LAFS & Common Core en Español (Blender - Correlation Document), ELA, SLA & NGSSS:

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1 Shape, Form and Texture Lesson Plan Grade: 3 ISA Norton Partnership Date BIG IDEA: Students will learn to identify shape, form, and texture in art and how depict them in their own work. ART STANDARD(S): (C-Palms) VA.3.C.1.2 Reflect on and interpret works of art using observation skills, prior knowledge, and experience. VA.3.S.1.4 Choose accurate art vocabulary to describe works of art and art processes. VA.3.C.3.1 Critique one s own and others artworks, and identify the use of structural elements of art and organizational principles of design. LAFS & Common Core en Español (Blender - Correlation Document), ELA, SLA & NGSSS: (C-Palms) LAFS.3.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. LAFS.3.SL.2.6 Speak in complete sentences when appropriate to task and situation to provide requested detail or clarification. LAFS.3.SL.1.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ART CONTENT LEARNING GOAL: Students will learn to identify and describe shape, form, and texture in art compositions. I CAN: CORE CONTENT LEARNING GOAL: Students will apply critical thinking and practice oral language skills through participation in collaborative discussions. Describe the difference between shape (two-dimensional) and form (three-dimensional) Create an artwork emphasizing shape, form, and texture Analyze artwork and use specific vocabulary to describe content and composition ART VOCABULARY: Actual texture Implied texture Tactile Media Contour line Shape Form Overlapping CONTENT VOCABULARY: Observation Analysis Technique Method

2 Perspective Depth Space Positive Space Negative Space Still Life Value TECHNOLOGY & MATERIALS: Paper Pencils Crayons Oil Pastels (optional) LESSON : In preparation for the lesson, create a still life arrangement to serve as the subject of the students projects. The still life might be comprised of objects such as a bowl of fruit, but could also include other items of varied sizes and interesting shapes such as flowers, vases, or even scissors! You might choose to arrange a large still life in front of the class, or small arrangements on students desks. Either way, ensure that students have a good view so that they may observe details to include in their drawings. Part I: Discussion and Analysis Open the lesson by introducing students to still lifes. Display Still Life, by Gustave Courbet c (see appendix), and lead a discussion about the painting using the following prompts: What do you see? Does the painting appear flat (two-dimensional, or does it have depth (three-dimensional)? Are the subjects realistic? Do the subjects appear to have texture? Explain how artists use shape and form to create the appearance of depth of a twodimensional surface. Artists employ techniques such as overlapping (partially covering objects to give the appearance of one being in front of another) and shading (to give the appearance of shadows) to portray depth. Artists also use a variety of lines and shapes; geometric shapes include such shapes as squares, rectangles, hexagons, and circles while organic shapes are irregular, free form shapes. Also note the appearance of texture in the painting. To create still lifes, artists assemble objects in interesting compositions and use observational skills to draw, paint, or sculpt the arrangement. Provide each student with the analysis worksheet (see appendix). Students will use critical thinking and observation skills to identify and describe elements within the art. Once students have completed the exercise, they may share their observations with the class. Part II: Project Inform students that they will create their own still lifes by arranging objects and observing details such as line, contour, shape, texture, and shading or value. Once students have completed their still lifes, encourage them to display their work for presentation. Students should be encouraged to observe the uniqueness of each project.

3 While students worked from the same or similar still life arrangements, each will be different because of the varied use of lines, shapes, textures, and value. CROSS LINGUISTIC CONNECTION: Texture-textura Rough-áspero Soft-suave Smooth- suave Bumpy-desigual Shiny-brillante Shapes-figuras Curved-curvo Angular-angular Soft-edged-bordes suaves Hard-edged-bordes duros Free-form-forma libre Geometric-geometrico Sense of touch-sentido del tacto SECOND LANGUAGE ACQUISITION STRATEGIES: Small and whole group discussion Use of visuals Listening, speaking, reading, and writing collaboratively Meaning based-context (connection to own life/cultural background) THE MASTERPIECE: Students will create a drawing of a bowl of fruit featuring varied textures, shapes, and forms. Students will practice using new vocabulary by describing their work to their classmates. APPENDIX:

4 Figure 1. GUSTAVE COURBET French, Still Life, 1871/1872 Oil on canvas Gift of Elizabeth C. Norton, 41.12

5 Name: Date: Period: Assignment: Analysis Worksheet Describe the lines in the artwork. Do they appear think, thin, jagged, or smooth? Write in Describe the colors in the painting. Does the painting have a color scheme? Are the colors bright or muted? Is it monochromatic (one color) or polychromatic (many colors)? Write in Describe the shapes within the painting. Are they geometric (circles, squares, and rectangles) or organic (irregular and natural)? Do the shapes appear flat (two-dimensional), or do they appear to have depth (three-dimensional)? Write in Describe the forms in the painting. Do any objects appear to have depth? What gives the appearance of depth? Write in Describe the space within the painting. Can you identify a foreground, middle-ground, and background? Does the painting appear to be shallow or deep? Write in Describe the textures you see in the painting. Do any objects appear to have textures? What gives the appearance of texture? Write in