1 st Grade Visual Art & Design Curriculum

Transcription

1 1 st Grade Visual Art & Design Curriculum 1 st Grade: The First grade Visual Arts & Design course will continue to develop students basic skills in art making. During this process, students will learn basic vocabulary and will be introduced to some famous artists. Students will be introduced to some new art mediums. By the end of the year students will feel very comfortable with a variety of mediums. Students will be able to use these skills to develop artwork on their own that incorporates complex forms.

2 1 st Grade Power Standards draw various line types to create a composition and can cut out line types use shapes to construct a composition to build recognizable forms and cut out shapes based on observation of their environment demonstrate the use of overlapping to create depth demonstrate how to create a pinch pot using clay identify primary and secondary color and can use primary colors to mix secondary colors identify warm and cool colors handle and use art materials participate in group work willingly identify neutral colors create artwork that expresses their feelings explore materials to begin to understand their benefits and limitations use line and shapes to make up their own textures from observing there environment

3 1 st Grade Curriculum Planning Matrix: Connections August September October November December January February March April May content / theme Line Shape Space Pinch Pot Color Texture Fiber Arts Color Self-Portrait Pattern Power Standards draw various line types to create a composition and can cut out line types use shapes to construct a composition to build recognizable forms and cut out shapes demonstrate the use of overlapping to create depth demonstrate how to create a pinch pot using clay identify primary and secondary color and can use primary colors to mix secondary colors identify warm and cool colors handle and use art materials use line and shapes to make up their own textures from observing there environment identify neutral colors handle and use art materials Elements and Principles of Design Line Shape Space Form Color Texture Shape Space Texture Color Shape Space Balance Pattern Art History & Contemporary Connections Eric Carle Laurel Birch Tyree Guyton Cross Curricular Connections Literature Science Science we could talk about weather clouds Science we talk about schools of fish Science students learn the anatomy of a sea horse and fun facts Literature students could write about their monster Literature: We read brown bear brown bear. Technology Integration I-Pads Youtube video of cricket noises The Very Hungry Caterpillar ipads app How Eric Carle Makes his Art Slide Show SMART board presentation on line Smart board presentation on shapes MoMa ipad App use the shapes to make complex objects ColAR app to make 3D art Smart Board presentation on space Pottery app Smart board presentation on Laurel Birch Youtube: Sesame street Seahorses Smart Board presentation on color Smart Board Presentation: Making your own textures Smart Board SmarBoard Presentation on Prestation on DottyWotty Color Imake faces ipad app. How to draw a self portrait Pattern Smart Board

4 1st Grade Curriculum Planning Matrix: The Basics August September October November December January February March April May content / theme Line Shape Space Pinch Pot Color Texture Fiber Arts Color Self-Portrait Pattern Power Standards draw various line types to create a composition and can cut out line types use shapes to construct a composition to build recognizable forms and cut out shapes demonstrate the use of overlapping to create depth demonstrate how to create a pinch pot using clay identify primary and secondary color and can use primary colors to mix secondary colors identify warm and cool colors use line and shapes to make up their own textures from observing there environment identify neutral colors handle and use art materials Skills Student will use understanding of line to create a variety of line. While using a variety of medium and cut out lines. Student will use understanding of shapes and lines to break down a complex object and draw it as well as cut out basic shapes. Student will create depth in their artwork by overlapping. Student will use understand of benefits and limitations of clay to make a pinch pot. Student will use there understanding of primary colors to make secondary colors in their artwork. Student will be able to identify warm and cool colors on the color wheel. Student will use their understand to develop and invent their own textures in their artwork. Student will develop their creative process by developing a magical forest background for texture monster. Student will create a work of art individual and as a group. Student will be introduced to fiber arts and develop skills in sewing. Students will be able to identify neutral colors. Student will be introduced to analogous color pallet. Students will be able to create a self-portrait with a basic understanding of correct placement and size of facial features. Student will make a piece of artwork by folding, cutting, gluing, and manipulating paper. Students will use line and color to express their feelings

5 Project Sample The Very Quite Cricket: Peacocks: Puddle Jumping: School of Fish: Laurel Birch Complimentary Cats: Friendly Texture Monsters: Tyree Guyton DottyWotty Houses: Hot Air Balloon: Prince and Princess Self- Portrait: A color of His Own Cows: Flower Bowl Warm and Cool Colored Sea Horse: When I am 100 Self-Portrait National Visual Arts Standards VA:Cr1.1.1 VA:Cr1.2.1 VA:Cr2.1. #VA:Cr2.3 #VA:Pr5.1 #VA:Cr3.1 VA:Cr3.1.1 #VA:Cn11.1 #VA:Cr2.3 #VA:Cr3.1 VA:Cr3.1.1 #VA:Cr2.3 #VA:Pr5.1 #VA:Re7.2 #VA:Cn11.1 #VA:Cr2.3 #VA:Pr5.1 #VA:Re7.2 #VA:Cr3.1

6 Essential Questions How many ways can you make lines? How do you draw? How can I make depth in my artwork? What is a pinch pot? What are warm and cool colors? How do you What are fiber create your own arts? texture? What are analogous colors? What are Neutral colors? How do you draw a selfportrait? How can you make paper stand? Vocabulary Straight Wavy Zig Zag Curved Spiral Curly Dashed Dotted Horizontal Vertical Diagonal Overlapping Space Kiln Clay Pinch Pot Warm & Cool Colors Colors Complimentary Colors Texture Fiber Arts Recycled Art Analogous Neutral Portrait Self-Portrait Folding Landscape fold Portrait fold

7 1 st Grade Curriculum Planning Matrix: Resources August September October November December January February March April May content / theme Line Shape Space Pinch Pot Color Texture Fiber Arts Color Self-Portrait Pattern Power Standards draw various line types to create a composition and can cut out line types use shapes to construct a composition to build recognizable forms and cut out shapes demonstrate the use of overlapping to create depth demonstrate how to create a pinch pot using clay identify primary and secondary color and can use primary colors to mix secondary colors identify warm and cool colors handle and use art materials identify neutral colors handle and use art materials Media Collage and Multi- Media Tempera Paint Cutting and Gluing Collage Clay Tempera Paints Slick Sticks Shaving Cream Marbling Cutting and pasting Watercolor resist Sewing Construction Paper Cutting and gluing Crayons of different materials Tempera Cakes Tissue paper Weaving Paste paper Cutting and gluing Tempera cakes Multi-Media Resources The Very Quite Cricket By: Eric Carle Click Clack Moo Cows that Type Mr. Seahorse By: Eric Carl Where the Wild Things Are The Heidellberg Project By Linda K. Mc. Lean Magic Trash By J.H. Shapiro Brown Bear Brown Bear Assessment Students Artwork Self Assessment Self Assessment Self Assessment

8 Kindergarten & First Grade Visual Arts Growth Rubric Class: Student: List of learning skills in Kindergarten & 1st Grade Visual Arts: Mastered Needs Work Materials/Attitude make controlled strokes with brush Can glue objects with control, care, and accuracy Can fold, glue, fringe;, tear, and cut paper make pinch pot and make simple coils Contributes to group discussions Shows healthy relationships while making art Mastered Needs Work Color/Texture Identifies primary and secondary colors Mixes primary colors to create other colors Lightens and darkens colors Uses warm or/and cool color schemes Feels the differences of textures Can repeat lines and shapes to mimic texture Can create textures on 2D and 3D surfaces Mastered Needs Work Skills Mastered Skills that need work Lines/Shape Can make various line in different media Makes organic/geometric shapes Combines and overlaps shapes Can use shapes and line to make complex forms Mastered Needs Work Pattern/Composition Identifies pattern in art and surroundings Uses the elements of art to create pattern Artwork is scribble free Creates emphasis areas Unifies art by repeating elements Shows overlapping and depth Analyzes and arranges objects to fill space Shows correct size relationships

9 Kindergarten Growth Rubric Line: a stroke between two points Shape: created by a line that encloses an area Color: anything but black and white Pattern: Repetition of shapes, line, and/or color on a planned grid Texture: the surface qualities of objects, experienced mainly by touch Control of tools and media Able to follow directions and puts forth effort Minimal Meets Expectations Proficient Exceeds Expectations Can identify and create straight and curved lines. Artwork is scribble free. identify basic shapes. recognize basic colors. identify and describe pattern. Understands the concept of texture. Can recognize the difference between smooth and rough textures. hold materials but struggles with using them. Student tends to experiment with tools and media. Places color, line, and unidentifiable shapes randomly on artwork. Student rushes to complete work. Can identify and create a variety of lines: bent, blurred, broken, spiral, static, wavy, and zig-zag. Artwork is scribble free. identify basic shapes and can draw a line that connects to form a shape. cut out a shape. identify primary and secondary colors. identify describe and extend pattern. find different textures in a work of art. Student is beginning to control tools and media and can put them away with help. Uses recognizable shapes on paper but is unrelated to directions. Puts minimal effort into work. identify and create clean identifiable lines using a multitude of media. cut out a line. identify and draw/cut-out geometric shapes and free-form shapes. identify primary and secondary colors and use primary colors to make secondary colors. create their own patterns. repeat line, dot, and shapes to mimic texture. stamp impressions into clay. Student is in control of media and tools and puts them away with reminders. Follows specific directions with some assistance. Puts forth effort. create and identify a variety of lines and use those lines to express emotion. identify and draw/cut-out geometric and free-form shapes. draw shapes from their environment. mix colors and knows the neutral colors. express feelings about different colors. create their own patterns and use it successfully in their artwork. combine textures. Treats tools safely and with respect; cleans up without being reminded. Able to work on specific assignments independently. Takes time and effort on every piece of artwork.