Artistic Process: Connecting: Relating artistic ideas and work with personal meaning and external context. Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Essential Questions How do artists and designers learn from trial and error? How does art preserve aspects of life? Enduring Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. Approximate Time Frame: 2 Weeks Students draw a large, big-game animal in profile, adding horns, lags, hooves and tails. Students will crumple up their paper to simulate rough rock walls. Students apply thick layers of oil pastels to simulate paint, adding details to the animal and texture to the wall around their animal Students view still photographs of the cave paintings of Lascaux, France. Teacher led discussion includes the historical significance of these cave paintings and the science that is used to uncover the unique tools that may have been used to apply the paint. Teacher will ask for student response to the question of why were these painted on cave walls. Shape Line Color Contrast Symbol Profile Texture Cave Painting Reference Optional Reference: The Cave Painter of Lascaux by Crystal Video Production VA:Cn11.1.1a: Understand that people from different places and times have made art for a variety of reasons. Example of student art.

2 Course: Grade One Year: Lesson: Clay Pinch Pot With Handle Approximate Time Frame: 2 Weeks Essential Questions Enduring CC Anchor Stand. 1: Generate and conceptualize artistic ideas and work. How do artists use different processes to express ideas? Artistic choices are influenced by personal experience and human development. CC Anchor Stand. 5: Develop and refine artistic techniques and work for presentation. CC Anchor Stand. 8: Interpret intent and meaning in artistic work. VA CS3 K 3a: Discuss a variety of sources for art content. VA CS4 K 4c: Create art work that demonstrates understanding of how history and culture can influence visual art. Why do artists choose the subject matter they do? What is to be learned by studying art? Artists use various media, processes and application techniques to produce art. Reflecting on artwork and sharing allows us to appreciate and understand art. Review the term form. Students make a sphere with a piece of clay, learn how to attach two pieces of clay together to make a strong bond. Students learn where clay comes from and what happens in the kiln to make it ceramic again. Students glaze their fired pinch pots. Teacher leads discussion about form and shows the difference between a geometric shape and a shape that is three dimensional and has form. Teacher reviews pinch method to create the pot and demonstrates attaching a handle. When students are complete, they will scratch designs onto the outside of the pot and handle. e Form Clay Ceramic Kiln Three dimensional Bisque Student example of Clay Pinch Pot

3 Course: Grade One Year: Lesson: Illustration in the style of Eric Carle Approximate Time Frame: 2 Weeks Essential Questions Enduring CC Anchor Stand. 6: Convey meaning through the presentation of art. How do we perceive, interpret, and engage with art? Illustration Story Main character CC Anchor Stand. 7: Perceive and analyze artistic work. CC Anchor Stand. 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. VA CS4 K 1a: Differentiate between a variety of media, techniques and processes. VA CS3 K 6b: Identify connections between the visual arts and other disciplines in the curriculum. In what ways has cultural, traditions, values and societal issues influenced art? What can artworks of a culture or society tell us about that culture? Understand the historical time period of a particular artist. The arts connect to other disciplines, and personal experiences, and daily life. Improve my art through selfevaluation. Students use watercolor brushwork for the background of their illustration. Students paint papers with glitter tempera paint for the components of their illustration. Students cut out various shapes for their illustration and their main character. Students will view books by Eric Carle. Teacher leads discussion of his works, how he may have created them, some of his characters and why we illustrate books. Student example of Eric Carle

4 Course: Grade One Year: Lesson: Small To Monumental Approximate Time Frame: 3 Weeks Standards Essential Questions Enduring CC Anchor Stand. 1: Generate and conceptualize artistic ideas and work How does an artist utilize the subject they ve chosen to convey an idea? Be able to identify the elements of art in any given artwork Students will use three different types of lines of design to draw a Lines of design Cool /Warm color Abstract simple flower CC Anchor Stand. 2: Organize and develop artistic ideas and work CC Anchor Stand. 3: Refine and complete artistic work. VA CS2 K 4a: Identify the different ways visual characteristics are used to convey ideas VA CS3 K 4b: Select and use subject matter, symbols and ideas to communicate meaning VA CS5 K 4e: Identify possible improvements in the process of creating their own work How are art elements and design principles used to develop and organize art? How do we perceive, interpret, and engage with art? Use art to creatively express myself Artists get inspiration from produce personalized visual artwork. Understand the historical time period of a particular artist. Improve my art through self evaluation Students will repeat their lines of designs so that their flower extends off the sides of their paper Students will decide between warm or cool color to complete their art Students will discuss ways to improve their art throughout the process Students will view several works of art by Georgia O Keeffe with teacher led discussion of the artist and the abstract nature of her work. Read My Name Is Georgia and discuss the time period the artist lived in. Student example of Small To Monumental By viewing other artists works, students will identify abstract from realistic art.

5 Course: Grade One Year: Lesson: Night Time Skyline Approximate Time Frame: 3 Weeks Essential Questions Enduring CC Anchor Stand. 3: Refine and complete artistic work. CC Anchor Stand. 4: Select, analyze and interpret artistic work for presentation. CC Anchor Stand. 10: Synthesize and relate knowledge and personal experiences to make art. VA CS4 K 2b: Describe how different expressive features, and ways of organizing them, cause different responses. How does responding to works of art enrich my life and influence my work? How does my artistic work connect to other subjects I study? How are art elements and design principles used to develop and organize art? How do we perceive, interpret, and engage with art? Artists get inspiration from produce personalized visual artwork. Use art to creatively express my ideas. Art is an integral part of our environment. Students paint a sky with a mixture of two colors using tempera paint. Students glue black shapes for buildings and roofs, then add windows and doors for detail. Students will view various painters and photographers cityscapes and discuss shapes, skyline, foreground and background. Teacher asks students which one appeals to them the most to encourage responding to art. Cityscape Foreground Background Rectangle Square Circle Dome VA CS3 K 5d: Describe their personal responses to specific works of art using visual arts terminology. Student example of Night Time Skyline

6 Course: Grade One Year: Lesson: Pumpkin Still Life Approximate Time Frame: 3 Weeks Standards Essential Questions Enduring CC Anchor Stand. 2: Organize and develop artistic ideas and work CC Anchor Stand. 10: Synthesize and relate knowledge and personal experiences to make art. VA CS1 K 4b: Describe how different media, techniques and processes cause different effects and personal responses. VA CS3 K 4a: Discuss a variety of sources for art content. VA CS5 K 4c: Recognize that there are different responses to specific works of art. How are the elements and principles used to express ideas? How is art a part of our daily life? Why do artists choose the subject matter they do? How does reflection on our art help improve the art? Artists get inspiration from produce personalize visual artwork. Use art to creatively express myself Get inspiration from produce personalized visual artwork Reflecting on artwork and sharing allows us to appreciate and understand art. Students will learn to draw a large pumpkin as the focal point of their still life. Students will mix primary colors to achieve secondary colors in their painting. Students are introduced to the vocabulary word tint to mix blue and white for the sky. Students will add detail to their painting for the leaves, grass, sky and pumpkin using oil pastels. Students will view and reflect on several landscape and still life paintings from various artists and discuss similarities and differences in each. Student example of Pumpkin Still Life By viewing other artists works, students will identify a still life from a landscape. Primary Secondary Tint Landscape Still Life

7 Course: Grade One Year: Lesson: Self Portrait In Complementary Colors Approximate Time Frame: 2 Weeks Standards Essential Questions Enduring CC Anchor Stand. 1: Generate and conceptualize artistic ideas and work. How does an artist utilize the subject they ve chosen to convey an idea? The arts express ideas, feelings, and human experience. Students will draw a self portrait of their face, neck and shoulders (bust). CC Anchor Stand. 8: Interpret intent and meaning in artistic work. CC Anchor Stand. 10: Synthesize and relate knowledge and personal experiences to make art. VA CS2 K 4b: Describe how different expressive features, and ways of organizing them, cause different responses. VA CS4 K 4b: Identify specific works of art as belonging to particular styles, cultures, times and places. VA CS6 K 4e: Recognize works of visual art are produced by artisans and artists working in different cultures, times and places. How are the elements and principles used to express ideas? Why do artists choose the subject matter they do? What is learned by studying art? What can artworks of a culture or society tells us about that culture? Art is personal and is influenced by their individual response to their environment. Art is an integral part of our environment. Understand the historical time period of a particular artist. Students will decide which two complementary color crayons they will use for their self portrait. Students will use two complementary colors to finish their self portraits, mixing and layering the colors to produce a variety of neutral grays, browns and tans. Students will discuss ways to improve their art throughout the process Students will view several works of art Henri Matisse and artists that have predominately used complementary colors in their works. Student example of Self Portrait In Complementary Colors By viewing Henri Matisse s work Woman With The Green Line students will discuss the elements of art the artist used and respond to the odd colors Matisse used. Complementary Color Neutral Color Bust Color Wheel Portrait Self Portrait

8 Course: Grade One Year: Lesson: Snow Trees Approximate Time Frame: 3 Weeks Essential Questions Enduring CC Anchor Stand. 5: Develop and refine artistic techniques and work for presentation. How do we perceive, interpret, and engage with art? Artists use various media, processes and application techniques to Students are shown how to use a rectangle to make the tree trunk, Students will view and discuss various artists works of art including art Van Gogh s Mulberry Shape Line Color Composition produce art. branches and twigs. Tree. CC Anchor Stand. 7: Perceive and analyze artistic work. VA CS1 K 4c Use different media, techniques and processes to communicate ideas, feelings, experiences and stories. VA CS2 K 4c: Use the elements of art and principles of design to communicate ideas. How do one s experiences influence our art? How do artists use different processes to express ideas? How are the elements and principles used to express art? Artists get inspiration from produce personalized visual artwork. We communicate personal response to art by using visual arts terminology. Art media, techniques and processes should be used in a safe and responsible manner. Students will apply crayons brown, black, violet to deepen the color of the tree. Students will apply blue crayon for the sky. White paint is painted for the ground and sprayed into the sky for the falling snow effect. Students will view bare trees through the window to determine the color of the bark. Discussions will compare and contrast the different artists works using art terminology. Student example of Snow Tree

9 Course: Grade One Year: Lesson: Weaving Approximate Time Frame: 3 Weeks Essential Questions Enduring CC Anchor Stand. 3: Refine and complete artistic work. Art is an integral part of our environment. Warp Weft Loom CC Anchor Stand. 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. VA CS3 K 4a: Discuss a variety of sources for art content. VA CS4 K 4a: Recognize that the visual arts have a history and a variety of cultural purposes and meanings. VA CS6 K 4d: Demonstrate understanding of how the visual arts are used in the world around us. What can artworks of a culture or society tell us about that culture? How do artists from different eras and cultures explore and express similar themes? How is art a part of daily life? Art reflects the time period, culture, societal norms, geography, and the status of a region s people. Artists get inspiration from produce personalized visual artwork Students will learn the art of weaving to create a large animal or fish out of paper. Students will use two color weft strips. Students are introduced to the vocabulary words warp, weft, loom. Students will see the teacher demonstrate weaving yarn on a wooden loom. Students will discuss and understand the uses for weaving in our daily lives. Student example of Weaving

10 Course: Grade One Year: 2019 Lesson: Wild Wacky Birds Artistic Process: Creating: Conceiving and developing new artistic ideas and work. Anchor Standard: Generate and conceptualize artistic ideas and work. VA:Cr1.2.1a: Use observation and investigation in preparation for making a work of art. Essential Questions Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigation? Enduring Artists and designers shape artistic investigations, following or breaking with tradition in pursuit of creative art-making goals. Approximate Time Frame: 2 Weeks During a directed drawing lesson, students draw large birds using geometric shapes. They learn to use these simple shapes to draw the head, tail, beak, legs and plumes of feathers. Students use simple shapes to create designs in the birds. Students will use markers or paint to color the shapes on the birds and the background. Students view still photographs of the cartoon character birds as well as the art of John James Audubon. Teacher led discussions will compare and contrast the different artists works using art terminology. Shape Line Color Contrast Symbol Cartoon Bird Reference Example of student art. Audubon Reference