Lesson: Clay Pinch Pot Approximate Time Frame: 2 Weeks CC Anchor Stand. 1: Generate and conceptualize artistic ideas and work. Review the term form. Students make a sphere with a piece of clay, Teacher leads discussion about form and shows the difference between a geometric shape and a Form Clay Ceramic Kiln Why do artists development. learn how create a shape that is three Three dimensional choose the subject pot using the pinch dimensional and has Bisque matter they do? method. form. CC Anchor Stand. 5: Develop and refine artistic techniques and work for presentation. CC Anchor Stand. 8: Interpret intent and meaning in artistic work. VA CS3 K 3a: Discuss a variety of sources for art content. VA CS4 K 4c: Create art work that demonstrates understanding of how history and culture can influence visual art. What is to be learned by studying Artists use various media, processes and application techniques to produce art. Reflecting on artwork and sharing allows us to appreciate and understand art. Students learn where clay comes from and what happens in the kiln to make it ceramic again. Students create texture designs on the outside of their pot. Students glaze their fired pinch pots. Teacher demonstrates the pinch method to create a pot. When students are complete, they will scratch designs onto the outside of the pot and handle. Student example of Clay Pinch Pot
Lesson: Cow On The Horizon Line Approximate Time Frame: 3 Weeks What makes artistic expression meaningful? pictures of cows. CC Anchor Stand. 4: Select, analyze and interpret artistic work for presentation. CC Anchor Stand. 7: Perceive and analyze artistic work. VA CS2 K 4c: Use the elements of art and principles of design to communicate ideas. VA CS5 K 4b: Describe visual characteristics of works of art using visual arts terminology. development. Artwork elicits personal response. Discussion with students regarding the shape of the cows parts, the horizon line and the details we will add to the painting. Students will understand the terms horizontal, diagonal and vertical. They will understand that the horizon line separates the ground from the sky and they sky in a painting or drawing continues to the horizon line. Students will draw a rectangle for the body, head, legs and tail of the cow following the teacher directed lesson. Students will paint, color a black line to separate the colors and add detail to the cows spots. Student example Cow On The Horizon Line Line Vertical Horizontal Diagonal Horizon Line
Lesson: Overlapping Shapes Approximate Time Frame: 2 Weeks What makes artistic expression meaningful? CC Anchor Stand. 4: Select, analyze and interpret artistic work for presentation. CC Anchor Stand. 7: Perceive and analyze artistic work. VA CS2 K 4c: Use the elements of art and principles of design to communicate ideas. VA CS5 K 4b: Describe visual characteristics of works of art using visual arts terminology. What is learned by studying development. Responding to the arts enhances one s life and influences one s personal expression. how to use colored papers in the shapes of rectangles and squares to make Matisse like compositions. to distinguish overlapping technique from stacking the paper on top of one another. Students will use balance and color differences to create an artistic composition. Students will view and discuss various works of art from Henri Matisse both his paintings and his paper creations. Discussions will compare and contrast Matisse s various artworkusing art terminology. Student example of Overlapping Shapes Shape Overlapping Contrast Balance
Lesson: Line in Art Approximate Time Frame: 2 Weeks What makes artistic expression meaningful? CC Anchor Stand. 4: Select, analyze and interpret artistic work for presentation. CC Anchor Stand. 7: Perceive and analyze artistic work. VA CS2 K 4c: Use the elements of art and principles of design to communicate ideas. VA CS5 K 4b: Describe visual characteristics of works of art using visual arts terminology. What is learned by studying development. Responding to the arts enhances one s life and influences one s personal expression. Mondrian Paintings such as Broadway Boogie Woogie, to see how artists use line in painting. to distinguish line direction with cut paper and overlapping. Students will use balance and color differences to create an artistic composition. Students will view and discuss various works of art from Piet Mondrian paintings. Discussions will compare and contrast Mondrian s various artwork using art terminology. Student example of Line In Art Line Overlapping Vertical Horizontal Diagonal
Lesson: Pop Up House Approximate Time Frame: 2 Weeks CC Anchor Stand. 11: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. What can artworks of a culture or society tell us about that culture? The arts connect to other disciplines, personal experiences, and daily life. how to fold paper to make a house stand up. Students will follow teacher directed lesson to fold 3 x 18 paper two times to make a box. Three Dimension Architecture Bird s Eye View VA CS5 K 2a: Identify the different ways visual characteristics are used to convey ideas. VA CS5 K 4c: Create art work that demonstrates understanding of how history or culture can influence visual art. VA CS2 K 6a: Identify connections between characteristics of the visual arts and other arts disciplines. How is art a part of our daily life? How do other disciplines influence our understanding of Art is an integral part of our environment. Artwork elicits personal response. Discuss and demonstrate with Google Earth the term birds eye view and how to apply crayons for the yard on which the Pop Up House will sit. Students will color windows, doors, flowers, the house, etc. Teacher will tape 2 ends together. Students will color a 5 x 8 paper for a roof and fold in half. Students will color the 12 x 12 paper for a yard that their house will sit on. Student example Pop Up House
Lesson: Symmetrical Butterfly Approximate Time Frame: 2 Weeks illustrations of butterflies CC Anchor Stand. 5: Develop and refine artistic techniques and work for presentation. VA CS2 K 1c: Use different media, techniques and processes to communicate ideas, feelings, experiences and stories.. VA CS5 K 3a: Discuss a variety of sources for art content. Why do artists choose the subject matter they do? Creating in the arts uses imagination, self discipline, problem solving and experience. Artists get inspiration from many sources to produce personalized visual artwork. the word symmetry as we look closely at the butterflies. Students will trace half of a butterfly on folded paper, then cut out the butterfly. They will squeeze two colors of paint on one side of the wings, fold and press to produce the same design on each side. Students will understand the term printmaking during this lesson. Printmaking is the transfer of paint or ink onto a paper. Students will understand color mixing by choosing two colors and seeing them mix onto the paper. Student example of Symmetrical Butterfly Symmetry Printmaking Primary Secondary
Lesson: Texture Dinosaurs Approximate Time Frame: 4 Weeks Be able to identify the elements of art in any given artwork. CC Anchor Stand. 10: Synthesize and relate knowledge and personal experiences to make art. VA CS2 K 1b: Describe how different media, techniques and processes cause different effects and personal responses. VA CS5 K 6b: Identify connections between the visual arts and other disciplines in the curriculum. How does my artistic work connect to other subjects I study? The arts connect to other disciplines, s and daily life. illustrations of dinosaurs in their habitat to create texture by using texture plates on pre printed paper with dinosaur outlines. They are encouraged to use more than one color on top of each color to create their own color. Students will paint their habitat using primary colors to mix the secondary colors. Students will view and discuss various works of art of dinosaurs including Rudolf Zallinger who painted The Age Of Reptiles at the Peabody Museum, New Haven, CT. Teacher led discussion of illustration, painting techniques and textures will include visual art terminology. Students will understand mixing primary colors to achieve, green, brown and adding white to blue to produce a tint. Texture Habitat Primary Secondary Tint Student example of Texture Dinosaur