Ana Prieto Estrada October-December 2010
|
|
|
- Alexandra McKinney
- 6 years ago
- Views:
Transcription
1 Ana Prieto Estrada October-December 2010
2 LESSON PLAN PICASSO PIECES UNIT 1 COLOURS & FEELINGS LESSONS 1 3 TIMING 4,5 hours AIMS To activate previous knowledge about Picasso and paintings in general. To learn key facts about Picasso s life and artistic periods. To develop an understanding of Picasso s different styles. To design a portrait in different tones of blue and pink to show feelings. To learn about taking pictures and making a picture collage with Shape collage program. CONTRIBUTION TO COMPETENCES Artistic and cultural Apply techniques, resources and conventions of the different artistic languages. Information handling and digital competence Access and communicate information using different supports including ICT tools to learn. Learning to learn Apply study skills that include strategic thinking and cooperation and self evaluation skills. LEARNING OUTCOMES Learners will... at the end of the lesson KNOW: Facts about Picasso s life, paintings and styles of paintings. Different styles and colours show different feelings. How to make a digital shape collage. BE ABLE TO: Identify different styles and paintings by Picasso. Create an Art work similar to Picasso s and express their feelings through Art. Identify key vocabulary. Organize information. Observe and analyze a painting. BE AWARE OF: How colors can express feelings. Collaborate in a group. The importance of a painter like Picasso. COGNITION Identifying Ordering Classifying Matching Comparing Generating ideas Applying imagination Developing evaluation criteria Giving opinions and reasons Analyzing information CULTURE Respect and value Art and classmates creations, opinions and feelings. Interest in Picasso s art. Ana Prieto Estrada Font de l Alba
3 COMMUNICATION Language of learning Vocabulary Mural, painting, collage, period, style, dove, bull, sadness, happiness, circus, harlequins, jugglers, clowns, Cubism, masks, war, isolation, reviewer, Feelings: scared, worried, happy, sad, surprised, doubtful, in love, bored, calm, peaceful, angry, exhausted. Communication structures I think she/he is thinking in I feel When I look at this picture, I feel I like this picture because it is There is I like The can be better. The picture was taken in (a place) Past tense Language for learning Expressing feelings. Describing paintings. Evaluating classmates paintings. Giving opinions. Reporting past facts. ASSESMENT CRITERIA Can the learners Differentiate styles of Picasso s art? Observe and analyze a painting? Create an Art work similar to Picasso s and express their feelings through Art? Work in pairs/groups cooperatively? Give positive comments about classmates creations? Ana Prieto Estrada Font de l Alba
4 LESSON PLAN PICASSO PIECES UNIT 2 CUBISM & LAS MENINAS LESSONS 4 12 TIMING 7,5 hours TEACHING AIMS To review content previously learnt. To introduce Cubism and shapes as a whole. To develop the learners creativity. To help learners to take decisions in a democratic way in order to create a group work. To know about Picasso s paintings in detail. CONTRIBUTION TO COMPETENCES Artistic and cultural Can understand, perceive and value critically, different cultural and artistic forms of expression. Can apply the techniques, resources and conventions of different artistic languages. Learning to learn Can handle effectively an array of resources to transform information into personal knowledge. Mathematical Can use and relate the tools and the forms of expression of mathematical thought and to reason mathematically in order to produce and interpret different types of information. LEARNING OUTCOMES COGNITION Learners will...at the end of the lesson KNOW: Cubism as a painting style. Shapes are part of Cubist movement. Agree with their classmates to create a collaborative work. 2D shapes and 3D shapes are drawn in different ways BE ABLE TO: Distinguish Cubism style from other painting styles. Observe and describe a painting. Identify key vocabulary. Organize information. Link information between their environment and shapes. Transform a 2D shape into a 3D one. BE AWARE OF: How to appreciate different styles of art. How to collaborate in a group. Shapes are used in their environment. Identifying Comparing (Cubism and Realism) Analyzing classmates creations Applying imagination Describing (portraits) Developing and applying evaluation criteria. Locating and organizing information. CULTURE Respect and value Art and classmates creations, opinions and feelings. Interest in an artist as an international painter. Ana Prieto Estrada Font de l Alba
5 COMMUNICATION Language of learning Vocabulary Shapes: square, triangle, oval, rectangle, circle, star, diamond, semi circle, hexagon, sphere, cube, pyramid, cylinder, prism, trapezium. Parts of a painting: top, middle, below Adjectives: dark, light, small, big Down, across, mural, character, silhouette, lines, equal, piece, sketch, tone, saturation, make, design Communication structures The and the are similar because they are I ve got a Who s got a? It is formed by Who s in 1, 1? It is the Weeping Woman I like/prefer colour. Let s mix with to make it darker/lighter. I can copy accurately. My favourite painting is because I like Language for learning Identifying and describing paintings. Comparing paintings. Suggesting improvements. Stating preferences. Justifying opinions. Evaluating classmates paintings. Giving opinions. Giving instructions. ASSESMENT CRITERIA Can learners Differentiate styles of Picasso s and other painters art? Observe and analyze a painting in detail. Create a collaborative art work similar to Picasso s and analyse it. Work in pairs/groups cooperatively? Give positive comments about a classmate s work? Ana Prieto Estrada Font de l Alba
6 LESSON PLAN PICASSO PIECES UNIT 3 LET S MEET PICASSO LESSONS TIMING 3 hours TEACHING AIMS To review previous units. To develop collaborative group work to achieve a common target (Museum instructions). To develop their sense of orientation. To understand Picasso s work in greater depth through observation at a Museum. To design a stamp. CONTRIBUTION TO COMPETENCES Artistic and cultural Apply her/his basic knowledge of the different cultural and artistic forms of expression to appreciate its intrinsic value. Learning to learn Apply study skills that include strategic thinking and cooperation and self evaluation skills. LEARNING OUTCOMES Learners will... at the end of the lesson KNOW: The museum of Barcelona has a brief summary of Picasso s art. How to look round the Museum of Picasso in Barcelona and observe the painter s work closely. BE ABLE TO: Identify different styles and paintings by Picasso. Create a work of Art similar to Picasso s. Organize information. Observe and analyze a painting in detail. Follow instructions in order. BE AWARE OF: How important a painter Picasso was. Collaborating in a group. Feeling self confident when discussing Picasso s paintings linking previous learning. COGNITION Identifying. Classifying. Matching. Comparing. Imagining. Applying knowledge and imagination. Developing evaluation criteria. CULTURE Respect and value Art. Need of close observation to appreciate and understand Art. Ana Prieto Estrada Font de l Alba
7 COMMUNICATION Language of learning Vocabulary Room in a museum, made of, plant, best. Words related to Picasso s art from previous units. Communication structures This painting makes me feel Nice to meet you, see you soon, do you feel like, I think this is This painting is from Picasso s period. Language for learning Expressing feelings. Describing paintings. Giving opinions. Identifying Picasso s art. Following directions. Answering questions. Language through Postcard language. E.g. Nice to meet you, see you soon, do you feel like, Negotiating. ASSESMENT CRITERIA Can the learners Look round a Museum and respond to art work? Observe and analyze paintings? Identify and classify Picasso s work? Design a stamp? Differentiate styles of Picasso s art? Work in pairs/groups cooperatively? Ana Prieto Estrada Font de l Alba
Lorena Jovani Sancho
Lorena Jovani Sancho Febrer-Abril 2011 UNIT 1 ART GALLERY LEVEL 5 th and 6 th LESSONS 1 and 2 LESSON TIMMING 1:30 hours UNIT TIMMING AIMS To motivate the pupils and to activate their previous knowledge.
Forms of social interaction, methodologies and media. Selection guided by topic
GISSV Elementary School Art Curriculum, Grade 1 Content Color Primary colors Warm and cool colors Graphics, printing, writing Point, line, pattern, texture Surface design Drawings Self-portraits Activities
Year 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
KNES Art & Design Course Outline. Year 8
KNES Art & Design Course Outline Year 8 Art & Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world.
Learning Ladder Year 7: Natural Forms
Learning Ladder Year 7: Natural Forms Percentage I can Prove it! 80% I can make strong and imaginative links between my work and the work of other artists. Independently research an artist who is inspired
Livingston 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
Show a ppt. presentation (Landscapes 1) with different landscapes describing the main elements in each one : city / sea / landscapes.
LESSON 1 DESCRIBING PICTURES Activity 1 Show a ppt. presentation (Landscapes 1) with different landscapes describing the main elements in each one : city / sea / landscapes. (whole class) Activity 2 Read
Element of Art and. contrast, and colors. looking at a still life. manipulated? Recognize shapes in art.
Create shapes that are three-dimensional. Use values to enhance the three- GRADE LEVEL: 5-6 TOPIC: SHAPE How does art affect our every day lives? How can we use art as a form of communication? How is shape
DEPARTMENT OF EDUCATION AND CULTURAL ACTION CONTACT
DEPARTMENT OF EDUCATION AND CULTURAL ACTION CONTACT CONTACT ANONYMOUS ITALIAN ARTIST The Nativity End of 14th century, beginning of 15th century Tempera on canvas 101 x 195.5 cm MARTIN DE VOS The Rape
ART 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
KNES Art & Design Course Outline. Year 9
KNES Art & Design Course Outline Year 9 Art & Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world.
Artists Paint Their Feelings
Artists Paint Their Feelings Grade: 1 st Grade Medium: Pencil, markers, and tempera or watercolor paints Learning Objective: Students will: view work by artists who expressed emotions in their work. view
Summit 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
BRIEFING FOR PARENTS OF PRIMARY 2 STUDENTS
BRIEFING FOR PARENTS OF PRIMARY 2 STUDENTS OVERVIEW 1. Visions of Art and Art Education Desired Outcomes of Education Aims of Art Education in Singapore Schools The Primary Art Syllabus Framework 2. What
Unit 9: May/June Solid Shapes
Approximate time: 4-5 weeks Connections to Previous Learning: Students have experience studying attributes and names of flat shapes (2-dimensional). Focus of the Unit: Students will extend knowledge of
CUBISM, SURREALISM AND ABSTRACT ART
7 CUBISM, SURREALISM AND ABSTRACT ART Cubism is a style of painting and sculpture, that began in Paris in about 1907. It was the most important trend at the beginning of 20th century. Cezanne was the pioneer
Lesson 69 Putting shapes together
Lesson 69 Putting Learning objectives Children will: fit 2D over larger 2D. compose 2D to make larger. copy a model composed of 3D objects. Australian Curriculum Content Descriptions Measurement and Geometry
Ceip Isaac Peral Terrassa
Worksheet 1 DESCRIBING PICTURES 1. Read and label the texts describing pictures as: landscape, cityscape or seascape. Add the type of view it is: desert, garden, iceberg, beach, mountain, buildings or
THE LANGUAGE OF ART AND DRAWING. What learners will know by the end of the unit
Learning Unit Title THE LANGUAGE OF ART AND DRAWING Class Subjects involved Number of lessons 1 st ART TEACHING AIMS Including Culture Language Communication cognition 10 h What learners will know by the
Classroom Chihuly: Exploring Botanical Forms
Visual Arts Creativity and Performance (6-8) The student will: 1. K) understand the following components of visual art: a.) elements, including color, line, shape, form, texture, and space; b.) principles,
Lorena Jovani Sancho
Febrer ebrer-abril 2011 Names: Worksheet 1 A PAINTER LINES SHAPES http://www2.fiu.edu/~andiaa/cg2/chronos.html TITTLE COLOURS DESCRIPTION: Names: Worksheet 1 B PAINTER LINES SHAPES http://www.xtec.cat/~mbardera/mondrian_gran_composicio.htm
Specific Learner Expectations. Elements of Art & Design. Students will be able to
First Steps Students work both individually and in small groups. They begin to develop an understanding of the varied functions and uses of different materials and tools. They learn to choose the best
ESOL and Visual Arts
Seeing Main Idea and Details in Art ESOL and Visual Arts WIDA ELD and Common Core Standards: ELD 2: English language learners communicate information, ideas, and concepts necessary for academic success
Let s Sketch: Learning about Art by Drawing
Let s Sketch: Learning about Art by Drawing Student Tour Booklet Artists do a lot of planning to make a work of art. Creating art is not as easy as you think, even for accomplished artists! How does an
SECONDARY 1 EXP /NA /NT SCHEME OF WORK
SECONDARY 1 EXP /NA /NT SCHEME OF WORK Objective of Lower Secondary Art Syllabus Learning Outcomes Develop sensory awareness, visual inquiry skills to discover and explore their surrounding Acquire skills
Motion. & Design. fourth grade. integrated art/science lessons. Developed by ESD 105 Art Integration Mentor participant Pamela Wood
Motion & Design integrated art/science lessons fourth grade Developed by ESD 105 Art Integration Mentor participant Pamela Wood An Educational Service District 105 ArtFusion Art Integration project This
Greenwich Visual Arts Objectives Introduction to Drawing High School
Media, Techniques and Processes 1. Uses a pencil to create a value scale depicting a range of values (e.g. from the darkest dark to the lightest light) (*1a) 2. Experiments with different types of drawing
ARTS AND MEDIA. Teacher s notes 1 BE AN ART CRITIC BE AN ARTIST
Level: Elementary Intermediate / A1 B1 Age: Teenagers Time: This lesson can be divided up in various ways to suit the time you have with your students. Below are three time options which you can choose
Pupils will develop ideas using primary and secondary images inspired by Transformations:
Year 12 Theme Transformation Unit 1 INFLUENCES/SOURCES Pupils will develop ideas using primary and secondary images inspired by Transformations: Mechanical forms Natural Forms Buildings Figures Musical
EDUCATIONAL PROGRAM YEAR bachiller. The black forest FIRST YEAR OF HIGH SCHOOL PROGRAM
bachiller EDUCATIONAL PROGRAM YEAR 2015-2016 FIRST YEAR OF HIGH SCHOOL PROGRAM The black forest (From the Tapies s cube to the Manglano-Ovalle s) From Altamira to Rothko 2 PURPOSES In accordance with Decreto
Shapes and Patterns. Lesson 1 Exploring Plane Shapes (Part 1) Name the shapes. triangle circle rectangle square Color the squares.
CHAPTER 5 Shapes and Patterns Lesson 1 Exploring Plane Shapes (Part 1) Name the shapes. triangle circle rectangle square 1. 2. 3. 4. Color the squares. 5. Extra Practice 1A 71 Color the shapes that are
Music, and Glass. Exploring Shapes in Pablo Picasso s Guitar, Sheet ESSENTIAL QUESTION
Exploring Shapes in Pablo Picasso s Guitar, Sheet Music, and Glass ESSENTIAL QUESTION What shapes did Pablo Picasso use to create his piece Guitar, Sheet Music, and Glass and how can similar shapes be
Can You Cut It? Slicing Three-Dimensional Figures
Name: Period: Can You Cut It? Slicing Three-Dimensional Figures Lesson Activity 1. The Cube Using modeling clay or play-doh, each student creates a model of a cube. With your group, predict the type of
III. Recommended Instructional Time: Two (2) 40 minute sessions. IV. Vocabulary: line, dots (filled in), circles (not filled in), angles
I. Title: The 5 Elements of Shape Game II. Objectives: The students will visual imagery used to complete artwork. (VA.1.C.2.1) Discuss the qualities of good craftsmanship. (VA.1.S.3.2) Identify and use
PICASSO WHAT IF PICASSO HAD PAINTED A MODERN DAY SUPER HERO?
PICASSO WHAT IF PICASSO HAD PAINTED A MODERN DAY SUPER HERO? WHO WAS PABLO PICASSO? Spanish expatriate* Pablo Picasso was one of the greatest and most influential artists of the 20th century, as well as
Y56 Art and Design Medium Term Planner Self Portraits Autumn 2018 Template. Advised curriculum coverage maximum three media per year
Exploring and Developing Ideas Evaluating and Developing Work Select and record from first hand observation, experience and imagination, and explore ideas for Compare ideas, methods and approaches in their
Liberty Pines Academy Russell Sampson Rd. Saint Johns, Fl 32259
Liberty Pines Academy 10901 Russell Sampson Rd. Saint Johns, Fl 32259 Meet the Artist Pablo Picasso 1881-1973 Picasso was born in Malaga, Spain. His first word as a child was piz, short for lapiz, the
Paul Cezanne - The Impressionist
Paul Cezanne - The Impressionist Lesson 10 is to paint a bowl of fruit It also asks to annotate with reference to Paul Cezanne Who is Paul Cezanne? This is a portrait of his father. Looks like a normal
Possible extension into homework if appropriate to enhance and deepen learning
Year 56 A1 Art Medium term planner Drawing Year 5/6 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different
ERASMUS+PROJECT. MATHS MODULE (see photos at our site )
ERASMUS+PROJECT MATHS MODULE (see photos at our site ) http://learningwiththeartsgreece.weebly.com/maths-tasks.html TOPIC of the module Motifs Age of students 11 Number of students 25 Required prior knowledge
Classroom-Based Assessment 1: From Process to Realisation
Junior Cycle Visual Art Classroom-Based Assessment 1: From Process to Realisation Example of Student Work 01 Strand: Art Theme: My Viewpoint Learning outcomes: Students should be able to: 1.1 analyse their
KNES 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.
Shapes and Patterns. Practice 1 Exploring Plane Shapes. Trace the dots. Then match each shape to its name. 1. triangle. square. rectangle.
CHAPTER 5 Shapes and Patterns Practice 1 Exploring Plane Shapes Trace the dots. Then match each shape to its name. 1. triangle square rectangle circle Lesson 1 Exploring Plane Shapes 93 A part of each
Teacher s Book Arts & Crafts 1 PRIMARY
Teacher s Book Arts & Crafts 1 PRIMARY Table of contents 1 Drawing people 7 2 Drawing masks 9 3 How do they feel? 11 4 Food day l 13 8 Drawing animals 23 9 Colourful animals 25 10 11 Colourful dragon (Carnival)
LIGHTHOUSE SCHEME OF WORK TERM 1. Start date: 5 TH SEPT End date: 15 TH DEC Location: ART/SCIENCE ROOM
LIGHTHOUSE SCHEME OF WORK TERM 1 Course Title: ART AWARD Tutor: VICTORIA KORTEKAAS Start date: 5 TH SEPT End date: 15 TH DEC Location: ART/SCIENCE ROOM Course description - Overall aims: introduce Student
Shapes and Spaces at the Circus
Ready-Ed Publications E-book Code: REAU0011 The Shapes & Spaces Series Book 1 - For 6 to 8 Year Olds Shapes and Spaces at the Circus Written by Judy Gabrovec. Illustrated by Melinda Parker. Ready-Ed Publications
A Collaboration with DARCI
A Collaboration with DARCI David Norton, Derrall Heath, Dan Ventura Brigham Young University Computer Science Department Provo, UT 84602 dnorton@byu.edu, dheath@byu.edu, ventura@cs.byu.edu Abstract We
Mathematics and Visual Art
Springville Museum of Art Mathematics and Visual Art Building with Shapes! First Grade Lesson by Emma Calderwood Objectives Students will: Identify shapes found in artwork Identify shapes in the world
Brief Description Students will look at masks in various cultures and then create their own mask along with a written story about the mask.
August 15, 2010 Gabriel Miles Paper Masks Animals & NW Coast People Workshop Grades 1-5 45 min 1 hour class Specific Learning Targets (Outcomes): The student will be able to: Become aware of reasons for
Documentary 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,
Lesson 2: Color and Emotion
: Color and Emotion Description: This lesson will serve as an introduction to using art as a language and creating art from unusual materials. The creation of this curriculum has been funded in part through
Student name: Class: Date:
Writing a procedure Write about the goal. Write what the goal of the procedure is. This should be a short and simple sentence. List the materials and equipment. List everything you need to do the procedure.
YEAR 9: Still Life. Percentage I can Prove it!
YEAR 9: Still Life Percentage I can Prove it! 90% Show an exceptional ability to I can independently investigate the work of artists and designers other artists with skill using a wide range of complex
WEEKLY JOURNAL TOPICS 10 points per journal topic (refer to rubric in the syllabus) Write in complete sentences and correct conventions!!!
WEEKLY JOURNAL TOPICS 10 points per journal topic (refer to rubric in the syllabus) Write in complete sentences and correct conventions!!! What qualities do you think make a great artist? Due 8 27 15 Culture
COURSE TITLE: ART GRADE 7 LENGTH: FULL YEAR SCHOOLS: PIERREPONT SCHOOL UNION SCHOOL RUTHERFORD, NEW JERSEY DATE:
COURSE TITLE: ART GRADE 7 LENGTH: FULL YEAR SCHOOLS: PIERREPONT SCHOOL UNION SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 Art Gr. 7-2 Pierrepont School & Union School Rutherford, NJ ART GRADE 7 Spring
Laia Griñó CEIP ELS TIL LERS Artesa de Lleida. Art & Crafts. Artists From Lleida (II)
Laia Griñó CEIP ELS TIL LERS Artesa de Lleida Art & Crafts Artists From Lleida (II) Let s discover who this man is What s his name? Where was he born? When was he born? What did he study? Where did he
HAND IN HAND WITH ART
HAND IN HAND WITH ART Have you ever thought that a visit to a museum or cultural venues can be interesting or even exciting? During our visits to museums in different countries we have observed various
Target: 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
Shrewsbury 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
BE AN ART CRITIC. Teacher s notes 1 ARTS AND MEDIA
Level: Elementary Intermediate (A1 B1) Age: Teenagers Time: This lesson can be divided up in various ways to suit the time you have with your students. Below are three time options that you can choose
Shapely Apples 2D and 3D Shape Activities
Shapely Apples 2D and 3D Shape Activities Run off on yellow, red and lime green construction paper. Students choose one and trim. Run off the shapes that will become the center of the apple. Choose the
IED Detailed Outline. Unit 1 Design Process Time Days: 16 days. An engineering design process involves a characteristic set of practices and steps.
IED Detailed Outline Unit 1 Design Process Time Days: 16 days Understandings An engineering design process involves a characteristic set of practices and steps. Research derived from a variety of sources
K.1 Art has its own vocabulary that people use when making and talking about art.
K.1 Art has its own vocabulary that people use when making and talking about art. 9.1A,B,C,G,H 1. Identify basic shapes, lines, colors and textures. 2. Use vocabulary appropriately. 3. Differentiate between
Grade Descriptors: Design & Technology
Grade Descriptors: Design & Technology Investigating the Design Context Development of the Design Proposals Making Testing and Evaluation Communication Grade 9 Discrimination show when selecting and acquiring
SPIRE MATHS Stimulating, Practical, Interesting, Relevant, Enjoyable Maths For All
Imaginings in shape and space TYPE: Main OBJECTIVE(S): DESCRIPTION: OVERVIEW: EQUIPMENT: Begin to identify and use angle, side and symmetry properties of triangles and quadrilaterals; solve geometrical
Keep Still!: Learning the Elements of Art Through Still-Life Paintings
Keep Still!: Learning the Elements of Art Through Still-Life Paintings Grades: Grades 1-3 Subjects: Visual Arts Time Required: 30-45 minutes Author: Biggs Museum Curator of Education Featured Biggs Artwork:
Same Area, Different Perimeter; Same Perimeter, Different Area
S E S S I O N 2. 5 A Same Area, Different Perimeter; Same Perimeter, Different Area Math Focus Points Using tiles to find the area and perimeter of a rectangle Understanding that rectangles can have the
GPLMS Revision Programme GRADE 4 Booklet
GPLMS Revision Programme GRADE 4 Booklet Learner s name: School name: Day 1. 1. Read carefully: a) The place or position of a digit in a number gives the value of that digit. b) In the number 4237, 4,
COSTUME DESIGN & RENDERING INTEGRATED DRAMA & DESIGN PROJECT
COSTUME DESIGN & RENDERING INTEGRATED DRAMA & DESIGN PROJECT Essential Question: How can costume design enhance a role? OVERALL EXPECTATIONS: A. TECHNOLOGY FUNDAMENTALS A1. demonstrate an understanding
TExES Art EC 12 Curriculum Crosswalk
TExES Art EC 12 Curriculum Crosswalk Domain I Creating Works of Art Competency 001: The teacher demonstrates knowledge of the elements and principles of art and analyzes their use in works of visual art.
Semester Content Guide Art Grade 1: Course Length: Year
CPALMS: Course Description Updated 3/2016 Big Ideas C: Critical Thinking and Reflections Essential Standards Course Standards Big Ideas C: Critical Thinking and Reflections Essential Standards Course Standards
Standard 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
Mathematics Essential General Course Year 12. Selected Unit 3 syllabus content for the. Externally set task 2017
Mathematics Essential General Course Year 12 Selected Unit 3 syllabus content for the Externally set task 2017 This document is an extract from the Mathematics Essentials General Course Year 12 syllabus,
Community Study: City Mural By Gr. 1&2
Community Study: City Mural By Gr. 1&2 Overview of the inquiry process for City Mural First the students went on a tour of the city, took photographs and made sketches for future reference viewed and discussed
Written Annotation Guide: GCSE Art and Design 2016
Written Annotation Guide: GCSE Art and Design 2016 Contents 1. Introduction 2 2. Fine Art 3 3. Graphic Communication 5 4. Textile Design 7 5. Three-dimensional Design 9 6. Photography 11 7. Assessing written
Third 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,
YEAR 10 THEME NATURAL FORMS INFLUENCES/SOURCES
YEAR 10 THEME NATURAL FORMS INFLUENCES/SOURCES Pupils will develop ideas using primary and secondary images inspired by natural forms: Natural objects and forms Artists: Paul Cezanne, Janet Fish Ferndinad
Communication. Acquire, interpret, and present information (includes inquiries) Connect and engage with others (to share and develop ideas)
C Communication Connect and engage with others (to share and develop ideas) Collaborate to plan, carry out, and review constructions and activities Acquire, interpret, and present information (includes
WHY DO ARTISTS PAINT IN DIFFERENT WAYS? Workshop visit for schools, ages 5 to 12. Teachers Notes
WHY DO ARTISTS PAINT IN DIFFERENT WAYS? Workshop visit for schools, ages 5 to 12 Teachers Notes Presentation A common question asked by many primary-school children is why do artists paint in different
Count the objects after you draw 1 more. Write the number in the box. Use the code to color when you are finished. Draw 1 more face. How many?
Lesson 17 Problem Set Count the objects after you draw 1 more. Write the number in the box. Use the code to color when you are finished. 3 blue 4 red 5 yellow 6 green Draw 1 more cloud. Draw 1 more face.
Understand Plane Sections of Prisms and Pyramids
Lesson 25 Understand Plane Sections of Prisms and Pyramids Name: Prerequisite: How do you identify shapes according to their properties? Study the example showing how to identify shapes by using their
Fruity Fruit Veggy Veg
Fruity Fruit Veggy Veg Resources: Collect as many different types of fruit and vegetable as you can. For some of the activities you can use pictures. Objectives: To describe the appearance of different
Year Art & Design. Knowledge Organiser - Keywords. You need to be able to recognise the in the work of Artist.. Definition of. Exam Revision Idea..
Definition of Year Art & Design Knowledge Organiser - Use of in the work of Artist.. MASTERED [4,5+] learners will: SECURE[2,3] learners will: DEVELOPING [F,1] learners will: Doodle Line Create Upcycle
Teacher s Book Arts & Crafts 2 PRIMARY
Teacher s Book Arts & Crafts 2 PRIMARY Contents Introduction Table of contents...3 Natural Science syllabus...4 Student s Book...5 Teacher s Book...6 Songs...8 Teacher s resources...11 Key competences...
Chelmsford Public Schools Fine and Performing Arts Department
Standard 1: Methods, Materials, and Techniques By the end of each grade level, students will be able to demonstrate knowledge the methods, materials, and techniques unique to the visual arts. Methods,
1. Choose two shapes. Combine the shapes to make a new shape. Make sure that the two shapes share a side. Draw your new shape.
Name Unit 7 Shape Up!. Choose two shapes. Combine the shapes to make a new shape. Make sure that the two shapes share a side. Draw your new shape. 2. Describe each shape you used. Explain how your new
What influences colour and what does colour influence?
1 What influences colour and what does colour influence? COLOUR has associations of feelings eg.red: Anger, Passion, power, love etc Green: Freshness, re-birth, life, growth Blue: Tranquility, sadness,
Art. Unit Plan: Knot Exploration. March / April Education Janice Rahn. Unit by: Jodi Joly. Unit Plan: Knot Exploration
Art Unit Plan: Knot Exploration Education 3601 - Janice Rahn Unit by: Jodi Joly March / April 2000 Unit Plan: Knot Exploration Diagnosis of Students The age level of the students is pre-high school. At
Ganado Unified School District Visual Art-K-5 th
Ganado Unified School District Visual Art-K-5 th PACING Guide SY 2016-2017 Timeline & Resources 1 st Qtr. Unit 1 Lines 1 st Quarter Unit 2 Calm Lines AZ College and Career Readiness Standard PO 001. &
STUDENT GROWTH MEASURE. Create - Art II Honors. Exemplar
STUDENT GROWTH MEASURE Create - Art II Honors Abbreviated Lesson Description: Domain: Create Standard 3: Students will choose and evaluate a range of subject matter, symbols, and ideas. CLE 3.2: The student
Line, Tone, Form, Colour, Pattern, Composition, Mood, Media.
Writing about your work and the work of other artists is an important part of your GCSE. Use this guide to help you get used to the terminology. Don t be afraid to use your own thoughts and opinions. When
ARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL)
ARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) Artist-Mentor Beverly Harding Buehler Grade Level: 3 (Link to Arts Connections, Level 3, Lines and What They Express, pages 16-19) Examples: Enduring
Collect and store art in a safe place. Be sure to have at least 1 piece of art work from each child in attendance.
Enrichment Unit: Meet the Master Artist Pablo Picasso Learning Goals: Gain an appreciation for art Be exposed to a variety of artist s techniques Try a variety of media and processes Learn about an artist
BLACK 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
Key Stage 3 Mathematics. Common entrance revision
Key Stage 3 Mathematics Key Facts Common entrance revision Number and Algebra Solve the equation x³ + x = 20 Using trial and improvement and give your answer to the nearest tenth Guess Check Too Big/Too
Negotiating and dealing with conflict. LEVEL NUMBER LANGUAGE Advanced C1_1042X_EN English
Negotiating and dealing with conflict SKILLS LEVEL NUMBER LANGUAGE Advanced C1_1042X_EN English Goals Learn about negotiating and dealing with conflict Learn useful phrases and vocabulary related to conflict
Elements of Art Name Design Project
Elements of Art Name Design Project Student examples 1. On the Project paper Lightly & Largely sketch out the Hollow letters of your first name. 2. Then Outline in Shaprie. 3. Divide your space into
TExES Art EC 12 (178) Test at a Glance
TExES Art EC 12 (178) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Art EC 12 Test
Standard 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
K Mathematics Curriculum. Analyzing, Comparing, and Composing Shapes. Module Overview... i
K Mathematics Curriculum G R A D E Table of Contents GRADE K MODULE 6 Analyzing, Comparing, and Composing Shapes GRADE K MODULE 6 Module Overview... i Topic A: Building and Drawing Flat and Solid Shapes...