Course: Grade Two Art Teacher: D. Remetta Lesson: Beautiful Fallen Leaves Approximate Time Frame: 3 Periods Essential Questions Enduring VA CS1 K 4 a: Differentiate between a variety of media, techniques, and processes. How does an artist use color and texture to convey the effect of autumn fallen leaves? By using a variety of leaf patterns, color, and texture we can create a successful composition. Students will be able to create a unique composition of autumn leaves that displays a variety of Students will view photographic representations of autumn leaves that demonstrate realistic Color Line Implied Texture Crayon Resist How do we use implied complex colors. and complex colors VA CS2 K 4 a: texture to help create that they will bring to Watercolor Identify the different ways visual characteristics are used to convey idea. the image of real leaves? their original work. VA CS5 K 4e: Identify possible improvements in the process of creating their own work. How does an artist use the overlapping technique to give space to the picture plane? Example of student work Students will be able to use implied texture to create art that will effectively utilize crayon and watercolor resist technique. Students will critique their composition and identify areas for improvement of color and texture usage. Students will use the overlapping technique in their composition which helps show depth in the picture plane. Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks
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Course: Grade Two Art Teacher: D. Remetta Lesson: Cityscape Approximate Time Frame: 3 Periods How does an artist By using a variety of Students will be able Students will identify Perspective VA CS1 K 4c: Use different media, techniques and decide which method of perspective to use to engage the viewer overlapping shapes we can create a successful composition of a city. to mix colors to produces complex colors and neutrals. the complementary colors, that when mixed, produce Overlapping Neutral Shape feelings, experiences and stories. processes to in their artwork? neutral colors. communicate ideas, Color VA CS2 K 4c: Use the elements of art and principles of design to communicate ideas. VA CS3 K 4a: Discuss a variety of sources for art content. How do artists create complex colors? How does an artist effectively communicate the meaning of their art? Example of student work Students will be able create space in the picture plane by using the perspective technique of overlapping shapes. Students will understand that artists use visual arts to communicate their understanding of the world around us. Students will view and discuss photographs of cities and identify the foreground, middleground and background in their work. Students will draw and color their cityscape with oil pastels to communicate the life of a city. Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks
Course: Grade Two Art Teacher: D. Remetta Lesson: Clay Pinch Animal Approximate Time Frame: 3 Periods Essential Questions Enduring VA CS1 K 4 d: Use art media and tools in a safe and responsible manner. How does an artist create a three dimensional sculpture? How do use actual By using the pinch and scratch and attach method, we can create a successful three Students will be able to create a fourlegged animal out of clay and apply a glaze on the bisque fired Students will compare works of the Greeks and Native American Indians by comparing styles and Clay Form Three Dimension Actual VA CS5 K 4 b: Describe visual characteristics of works of art using visual art terminology. texture to embellish their sculpture? dimensional sculpture of an animal. form. types of clay. Students will offer a critique of these artisans using visual art terminology. Texture VA CS5 K 4e: Identify possible improvements in the process of creating their own work. How does an artist effectively communicate the meaning of their art? Students will be able to identify the element of art, form, that is the basis for three dimensional works of art. Students will add actual texture to their animals to simulate the animal s fur or shell. Example of student work Students will understand where clay comes from and that is has been used for centuries by man to create vessels and sculptures. Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks
Course: Grade Two Art Teacher: D. Remetta Lesson: Color Study Approximate Time Frame: 3 Periods Essential Questions Enduring VA CS2 K 4 a: Identify the different ways visual characteristics are How do I successfully determine what color palette to use in artwork? By using a variety of color palettes within a design, the artist can evoke different Students will understand that colors respond differently when Students will create a simple design, repeating it four times. Complementary Neutral Warm Cool used to convey responses to their placed next to Primary ideas. How do various colors artwork. another color. Secondary act and react to each other when placed next to another color. VA CS5 K 4 c: Recognize that there are different responses to specific works of art. VA CS5 K 4d: Describe their personal responses to specific works of art using visual arts terminology. Students will be able to effectively incorporate a various color palette into a consistent, repeating design. Students will discuss their responses to the various color designs. Students will use the various color palettes to learn how colors look different when placed next to another color. Students will discuss their responses to the teacher s exemplar and to past students works. Example of student work Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks
North Branford Public Schools Grade Two Visual Arts Curriculum Title of Lesson Plan: Prior Knowledge Related Lesson & the Elements of Art (with definitions) Identity & Experience Explore & Contextualize Build Skills & Practice Analyze & Integrate Refine & Contribute Objectives Art History & Research Process & Planning Compare, contrast & critique Demonstration of understanding & rubrics Creatures in Landscape Use of lines of design to create wandering line for landscape. Knowledge of warm and cool colors. Line -The use of line in art can be achieved using a variety of tools and has direction either horizontal, vertical or diagonal. Lines can be thick or thin. Color has three characteristics: hue (red, green, blue, etc.), value (how light or dark it is), and intensity (how bright or dull it is). Students will... Be able to effectively use lines of design in their art. Use art materials in a safe and responsible manner. Learn the differences between warm and cool colors and why artists use one or the other. Students will... View and discuss a wide variety of paintings by Paul Klee and Keith Haring which shows a dominant use of line in their art. Students will... Practice using Lines of design to complete a worksheet to reinforce the various lines of designs used in this grade level. Draw in pencil, then sharpie. Watercolor over black lines with warm or cool colors. Students will... Compare and contrast the works of Keith Haring and Paul Klee in a discussion lead by the teacher. Offer a critique of these artists using visual art terminology. Students will... Create their work based on the instruction of the teacher. Colors can be described as warm (red, orange, yellow) or cool (blue, violet, green)
Course: Grade Two Art Teacher: D. Remetta Lesson: Hair Raising Approximate Time Frame: 3 Periods Essential Questions Enduring VA CS2 Ka: Identify How does an artist By using a variety of Students will be able Students will identify Warm the different ways create the illusion of lines of designs we to effectively use the variety of lines of Cool visual characteristics hair? can create a lines of design in their design and learn that Diagonal are used to convey successful art. lines can be drawn in Vertical ideas. How do artists use interpretation of hair. horizontal, vertical or Horizontal lines to create Students will learn diagonal directions. Straight VA CS1 K 4c: Use patterns? the differences Zig Zag different media, between warm and Students will repeat Dot techniques and How does an artist cool colors and why the various lines of Wavy processes to effectively artists choose one or design to create the C Chain communicate ideas, communicate the the other. pattern of hair. Loop Chain feelings, experiences meaning of their art? and stories. VA CS5 K 4a: Identify various purposes for creating works of art. Example of student work Students will understand that artists use visual arts to communicate their understanding of the world around us. Students will draw a face in a cartoon like fashion. Students will choose warm or cool and paint watercolor over their designs. Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks
Course: Grade Two Art Teacher: D. Remetta Lesson: Jasper Johns American Flag Approximate Time Frame: 2 Periods Essential Questions Enduring VA CS3 K 4b: Select and use subject matter, symbols and ideas to communicate meaning How does an artist decide to use a specific media application technique? How do artists use By using the stamping application technique an artist can effectively create the American Flag. Students utilize the various works of art by Jasper Johns to help them create their own American Flag. Students will study images of the various American Flag images that Jasper Johns created in his life. Stamp Symbolic Printing Patriotic printmaking techniques? VA CS4 K 4a: Recognize that the visuals arts have a history and a variety of cultural purposes and meanings. VA CS6 K 4e: Recognize that works of visual arts are produced by artistisans and artists working in different cultures times and places. How does an artist effectively communicate the meaning of their art? Example of student work Students will learn the stamping technique of printmaking. Students will understand that artists use visual arts to communicate their understanding of the world around us. Students will use sponges to stamp the red lines of the flag and the white stars. Students will add patriotic words to the white stripes of their flag and understand their meaning. Students will learn what the colors of the flag mean: white signifies purity and innocence; red, hardiness and valor; blue signifies vigilance, perseverance and justice. Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks
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Course: Grade Two Art Teacher: D. Remetta Lesson: Masaai Tribal Figure Drawing Approximate Time Frame: 3 Periods Essential Questions Enduring VA CS3 K 4 b: Select and use subject matter, symbols and ideas to communicate meaning. How does the study of cultures influence our work? How do we use the symbols of a culture to By understanding the cultural influence of The Masaai African Tribe, we can successfully create our own symbols to Students will be able to create a figure drawing of a Masaai figure and create their own symbols that demonstrate Students will view works of various African tribes and compare and contrast the various symbols used by these people. Symbol Line Color Pattern create a work of art? describe nature. their understanding of this culture. VA CS4 K 4 b: Identify specific works of art as belonging to particular styles, cultures, times and places.. VA CS6 K 4b: Identify connections between the visual arts and other disciplines in the curriculum.. Example of student work Students will be able to use the colors of these people to create their dress, the Maa which is a cotton sheet draped on the body. Students will learn how to draw an elongated body in order to emphasize the dress of the Masaai people. Students will use the colors of the Masaai people, mostly reds, yellows, blues and black to finish the figure. Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks
Course: Grade Two Art Teacher: D. Remetta Lesson: Oaxaca Animal Approximate Time Frame: 2 Periods Essential Questions Enduring VA CS1 K 4 a: Differentiate between a variety of media, techniques and processes. How do I successfully create a twodimensional design of a Oaxacan animal that effectively Students will understand that history and cultural influences inform our works of art. Students will view and discuss a various Oaxaca animals that show an exaggeration of animal features. Line Color Pattern Emphasis incorporates line, pattern and color? VA CS4 K 4 a: Recognize that the visual arts have a history and a variety of cultural purposes and meanings. VA CS6 K 4c: Recognize that works of visual art are produced by artisans and artists working in different cultures, times and places. How do artisans of the Zapotec Indians create these colorful wooden statues, and what do they mean to these people? By using a variety of patterns, line weights and design, we can successfully create a two dimensional Oaxaca Animal that is representative of the three dimensional statues of the Zapotec Indians of Mexico. Students will be able to effectively incorporate a variety of line, pattern and color into their drawing of a two, or four legged animal. Students will discuss their impressions of a variety of statues that are on display. Students will use the examples of exaggerated animal features to create emphasis in their composition. Example of student work
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Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks
Course: Grade Two Art Teacher: D. Remetta Lesson: Paper Weaving Approximate Time Frame: 2 Periods Essential Questions Enduring VA CS1 K 4 c: Use different media, techniques and processes to How do I create a weaving that effectively uses multiple colors to By using a three color pattern of complementary or analogous color, we Students will understand that history and cultural influences inform our Students will view and a weaving demonstration with loom and yarn. Complementary Analogous Pattern Loom communicate ideas, create an organized can create a mat works of art. Warp feelings, experiences visual pattern? woven of paper. Students will Weft and stories. Students will be able participate in a How did artisans to weave while discussion of what VA CS4 K 4 a: Recognize that the visual arts have a history and a variety of cultural purposes and meanings. throughout history use weaving for utilitarian purposes? understanding the color palette of complementary and analogous colors. past cultures would use for weaving, why artisan s weave and what is woven in today s world. VA CS6 K 4b: Identify connections between the visual arts and other disciplines in the curriculum. Example of student work Students will discuss the various purposes of weaving in today s world and make connections to cultures in history. Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks
Course: Grade Two Art Teacher: D. Remetta Lesson: Fish In The Style of Paul Klee Approximate Time Frame: 2 Periods Essential Questions Enduring VA CS1 K 4 c: Use different media, techniques and processes to How do I successfully create a composition that utilizes line, color, shape and pattern? By using a variety of shapes, lines and color we can create an illustration of a Students will be able to create a fish drawing showing appropriate use of Students will view and discuss a variety of works by Paul Klee which show a Line Color Pattern Shape communicate ideas, fish in the style of geometric shapes, dominant use of line Warm feelings, experiences Why does an artist Paul Klee and his line, pattern and and pattern in his art. Cool and stories. choose a specific painting of Sinbad color. subject matter to The Sailor Students will VA CS2 K 4 c: Use the elements of art and principles of design to communicate ideas. make into art? Students will be able to create complex colors by layering oil pastels in the composition. incorporate color patterns to depict water. VA CS5 K 4a: Identify various purposes for creating works of art. By applying oil pastels thick and layering them, we can create a work of art that simulates an oil paintings and that uses complex colors. Example of student work Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks
Course: Grade Two Art Teacher: D. Remetta Lesson: Relief Printmaking Approximate Time Frame: 4 Periods Essential Questions Enduring VA CS1 K 4 c: Use different media, techniques and processes to How do I create a printing plate that uses a variety of line weights and shapes By using a variety of lines, shapes and pattern, we can create an effective Students will be able to create a printing plate that emphasizes an animal, it s habitat Students will view and discuss a variety of student and teacher works and Line Color Pattern Shape communicate ideas, and that results in a print from our and the identify elements that Contrast feelings, experiences successful print? printing plate. texture/pattern of its help make an Emphasis and stories. fur. effective print. Why does an artist choose a particular media technique in order to produce art? VA CS2 K 4 a: Identify the different ways visual characteristics are used to convey ideas. VA CS5 K 4c: Recognize that there are different responses to specific works of art. By choosing contrasting colors of ink and paper we will create a print that has an aesthetic appeal to the viewer. Students will be able to improve their printing plate by proofing their first plate to determine if it is the best quality to produce a print. Students will understand the term contrast as they choose ink and paper colors. Example of student work
Unit 2: UNIT TITLE Approximate Time Frame: # of Weeks Unit 3: UNIT TITLE Approximate Time Frame: # of Weeks Unit 4: UNIT TITLE Approximate Time Frame: # of Weeks Unit 5: UNIT TITLE Approximate Time Frame: # of Weeks Unit 6: UNIT TITLE Approximate Time Frame: # of Weeks
Unit 7: UNIT TITLE Approximate Time Frame: # of Weeks Unit 8: UNIT TITLE Approximate Time Frame: # of Weeks