Weeks 1 3 Weeks 4 6 Unit/Topic Elements of Art: Line

FLOYD COUNTY SCHOOLS CURRICULUM RESOURCES Building a Better Future for Every Child Every Day! Summer 2012 Subject Content: Elementary Art Grade : K Weeks 1 3 Weeks 4 6 Unit/Topic Elements of Art: Line Indicates the Curriculum Map Unit/Topic Elements of Art: Texture CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CURRICULUM CURRICULUM Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Sub Topic Line Line Line Texture Texture Texture I can create lines by drawing lines in the air and on paper. I can use a variety of materials to create lines. I can create lines by drawing lines in the air and on paper. I can use a variety of materials to create lines. I can create lines by drawing lines in the air and on paper. I can use a variety of materials to create lines. I can create texture by rubbing texture. I can use a variety of materials to create texture. I can identify I can create texture by rubbing texture. I can use a variety of materials to create texture. I can identify I can create texture by rubbing texture. I can use a variety of materials to create texture. I can identify texture DRAFT K Art Page 1 of 25

I can identify lines in Elements of Art Line Directional lines horizontal, vertical, diagonal Zig zag, wavy, curved, spiral lines Thick and thin lines Short and long lines Media/medium I can identify lines in Elements of Art Line Directional lines horizontal, vertical, diagonal Zig zag, wavy, curved, spiral lines Thick and thin lines Short and long lines Media/medium I can identify lines in Elements of Art Line Directional lines horizontal, vertical, diagonal Zig zag, wavy, curved, spiral lines Thick and thin lines Short and long lines Media/medium texture in texture in in Elements of Art Texture Media/medium Elements of Art Elements of Art Texture Texture Media/medium Media/medium Create directional lines by air drawing. Draw the line on the board for students to see the line. Identify directional lines in artwork such as Picasso s Three Musicians. create the directional lines by drawing the lines together to make a box then turn it into a house. Identify the lines as the students are drawing along with you. Review directional lines in the air and draw them on the board. Air draw zig zag, wavy, curved, spirals. Draw these lines on the board to show what they look like. Identify these lines in Starry Night by Vincent van Gogh. create zig zag lines, wavy lines, curved lines and spirals lines using paint. Review directional lines and zig zag, wavy, curved, and spirals. Air draw and have students demonstrate each line on the board. Select 3 songs a slow song like a lullaby, a fast tempo such as a hip hop and a traditional American song like American the Beautiful. Play one song at a time and have students air draw lines while the song plays. The teacher will air draw too. Explore Textures (how something feels or it looks like it feels): feel hair, clothes, rub hand over table, chair, floor, side of shoe. Have students explore textures by feeling a texture then laying a piece of paper over the texture to hide it and use a crayon without paper on its side to rub how the texture looks. Compare how it looks to how it feels. Identify textures in Review texture: Feel hair, clothes, etc. Take a field trip outside or if it raining around the school to be texture detectives. find textures, feel the texture and take a texture rubbing of the texture. Demonstrate how to do a texture rubbing again with laying the paper over the texture and rubbing it with the side of the crayon. Review texture: Feel hair, clothes, etc. How can we make textures in our art. Make a person with texture rubbing clothes. Draw a person s face and make texture rubbing clothes for the person. Draw a shirt. Do a rubbing over the shirt and cut the shirt out and put it on the person. Do the same for a pair of pants. Continue until the person is created. Share their person DRAFT K Art Page 2 of 25

Then play the song again and have the student draw the lines as the song plays with markers, crayons or paint on paper the lines the song remind them of. Continue with all 3 songs. Identify lines the students used in their Have the students work with partners to identify what kind of lines their partner used. an artwork: How does it look like it feels? Wood Ducks by Linda J. Parkinson is a good artwork to analyze. Describe how the ducks feathers would feel and how would the rock feel. How would the blades of grass feel? Put on their detective hats and get their spy glasses ready and go for a texture hunt. Don t forget their things to record their findings: texture clue maker (crayon) and their paper. They will report to their texture partner and describe the texture they found and show the partner what it looks like. Share textures with the class. Have students put texture under the document camera to show the other detectives. with the class. Hint: If you have a shirt, pants, shoes, etc. template that can be copied this would great or you (the teacher) could draw a shirt and copy it on the copy machine ahead of time. multiple, open multiple, DRAFT K Art Page 3 of 25

multiple, open multiple, i.e., grade level, and/or depts..) i.e., grade level, and/or depts..) common i.e., grade level, and/or depts..) i.e., grade level, and/or depts..) will design the common Internet search images: The Three Musicians by Pablo Picasso. Art materials: paper and crayons, paint or makers, Internet search images: Starry Night by Vincent van Gogh Art Materials: paper and watercolor paint or tempra paint, paint brushes and water in cups Songs such as lullaby, hip hop, American theme song Art materials such as paint or markers. Textures Crayons without paper Paper Internet search images of artwork: Wood Ducks by Linda J. Parkinson Visual Arts Toolkit page 319 Texture around school or outside. Paper Crayons without paper (clue makers) Document camera can be used for the detective to report their findings to the class. Various textures (texture plates are really handy for this project) Paper, crayons without paper, glue, scissors Internet images of collage using texture rubbings. DRAFT K Art Page 4 of 25

Weeks 7 9 Weeks 10 12 Unit/Topic Elements of Art: Shape and Form Unit/Topic Elements of Art: Color CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CURRICULUM CURRICULUM Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Shape Shape/Form Form Primary Colors Secondary Colors Neutrals I can create shapes using a variety of media. I can identify shapes in I can create forms using a variety of media. I can identify forms in I can create shapes using a variety of media. I can identify shapes in I can create forms using a variety of media. I can identify forms in I can create shapes using a variety of media. I can identify shapes in I can create forms using a variety of media. I can identify forms in I can create art using the primary colors. primary colors on the color wheel. primary colors in I can create art using the primary colors. primary colors on the color wheel. primary colors in I can create secondary colors by mixing two I can create secondary colors by mixing two primary colors. secondary colors on the color wheel and which two primary colors make it. I can identify secondary colors in DRAFT K Art Page 5 of 25

primary colors. secondary colors on the color wheel and which two primary colors make it. I can identify secondary colors in I can make a color darker or lighter by using the neutrals black and white. Elements of art Shape Form Media/medium Elements of art Shape Form Media/medium Elements of art Shape Form Media/medium Elements of art Hue Primary colors: red, yellow, blue media Elements of Art Hue Primary colors: red, yellow, blue Secondary Colors: orange, green, purple (violet) media Elements of Art Hue Primary colors: red, yellow, blue Secondary Colors: orange, green, purple (violet) Media Neutrals Lines Make Shapes Discuss and analyze Paul Klee s Castle and Sun for shapes and lines. identify shapes and create shapes (squares, triangle, rectangles, circle)by drawing each by using oil Neighborhood Collage Discuss and review shapes. Once again look at Paul Klee s Castle and Sun for shapes and lines. Have students identify shapes they can locate in the Review the shapes rectangle, triangle, Shapes in Portraits Artists create portraits by using shapes. Have students identify shapes in Pablo Picasso s Child with Dove. What does the little girl like to do? The ball shows she likes to play with a ball. The ball is a circle. Primary Macaw Introduce the students to the primary colors using the color wheel. Have students identify the primary colors in the classroom, on clothing. analyze Marc Chagall s I and the Color Wheel Review the color wheel and the primary colors. Demonstrate how two primary colors combine to create a new color called a secondary color. Have students find the secondary colors on the color Neutrals Discuss the painting Still Life and Blossoming Almond Trees by Diego Rivera for neutrals: black, brown, white and gray. Diego Rivera painted murals in Mexico. He often used the neutral. Have the students DRAFT K Art Page 6 of 25

pastels. build a building using rectangles and squares by drawing their shapes. Share their drawing with a partner and discuss where the shapes are located. square and circle by drawing on the board or showing actual cut out of each shape. create each shape by cutting out the shapes the teacher has already drawn on construction. (Kindergarten students need scissor skill practice. Reinforce cutting on the lines when they slowly cut out these shapes.) glue these shapes to paper for form a tree (rectangle and circle) and a house (square and triangle). Students can add details to the house and tree by drawing with markers. Have students share their artwork within a small group of four to discuss what shapes they used and where. create a portrait using shapes to create the face, body and one object that shows something the person likes to do. They can draw the person, make the person with construction paper or paint the portrait. Share the artwork with the class and have them discuss what the shape is that they used to show something the person likes to do. Village for primary colors. Show the students a Macaw parrot. You may show Eric Carle s illustration from Today is Monday. It includes a macaw parrot with primary colors. create a macaw parrot using the primary colors. Have a drawn macaw for the students. They will add the color with paint. Share the finished primary color art with the class. wheel. analyze the painting by Renoir, Two Girls in Field for secondary colors. Student will combine the primary colors to create the secondary colors using paint. They will create paint each new color on a paper plate to create their own color wheel. Have students analyze their color wheel to see if they correctly placed the colors on the wheel. analyze the color wheel to find the neutrals. They are not on the color wheel. The neutrals are used to make colors darker or lighter. Demonstrate how black with make blue darker and how white will make blue lighter. create a snow scene. They will use white to add to blue to make the sky seem lighter. They will paint the ground white. The students will share their results. DRAFT K Art Page 7 of 25

multiple, multiple, open (Student demonstrates specific skills) multiple, multiple, multiple, open (Student demonstrates specific skills) multiple, i.e., grade level, and/or depts..) i.e., grade level, and/or depts..) common common common assessments, i.e., grade level, and/or depts..) common Paul Klee s artwork from the Internet Castle and Sun Shapes Paper, oil pastels, Paul Klee s artwork from the Internet Castle and Sun Shapes Construction paper Pablo Picasso s Child with Dove Shapes Markers, crayons, pencils, construction Marc Chagall, I and the Village Eric Carle s illustration from Today is Monday Pierre Auguste Renoir s Two Girls in Field Color Wheel Primary color Diego Rivera s Still Life and Blossoming Almond Trees. Paint, paper, water, brushes DRAFT K Art Page 8 of 25

pencil or markers shapes drawn on paper, scissors, glue, markers paper frames. Paper, pencil, markers, construction paper, glue, etc. (Macaw parrot) Drawn macaw parrot for each student Primary color paint Brushes, water, paper towels paint Brushes, water, paper towels Paper plates DRAFT K Art Page 9 of 25

Weeks 13 15 Weeks 16 18 Unit/Topic : Pattern Unit/Topic : Contrast Culture: Native American Art CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 2.4.1 describe or explain how visual art has been a part of cultures and time periods throughout history. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D Subject Matter: Landscape, Portrait, Still Life CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CURRICULUM CURRICULUM Week 13 Week 14 Week 15 Week 16 Week 17 Week 18 Sub Topics: Pattern Native American Art Sub Topics: Pattern Native American Art Sub Topics: Pattern Native American Art Sub Topics: Contrast Landscape Sub Topics: Contrast Portrait Sub Topics: Contrast Still Life I can create pattern using lines, color, and shapes. I can identify patterns in Native American I can create pattern using lines, color, and shapes. I can identify patterns in Native American I can create pattern using lines, color, and shapes. I can identify patterns in Native American I can create contrast by using color and line. I can identify color contrast in I can identify a I can create contrast by using color and line. I can identify color contrast in I can create contrast by using color and line. I can identify color contrast in I can identify a DRAFT K Art Page 10 of 25

I can create Native American art. I can create Native American art. I can create Native American art. landscape, portrait and still life. I can create a contrast by using the element of art: color. I can identify a landscape, portrait and still life. I can create a contrast by using the element of art: color. landscape, portrait and still life. I can create a contrast by using the element of art: color. Pattern Elements of Art: line, color, shape Native American culture Pattern Elements of Art: line, color, shape Native American culture Pattern Elements of Art: line, color, shape Native American culture Contrast Elements of Art: line, color Subject Matter: landscape, portrait, still life Contrast Elements of Art: line, color Subject Matter: landscape, portrait, still life Contrast Elements of Art: line, color Subject Matter: landscape, portrait, still life Native American Vest Discuss images of Native American. Discuss how they would create their clothes from hides of animals they killed for food. create a vest using a paper bag that has been cut to resemble a vest. use oil pastels to create lines and images that Native American would have drawn on Native American Headband Discuss images of Native American and point out their headdresses. create a headband. First they will create a pattern using colors and lines on a long strip of thing poster board. The strip will be measured to fit the students head. create lines on two Native American Teepee Discuss images of Native American Teepees. Analyze for lines and patterns. create teepee using lines and patterns on brown kraft paper. wad up the finished teepee and open it up and smooth it out. This process will be completed four times. Each time makes the paper softer and more like leather. (Often the paper Johnny Appleseed Tree Read a children s book about Johnny Appleseed. Show images depicting Johnny Appleseed from Internet. Discuss trees and how some trees have fruit. create their own apple tree using their arm (trunk) and hand (branches) traced on a long piece of paper. They will color their trunk and Silly Portraits Discuss portraits found on the Internet. Discuss how the people look: happy, sad, silly, etc. Pass out mirrors for student to look into. Students should make different faces to show emotion. create a portrait of a person and represent the emotion of the person. Basket of Fruit Discuss images of baskets of fruit from the Internet. Have the students help create a real basket of fruit to sit on a table. Give each student a cut out of a basket to glue on a paper. draw several oranges and apples using a pencil in the basket. Pass out watercolor paint for the students to paint their fruit. DRAFT K Art Page 11 of 25

their clothes. evaluate their artwork for lines they used. feathers that will be stapled to the headband. dance to Native American music as they wear their headbands tears, just have tape near by.) evaluate their teepee for texture, line and color pattern. branches brown. Draw the line for the ground for the tree to be growing. Use torn pieces of green construction paper to glue on tree branches for leaves. Discuss how we can see the leaves really well because it is a different media and also different. This creates contrast. Glue red circles on the branches to represent apples. evaluate their artwork using words to describe how they made their apple tree. Give each student a sheet of white paper with an oval pre drawn. Give each group of kids different colored of dried noodles to glue to the oval to create a person. The different colored noodles create contrast. discuss the emotion they gave to the portrait. evaluate their artwork to see if their fruit is placed in the basket and contrast that was created by using different colors. multiple, multiple, multiple, open DRAFT K Art Page 12 of 25

multiple, multiple, multiple, open i.e., grade level, and/or depts..) i.e., grade level, and/or depts..) will design the common common i.e., grade level, and/or depts..) common Native American images Brown paper bags cut into vest like shapes Oil pastels Native American images of headdresses Long strips of 1 in height poster board Crayons or markers Feather shapes cut from construction paper Native American images of teepees Teepee shaped drawings on brown kraft paper Crayons Johnny Appleseed book or images from Internet Paper, crayons, red circles cut from construction paper Images of Portraits Paper, dried noodles colored with food coloring, glue Images of still life fruit baskets, actual basket of fruit Baskets cut from construction paper Paint, pencil, glue DRAFT K Art Page 13 of 25

Weeks 19 21 Weeks 22 24 Unit/Topic : Emphasis CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D Unit/Topic Principle of Design: Balance CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CURRICULUM CURRICULUM Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Emphasis Emphasis Emphasis Balance (symmetry) Balance (symmetry) Balance (symmetry) I can create emphasis in art by using color to create a focal point. I can identify emphasis in Principles of Design Emphasis Elements of Art: line, color, shape I can create emphasis in art by using color to create a focal point. I can identify emphasis in Principles of Design Emphasis Elements of Art: line, color, shape I can create emphasis in art by using color to create a focal point. I can identify emphasis in Principles of Design Emphasis Elements of Art: line, color, shape I can create symmetrical balance in art. I can identify a symmetrical Balance Symmetry/symmetrical Elements of Art: line, color, shape I can create symmetrical balance in art. I can identify a symmetrical Balance Symmetry/symmetrical Elements of Art: line, color, shape I can create symmetrical balance in art. I can identify a symmetrical Balance Symmetry/symmetrical Elements of Art: line, color, shape DRAFT K Art Page 14 of 25

Snowman Prints Discuss emphasis by teaching the students to look away from a painting and looking back and quickly noticing what they see first. Play a game and take turns to find the emphasis. draw a line for the ground on their paper. They will color the sky and add details to the ground like snowy trees. create their own emphasis by using a snowman sponge to put in paint and stamping(printing ) on paper. evaluate their art for emphasis by looking away from their art and looking back to see if they notice Pop Up Images Discuss the artwork found in a Pop up book. How does the artist create these things? Discuss how it creates emphasis in the create a pop up person using a long strip of paper to attach on the back of the precut person. The will decide which part of the story they would like to create for their person. Give each student a sheet of construction paper. Fold in half and open back up. create a line drawing of the land on the inside. Student will attach the person using the Collage Discuss Collage and share images of collage from the Internet. Give each student a magazine to find pictures. select two pictures to glue to their paper. They will then draw a scene for their cutouts. For example if they cut out a car then they can draw a racetrack for the car to race on. evaluate their artwork to see if they created emphasis using the magazine images. Symmetrical Hearts Discuss symmetry. Show students how things can match from side to side from top to bottom. Demonstrate how to fold a piece of paper in half to create a line of symmetry. Then fold the paper and find the side with the line of symmetry. Demonstrate how to draw a half of a heart on the line of symmetry. Cut out the half of heart and open up. Show the how it becomes an entire heart. Identify the line of symmetry. create their own heart. Give each student a small sheet of construction paper. They will fold and find the line of symmetry. You will then draw for them a half of heart on each students paper. They will then cut out the half of heart to Symmetrical prints Review symmetry. View artwork of prints that show symmetry. create an artwork using stamps. They will create a line of symmetry and stamp the shapes in areas across the line of symmetry to match to create symmetry. evaluate their art to see if they were successful in creating symmetry. Symmetrical Houses Review symmetry. Look at various images of architecture of houses/buildings to find symmetrical elements. create a house using construction paper shapes to make a house that is symmetrical. evaluate their house for symmetry. DRAFT K Art Page 15 of 25

the snowman first. strip. Students will finish the artwork by coloring. then close and open the sheet of paper to show how the person pops up when it opens. evaluate their art by deciding if their art depicts the story part they wanted. reveal the entire heart when they open it up. then find the line of symmetry. Repeat this process a second time. (Some students may be able to draw the half a heart themselves or you can demonstrate how to draw it.) Balanced Assessment: (Student demonstrates specific skills) constructed, open Balanced Assessment: (Student demonstrates specific skills) constructed, open Balanced Assessment: (Student demonstrates constructed, open multiple, multiple, multiple, (Student demonstrates specific skills) (Student demonstrates specific skills) (Student demonstrates DRAFT K Art Page 16 of 25

constructed, open constructed, open constructed, open multiple, multiple, multiple, Common (PLC Teams will design the common assessments, i.e., grade level, and/or depts..) Common (PLC Teams will design the common assessments, i.e., grade level, and/or depts..) Common (PLC Teams will design the common assessments, i.e., grade level, and/or depts..) will design the common will design the common will design the common Snowy scenes artwork from the Internet. Sponge cut in the shape of snowmen Paint, paper plates, crayons, pencils Pop Up images in books Construction paper Glue, scissors, crayons or markers Collage images from the Internet Magazines, scissors, glue, paper Small pieces of construction paper scissors Artwork showing symmetry Stamps and ink paper Architecture images of houses showing symmetry Paper, markers, crayons DRAFT K Art Page 17 of 25

Weeks 25 27 Weeks 28 30 Unit/Topics Cultures: African Purposes of Art: Ceremonial, Narrative, Artistic Expression, Functional Unit/Topics Cultures: Colonial American Purposes of Art: Ceremonial, Narrative, Artistic Expression, Functional CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 2.4.1 describe or explain how visual art has been a part of cultures and time periods throughout history. AH EP 3.4.1 describe or explain how art fulfills a variety of purposes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 2.4.1 describe or explain how visual art has been a part of cultures and time periods throughout history. AH EP 3.4.1 describe or explain how art fulfills a variety of purposes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CURRICULUM CURRICULUM Week 25 Week 26 Week 27 Week 28 Week 29 Week 30 African Art Purposes of Art Purposes of Art Purposes of Art Colonial American Art Purposes of Art Purposes of Art Purposes of Art I can create artwork similar to African artists. elements of art and principles of design I can create artwork similar to African artists. elements of art and principles of design I can create artwork similar to African artists. elements of art and principles of I can create artwork similar to Colonial American artists. elements of art and principles of design in I can create artwork similar to Colonial American artists. elements of art and principles of design I can create artwork similar to Colonial American artists. elements of art and principles of design in DRAFT K Art Page 18 of 25

in African Art. purpose of an in an purpose of an design in art. purpose of an Colonial American art. purpose of an in purpose of an art. purpose of an Elements of art Principles of design African Culture Processes Media/Medium Purposes of art: narrative, ceremonial, artistic expression, functional Elements of art Principles of design African Culture Processes Media/Medium Purposes of art: narrative, ceremonial, artistic expression, functional Elements of art Principles of design African Culture Processes Media/Medium Purposes of art: narrative, ceremonial, artistic expression, functional Elements of art Principles of design Colonial American Culture Processes Media/Medium Purposes of art: narrative, ceremonial, artistic expression, functional Elements of art Principles of design Colonial American Culture Processes Media/Medium Purposes of art: narrative, ceremonial, artistic expression, functional Elements of art Principles of design Colonial American Culture Processes Media/Medium Purposes of art: narrative, ceremonial, artistic expression, functional Beaded Necklaces Discuss how African s who live in Africa often wear really beautiful jewelry that they make themselves. Show images of jewelry made by Africans. create a beaded necklace to resemble African art. Wooden bead are more authentic Decorated Cloth Discuss how African s often create their own cloth to use to make clothes. analyze images of African clothing on the Internet. create a dyed piece of cloth by folding a white square of cloth many times. Mosaic Letter Show students how images of mosaics on the Internet. look for small areas of color. Often mosaics show a story in their art. create a mosaic of the letter of their name. They Colonial Three Point Hats Discuss Colonial America: what the people wore, how they lived, what was going on in American. Show students images from the Internet of George Washington, Paul Revere. Point out the hats the men wore. Why did they wear such fancy Stuffed Fish Discuss how artists often select things around them for subjects to make art just for purpose of pleasing people or expressing their emotions. Show images of fish created by artists. Analyze for lines, contrast, patterns. create a stuffed fish using Caterpillars Read the story The Very Hungry Caterpillar. Discuss the images the artist created for the pages. And how his artwork tells a story (narrative) create a caterpillar using construction paper circles. glue to a piece of paper and DRAFT K Art Page 19 of 25

and depict some types the African would use. You may want to show several types of beads and discuss how they are different. sting bead on string and teachers will help tie the string together to wear. Discuss how the bead can be placed on the string to create a color pattern. As students compete their necklaces, have students peer review their friends to see if they can find a pattern of color in the necklace. take turns dipping the corners of the cloth in to a small bowl of dyed water. open the cloth and spread out flat to dry. Student will analyze their cloth for symmetry. will take small pieces of paper and glue them too paper to form the letter and then fill in the area around the letter with a different color of mosaic squares to help create contrast. evaluate their artwork to see if their letter can be seen easily. hats? create a hat similar to those worn by George Washington. (Steps can be found on the Internet.) lines and pattern and color. Staple two identical fish together leave a hole on one side for stuffing with packing peanuts. stuff with the fish is completely designed. evaluate their artwork for lines, color pattern. then they will draw what the caterpillar is eating. discuss with their peer what they drew for the caterpillar to eat. (Student demonstrates specific skills) multiple, multiple, open multiple, DRAFT K Art Page 20 of 25

(Student demonstrates specific skills) multiple, multiple, open multiple, i.e., grade level, and/or depts..) i.e., grade level, and/or depts..) common assessments, i.e., grade level, and/or depts..) common common common African images of jewelry Wooden bead and other various beads String Images of African cloth Small squares of cloth Small bowls of dye (can be made by mixing dye coloring with water or even food coloring and water.) Images of mosaics Small squares of color White paper, glue Colonial American images including George Washington and Paul Revere Template for 3 point hat Images of fish artwork Identical fish cut outs large enough to stuff with packing peanuts Crayons, marker Stapler/staples The Very Hungry Caterpillar Construction paper Glue Crayons paper DRAFT K Art Page 21 of 25

Weeks 31 33 Weeks 34 36 Unit/Topic Culture: Appalachian Purposes of Art: Ceremonial, Narrative, Artistic Expression, Functional Unit/Topic Review of Art CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 2.4.1 describe or explain how visual art has been a part of cultures and time periods throughout history. AH EP 3.4.1 describe or explain how art fulfills a variety of purposes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CORE CONTENT 4.1 Common Core Standards AH EP 1.4.1 analyze or explain works of art using the elements of art and principles of design. AH EP 1.4.2 identify or describe how an artist uses various media and processes. AH EP 2.4.1 describe or explain how visual art has been a part of cultures and time periods throughout history. AH EP 3.4.1 describe or explain how art fulfills a variety of purposes. AH EP 4.4.1 create artwork using the elements of art and principles of design. AH EP 4.4.2 use a variety of media and art processes to produce 2 D and 3 D CURRICULUM CURRICULUM Week 31 Week 32 Week 33 Week 34 Week 35 Week 36 Sub Topics: Sub Topics: Purposes of Art Purposes of Art Sub Topics: Appalachian Art Purposes of Art Sub Topics: Elements of Art Subject Matter Cultures Purposes of Art Sub Topics: Elements of Art Subject Matter Cultures Purposes of Art Sub Topics: Elements of Art Subject Matter Cultures Purposes of Art I can create artwork similar to Appalachian artists. elements of art and I can create artwork similar to Appalachian artists. elements of art and I can create artwork similar to Appalachian artists. I can create art using the elements of art and principles of design. I can identify and I can create art using the elements of art and principles of design. I can identify and I can create art using the elements of art and principles of design. I can identify and DRAFT K Art Page 22 of 25

principles of design in Appalachian art. purpose of an Appalachian principles of design in art. purpose of an Appalachian elements of art and principles of design in art. purpose of an Appalachian describe the elements of art and principles of design in artwork of various cultures. I can identify subject matter in art. I can identify different types of media used in creating art. purpose an artwork was created. describe the elements of art and principles of design in artwork of various cultures. I can identify subject matter in art. I can identify different types of media used in creating art. purpose an artwork was created. describe the elements of art and principles of design in artwork of various cultures. I can identify subject matter in art. I can identify different types of media used in creating art. purpose an artwork was created. Elements of art Principles of design Appalachian Culture Process Media/Medium Purposes of art: narrative, ceremonial, artistic expression, functional Lacing Discuss how artists make things to use in their homes (functional). Show students images of Elements of Art Appalachian Culture Processes Media/Medium Purposes of Art: Narrative, Ceremonial, Artistic Expression, Functional Clay Flowers Discuss how artists create objects from clay (3 D). Show images of clay artworks such as Elements of Art Principles of Design Appalachian Culture Processes Purposes of Art: Narrative, Ceremonial, Artistic Expression, Functional Masks Discuss different types of masks. Why do we wear masks? Analyze the masks for Elements of Art Culture Processes Media/medium Subject Matter: Landscape, Portrait, Still life Purposes of Art: Narrative, Ceremonial, Artistic Expression, Functional Turtle Review the elements of art and view artwork images on the Internet for the students to locate Elements of Art Culture Processes Media/medium Subject Matter: Landscape, Portrait, Still life Purposes of Art: Narrative, Ceremonial, Artistic Expression, Functional Follow Me Draw Review the elements of art and view Students will analyze the artwork for the Elements of Art Culture Processes Media/medium Subject Matter: Landscape, Portrait, Still life Purposes of Art: Narrative, Ceremonial, Artistic Expression, Functional Painting Review the elements and principles of design. view paintings and DRAFT K Art Page 23 of 25

quilts and how people in the Appalachia mountains have created art to use. create a lacing using string and lace through holes to represent sewing. They will sew their letter of their names in a quilt square. share their quilt square and place them together on a large sheet of white paper to make a class quilt. sculpture, pots, snakes. create a clay flower by rolling stems and balls and pressing to make petals. press flowers onto a plate to dry and they will paint using watercolors. symmetry. create a mask using a mask template. They color and lines. choose a character voice to use when they wear the mask. Choose a couple of lines for the students to say as they act with their friends. Create a stage in front of the classroom and have volunteers act in partners. these elements. create a turtle from a paper plate by cutting and gluing together. create a pattern on the shell by using markers and crayons. evaluate their turtles for pattern. elements and principles of design. draw an artwork by following me. Choose a subject that is easy to draw and break down the lines of the objects in the subject. Draw one line on the paper and have the students draw the same line when you say go. Continue this process with each line until the object is made. Students can add their own details and color. share their artwork with the class. analyze for lines. use a paintbrush to create simple subjects. Demonstrate painting techniques, brush techniques and loading the brush techniques. share their artwork with the class. (Student demonstrates specific skills) multiple, multiple, multiple, open DRAFT K Art Page 24 of 25

(Student demonstrates specific skills) multiple, multiple, multiple, open i.e., grade level, and/or depts..) i.e., grade level, and/or depts..) common assessments, i.e., grade level, and/or depts..) common common common Images of Appalachian quilts Yarn Squares of construction paper Large sheet of bulletin board paper Images of clay artwork Crayola model magic watercolors Images of masks Mask template (these can be ordered from art catalogues or made by hand. Markers, crayons Various Artwork Paper Plate Glue, markers and crayons Images of artwork Paper, pencil, crayons Images of paintings Brushes, plates, cups of water Paint (tempera) Paper DRAFT K Art Page 25 of 25