cutting, pasting create a pattern. Art Infused Lesson lb: AEl 1.2 skills and patterns. stamp, symbol AlgebraicSense:

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1 Enumclaw School District - JNLn:RGARTEN ARTS CURRICULUM Visual Art Sample Target Learning Art Standard Math Standard Art! Math Enduring Understanding Assessment Criteria Vocabulary September - October Target: Identifies and makes AEll.l concepts: Art: Shapes have names, edges, shapes Face, triangle, rectangle, basic shapes. faces, and sometimes angles. square, straight-sided Art Focus Lesson la: Criteria: Makes and names 4 AEll.2 skills and Using Shapes basic straight-sided shapes: techniques: squares, rectangles, triangles, multisided shapes. cutting, pasting September - October Target: Identifies patterns in AEl1.1 concepts: K.2.A: Copy and Art: Repeating symbols or shapes can pattern, repetition extend, describe and pattern, printing making, more than one circumstance. create a pattern. create simple repetition, shape, Art Infused Lesson lb: AEl 1.2 skills and patterns. stamp, symbol AlgebraicSense: Criteria: Notes through techniques: Relation and demonstration the repetition Representations of a pattern. responding REPEATING PATTERNS clapping, symbols (ab), or printmaking Math: pattern, repetition, AEl 2.3 applies a shape process: analysis November - December Target: Names and draws a AEl1.1 concepts: K.3.A: Identify, Art: Combinations of shapes can be Shape: circle, name, and describe circle, rectangle, shape, variety of shapes. Combines associated with what is observed. rectangle, square circles, triangles, square, triangle Art Infused Lesson 2b: shapes to create an animal. triangle rectangles, squares, From Shapes to cubes and spheres Math: Criteria: Names and draws Animals circles, squares, rectangles, and triangles. Joins a head shape and a body shape. shape, circle, rectangle, square triangle 4

2 G A! nrle Visual Arts Lesson Hockinson School District PROBLEM TO SOLVE What attributes of shapes can be made? ART UNDERSTANDING Shapes have names, edges, faces, and sometimes angles. Insert student evidence of learning, by jpg or digital photograph Turns scissors. Insert student evidence of learning, by jpg or digital photograph Makes a variety of straightsided shapes. TARGET LEARNINGS AND ASSESSMENT CRITERIA Knowledge and skills: The student: Target: Identifies and makes basic shapes. Criteria: Makes and names 4 basic straight-sided shapes: squares, rectangles, triangles, multisided shapes. Target: Uses scissors to cut straight edges and turns scissors to create angles. Criteria: Opens scissors fully and completes a cut; student turns scissors and repeats the motion to create an angle. Target: Uses fastening techniques to glue shapes on another paper. Criteria: Places glue on reverse side of cut, straight-sided shapes, and shapes on paper. positions INSTRUCTIONAL STRATEGIES - TEACHERS & STUDENTS 1. Teacher: Uses a shape chart to point out different shapes and asks students to identify them by name. Prompts: What shapes do we know so far? Embedded Assessment: Criteria-based teacher checklist Student: Names shapes. 2. Teacher: Introduces and references Hans Hofmann's Fall Euphony and repeats naming exercise. Prompts: Which shapes do you see in the art? Student: Repeats naming shapes referencing Fall Euphony. 3. Teacher: Demonstrates selecting colors (model intentionality in selection) and cutting straight-sided shapes. Prompts: Have you made more than one kind ofstraight-sided shape? What other kinds of straight-sided shapes could you make? Embedded Assessment: Criteria-based teacher checklist Student: Purposefully selects colors of paper and cuts straight-sided shapes. 4. Teacher: Demonstrates turning cut shapes face down to fasten to other paper. Prompts: Turn your shape upside-down. Now draw along the edge ofyour shape with you glue stick until you come back to the point where you started. Find a place to put your shape on the paper. It's fine to place one shape partly on top of another. Student: Fastens shapes to another sheet of Kraft paper. VOCABULARY face rectangle square straight-sided triangle RESOURCES Historical Art: Hans Hoffman, Fall Euphony ART MATERIALS 12 x 18 in. Kraft paper, 6 x 8 in. Kraft paper, scissors, glue sticks ARTS ESSENTIAL LEARNINGS AEL 1. 1 concepts: shapes AEL 1.2 skills and techniques: cutting, pasting

3 USING SHAPES Kindergarten - Visual Art Lesson Hockinson School District ART STUDIO TIPS: Limit the number of colors and amounts of papers at each table for students. Withhold glue sticks until students have cut and arranged their shapes on their paper. OTHER ACADEMIC EXTENSIONS Literacy: Shapes in letters Prompt: What shapes do you see in some ofour letters? EVERYDAY CONNECTIONS Home/Community References: building shapes shapes in the classroom ASSESSMENTS CHECKLIST Shape Skills and Techniques: Total Student Cutting and Fastening Points Total Percentage Mean names straight-sided makes straight- cutting: fully opens fastening: runs glue shapes sided shapes scissors and makes stick along edges straight cuts and positions on paper.. i'.i. i 'i" (. '. Median ". '.'... I

4 HOCKINSON SCHOOL DISTRICT Kindergarten - Visual Art Lesson Tell Me about Your Art USING SHAPES Dear Family: We looked for straight-sided shapes in a shape chart. We looked at Hans Hofmann's, Fall Euphony to analyze the types of painted shapes. We talked about making straight-sided shapes. We practiced cutting techniques by opening our scissors fully, and then turning our scissors to make another side of the shape. We also practiced fastening by running our glue stick along the back edge of the shape, turning it over and then smoothing it on the page. We created a collage of paper on paper. Art at Home Together: You could practice cutting and affixing as artists do when they make art. Questions to ask: What kinds of shapes do you see around your home? What shapes do you see in the kitchen? What shapes do you see in the living room? Shapes have names, edges, faces, andsometimes angles.

5 T;Jcom:J schooloistnd Aft:Jnd M:Jth Lessons in the CI:Jsstoom KINDERGARTEN Algebrqic Sense: Relqtions qnd Representqtions REPEA TINe PA!TERNS Q.. Creates and repeats a sequence of shapes.? PROBLEM TO SOLVE How is a pattern created? ENDURING UNDERSTANDING Repeating symbols or shapes can create a pattern. BRI EF DESCRI PTION OF PROJECT Students use pattern blocks and textile cultural references to investigate pattern. RESOURCES TPS Art Prints: Take 5 Art Prints: Art and Mathematics Amish QUilt, Double Nine Patch with local museum textiles (Mali, Blanket, Ghana, Kente Cloth, African, Adinkra, Seattle Art Museum) Art Materials: solid color textile/fabric pieces (9 x 12 in. or larger), wood blocks, weather stripping, scissors, tempera paint (black), sponges, (Alternate: stamp pads) Math Resources: calendar, Pattern Blocks TARGET LEARNINGS AND ASSESSMENT CRITERIA Knowledge and skills: The student: TL: Identifies patterns in more than one circumstance. AC: Notes through clapping, symbols (ab), or demonstration the repetition components of a pattern. TL: Recreates pattern in different material, and colors. AC: Repeats pattern found on calendar with Pattern Blocks. TL: Observes and identifies the pattern in more than one cultural reference. AC: Notes through clapping, symbols (ab), or demonstration the repetition components of a pattern. TL: Creates a stamp and makes a print. AC: Makes a shape in relief and transfers paint from stamp to background. TL: Peo2dS pal er I'. AC: C[,-_aJ~s and reb-!.d S a seqlic:n::~~ ocsllaqe~. Art pattern printmaking repetition shape stamp symbol VOCABULARY Printmaking o makes a shape in relief o transfers paint Math pattern repetition shape EVIDENCE OF LEARNING Oral or Physical Demonstration o notes repetition components in calendar and cultural references Math Manipulatives o recreates pattern with Pattern Blocks o creates and repeats a sequence of shapes

6 INSTRUCTIONAL STRATEGIES FOR TEACHERS AND STUDENTS 1. Teacher: Directs students' attention to the calendar. Prompts: What have we been noticing allyear with our calendar lessons? What is this month's pattern?[fyesterday was red, who can tell me what today's pattern piece would be? Let's clap it. Where else do you notice patterns in our room? Let's line up in a pattern. Student: Find and demonstrates patterns in a variety of activities. EmbeddedAssessment: Criteria-based teacher checklist 2. Teacher: Introduces Pattern Blocks. Guides students to recreate the pattern on the calendar with blocks. Prompt: You could use two different colors; you could use two different shapes. How could you extend the pattern we see on the calendar? Student: Recreates pattern found on the calendar with Pattern Blocks. EmbeddedAssessment: Criteria-based teacher checklist 3. Teacher: Introduces at least two different cultural textile references (l"1ali, Blanket, Ghana, Kente Cloth, American quilts) Prompts: What do you notice aboutthe art?(pattern, shape, line) We've been looking atpatterns in our work. Can you point to the pattern here?(diamond/triangle, diamond/triangle; black/red, black/red) Student: Observes and identifies the pattern in more than one cultural reference. 4. Teacher: Models making a stamp for printmaking. Makes a preliminary drawing of a shape. Demonstrates cutting a similar shape from weather stripping. Demonstrates peeling off adhesive and attaching the shape to a block of wood. Prepares paint on a sponge stamp pad. Prompt: Let's make patterns with ourstamps. First experiment on paper. Then commit to a pattern. Make two stamps for yourself. Borrow one from a classmate. Try to leave the same amountofspace between each stamp mark. Try to holdyour stamp the same way each time you printit Student: Makes a stamp for Printmaking (puts arrow for directionality, transfers paint, and uses a repeated symbol in a pattern. EmbeddedAssessment: Criteria-based peer assessment Can you clap the pattern your classmate made on his/her textile? ART STUDIO TIPS: Tape down corners of the textile to keep it tight while you print. Children with low motor skills will only need to make one cut to make a shape from the weather stripping. Prepare a sponge stamp pad by placing liquid tempera in a shallow tray and dabbing a damp sponge into it until a consistent amount of paint is absorbed onto the sponge. Turn the sponge over. LESSON EXPANSION Using ArtStations at the classroom activity center, place additional student-made stamps and ask students to make a stamped pattern, and then record their pattern with letter references.., E VERYDAy CO N N E CTION S ] TACOMA PUBLIC SCHOOL DISTRICT MATH AND ART CURRICULUM Algebraic Sense: Relations and Representations Copies and continues simple pattern using symbols ESSENTIAL LEARNINGS AEL 1.1 concepts: pattern, repetition AEL 1.2 skills and techniques: printmaking AEL 2.3 applies a responding process: analysis MEL concepts: pattern, repetition Home / Community References: pattern in natural and constructed world (Windows in buildings, flowers, etc.) : ; I Kindergarten Lesson - Repeating Patterns

7 Tqcom.q schooldistndat1.qnc/ M.qth LessolJs in the Cl.qssroom KINDERGARTEN - REPEATING PATTERNS TARGET LEARNINGS AND ASSESSMENT CRITERIA Knowledge and skills: The student: TL: Identifies patterns in more than one circumstance. AC: Notes through clapping, symbols (ab), or demonstration the repetition components of a pattern. TL: Recreates pattern in different material, and colors. AC: Repeats pattern found on calendar with Pattern Blocks. TL: Observes and identifies the pattern in more than one cultural reference. AC: Notes through clapping, symbols (ab), or demonstration the repetition components of a pattern. TL: Creates a stamp and makes a print. AC: Makes a shape in relief and transfers paint from stamp to background. TL: ReQ,-dLS patter,l. AC: Creates and re12eats a sequence of sh9q.~s. ASSESSMENTS CHECKLIST Checklist: Total Points: 6 Student Algebraic Sense Pattern Printmaking Total Points 1-6 notes repetition notes repetition recreates makes a shape transfers creates and components in components in pattern with in relief paint repeats a calendar more than one Pattern sequence of cultural Blocks shapes reference Total Percentaae Mean Median Teacher Comments:

8 Tqcomq PublicSchoolOistnd Aftqnc/ Mqth Lessons in the clqssroom Tell Me About YoutAnqnc/ Mqth/ Dear KindergcJl1:en Parents: Today we studied math and art together. We considered ways we use patterns in art and math. o Looking qnd Tqlking: We looked at the patterns seen in our calendar in the classroom. We also looked at and talked about the repeated components in textiles from more than one culture (African and Early American. e Using Algebrqic Sense: We used clapped patterns, made patterns as we stood in line, and practiced creating patterns with Pattern Blocks of different shapes and colors. e Mqking Art: We made prints using a stamp we made by cutting shapes from weather stripping and then attaching the shape to a wood block. We used tempera paint to stamp our pattern on a textile (fabric), repeating the same components more than once. Anqnc/ Mqth qt Home Together: You could look for patterns in your home (clothing, linens, upholstery, etc.). You could record the patterns on a chart. Questions to qsk: What patterns do you see on your clothing? What patterns do you see on textiles in your home? Repeiltil7g symhols orshilpes Cill7 creilte il piltferl7.

9 Lc;ke Wc;shington Schoo/Oistnd Art Lessons in the C/c;ssfoom I KINDERGARTEN FROM SHAPES TO AN IMALS Combines shapes to create an animal by joining a head shape and a body shape.? PROBLEM TO SOLVE How can shapes be combined to represent animals? UN DERSTAN DI NG Combinations of shapes can be associated with what is observed. BRIEF DESCRIPTION OF PROJECT Students create animal characters from shapes. RESOURCES LWSD Shorewood Art Prints: Mimbres, The Woodgatherers Art Materials: 12x18 in. newsprint, Lyra colored pencils, 12 x 18 in. 60# white drawing paper Art circle rectangle shape square triangle VOCABULARY Literacy character TARGET LEARNINGS AND ASSESSMENT CRITERIA Knowledge and skills: The student: TL: Names and draws a variety of shapes. AC: Names and draws circles, squares, rectangles, and triangles. TL: Combines shapes to create an animal. AC: Joins a head shape and a body shape. TL: Creates an animal character. AC: Associates a shape with an animal and approximates that shape in their drawing. EVIDENCE OF LEARNING Art: preliminary drawing; animal drawing o names and draws circles, squares, rectangles, and triangles o joins a head shape and a body shape o associates a shape with an animal o approximates a shape from animal to drawing.

10 , INSTRVCTIONAL STRATEGIES FOR TEACHRSAND STUDENTS I~1: Making Shapes This lesson can be taught in very shortparts or as a whole sequence. 1. Teacher: Asks student to name basic shapes: circle, square, triangle, rectangle. Student: Names basic shapes, or holds up manipulative blocks to match shapes named by teacher. 2. Teacher: Models drawing circle, square, and triangle, repeatedly as a warm-up activity on whiteboard. Prompt: Try drawing shapes big andsmall. Student: Follows teacher-lead by drawing circles, squares, rectangle, and triangles in different sizes on preliminary drawing paper ('thinking' paper). ART STUDIO TIP: Pass out 3-4 sheets of newsprint for 'thinking paper'. Pass out final white drawing paper. Part 2: Finding and Drawing Shapes in Animals 3. Teacher: Models putting shapes together to create an animal. Student: Experiments with combining shapes to make a non-specific animal or traces with finger over the shape seen in animal images. 4. Teacher: Demonstrates combining looking at photographs of animals (birds, fish, insects) and finding shapes: circles, squares, and triangles in the animal's body shape...then drawing the animal with a combination of shapes. Student: Observes and considers shapes for their animal. Part 3: Looking at Shapes in Art 5. Teacher: Introduces Mimbres, The Woodgatherers and asks students to find an animal character in the art. Prompt: There are three figures in the art. Find the animal. What shapes make up the animal? Student: Finds and names shapes seen in a specific animal character (brainstorms for animal shapes). ART STUDIO TIP: Guide students as they feel the difference in two art papers: newsprint and white drawing paper. Talk about the ways artists work through their problems using just one sheet of paper. 5. Teacher: Demonstrates putting shapes together to invent an animal character using some or all of the shapes discussed: circle, square, rectangle, triangle. EmbeddedAssessment Criteria-based teacher assessment Student: Uses shapes to invent and draw an animal character. LESSON EXPANSION Students tell stories about the characters they drew. LAKE WASHINGTON SCHOOOl DISTRICT FRAMEWORKS Reading Critical Content: Literacy Elements: Character EVERYDAY CONNECTIONS Home / Community References: plants, animals :.. ESSENTIAL LEARNINGS AEL 1.1 concepts: shape: circle, rectangle, square, triangle REL 1.1 picture clues Kindergarten - From Shapes toanimals

11 L4ke W4shington 5choolL4ke W4shington 5choolOistnd Art Lessons in the cl4sstoom KINDERGARTEN- FROM SHAPES TO ANIMALS Target Learnings and Assessment Criteria Knowledge and skills: The student: TL: Names and draws a variety of shapes. AC: Names and draws circles, squares, rectangles. and triangles. TL: Combines shapes to create an animal. AC: Joins a head shape and a body shape. TL: Creates an animal character. AC: Associates a shape with an animal and approximates that shape in their drawings. ASSESSMENTS CH ECKLIST Checklist Total Points' 4 Student Shape Creative Process: Total points Gathers Information 1-4 names and draws Joins a head shape associates a approximates a shape circles, squares, and a body shape shape with an from original source to rectangles, and animal drawing triangles Total Percentaoe d. Mean Median Teacher Comments: A few of the children came up and drew their animals on the overhead.

12 Lqke Wqshington schooldistrict ArtLessons in the clqssroom Tell Me About YoutAtf.! De'll' Kinderg'ln:en P'lrents: Today we explored shape. We combined shapes moving FROM SHAPES TO AN IMALS. o Looking: We looked at all the shapes we know. We looked at The Woodgatherers, a Mimbres Native American ceramic bowl, and the images on it. f} Tqlking: We talked about the different shapes that make up animals. We talked about the animal character we saw in the Native American Mqking: We made circles, squares, rectangles, and triangles in many sizes. We combined shapes together to make an animal character. AtfqtHome Together: You could look for shapes in animals you see at home, in the neighborhood, or in magazines. Questions to Ask: What shapes do you see around you? Combl/Jqtlo/Js ofshc;pes CC;/J bec;ssoc/"c;tec! with whc;t Is obsetved.