Lesson 1: Different Kinds of Lines
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.  Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  What is art?
Assessment: Second Grade Grading RUBRIC
Materials:  
Vocabulary:  Lines:  diagonal, curvy, straight, horizontal, vertical, thick, thin
                     Shapes:  circle, square, oval, rectangle
                     Overlapping, balance, movement, Abstract Art

Activities

1. Begin with a 5 minute drawing warm up in your sketchbook called a Drawing Ritual- use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) Use thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.
    

2. Follow the Lesson Plans Online (check this link) http://www.alifetimeofcolor.com/play/lineshape/flash3page.html

Differentiation
Support:  Try this fun Interactive Toolkit to review Lines.
Extension:  

Lesson 2:  Kandinsky Line Art-Lines Have Meaning (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  What is art?
Assessment: Second Grade Grading RUBRIC
Materials:    12"x18" black construction paper, crayons or oil pastels, Enrichment Materials, Black glue (1/2 glue, 1/2 tempera paint or India ink mixture in bottle)
Vocabulary:  Wassily Kandinsky
                     Lines:  diagonal, curvy, straight, horizontal, vertical, thick, thin
                     Shapes:  circle, square, oval, rectangle
                     Overlapping, balance, movement, Abstract Art
Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.

2. Art History:  Read about the Life of Wassily Kandinsky.  (REDO LINK)  Where was Kandinsky from?  What subject was he the best at when he was young?  How old was he when he decided to study art?  How was Kandinsky's artwork different from the work of other artist?  What was his favorite color? 
   Choose three of your favorite works from the Wassily Kandinsky Museum.  (Relink)
   Answer the following questions about Kandinsky's work by playing "I spy":  Line: Can you spy a straight line?  Curvy?  Thick?  Thin?  Diagonal? 
   (Advanced search:  Horizontal? Vertical?
   Artists use diagonal lines to show agitation, anger, or movement:  Can you count the diagonals?  Do the lines move your eyed around the painting?  See if you can find the direction the lines are moving and where they point to in the paintings.
   Can you spy the following shapes:  circle, oval, rectangle, square, triangle?s
   Can you see any objects in the painting (example:  a house, a person, an animal?)
   In many of his most famous paintings, Kandinsky used lines and shapes, not objects, to show his feelings about an important historical event.  This event was WW1 in Russia.  He used lots of diagonals to show his feelings about this war.  After counting all the diagonal lines in one of his paintings, can you guess how he felt?

3. First, add some lines onto your black paper with your pencil.  Where will you place your lines?  What kinds of lines will you draw?

4. Next, add shapes that you identified in Kandinsky's paintings.  You may put these shapes over the top of your lines or have them floating alone in space.  You may also want to refer back to your favorite Kandinsky paintings to get some ideas for where to place your lines and shapes.

5. Now, using the black glue, go over each of your lines and shapes, using thick glue lines.  Your glue may puddle in spots.  This is okay.  It will create bold, interesting lines to color in-between when the glue dries.  Allow glue to dry overnight and then proceed to the next lesson.

Differentiation
Support: Practice line art using this fun Interactive Toolkit.
Extension: Kandinsky's paintings are called ABSTRACT.  He is considered to be the "father" of abstract art, because he is one of the first painters to eliminate objects
from his art.  Paintings that do not have any recognizable objects in them are called abstract, or non-objective.  Abstract art is art that has been changed in some way from the way things really are.  For instance, if artists change the colors of things, or the size or the shape, the art is abtract.

Lesson 3:  Kandinsky Line Art-(Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  What is art?
Assessment: Second Grade Grading RUBRIC
Materials:   12"x18" black construction paper from last class, crayons or oil pastels, Enrichment Materials
Vocabulary:  Wassily Kandinsky, primary and secondary colors
                     Lines:  diagonal, curvy, straight, horizontal, vertical, thick, thin
                     Shapes:  circle, square, oval, rectangle
                     Overlapping, balance, movement, Abstract Art
Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook. Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object. Then add you middle value. Put the date in your sketchbook.

2. Review the life of Kandinsky.  Look back at your favorite Kandinsky paintings:  Answer the following questions:
   What colors can you spy?
   Can you find the primary colors?  They are red, yellow and blue.  The primary colors are very important:  they can be moxerd to make all the other colors of the color wheel.  How many red shapes can you find?  Yellow?  Blue?
   Kandinsky's favorite color was blue.  He even started a whole art group called "The Blue Riders".  These were artists that had the same ideas about arty that Kandinsky did.  They would often get together to talk and paint, and even had their own public art newsletter

3. Using the primary colors first, color the inside of each of your shapes with crayons or oil pastels.  Color the outside of the shapes, the in-between shapes with the secondary colors (green, orange, and purple) and others.

4. Make sure that there are no black spaces left when you are done. You have just created your first Kandinsky abstract line drawing.  Congratulations!

5. Give your artwork a name.  In naming an artwork, you may want to think about things in your life that this work reminds you of.  Does it resemble a street in your town?  A park where you like to play?  Your house or your bedroom?

6. Put your name on the lower right corner of the line art. 

7. Glue or staple your picture onto a primary or secondary colored paper.

8. Display this outside the art room for the school to enjoy!

Differentiation
Support:  Try this fun Interactive Toolkit to review LINES.
Extension:  Kandinsky's paintings are called ABSTRACT.  He is considered to be the "father" of abstract art, because he is one of the first painters to eliminate objects
from his art.  Paintings that do not have any recognizable objects in them are called abstract, or non-objective.  Abstract art is art that has been changed in some way from the way things really are.  For instance, if artists change the colors of things, or the size or the shape, the art is abstract.

Lesson 4:  A Two-Dimensional Geometric Shapes Picture
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  What is art?
Assessment: Second Grade Grading RUBRIC
Materials:  pencil, sketchbook, small found object for drawing ritual, 9"x12" or 12"x18" black paper, same sized grid paper and acetate, clear tape, oil pastels, black sharpie, ruler
Vocabulary:  Geometric shapes, Two-Dimensional (2D), overlap

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook. Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object. Then add you middle value. Put the date in your sketchbook.

2. Can you name some geometric shapes?  These are shapes that are used in math class. Some are: Circle, square, rectangle, triangle, oval...etc. Can you find some around the room?

3. Draw some geometric shapes on the board.  FLAT drawn shapes or flat paper shapes are called Two-dimensional.  They have no height or depth. We will be drawing two-dimensional shapes for this lesson a little later.

4. You've looked at Wassily Kandinsky and his line art. 
   Here is a Swiss artist  from the early 1900's who liked to turn things he saw into simple geometric shapes. His name is Paul Klee. In fact, Paul Klee and Kandinsky had similar modernist ideas about art.  Both artists taught at a special school of design, The Bauhaus School. (The Bauhaus School was founded in  Germany in 1919.  Its signature modernist style, integrating Expressionist art with the fields of architecture and design, was enormously influential throughout the world.) Take a look at a few of Paul Klee's  paintings: Cityscape with Yellow Windows Pick one of the paintings.  What geometric shapes do you see? You will be using geometric shapes as well for your next lesson.

5. Follow this Paul Klee Geometric Lesson using acetate, oil pastels and black paper:  Click "Paul Klee" on the right side of the page for this lesson plan.

6. Create or buy grid paper and show students how to draw a simplified city skyline with lots of squares, rectangles and triangles.

7. When the students finish their skyline and shapes on the grid paper, have the students tape a piece of acetate to the front of their grid drawing and show them how to trace their drawing to the acetate with a black Sharpie marker.

8. The students are to color in the building shapes with oil pastels on the back side of acetate.  Overlap colors to create new colors.

9. Lastly, the acetate drawing is placed in front of a piece of black paper and taped.

10. Put your name on the lower right corner of the 2D geometric city to be displayed and enjoyed!

Differentiation
Support: 
Extension: There are more Paul Klee Geometric Lessons  to try. Click "Paul Klee" on the right side of the page for these.  The last one uses water to bleed color from tissue paper onto white paper.

Lesson 5:  Line or Mirror Symmetry Boards
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  What is art?
Assessment: Second Grade Grading RUBRIC
Materials:  pencil, sketchbook, small found object for the drawing ritual, styrofaom tray or 9"x12" cardboard  with a line drawn down the middle vertically with permanent marker, dry beans, macaroni, yarn, cheerios, other materials, tacky glue, spray paint: white, black or metallic
Vocabulary: Line (Bilateral) Symmetry, pattern

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook. Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object. Then add you middle value. Put the date in your sketchbook.

2. A shape has line symmetry when one half of it is the mirror image of the other half.  Look at examples of Mirror or Line Symmetry (also called Bilateral Symmetry).  Use this Symmetry Website to look at insects and animals that have line symmetry.  Can you think of letters that have Mirror Symmetry?

3. You are going to create a Line symmetry board using many different materials.  Write your name on the back of a styrofoam tray or board.  A line should be drawn down the middle.

4. Each table should be set up with numerous materials in cups.  Take two of one material and place one on one side of line and the other on the other side of the line making sure it is placed symmetrically.  Glue this down and take two more objects and do the same. Continue gluing your materials, two at a time until you have filled your board. 

5. Try a border PATTERN as well. Is your design symmetrical?

6. Place the project on newspaper in a well ventilated area. Spray paint the entire surface keeping the spray can about 8 inches from the project.  Use a back and forth motion and spray evenly until the board is covered in spray. Let this dry overnight.

7. Display these great Mirror or Line Symmetry Boards outside the art room for everyone to see.  Great job! 

8. Check out this online art lesson.

Differentiation
Support: You may look at a Symmetry Website.  Look at the "Best Symmetry Animation" and you will see a Butterfly example.  There are many other Line symmetry examples as well.
Extension: You may look at a Symmetry Website. There are many interesting things to look at and learn!

Lesson 6:  Rotational Symmetry Hex Sign (Part 1)
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  What is art?
Assessment: Second Grade Grading RUBRIC
Materials:  pencil, sketchbook, small found object for the drawing ritual,  paper plates, cut slice templates that are 1/6 of the plate (one per student), charcoal or graphite to rub behind the slice template
Vocabulary:   Rotational Symmetry, Line Symmetry, hexagon
Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.

2. Remember our Line Symmetry boards from last art class?  Why is this kind of symmetry called line (mirror and bilateral) symmetry?  What other things have line symmetry?

3. Look at this Symmetry Website  and click "What is ROTATIONAL symmetry?" You will find some examples here as well.  An image has Rotational Symmetry if there is a centre point around which the object is turned a certain number of degrees and the object still looks the same, ie it matches itself a number of times while it is being rotated.

4. Look at  this Dutch Hex Sign website to learn a little about the Pennsylvania Dutch signs commonly found at the peaks of barns in PA and the surrounding area.  Hex designs have six sections, just like hexagons have six sides!  These circular hex signs may have been "painted prayers" asking God for the blessing of protection for home and farm, good fortune, abundance and prosperity or inviting guests to be welcome.

5. Mrs. Brown had her students design their own Hex signs. Look at these Pennsylvania Dutch Rotational Hex Sign Examples. 

6. To create your own rotational design that repeats six times, trace the outside of a paper plate on white paper and press your pencil point through the hole in the middle of the plate so that the mark shows up as the center point of your circle on your paper.  Write your name on the back of the paper.

7. Use a template of a "pie slice" that is one-sixth of the plate.  Lay this template inside the drawn circle making sure the outside edge rests along the circle edge and the point of the pie slice rests on the center point of your paper.  Trace the template six times to create a six sliced pie or pizza.

8. Hex sign using precut geometric shapes to trace or draw. 

9. Use this template and draw your design in pencil.  Turn the slice over and on the back of the slice rub charcoal or graphite to cover the entire back side.

10. Turn this template right side up and place it onto one of the drawn slices of the circle.  Trace your image onto your 1st slice of the circle on your paper pressing hard so the image is duplicated onto the circle.
    TIP:  Instead of tracing the template six times onto the paper circle, you may draw the image six times onto your circle.  To create the design, you can use some precut shapes to trace if you'd like.

11. Trace this image five more times inside your circle.  You may need to rub more charcoal or graphite on the back of the template.

12. We will finish up this Rotational Symmetry Hex Design next art period.  So far, so good!

Differentiation
Support: Have the circle already prepped with six equal "slices."  You may decrease the number of rotations to four and keep the shapes very simple. Use precut shapes to trace onto each slice.  Keep the design VERY simple.
You may review line or reflective and rotational symmetry and create your own on-line:  Symmetry On-Line
Extension: Turn this circle into a rotational PIZZA PIE or make this  Pizza Pie into a collage of cut paper pepperoni, anchovies, peppers...etc
You may review line or reflective and rotational symmetry and create your own on-line:  Symmetry On-Line

Lesson 7:  Rotational Symmetry Hex Sign (Part 2)
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  What is art?
Assessment: Second Grade Grading RUBRIC
Materials:  pencil, sketchbook, small found object for the drawing ritual, black markers, assorted markers, scissors, glue, black construction paper for mounting (optional)
Vocabulary:  Rotational Symmetry, Line Symmetry, hexagon

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.

2. Do you remember what Rotational Symmetry is?  How is this different than Line or Mirror Symmetry? 

3. Describe what the Hex signs of the Pennsylvania Dutch were used for.  Where did they place their Hex signs?

4. Let's continue our Rotational Hex signs.  Go over all your lines with a black marker.

5. Use chisel tip markers to fill in all your shapes.  Make sure your colors are the same in each slice.

6. You may cut out your completed circle and glue this onto black construction paper.  Write your name on the bottom right corner of the paper.

7. Display the Hex signs outside the art room for all to see and admire!  Wonderful!

Differentiation
Support: Have the circle already prepped with six equal "slices."  You may decrease the number of rotations to four and keep the shapes very simple. Use precut shapes to trace onto each slice.  Keep the design VERY simple.
You may review line or reflective and rotational symmetry and create your own on-line:  Symmetry On-Line
Extension: Turn this circle into a rotational PIZZA PIE or make this Pizza Pie into a Rotational collage of cut paper pepperoni, anchovies, peppers...etc
You may review line or reflective and rotational symmetry and create your own on-line:  Symmetry On-Line

Lesson 8:  Making a 3D Neighborhood
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  What is art?  
Assessment: Second Grade Grading RUBRIC
Materials:  sketchbook, pencil, small found object for the drawing ritual, toothpicks-at least 32 per student, clay balls (smaller than grapes) 21 per student-the following lesson plan requires gumdrops but instead clay balls will be used,
small lunch baggies to place clay balls and toothpicks in before you pass them out to the students-1 per student, plastic knives, shapes document to print- one per student, 10"x12" cardboard to lay the handout and created shapes on top.  A class helper would be very helpful for this activity.
Vocabulary: Two-Dimension or 2D, Three-Dimension or 3D shapes

Activities

1. Warm up with a 5 minute Drawing Ritual in your sketchbook-  Art Rituals in the Classroom
   Choose an object to place in front of you. Pretend an ant is sitting on the top of the object.  Draw the object in the air: use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Look down at your paper ONLY to reposition your pencil.  Refer to the VALUE SCALE that you completed in your sketchbook.  Add VALUES to your drawing beginning with black or #5.  It is easiest to see the darkest value when you SQUINT at your object.  Then add you middle value.   Put the date in your sketchbook.
2. Review some two-dimensional geometric shapes on the board or hold up geometric shapes cut from paper.  What makes them Two-Dimensional?
3. Look at this Three-Dimensional Shapes video:  You Tube:  3D Shapes PROJECT voice
4. Use this lesson to play Hunt for Your Shapes Game. 
   What is a 3D shape?   What is the difference between a 2D shape and a 3D shape?  A Two-Dimensional or 2D shape is flat.  There is no height nor depth to it.  A drawing is 2D.  A Three-Dimensional or 3D shape is not flat. There is height and depth. A sculpture is 3D.  You can look at it from many sides or angles. You will be creating a sculpture using 3D Geometric shapes.
5. Review the cube, cuboid (rectangular prism), cylinder and cone. The teacher can hold up real life examples.  Follow the Make a 3D Neighborhood Lesson. Construct 3-dimensional structures from 2-dimensional paper. Create a neighborhood or community with their 3D structures.

Differentiation
Support: The student needs to have a helper to construct the three-dimensional shapes.
Extension: This is a 2D and 3D Shape Website