TERRA Teacher Lab. Lesson Plan. Title of Lesson: Identity. Topic or Theme of Unit that Lesson is Part of: Who Am I?
|
|
- Emily Hamilton
- 6 years ago
- Views:
Transcription
1 TERRA Teacher Lab Name: Loza, Martha Ivette, Labombard, Kathryn Stauter, Jeffrey School: Little Village Academy Lesson Plan th Grade(s): 7 /8 th Title of Lesson: Identity Topic or Theme of Unit that Lesson is Part of: Who Am I? Subject Area(s): Advisory/Language Arts Schedule: 6-8 class periods Lesson Summary: Students learn about the meaning of "identity", the importance of understanding one's own self, and the power of developing these traits through creative expression. They examine the painting Kalouna in Frogtown by Jamie Wyeth among other fitting portraitures that clearly address the subject of one's identity and learn how to conduct a Close Reads of artwork. Students will share their personal experiences with developing identity and read academic analyses of Wyeth's painting and his background to understand how art can represent similar developments within individuals or society as a whole. Finally they will create works of art that clearly define what they know or have learned about themselves and the importance of understanding identity in our society today. American Artwork on Which Lesson is Based: Jamie Wyeth Kalounna in Frogtown, X 50 1/8 in. Terra Foundation for American Art Big or Main Ideas Students Will Understand: Identity is shaped by cultural past, present environment and future aspirations. Kolunna in Frogtown depicts culture and identity through portrait painting. Using the model of the close read can guide you in interpreting art.
2 National Standards and Lesson-Specific Objectives Include the Common Core Reading Standards (See section listing them in chart format if you teach social studies use the nonfiction column; if you teach reading use either/both columns.) For other national standards, see Standards RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). R.L.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. R.L.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL Determine a theme or central ideal of a text and analyze it development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. R.L. 7.5 Analyze how a drama or poem s form or structure (e.g. soliloquy, sonnet) contributes to its meaning. RL Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. Social/Emotional Learning (SEL) Goal 1-Develop self-awareness and selfmanagement skills to achieve school and life success. Objectives Students will Interpret the artist s intentions depiction of rural vs. urban setting to convey identity. Interpret how the artist s use of pop culture alludes to Americanization. Analyze the artist s choices of setting and characters to convey theme (ex. identity) and interpret the identity of the subject in artwork. Analyze the artist s choices of color, line, shape and composition to convey theme (ex. identity) and interpret the identity of the subject in artwork. Compare and contrast the artists choice of color, line, shape and composition in various artworks. Create a work of art and writing piece that reflects their identity. Vocabulary Students Will Learn: Academic vocabulary: mood, theme, assimilation, immigration, adaptation, Laos, pop culture, boat people, civil war, setting (rural vs. urban) Art interpretation vocabulary: color, line, shape, realism, landscape, portrait, narrative, abstract, still life, collage foreground, middle ground, background, point of view, color, contrast, subject, content, context, gaze, mood Assessments: 1. Students produce and explain their own artwork that communicates ideas about who they are. 2. Students compare themes from a piece of artwork to their own identity. 2
3 Relevant Information about the Time Period Information Civil war in Laos throughout the 50s, 60s, and 70s brings many immigrants to the United States. Every new generation of immigrants still enters the United States working in manual labor jobs not academic ones. In the 1980 s pop culture dominates American life and becomes a major U.S. export. Source Relevant Information about the Artist Information Raised on a Pennsylvania farm and born into a family of artists. Focused on painting subjects that were personally close or meaningful to him. Known for his realist style with a few fantasy elements that addressed the changing face of America. Source Relevant Information about the Artwork Information Subject, Kalounna, is a Laotian immigrant boy who worked for Wyeth s family and was allowed to sign the work with the artist. Source Frogtown is a small farm community in Pennsylvania near Wyeth s boyhood home. Kalounna had an American name, Bruce, but Wyeth chose to name the painting after his Laotian name. Artist s biography and interpretation of Kalounna in Frogtown artwork http/collections.terraamericanart.org/view.objects/asiste m/search$0040/0/datebegin-asc/alphasort- asc?t:state:flow=fa4b8c9e-2d34-4fe3-bf01-85a9688cdocf Artist s biography and interpretation of Kalounna in Frogtown artwork http/collections.terraamericanart.org/view.objects/asiste m/search$0040/0/datebegin-asc/alphasort- asc?t:state:flow=fa4b8c9e-2d34-4fe3-bf01-85a9688cdocf 3
4 Resources: High-quality art reproductions (Where will you get them and in what format?) Source (e.g., Terra handout, museum store, website URL, etc.) Format (e.g., overhead transparency, poster, jpg, etc.) Field trips to See Original Works of American Art (Indicate type of trip below school field trip or a guide you will prepare for students to use with their families.) X class trip guide for family visit to museum Location: Date: August 2011 class trip Location: guide for family visit to museum Date: Texts, Web sites, and Primary or Secondary Sources for Student Use Terra Foundation website Art Institute of Chicago website Other Materials/Supplies Needed for the Lesson Construction paper Markers (various colors, sizes, tips, and effects) Colored pencils Crayons Glue Scissors Graphic organizer handout PowerPoint of art forms and Kalounna in Frogtown 4
5 Student Activities Day Emphasis and Objectives of the Day s Lesson 1 Create a work of art and writing piece that reflects their identity. Activities MATERIALS NEEDED: Teacher samples of one line portraits, construction paper, pencil Introduction 1. Model one line self-portrait 2. Create a self-portrait using one line self-portrait 3. Gallery walk of one line self-portraits 2 Analyze the artists choices of color, line, shape and composition to convey theme (ex. identity) and interpret the identity of the subject in artwork. Analyze the artists choices of setting and characters to convey theme (ex. identity) and interpret the identity of the subject in artwork. MATERIALS NEEDED: copy of (digital or hard copies) Kalounna in Frogtown by Jamie Wyeth 1. Close Read Jamie Wyeth, Kalounna in Frogtown (no title, no artist information) Take one minute to view painting What do you see? Students share observations 2. QUESTIONING: Where were you drawn to first? Why were you drawn here first, do you think? (C, L, S) Let s explore color: (boy in red shirt, truck, & red shutters). What patterns in color do you see? How do you see colors being reused? How do colors allow our eyes to travel around the painting? Why might artist have used color in this way to get us to see the things he s chosen to include in the painting? What do you think the boy is feeling? What makes you say that? What do you see that makes you say that? (horizon, hands, body posture, close-up, facial expression, orientation) What do you think is the setting of the artwork? What makes you say that? (rural vs. urban) What is the ethnic background of this boy? Do you think he is happy where he is living? What makes you say that? Where was he born? Country? What makes you say that? Why do you think the artist is having the boy wear the Dallas t-shirt? (Explain pop culture and how America is a big export to the rest of the world; Jersey Shore, Family Guy, The Simpsons) Why did the artist paint this subject (Kalounna)? 3. READ ALOUD: Terra foundation for American Art, Kalounna in Frogtown 4. Discussion Questions: How does this change your interpretation of the artwork? What are some themes in the artwork? 5
6 Day Emphasis and Objectives of the Day s Lesson 3 Analyze the artist s choices of setting and characters to convey theme (ex. identity) and interpret the identity of the subject in artwork. Analyze the artist s choices of color, line, shape and composition to convey theme (ex. identity) and interpret the identity of the subject in artwork. Activities Field Trip to Art Institute Gallery Activity 1: Exploring Portraits through close read Gallery Activity 2: Create Your Own Story graphic organizer Gallery Activity 3: Put yourself in the artwork narrative writing piece (Use your 5 senses to add details to your writing) Compare and contrast the artist s choice of color, line, shape and composition in various artworks. 4 Compare and contrast the artists choice of color, line, shape and composition in various artworks. Create a work of art and writing piece that reflects their identity. MATERIALS NEEDED: copies of Kalounna in Frogtown by Jamie Wyeth, copies of Kalounna/Myself graphic organizer Guiding Questions: What are some words to describe his identity? What is the artwork identity? 1. Observe Jamie Wyeth, Kalounna in Frogtown painting and Kalounna in Frogtown bio handout 2. Model Graphic Organizer using Kalounna in Frogtown painting and identify cultural past, present environment, and future aspirations using the artist Wyeth as an example 3. With elbow partners, students will have time (15 min.) to complete the graphic organizer for Kalounna. 4. Students will highlight the information that was captured in the artwork 5. Class discussion on observations and chart information. 6. Students will complete Myself portion of graphic organizer. 7. Highlight the information from your graphic organizer to capture in your self-portrait. 6
7 Day Emphasis and Objectives of the Day s Lesson 5 Create a work of art and writing piece that reflects their identity. Activities 1. Students will brainstorm for identity portrait 2. Students will complete a bi-fold: or Self-portrait of One line portrait strategy On left-side, students will identify words/phrases that they want to portray in their portrait On right-side, students will make visual representations of the words/phrases to add to self-portrait 3. Review a variety of portraits by various artists for inspiration: Archibald J. Motley Jr., Self-Portrait Gilbert Stuart, George Washington (The Landsdowne Portrait) Rufino Tamayo, The Fruit Vendor Barbara Kruger, We will not become what we mean to you Kahlo, Frida, Self-Portrait as a Tehuana (Diego on My Mind) Studio Time Draft a self-portrait Criteria: 1. Portrait 2. Color to convey something about you 3. Include a minimum of 3 important objects or symbols that represent (choice of setting, clothing, background objects, holding objects) 6 Create a work of art and writing piece that reflects their identity. Compare and contrast the artists choice of color, line, shape and composition in various artworks. 1. Continue with Studio Time 2. Close Read on self-portraits 3. Write a 24 word Biography and interpretation of artwork Assessment Students will produce their own artwork (portrait) that communicates their own identity. Students will interpret their peers artwork (portrait). Students will write a biography and interpretation of artwork. Extension Activities: Create a landscape that represents your environment and how it affects your identity and cut a photo of yourself to put in it. Barbara Krueger inspired art piece 7
Lesson Plan. Teacher Lab. Title of Lesson: Where Do I Belong? Topic or Theme of Unit that Lesson is Part of: Identity. Subject Area(s): Language Arts
Name: Rolando Argumedo, Jr. Rudi Monson School: Camras Teacher Lab Grade(s): 6-8 Lesson Plan Title of Lesson: Where Do I Belong? Topic or Theme of Unit that Lesson is Part of: Identity Subject Area(s):
More informationLearning Plan. My Story Portrait Inspired by the Art of Mary Cassatt. Schedule: , Grades K-5, one class period of approximately 60 min.
Learning Plan My Story Portrait Inspired by the Art of Mary Cassatt Mary Cassatt was an expert in showing the relationships and the stories of the real people in her paintings. Look at the details. What
More informationLesson Title Art Form Grade Level. Grade Level Theme Key Concept Link. Culture Nature Math
Lesson Title Art Form Grade Level Flora Self-Portrait Collage 3 Grade Level Theme Key Concept Link Culture Nature Math Challenge Create a paper collage self-portrait that shows your personal connection
More informationGRACEArt. Frida Kahlo- Art Activities K-2nd
Frida Kahlo- Art Activities K-2nd Create a SELF PORTRAIT drawing that includes visual details of your appearance. Draw all of the details that make you unique. Include details that show your personal interests
More informationOverview. Grade Level
Title: Girl with Father Series: Gentleman Farmer - #4 of 5 Date: 1943, Poland Dimensions: 5 3/8 x 7 11/16 in (13.5 x 19.5 cm) Medium: Paper, watercolor, graphite pencil Location: Nelly Toll Collection
More informationEducator Resource GRADES 8 10
PICTURING IDENTITY: EXPLORING PORTRAITURE AT THE DIA Educator Resource GRADES 8 10 James Bowdoin, 1746 47, Oil on Canvas, Joseph Badger, American, 1708 65.Founders Society Purchase, Gibbs-Williams Fund
More informationLearning Plan. Title: Neighborhood collage. Artist: Romare Bearden
Learning Plan Title: Neighborhood collage Artist: Romare Bearden - 1911-1988 Romare Bearden was an African-American internationally recognized for his lifelong work as a collage artist. His work told many
More informationContent Skills Assessments Lessons
Teacher: CORE Art Grade 4 Year: 2012-13 Course: Art Grade 4 Month: All Months S e p t e m b e r My story-pictures and symbols that tell about the many parts of myself Essential Questions Can drawing communicate
More informationAnchor Standard Kindergarten. Activities for Differentiation & *Modifications. 21 st Century Skills Integration. Benchmark Assessments
DISCIPLINE: Arts s GRADE LEVEL/COURSE: Art- Kindergarten to Grade 2 Kindergarten VA:CR1-1.KA Generate conceptualize artistic ideas and work VA:CR1-2.KA Organize and develop ideas and work. engage in exploration
More informationCOURSE DESCRIPTION Advanced 2D Art
COURSE DESCRIPTION Advanced 2D Art COURSE DESCRIPTION The Advanced 2D Art course is designed to give students additional experiences in creative thinking and problem solving using 2D art media. In this
More informationThird Grade Visual Arts Curriculum Overview
Third Grade Visual Arts Curriculum Overview Students will continue to build on, expand and apply the above through the creation of original artworks. Using their powers of observation, abstraction, invention,
More informationShrewsbury Borough School District ART Curriculum Guide Grade
Mission Statement: Shrewsbury Borough School District ART Curriculum Guide Grade 2 The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and
More informationMy Future Self. Project Overview. Essential Question: Artistic Goals: Curricular Goals: National Content Standards Addressed:
My Future Self Project Overview After studying heroes in mythology and literature and identifying the personality traits that they themselves would like to cultivate, sixth graders incorporated their knowledge
More informationExpressive Arts Curriculum Map
Expressive Arts Curriculum Map Art Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 7 Baseline Lettering and perspective Portraiture and mark-making Continuous line portraits. Matisse Keith Haring Formal
More informationShattered Portrait Unit Developed by Ashley Molfino
Shattered Portrait Unit Developed by Ashley Molfino Project Summative Objective Students will create a shattered self-portrait using personal descriptive words, SAT words, and patterned backgrounds to
More informationART LESSONS IN THE CLASSROOM SECOND GRADE LESSON 10
ILLUSTRATING A STORY DESCRIPTION OF PROJECT: DESCRIPTION Students construct OF PROJECT: a collage illustrating one event in a narrative Students sequence. construct collage illustrating one event in a
More informationUnit 2: Drawing Art III
Unit 2: Drawing Art III 1 Grade: 6th-8th Time Allotted: 8 weeks Unit Introduction: This unit seeks to introduce basic drawing techniques and media to improve students drawing skills. Students will practice
More informationGuiding Question. Art Educator: Cynthia Cousineau. School: John Grant Highschool. Grade Level: Cycle 2 Secondary (Grade 9-11)
1 Art Educator: Cynthia Cousineau School: John Grant Highschool Grade Level: Cycle 2 Secondary (Grade 9-11) Course: Visual Arts & Digital Media Time Frame: 5-6 hours Example of a Drawing from Prototype
More informationLEVEL: 2 CREDITS: 5 GRADE: PREREQUISITE: None
DRAWING 1 #580 LEVEL: 2 CREDITS: 5 GRADE: 9-1 2 PREREQUISITE: None COURSE DESCRIPTION: This course will follow a series of drawing activities that will teach fundamentals of drawing along with a diversity
More informationCow Catherine Hall. Creating a Triptych
Cow Catherine Hall Creating a Triptych Overview: Students will collaborate in groups of three to create triptychs that convey a unified theme, color palette, style, dimension and design. They will join
More informationPop Up Book Project. STEP THREE: EXPERIEMENT by selecting and then creating two Pop Up Templates to create as demos. (Diagnostic exercises)
Pop Up Book Project Name: STEP ONE: RESEARCH the Pop Up templates located on the school network: S://Mr.Arnett/AVI3M4M/Pop Up Templates. As you learn about them, think about how you may incorporate the
More informationART CURRICULUM Kindergarten 2008
ART CURRICULUM Kindergarten 2008 COURSE DESCRIPTION The mission of the Kindergarten Art Program is to contribute to the achievement of social, economic and human growth by providing opportunities for expression
More informationn y s a t a Major Sequence Level Portfolio An Official Program of the New York State Art Teachers Association
n y s a t a An Official Program of the New York State Art s Association Major Sequence Level Portfolio The Major Sequence Level Portfolio is designed for students who have taken extensive electives and
More informationIB Visual Arts Summer Assignment:
IB Visual Arts Summer Assignment: Objective: After Reading Persepolis students will create a Self Portrait inspired by a theme from the graphic memoir. This is the prompt that you selected from your English
More informationMiddle School Curriculum Map for Bemidji District Visual Arts K-12 Scope and Sequence Quarter Course (Nine Week)
Middle School Curriculum Map for Bemidji District Visual Arts K-12 Scope and Sequence Quarter Course (Nine Week) Brief Description-Offered in 6 th or 7 th grade. Standard Benchmarks The student will: Assessment
More informationSubject: Humanities Teacher: Ms. Jennifer Johnston Date: August 4, 2010
Grade: 12 th Subject: Humanities Teacher: Ms. Jennifer Johnston Date: August 4, 2010 Unit # 2/Title: Developing a Visual Vocabulary Time Frame (calendar and # of weeks): 15 class meetings Standard(s):
More informationDrawing and Watercolor. Grades: 10-12
Drawing and Watercolor Grades: 10-12 Credits: 2.5 ABSTRACT Drawing and Watercolor provides the student with an intensive study of drawing as well as the development of technical skill with watercolor.
More informationLVPA Summer Studio Series:
LVPA Summer Studio Series: Name Introduction: Create a series of images based on personal interests at a 1-finished-image per week schedule = 8 total drawings (or 1 painting per two week schedule = 4 total
More informationLesson: Clay Form Approximate Time Frame: 2 3 Class Periods. TSW explore and compare paintings by Pop Artists
Grade: 5 Year: 2014 15 Teacher: Elyse Mortensen Lesson: Clay Form Approximate Time Frame: 2 3 Class Periods Standards Essential Questions Enduring Understandings Skills Content Vocabulary CC Anchor Stand.
More informationSchiller Park District 81 Curriculum Map. Content Skills Assessment Resources. List activities for each types of art.
Schiller Park District 81 Curriculum Map 4 th Grade Visual Art Essentials Question What are the Art room procedures, and norms? Content Skills Assessment Resources Classroom Norms, tour of room. BrainPop:
More informationTarget: Renders an object in light and dark values. Criteria: Uses hatching and cross-hatching to render the shapes of the shadows s/he observes.
ARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) FIFTH GRADE LESSON TWO: Value in Line Artist-Mentor Beverly Harding Buehler Grade Level: 5 (Link to Arts Connections, Level 5, Value in Lines pages
More informationUnit 5: Choice Projects & End of Year Art III
Unit 5: Choice Projects & End of Year Art III 1 Grade: Time Allotted: 8th 9 weeks Unit Introduction: This unit focuses on students developing a style and purpose in their artwork. They will have freedom
More informationUnit 2: Line, Shape, Texture Art I & Art II
Unit 2: Line, Shape, Texture Art I & Art II Grade: Time Allotted: Unit Introduction: 6th-8th 6 weeks This unit focuses on three of the elements of art and how artists can use them within their works. Students
More informationThrough the Looking Glass
Through the Looking Glass Developed By Suggested Length Suggested Grade Level(s) Subject Areas Elizabeth Wendt Lesson #1: Three 80 minute classes Lesson #2: Two three 80 minute classes (plus out of class
More informationLivingston American School Trimester Lesson Plan
Livingston American School Trimester Lesson Plan Week 1 Week 2 Week 3 Week 4 Concept / Topic To Teach: Symmetrical Drawing Symmetrical Drawing Adding color with oil pastel Pattern Medium: Tempera paint
More informationART LESSONS IN THE CLASSROOM FIFTH GRADE LESSON 1 CONVERGING LINES
ART LESSONS IN THE CLASSROOM FIFTH GRADE LESSON 1 DESCRIPTION OF PROJECT: Students create a colored pencil landscape with literature as a stimulus. PROBLEM TO SOLVE: How can an artist use descriptive language
More informationFirst Steps. FIS Visual Arts. Specific Learner Expectations Reflection and Appreciation. Visual Art in Society
First Steps Show familiarity with and experiment with a variety of age appropriate art materials (with the assistance of an adult). Recognize some shapes and colors. Recognize that making art is enjoyable.
More informationMon 3/31/14 AB1, AB5, B2 Painting II
Mon 3/31/14 AB1, AB5, B2 Painting II DEADLINE: 4/15 Today s Objective: Thematic Choice paintings Independently plan, organize, and design a creative and unique painting You can create a painting of Landscapes,
More informationPhoto Stamp Project. What is Relief printing?
Photo Stamp Project What is ing? A subtractive printing process where areas that you don t want to print are physically removed. This is achieved by cutting away either positive or negative areas of the
More informationMonster Final Project
Monster Final Project Choose THREE of the following projects to complete for your final assessment for Monster. DUE FEBURARY 12 TH BROCHURE ALTERNATE ENDING CD SOUNDTRACK BOOK COVER LETTERS CHARACTER FOLDABLE
More informationAnimatic Storyboard Project
Animatic Storyboard Project Storyboards are graphic organizers in the form of illustrations or images displayed in sequence for the purpose of pre-visualizing a motion picture, animation, motion graphic
More informationMine Hill Township School District (2 nd Grade/Art)
Mine Hill Township School District (2 nd Grade/Art) Written by: Jenny Watson Reviewed by: Mr. Adam Zygmunt Curriculum Coordinator Mr. Lee S. Nittel Superintendent Approval date: March 21, 2016 Mine Hill
More informationWonderful Wizard of Oz!
Wonderful Wizard of Oz! Multi-grade K-5 Thematic Unit Integrating Literature, Musical Theater and ART! Sit back, relax and enjoy the show! Kindergarten Lollipops for Munchkin land First Grade Dorothy s
More informationBLACK PEAR TRUST SUBJECT PLAN - ART
Purpose of Study Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the
More informationCurriculum Map for Visual Arts. St. Cyril School Teacher: Quinta Peterson
Curriculum Map for Visual Arts St. Cyril School 2015-2016 Teacher: Quinta Peterson Note: Students in Kindergarten attend art classes once a week for 40 minutes and students in Intermediate (3 rd & 4 th
More informationPerspective Landscapes 7 th Grade One Point Perspective Landscapes
Perspective Landscapes 7 th Grade One Point Perspective Landscapes Drawing One Point Perspective 1. Lesson Title: One Point Perspective Landscape Drawing 2. Focus/ Objective: Students will learn how to
More informationLesson Title: Starry Skylines // Jill Kostishion. Grade/Class: 3 rd grade Time Allotment: 50 minutes (1-2 days)
Lesson Title: Starry Skylines // Jill Kostishion Grade/Class: 3 rd grade Time Allotment: 50 minutes (1-2 days) Enduring Idea: Communication I want my students to understand that works of art can be used
More informationCharacter Evolution Sculpture
Character Evolution Sculpture Name: Character: the aggregate of features and traits that form the individual nature of some person or thing; representing a personality type, especially by emphasizing distinctive
More information5th Grade Art Scope and Sequence
5th Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There
More informationWednesday October 19, 2016
Wednesday October 19, 2016 and use elements and principles of design to organize the composition in his or her own artwork. (identify the 6 techniques to creating the illusion of space) Identify and experiment
More informationStandard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes.
Lesson 5 Figure Drawing: Shape, Form and Proportion Additional lesson: Ellis Mason and exploration of human figure drawing LESSON OVERVIEW/OBJECTIVES This lesson introduces the art of figure drawing by
More informationTarget: Uses color symbolically. Criteria: Selects and uses a color that represents something about him/herself (and explains choice in writing.
ARTS IMPACT LESSON PLAN Visual Arts and Writing Infused Lesson Lesson Three: Monochromatic Colors Author: Beverly Harding-Buehler Grade Level: Fifth Enduring Understanding Using monochromatic color values
More informationLesson Plan. Historical Fiction Genre, state symbols and history, and fractions and decimals. Resources / References / Materials Teacher Needs:
Lesson Plan Benny s Flag Developed by: Laura Wright 2016 Iditarod Teacher on the Trail Discipline / Subject: Language Arts, Social Studies, and Math Topic: Historical Fiction Genre, state symbols and history,
More informationStandard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes.
Lesson 6 Jim Dine: Pop Art, Value, Shading, Hearts How does the study of value and shading create dimension in objects such as Jim Dine s hearts? LESSON OVERVIEW/OBJECTIVES This lesson introduces art techniques
More informationGRADE 2 CURRICULUM COMPANION - STANDARDS PANOPLY SCHOOL DAYS 2015 ~ STUDENT ART TENT
GRADE 2 CURRICULUM COMPANION - STANDARDS PANOPLY SCHOOL DAYS 2015 ~ STUDENT ART TENT Description of Panoply Experience: Students will visit Panoply s Student Art Tent to see and analyze artwork from local
More informationMake a charcoal self portrait using your black and white photograph
Task 7: To prepare for this task you will need a black and white tonal photograph. Have a look at the following slides to get some ideas THEN Make a charcoal self portrait using your black and white photograph
More information21 st Century Skills for the Arts
21 st Century Skills for the Arts The 21 st century skills integration with visual arts curriculum illustrates how the arts promote work habits that cultivate curiosity, imagination, and creativity and
More informationSummit Public Schools--Summit, New Jersey. Grade 8 Art Cycle. Length of Course: 45 Days. Curriculum
Summit Public Schools--Summit, New Jersey Grade 8 Art Cycle Length of Course: 45 Days Curriculum Course Description: The focus of the eighth grade curriculum is the development of skills that will enable
More informationWarren County Public Schools 1 st Grade Art
Structures in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and
More informationDiscovering the Story: A City and Its Culture
Discovering the Story: A City and Its Culture Song Paintings An Arts Enrichment Activity for Grades 4-8 Based on The Underground Railroad, 1893 by Charles T. Webber Charles T. Webber (1825-1911) United
More informationAP Studio Art Summer Assignments
AP Studio Art Summer Assignments AP Studio Art is a college level course requiring a 3-part portfolio. In order to meet the demanding portfolio requirements, it is important to create impressive artwork
More informationEmily Carr On the Edge of Nowhere
Emily Carr On the Edge of Nowhere Grades 1 3 Learn about the life and work of Emily Carr by: Drawing like Emily Painting like Emily Writing like Emily Untitled (Seascape), 1935 Oil on paper on board 26.5
More informationPixel Art. Jeffrey Cornwall th Grade Visual Art
Pixel Art Jeffrey Cornwall 2015 4th Grade Visual Art Overview: Pixel = Picture + Element The world is dominated by pixels. The age of print is more and more in the past. Society has adopted digital advertising,
More informationArt at Cox Green Curriculum Plan. Key Stage 4 Year 9 Term I Term 2 Term 3 Term 4 Term 5 Term 6
Term 6 (Early rotation) Introductory module 1. Drawing, painting and colour theory. Study Analysis and annotation. Research. Critical and contextual studies. The formal Observational drawing skills: Line,
More informationExploring Analogue and Digital Images. Playful Self-Portraits
1 Lesson Plan Exploring Analogue and Digital Images Playful Self-Portraits Art Educator: Cynthia Cousineau Target Audience: Age: 14 to 17 years old Group size: Small group of 15 students or less. Formal
More informationUnit Plan Outline. Teacher Candidate: Katielynn O Toole. School: Brookland Cayce Grammar School #1. Grade Level for Unit: 3 rd
Unit Plan Outline Teacher Candidate: Katielynn O Toole School: Brookland Cayce Grammar School #1 Grade Level for Unit: 3 rd National Visual Arts Content Standards Addressed in this Unit X I. X II. X III.
More informationPainting 2 Unit Plan
Painting 2 Unit Plan Value Scales Lesson 1 Author: Shea Brook Grade Level: 10-12 Time Span: 3 Classes 67 Minute Classes Essential Question: How does art expand and enhance our thinking? Provoking Questions:
More informationOffice of Curriculum, Instruction & Professional Development VISUAL ARTS (562) FAX (562) VISUAL ARTS
Office of Curriculum, Instruction & Professional Development VISUAL ARTS (562) 997-8316 FAX (562) 997-8301 VISUAL ARTS Content Standards Poster for the Classroom Grade Three Developed by the Visual Arts
More informationLesson Title Art Form Grade Level. Media. Grade Level Theme Key Concept Link. Perception of Self Identity/Social Roles Watercolor Portraits
Lesson Title Art Form Grade Level Snapchat Self-Portrait Drawing, Painting, Multi- Media 2D Art Studio 2 (10th-12th) Grade Level Theme Key Concept Link Perception of Self Identity/Social Roles Watercolor
More informationM o s a i c a E d u c a t i o n
M o s a i c a E d u c a t i o n Week of: 8-16-2010 Teacher: Schubert Grade Level: 3 Subject: PARAGON Unit: 1 Investigation 2 Monday Tuesday Wednesday Thursday Friday Lesson & Question: 2- How did people
More informationTiered Assignments th Grade Art I
Value & Color Tiered Assignments 9-12 th Grade Art I Color is one of the most powerful elements the artist uses for expression, prompting aesthetic responses, creating contrast, value, mood, and expressive
More informationGive students a practice diamante template, a pencil, and an eraser and allow them to work out their ideas.
Educational Material How to Write a Diamante Poem Writing activity for grades 1-8 with extension artwork to be age appropriate. Maine Learning Results achievements begin after diamante template. A diamante
More informationart appreciation repeated exposure to reproductions of works of art and artifacts (ongoing in displays and during lessons throughout the year)
Bangor School Department Grades 3-5 Visual Arts Standards A. Disciplinary Literacy Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology,
More informationGreeley-Evans School District 6 High School Photography I Curriculum Guide
High School Unit 1:Introduction to photographic terms Enduring Concept: Understanding Photography technique terminology Timeline: 3 weeks Vocabulary: Academic: 1. Observe and Learn to Comprehend Photographic
More informationTarget: Uses color symbolically. Criteria: Selects and uses a color that represents something about him/herself (and explains choice in writing.
ARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) Artist-Mentor Beverly Harding Buehler Grade Level: 5 (Link to Arts Connections, Level 5, Monochromatic Colors pages 46-49) Examples: Enduring Understanding
More informationCONTENTS. These pages are intended to give students practice in using different elements of design. questions that arise connections discovered
CONTENTS Encouraging Interest Help students to develop an understanding and appreciation for different artists and types of art by highlighting a variety of artists each month. Display examples of an artist
More informationYear 8 Key Performance Indicators - Art
Year 8 Key Performance Indicators - Art A8.1: To demonstrate an understanding of the practical application and theories behind analogous colours and colour mixing. colour s I can explain how colour is
More informationAS TIME PASSES OVER THE LAND: WHITE MOUNTAIN ART An Integrated Secondary Visual Arts Activity
AS TIME PASSES OVER THE LAND: WHITE MOUNTAIN ART An Integrated Secondary Visual Arts Activity Introduction: The White Mountain Painters The White Mountains have been a center of tourism, industry and artistic
More informationAcademic. Vocabulary. Assessments. Student Outcomes. Duration of Unit: Incredible Art.com Art of Education.co m Discovery Education.
Unit 1 Duration of Unit: 7 weeks Title of Unit: Creating Works of Art Content Area: Visual Art Grade Level: Big Idea: Generate and conceptualize artistic ideas and work. Art-making goals The balance of
More informationShrewsbury Borough School District ART Curriculum Guide Kindergarten 2017
Mission Statement: ART Curriculum Guide Kindergarten The mission of the, a system built on successful cooperation among family, school and community, is to prepare all students to achieve excellence and
More informationProgram Understandings (k-12) Artists communicate effectively and expressively by selecting and applying appropriate art elements and principles.
Grade Level/Course: Kindergarten Art Content Area: Visual Arts Grade Level/Course Overview: The Rockwood Elementary Art program strives to assist each child to reach his/her fullest creative potential
More informationSummer Art Assignments Handout Revised June 2018 Distributed in June prior to the AP year. AP Studio Art: An Overview
Summer Art Assignments Handout Revised June 2018 Distributed in June prior to the AP year AP Studio Art: An Overview In the AP Portfolio, there are three types of portfolios (Drawing, 2-D Design and 3-D
More informationVisual Journals STEELI lesson plan
1. Title: Visual Journals - binding 2. Grade level: 9-12 Visual Journals STEELI lesson plan 3. Content Standards: Artistic Perception 1.1 Develop perceptual skills and visual arts identify and use the
More information1 st Grade Art Scope and Sequence
1 st Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There
More informationHINSDALE VISUAL ART CURRICULUM GRADE 8 COURSE VEX ART STANDARD: 1 Apply appropriate media, techniques, and processes.
HINSDALE VISUAL ART CURRICULUM GRADE 8 COURSE VEX ART STANDARD: 1 Apply appropriate media, techniques, and processes. Knowledge & Skill Suggested Activities Suggested Resources & Blind contour drawing
More informationStandard 1: The student will explore and refine the application of media, techniques, and artistic processes.
Lesson1 Charley Harper - Elements of Art How do elements of art work together to create content? How did Charley Harper use these elements to create his graphic depictions of birds, animals, insects and
More informationRED GROOMS: Lesson Plan TRAVELING CORRESPONDENT ON VIEW OCTOBER 15, 2016 JANUARY 8, 2017 ORGANIZED BY THE MEMPHIS BROOKS MUSEUM OF ART
RED GROOMS: TRAVELING CORRESPONDENT ON VIEW OCTOBER 15, 2016 JANUARY 8, 2017 ORGANIZED BY THE MEMPHIS BROOKS MUSEUM OF ART Lesson Plan Memphis Brooks Museum of Art in Overton Park Contents Learning Standards...3
More informationKNES Art & Design Course Outline. Year 7
KNES Art & Design Course Outline Year 7 Art & Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world.
More informationEngages in the creative process to generate and visualize ideas.
KINDERGARTEN VISUAL ARTS Children enter kindergarten with a wide variety of life experiences and abilities. A broad range of artistic experiences helps kindergarten students develop fine motor skills,
More informationDocumentary Lens Lesson Plan for Canadian Landscape
Documentary Lens Lesson Plan for Canadian Landscape Page 1 Curriculum Connections Documentary Lens Lesson Plan for Canadian Landscape By Abby Smallwood Applecroft Public School, ON In Canadian Landscape,
More informationJapanese Pop Up Greeting Card
Japanese Pop Up Greeting Card Name: Greeting Card - A greeting card is an illustrated, folded card featuring an expression of friendship or other sentiment. Although greeting cards are usually given on
More informationTSW learn about and discuss the Pop artist George Rodrigue and the background of the Blue Dog
Lesson: Approximate Time Frame: 2 3 Class Periods (VA CS1 K 4c) Use different media, techniques and processes to communicate ideas, feelings, and experiences and stories (VA CS4 K 4a) Recognize that the
More informationLANDSCAPE CONFECTION
LANDSCAPE CONFECTION Pre-Visit Activities for Elementary School Students These pre-visit activities will help prepare your students for their museum visit to see the exhibition Landscape Confection. Landscape
More informationStandard 1 (Making): The student will explore and refine the application of media, techniques, and artistic processes.
Lesson2 Peter Max: Pop Art, Color, Symbolic Figures and Objects, Statue of Liberty How do artists use elements of art to create symbolism? What kind of effects can color create? LESSON OVERVIEW/OBJECTIVES
More informationAP STUDIO ART SUMMER ASSIGNMENTS
MS. VILLEGAS ROOM 316 AP STUDIO ART SUMMER ASSIGNMENTS Welcome to AP Studio Art! By taking AP Studio Art you are committing yourself to a year of rigorous college level art making, writing, and discussion.
More informationOculus Rift Virtual Reality Game & Environmental Design Project Name:
Oculus Rift Virtual Reality Game & Environmental Design Project Name: Oculus Rift The Rift is a virtual reality head-mounted display developed by Oculus VR. During its period as an independent company,
More informationCourse: Grade One Year: 2019 Teacher: D. Remetta
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:
More informationGCSE. Art, Craft and Design. Handbook
GCSE Art, Craft and Design Handbook Name: Course Information The Art and Design GCSE is made up of two elements, portfolio work and the final exam. The portfolio work will be created in year 10 and the
More informationART PRINCIPLES: Pattern Rhythm/movement x Proportion/Scale Balance Unity Emphasis
Fairbanks North Star Borough School District Art Center Art Activity Kit Picasso Portraits GRADE: 3 TIME: one or two sessions Developed by Linda Pfisterer, Art Specialist KIT INCLUDES: lesson plan postcard
More informationGrade 5 Portraits of Emotions. Color
Grade 5 Portraits of Emotions Color What do you see? Eva s Wave, Barry Johnson Artistic Focus: Color COLOR is the visible range of reflected light. Color has three properties: hue, value, and intensity
More information