Lesson: Clay Form Approximate Time Frame: 2 3 Class Periods. TSW explore and compare paintings by Pop Artists

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1 Grade: 5 Year: Teacher: Elyse Mortensen Lesson: Clay Form Approximate Time Frame: 2 3 Class Periods Standards Essential Questions Enduring Understandings Skills Content Vocabulary CC Anchor Stand. 1: Generate and Conceptualize artistic ideas and work CC Anchor Stand. 2: Organize and develop artistic ideas and work CC Anchor Stand. 5: Develop and refine artistic techniques and work for presentation What is the importance of everyday items in Pop Art? How can we take a two dimensional painting and create a three dimensional item? What is the Element of Art form? Creates a textured form of an everyday item to look realistic, as items studied in still life paintings TSW explore and compare paintings by Pop Artists TSW discuss how to make a 2 D shape or item into a 3 D form using clay TSW design and glaze their ceramic piece using texture and color Students will discuss in small groups, then as a class, how the work of Various Pop artists fits into the Pop Art era Texture Form Size 2D & 3D (VA CS4 5 8a) Know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artist Example of student work Example of Artist work (VA CS1 5 8a) Select media, techniques and processes to communicate ideas, reflect on their choices and analyze

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3 Grade: 5 Year: Teacher: Elyse Mortensen Lesson: Paul Klee Landscape Approximate Time Frame: 3 4 Class Periods Standards Essential Questions Enduring Understandings Skills Content Vocabulary

4 (VA CS1 5 8c) Use different media, techniques and processes (twodimensional and three dimensional, including media/technology) to communicate ideas, feelings, experiences and stories (VA CS3 5 8b) Consider and compare the sources for subject matter, symbols and ideas in their own and others work (VA CS5 5 8c) Compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures Can we combine art styles from history to create a successful composition? How can you tell a story through your artwork? We can mix Surrealism, Cubism, and Abstract art to create one painting that tells a story By using mixed media (salt, stamps, paint) we can create texture on a flat surface Example of student work TSW explore, identify, and combine Cubism, Abstract, and Surreal art styles and artists TSW use a stamping method to create a landscape with a foreground, middle ground and background TSW create texture using the wet on wet watercolor technique and salt mixture TSW use symbols representing ideas from music, poetry, and or dreams Students will analyze paintings by Pablo Picasso, Jackson Pollock, Salvador Dali, with a strong focus on Paul Klee and his background information Paul Klee Salvador Dali Pablo Picasso Line Color Texture Shape Abstract Cubism Surrealism Jackson Pollock

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6 Grade: 5 Year: Teacher: Elyse Mortensen Lesson: Radial Symmetry Approximate Time Frame: 3 Class Periods Standards Essential Questions Enduring Understandings Skills Content Vocabulary (VA CS2 5 8b) Recognize and reflect on the effects of arranging Where do we see radial symmetry in our natural environment? We can create radial symmetry by using the Elements of Art and Principles of TSW compare and contrast Rose Windows in Europe Students will become familiar with medieval architecture by Value Space Shape Color visual Design, which can TSW discuss and viewing the Notre Pattern characteristics in How do I create radial also be found in our explore radial Dame Cathedral in Balance their own and symmetry in a color outside environment symmetry in their Paris, and York Rose others work balanced environment Minster Cathedral in Windows composition? England and their Radial (VA CS4 5 8a) Know TSW Design and Rose Windows Symmetry and compare the color a radial characteristics and purposes of works symmetry composition using of art representing line and shape, but various cultures, focusing on value, space, color and historical periods Example of student works pattern and artists (VA CS5 5 8a) Compare and contrast purposes Example of Rose Window for creating works of art (VA CS5 5 8b) Describe and analyze visual characteristics of works of art using visual art terminology TSW critique their work and work of others in small groups using art elements terminology while discussing design and color patterns

7 Grade: 5 Year: Teacher: Elyse Mortensen Lesson: Self Portrait Expressionism Approximate Time Frame: 4 Class Periods Standards Essential Questions Enduring Understandings Skills Content Vocabulary CC Anchor Stand. 6: Convey meaning through the presentation of artistic work CC Anchor Stand. 7: Perceive and analyze artistic work CC Anchor Stand. 8: Interpret intent and meaning in artistic work CC Anchor Stand. 10: Synthesize and relate knowledge and personal experiences to make art (VA CS1 5 8c) Use different media, techniques and processes (twodimensional and three dimensional, including media/technology) to communicate ideas, How can I express myself by drawing a self portrait? Why and how did artists in history want to express their feelings and emotions in a painting? The use and arrangement of Elements of Art and principles of Design in a composition can allow an artist to make expressive choices while creating a work of art. Example of student work TSW learn about and discuss art movement of Expressionism and artists of that time TSW learn about the structure of the face using proportion and drawing with contour lines TSW discuss colors and compare feelings and emotions related to colors on the color wheel, as well as textures with feelings and emotions Students will compare and contrast self portraits in the TVES hallway gallery near the LMC Students will view and analyze works by Expressionists including landscapes and self portraits Students will explore the Expressionism art movement and view works in the TVES hallway gallery that they feel portray feelings or emotions Contour Line Color Texture Proportion Self Portrait Expressionism

8 feelings, experiences and stories (VA CS2 5 8b) Recognize and reflect on the effects of arranging visual characteristics in their own and others work Example of Artists from the Expressionist Era (VA CS2 5 8c) Select and use the elements of art and principles of design to improve communication of their ideas (VA CS4 5 8c) Analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art

9 Grade: 5 Year: Teacher: Elyse Mortensen Lesson: Still Life Drawing Approximate Time Frame: 4 Class Periods Standards Essential Questions Enduring Understandings Skills Content Vocabulary CC Anchor Stand. 5: Develop and refine artistic techniques and work for How do artists create realistic drawings of an object? How can I draw something to An artist can create realistic still life drawing or painting by drawing from life and looking at what TSW Learn about Post Impressionism still life paintings and Styles of the artists Students will watch a short film on the history Post Impressionism and artists of that time Size Proportion Space Ariel View presentation look realistic? you see, not what you during that time Profile View know. Students will view a Still Life CC Anchor Stand. 6: Can I express myself TSW demonstrate PowerPoint presentation Background Convey meaning and my personality in a correct use of comparing still life Foreground through the realistic still life proportion and space drawings from other time presentation of artistic work drawing? while drawing their own still life periods and artists CC Anchor Stand. 10: Synthesize and relate knowledge and personal experiences to make art (VA CS1 5 8c) Use different media, techniques and processes (twodimensional and three dimensional, including media/technology) to communicate ideas, feelings, experiences and stories (VA CS3 5 8b) Consider and Example of student work TSW understand the difference between an aerial and profile view TSW create a background setting of their choice, realistic or non to express themselves TSW compare and contrast shoe still life paintings from Pop art and Post Impressionism eras Example of Artist Vincent Van Gogh s Still Life

10 compare the sources for subject matter, symbols and ideas in their own and others work (VA CS4 5 8c) Analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art (VA CS5 5 8b) Describe and analyze visual characteristics of works of art using visual art terminology

11 Grade: 5 Year: Teacher: Elyse Mortensen Lesson: Under the Sea Approximate Time Frame: 2 3 Class Periods Standards Essential Questions Enduring Understandings Skills Content Vocabulary (VA CS1 5 8a) Select media, techniques and processes to communicate ideas, How can I show emphasis using a foreground and background? How is emphasis used in art? Why would an artist want to show emphasis? TSW design and create their own seascape The students will work in small groups to brainstorm and/or sketch examples of Color Texture Emphasis Contrast reflect on their TSW discuss warm emphasis in our choices and analyze Do we always have to How can we use and cool colors as classroom, outside what makes them paint with a background and well as other color environment, and paintbrush?! foreground to show schemes and how how we can use it in effective contrast? they create contrast our art. They will then present key points to the class. (VA CS2 5 8b) Recognize and reflect on the effects of arranging visual characteristics in their own and others work TSW describe emphasis and contrast in foreground and background and give visual examples from our environment (VA CS5 5 8b) Describe and analyze visual characteristics of works of art using visual art terminology Example of student work TSW use found objects to paint and create texture

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