UNIT PLANNIN G TOOL. Unit Theme: Art in Disguise Grade Level: 1 st and 2 nd Grades State Fine Art Goals: 25.A.1d, 26.B.1d, 27.B.1, 26.B.

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1 UNIT PLANNIN G TOOL Unit Theme: Art in Disguise Grade Level: 1 st and 2 nd Grades State Fine Art Goals: 25.A.1d, 26.B.1d, 27.B.1, 26.B.2d Theme or Issue(s): Students will explore the concept of disguise/camouflage and its connection between art, the students daily lives, and their surrounding environments. The class will consider camouflage as a defense found in nature and as a part of the human identity. Students will experiment with a variety of media and will use that media to create art with meaning which includes both two-dimensional and three-dimensional forms of art making. Students will be introduced to new techniques and will continue to build upon already learned skills. They will work together to problem solve and to share ideas and the class will also focus on the ways in which art and visual imagery can disguise themselves taking on other forms such as functional objects. Objectives: Students will be able recognize and discuss disguise/camouflage in their surrounding environment. Students will be able to discuss how humans use disguise in the formation of their identity. Students will be able to see how art disguises itself within their daily lives and the world around them. Students will be able to experiment with various media. Session Title of Lesson Historical/Multicultural Exemplars Sketchbook/ Artist s Journal Motivation/ Dialogue Media/Process Design Principles; and or Conceptual Theme Closure Week 1 Hidden Environmental Creatures (Week 1 of 2) *Images of animals in disguise with their natural environments *Cubist cat painting (disguise in art) Unknown artist *Images from When Graphic Designers Get Bored (showing normal objects with different roles) *Draw an imaginary creature (some thing you would not see in real life). *Where does your creature live? *What colors is this creature? * Book: Strudwick: A Sheep in Wolf s Clothing by: Robert Kraus *Different wearable disguises (sunglasses, hats, etc.) (game: can you find the animal in their environment) *demonstration: *collage *overlap *scissors/cutting *glue *tearing paper create imagined creatures disguised within an environment *color s role in camouflage *texture/pattern s role in animal disguise *covering the *What was your favorite part of this lesson? *Show and tell: students will visit work areas to view work produced.

2 Week 2 Week 3 Hidden Environmental Creatures con (Week 2 of 2) Transformation- Portraiture in Disguise (2-D) *Images of animals in disguise within their natural environments (a variety of images from Google, showing different forms of camouflage shape, color, and patterns utilized to create disguise in a naturalistic setting) *Images dealing with line and line aesthetic (Vincent Van Gogh, Claude Monet, Dale Chihuly, Chuck Close, and Diego Rivera) *Images from the San Francisco Museum of Modern Art *Create a disguise to wear during a game of Hide-and-seek with your friends. Where would you hide? What colors or pattern/ patterns would help you become invisible in your hiding spot? * Draw yourself in disguise *Imagine you are trapped the laboratory of a mad scientist who creates people only with candy. What candy would you be made with? Would your pieces be big or small? Are you sold in a grocery store? *Draw yourself as a candy creating an environment using collage techniques, cutting, gluing, overlap *I- SPY Game: an environment will be created in one corner of the room masking a variety of plush animals concealed through camouflage multicultural exemplars creating an imaginary creature to be disguised within its environment (created in the previous lesson) using collage techniques, gluing, cutting, painting, and overlap *Simon Says Game: the teacher as Simon will ask students to draw a series of lines onto a large piece of butcher paper (activity will take place on the back wall of the classroom). The lines will include: straight, curved, broken, diagonal, gestural, and etc. *collage *overlap *scissors/ cutting *glue *tearing paper *tempera paint *painting on different textured surfaces acetate paper *portrait drawing (line-drawing techniques) *mirrors *drawing pencils *paper *color pencils create imagined creatures to complete their environments (see Lesson #1) *color s role in camouflage *texture/pattern s role in animal disguise *covering the explore painting on acetate use paper, pencil, and drawing mirrors to create a self portrait learn to recognize the line and shape found naturally within their own faces explore how to represent their facial features *What was your favorite part of this lesson? *Who enjoyed painting on the acetate? Why or why not? *What was difficult? Why was this difficult? *How do our creatures blend into their environments? What is camouflage? *Show and tell: students will present their creatures/ environments with the class *Review of camouflage/ disguise answer: -Who liked using the mirrors? -What was difficult to draw? -Is any one face shape better than another? -What steps help us to draw a self-portrait?

3 Week 4 Week 5 Transformations: Candied Mosaic Portraits (Week 1 of 2) Transformations: Candied Mosaic Portraits (Week 2 of 2) *Images of portraits as well as a variety of mosaic works (Giuseppe Arcimboldo-- (disguised portrait paintings and Peter Rocha Jelly Belly mosaics) view 4 portraits in the Krannert Art Museum (500 E. Peabody Drive, Champaign, Il ) as well as discuss aspects related to line, shape, pattern, and color. person *Writing/ Drawing activity (fill in the blank worksheet concerned with describing choices made during the candied mosaic project a reflection of each students work/ overall ideas *Free Draw exemplars drawing self-portraits using mirrors, paper, and pencil through a 5 step process (face shape, hair, nose, eyes, and mouth) exemplars Drawing and creating a disguised selfportrait (using color, pattern/s), pattern making, and gluing *Using candy pieces to embellish an important aspect of the portrait (inspired by mosaic art works) *Field trip to the Krannert Art Museum (portraiture discussion/exploration) See Lesson #4 *Demonstration (backup activity): creating a collaborative collage toward a specific endpoint (themes will *drawing *gluing *mixed media *adding candy and color embellishment for specific purposes *sharpie permanent markers *See Lesson #4 *collage *overlap *color *glue create 2-D self portraits drawing onto a plastic plate and creating a disguise with color pencils embellish a select area of the portrait with a variety of hard candy including: Skittles, Gummy Bears, and Smarties *Color and pattern s role in creating disguise *Covering the complete their Transformed Candy Portraits (Lesson #4) *Backup activity: Students will create a collage concentrating on an assigned theme (consider color, pattern, *Mini-Critique: Students will talk about their own work sharing the difficulties their encountered as well as what was easy to accomplish. Students will also be able to explain to the class what they chose to embellish with candy and why they chose the particular type of candy. share their artwork and what they enjoyed most about making the Transformed Candy Portraits *Teacher will say her goodbyes *Teacher will let

4 Week 6 Symbolic Objects: How Art Functions (Week 1 of 2) view a segment of the musical Wicked. look at and discuss Etruscan vessels, chairs, jewelry from various contemporary artists ( Jon Bok, Dori Csengeri, Terry Church, Harry Anderson). *If you could tell a story to someone 1,000 years from now which one would you tell them? What message would you send? What is your story about? Write your short story and then draw your story. include: family, animals, sports, school, music, art, etc.) read the book Scribbleville by Peter Holwitz while sitting around a faux campfire. *View Wicked and discuss how it communicates a message. Creating a vessel using the coil method and then etching on the sides to create symbols that tell a narrative. *scoring *creating texture *Incising technique *application technique *line *slip *clay and shape) *Covering the create a functioning vessel using the coil method and incising method to create symbols that tell a story. apply line and texture to create pattern and imagery. *Color will be added with a paintbrush. students know what to look forward to during the next session *Teacher will begin an activity (telephone game) by creating a message to be passed along. Class will discuss how hard/easy it was to understand the message accurately. Week 7 Symbolic Objects: How Art Functions (Week 2 of 2) * Students will view created by Alma Thomas, Pablo Picasso, Charles Burchfield, Andy Warhol, Mark Rothko, and Paul Klee and will discuss the differences in color and mood/emotional response to the images. * If you could not speak or write how would you communicate to others? Imagine different situations and the way you feel in these situations. If your body and clothing could turn to any color in this situation what would it be? Depict the colors and situations on the worksheet and then explain in writing why you chose to turn a specific color. presentation with * Demonstration: review of vessel making and introduction to using underglazes to paint their vessel *Discuss the importance of colors (how they help reveal a narrative). assign descriptive word to three paintings as a means of discovering colors meanings. *See lesson #6 * underglazing complete their symbolic clay vessels by adding color to their functional narratives, using underglazes and paintbrushes. demonstrate understanding of color, pattern, and symbolism within the composition of the clay vessel (colors in combination with subject matter). discuss what they like or disliked until parents arrive to pick them up. -How did you like creating your clay vessels? - What kind of stories did you convey with your vessel? - What colors did you choose and how did they help communicate your message better?

5 Week 8 Abstracted Images (zooming in) view created by Georgia O Keefe, Gus Foster, and Thomas Hart Benton. view image of maps (mapquest zoom tool). *Examples of zoomed in images *Imagine yourself as a tiny person as small as an ant. What would the world look like to you? How would objects look differently to you than they do now? Pick one object and draw what this object would look like to you as such a small person. *PowerPoint using a magnifying glass to zoom in on shape and patterns found on objects and then used to create abstracted image with oil pastels. compare a zoomed-in and zoomed-out image of wheat. *drawing *zooming-in *shape create artwork demonstrating observation and design skills through their production of shape and line by drawing on black paper with oil pastels to create a magnified view. *Will cover entire black paper with color, shape, pattern, and line. gather on carpet with all students work facing the center. Class will discuss some pieces. -Can you all see the different shapes in the objects? -Did you use the colors you chose because they were on your object o did you choose your own colors? - Can you tell what object the artist (student) was looking at? Week 9 Painting With Recycled Objects * Students will view created by Larry Fuente (title: Game Fish), Simon Rodia (Title: Watts Tower), Brian Jewett (title: Untitled), John Dahlsen (title: Red Plastic Litter Painting, *Think of something you ve always wanted or want in the future. If you could build it out of bottles and cans what would it look like? Draw *PowerPoint presentation with *Play eye spy game with John Dahlsen paintings of plastic objects. *Stamping *acrylic paint *paint brushes create art through the use of recycled objects by using them as stamps with acrylic paint on canvas, to create and abstract *Teacher shows 4 or 5 finished pieces to look at and discuss. -Who can raise their hand and tell me something you like about this

6 Week 10 Nature in Art, Art in Nature Plastic Bag Abstraction Triptych, Green Plastic Bag Print, Blue Plastic Litter Painting, Yellow Plastic Litter Painting), Rafael Gonzalez (title unknown), and images done with the printmaking technique. * Students will view created by Dale Chihuly (from Botanical Garden and baskets), images from nature (animals, plants, landscape), and images of stained glass windows (functional art and resemblance to project). this. *Let s think about nature. What kind of patterns and shapes are found in nature? Draw these in your sketchbook. -> Example: Stripes (tigers), spots (cheetahs), etc. painting recycled objects and stamping them to create different shapes to make an abstract painting. *PowerPoint presentation with drawing and painting shapes from nature on plexi glass to create a stained glass-like piece. *Entire plexi glass sheet covered with design. *Vitrea 160 paints. *Plexi glass *permanent marker *pencil/paintbrush painting of a scene or composition. be able to create an engaging piece of artwork demonstrating their observation and knowledge of design inspired by shape and pattern found in nature through their process of painting plexi glass with colored paints piece? -What objects do you think were used to create the different shapes? -Can you find any patterns? - What kind of feelings and emotions does it make you feel? *Students gather to look at each others works. - what do we need to do when we are walk through our classroom museum? -Could you all see the different shoes on your objects What shapes do you see here