Enduring
Understandings - important ideas
that students should carry with them years beyond the instruction received
this year.
- People and cultures communicate through visual
arts.
- Visual arts tell stories with mood
and emotion through images.
- Visual arts inform us about our
culture, history and society.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What is art?
- What makes a piece of artwork
good?
- How can I communicate my ideas
thoughts and feelings effectively through art?
Standards-Based Assessments
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.
District 11
curriculum is designed to prepare and equip students to be
successful in the 21st Century. Curriculum resources and lessons
included here have been aligned to the Colorado Standards for each
content area. In addition, the entire program has been aligned with
the knowledge, skills, and learner attributes the
Partnership for 21st Century Skills promotes as necessary for
success in the 21st Century. You will see the highlighted core
values embedded in these lessons and activities.
|
Lesson 1: Art With Plants: No More Lollipop Trees! (Part 1)
Duration: 1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through visual
arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials Needed: sketchbook, pencil,
found objects for drawing ritual, assortment of potted plants and/or
assorted leaves, sharpie, 9"x12" or 12"x18" drawing
paper
Vocabulary: contour line
Activities
- An individual's ability to
draw is... the ability to shift to a different-from-ordinary way
of processing visual information – to shift from verbal,
analytic processing to spatial, global processing.
~Betty Edwards
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.
- A simple way to
draw a tree is to draw a brown, square trunk and a green circle
on top. It is the easy way, but it isn't very realistic. Those
trees look more like big lollipops. In this lesson, you will
learn to look closely at objects you want to draw. We will
notice that every plant has a stem with leaves grow out from the
stems like your fingers extend out of your hand. Arrange
the potted plants or an assortment of leaves on each art table.
Here is a site that has
Photos of Various Plants if you need it.
- This drawing is
done in the same way as the drawing ritual. Use drawing
paper for these leaf drawings. Children will choose one
leaf to begin. Observe the CONTOUR lines carefully. The contour line is the outline of an object. Then use your
finger to trace around the leaf, stem and veins, slowly and
carefully. Kids may pretend an ant is sitting on the edge
of the leaf, position pencil on paper and begin drawing.
As the eyes follow the ant around the edge of the leaf, their
pencils will follow on paper at the same speed and position as
their eyes. Children should only look down on their papers
when repositioning pencil. Add the stem and veins and any
other details observed. Leaf should be life size or
larger.
- Choose another
type of leaf and draw in the same manner as above. You may turn
your paper so another edge is on the bottom. Draw at least four
different leaves this way, turning the paper upside down or
sideways to begin a new leaf, overlapping leaves and filling the
paper. Leaves may even come off the page.
Differentiation
Support:
Extension:
Lesson 2: Art With Plants: No More Lollipop Trees! (Part 2)
Duration: 1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary colors and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through visual
arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials Needed: sketchbook,
pencil, found objects for drawing ritual, assortment of potted
plants and/or assorted leaves, thick and thin markers, 10"x13" or
14"x20" black construction paper for mounting, stapler or glue stick
Vocabulary: contour lines, overlap
Activities
- An individual's ability to
draw is... the ability to shift to a different-from-ordinary way
of processing visual information – to shift from verbal,
analytic processing to spatial, global processing.
~Betty Edwards
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.
- Look at your
drawing of leaves. Do you need to fill in any empty areas,
add a very large or tiny leaf for interest? Overlap one
more leaf? Add any
additional leaves if necessary.
Look at the
Photos of Various Plants
for ideas.
- Go over all the
contour lines with black or different colored markers. The outer
edge of leaves should be outlined in thick lines and the inside
veins with thin lines.
- When you are
finished, staple or glue your pictures onto the black
construction paper.
- Write your name
and grade on the lower right corner of the drawing.
- Display the leaf
projects outside the art room. Great Job!
Differentiation
Support:
Extension:
Lesson 3:
Art With Animals-Live Animal Drawings
Duration: 1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understandings: Most
students respond to subjects that are important and interesting and
that grow out of their own life experiences. They will draw subjects
that are meaningful and fascinating to them. Live animals, birds and
reptiles in the classroom are used to motivate discouraged students
or those who lack confidence. "Few children fail to respond to the
animal."~Marvin Bartel, Ed.D.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials Needed:
sketchbook, pencil, two live animals
Activities
- "How can we motivate children who feel they have no drawing talent? If they say, "I can not draw"...in most cases they honestly do have serious weaknesses. With respect to drawing, they may have devastating self-image problems. We know they will not learn drawing if they do not practice. We know they do not practice because they are too frustrated and discouraged when they see their own drawings. How are desire, confidence, and passion acquired? How does a coach, teacher, or parent motivate practice that happens spontaneously, joyfully, and passionately?
...We can use subjects and topics that are important and
interesting - things that grow out of their own immediate life
experiences. These vary. I know an art teacher who
has 13 and 14 year olds drawing details from a motorcycle on
loan to the classroom in winter. This especially
fascinates boys. This teacher always has an animal in his art
room. Few children fail to respond to the animal."~Marvin
Bartel, Ed.D.
Look over the
Live Animal or Bird Drawing Lesson. No blinder card is
needed for this age. This is an 8"x8" card for a pencil to be
inserted through-this card is used to keep students from looking
down at their drawing.
- These drawings will take all class period. The children
can also can draw in their sketchbooks. Use two
similar or different animals for the class to use: a rabbit,
guinea pig, ferret, and cockatiel are wonderful for the
drawings. Kids can switch to drawing a different animal
halfway through the class period. Kids can also "zoom in"
on animal body parts-feet, eyes, ears, beak, tail feathers...Observe carefully! Use as many sketchbook pages as
necessary. Some of the drawings need to be at least 4" or
5" large. You will need these sketches as references for your
final drawing.
- Students find live animal
drawing fun and motivating. If you are unable to use live
animals in the class then here are some
Photos
of Sparky the Guinea Pig you may draw.
Here are more
Animal Photos and
more
Animal
Images to choose from.
Differentiation
Support:
Extension: Take a look at some wild animals from the San Diego Wild
Animal Park (4:34 minutes long)
Sparky the Guinea Pig
Lesson 4: Art with Plants and Animals-My Jungle (Part 1)
Duration: 1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understandings: Most
students respond to subjects that are important and interesting and
that grow out of their own life experiences. They will draw subjects
that are meaningful and fascinating to them. Live animals, birds and
reptiles in the classroom are used to motivate discouraged students
or those who lack confidence. "Few children fail to respond to the
animal."~Marvin Bartel, Ed.D.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials:
sketchbook, pencil
Vocabulary: overlap, foreground, middleground, background,
depth
Activities
- Art Rituals in the Classroom. This is a 5 minute drawing
warm up using
a found object. Pretend an ant is sitting on the object. First,
draw the object in the air with your finger by following the ant SLOWLY around the
object until he reaches the starting point. Next, fix your eyes
on the ant on the object and position your pencil on your sketchbook. As your eyes follow
the ant,
your pencil follows your eye movements exactly. DO NOT look down on
paper while drawing. Put the date in your sketchbook.
- This next lesson involves
step by step verbal drawing instruction. It is better that
the children DO NOT look at Rousseau jungle paintings until
AFTER their drawings are complete. You should have a few
sketchbook drawings of animals. If you need more drawings you
may use this link of
Animal
Photos for more animal references as well as this video of
wild animals from the San Diego
Wild Animal Park (4:34 minutes long): www.youtube.com/watch?v=ZWVL-UHPHmc&feature=related
- For this jungle scene you
will need: your animal sketches from the last class, any
other animal references or pictures, and your completed leaf
picture project.
Pass out paper. Write
your name on the back. How would you like to hold your
paper? Horizontally or vertically for your jungle scene?
Begin by drawing some large leaves in the lower front and sides
of the drawing paper. Leaves can be attached to form
bushes and trees. Leave lots of areas blank toward the
middle and upper part of you paper for smaller more distant
foliage and animals.
- Using animal references, draw
at least two animals, one large near the bottom of the page
(FOREGROUND) and one SMALLER and positioned HIGHER up on page (MIDDLEGROUND)
Include at least one animal from your live animal drawings from
the last class. Have some leaves OVERLAP your animals,
covering part of their bodies. The animals can play
"Peek-A-Boo" through some leaves.
- Add any more animals that you
would like. Make sure some leaves OVERLAP parts of your
animals to make them look like they are sitting among and behind
the foliage. Leave some sky area blank.
- Add leaves and foliage that
is SMALLER and closer together behind ALL the animals
(BACKGROUND). This will help create DEPTH. Add any kind of flowers or
fruits from foliage or trees. Leave some sky area blank. Great job so far!!!!
What amazing animals and plants!
- What does it mean to OVERLAP
plants on top of animals? Has anyone done this? Did
you draw your animals large and low on the page, as well as
another that was smaller and higher up on the page?
Does it look like some animals are closer to you and some are
farther away? Why? What animals or plants are in the
FOREGROUND? Do they look close to you? What about
the MIDDLE GROUND? What is DEPTH?
TIP: Children do not have to master these concepts in one
class period. These concepts will continually be
reinforced throughout the year and upcoming years.
- When you come back to class
next time, we will add some color.
Differentiation
Support: Explore DEPTH with this fun
Interactive Toolkit.
Extension: Explore
DEPTH with this fun
Interactive Toolkit.
There is a great jungle lesson plan using bright construction paper,
oil pastels, and black tempera, along with other great lesson ideas.
Look under
Elementary Ideas
Lesson 5:
Art with Plants and Animals-My Jungle (Part 2)
Duration:
1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures
communicate through visual arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials: sketchbook, pencil,
found object for the drawing ritual, art projects from last class,
black sharpie, oil pastels or crayons, watercolors, large and
smaller watercolor brushes, water container, paper towels, newspaper
to cover the table
Activities
-
Art Rituals in the Classroom. This is a 5 minute drawing
warm up using
a found object. Pretend an ant is sitting on the object. First,
draw the object in the air with your finger by following the ant SLOWLY around the
object until he reaches the starting point. Next, fix your eyes
on the ant on the object and position your pencil on your sketchbook. As your eyes follow
the ant,
your pencil follows your eye movements exactly. DO NOT look down on
paper while drawing. Put the date in your sketchbook.
-
Pass out the work in
progress. How did you do?
Review foreground: Point out students' work that shows
larger plants and animals in the foreground. Do these look
close to you? Review middle ground: Do these plants
and animals look a little farther away than those in the
foreground? Why? What is depth?. Point out
some work that shows depth.
-
Finish your
drawings.
Outline all
contour lines with a black sharpie.
Add oil pastels
to leaves (press hard) and overlap colors. Leaves can be
green with blue, others can have green and orange mixed
together...etc. Leaves in the background can be darker to
create depth.
Leave the sky blank for now.
-
Animals can be
colored in with crayons (easier to use for detail) than oil
pastels.
Set up your
watercolors. Using a large brush, wet sky area with water.
Experiment with your colors, but do not over mix! Let one
color bleed into another, but don't overlap too many colors on
top of one another. What do you think will happen?
-
Who is using a
primary color? Who is using a secondary color?
Review colors while children are painting. Watercolors can
be used on top of leaves and animals...colors will bead up on
top of oil pastels and crayons and sink into any white paper.
-
Clean Up: Carry artwork to a safe area to dry. Rinse brush and empty
water container and put them away. Put all other materials
away. Clean table with damp paper towels or sponges.
Differentiation
Support:
Explore DEPTH with this fun
Interactive Toolkit.
Extension: There is a great jungle lesson plan using bright
construction paper, oil pastels, and black tempera, along with other
great lesson ideas.
Look under
Elementary Ideas
Watch the
Animal Kingdom
video.
Lesson 6:
Looking at Henri Rousseau-Describing My Art in Writing
Duration: 1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through visual
arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials:
4 1/2"x6" white paper, assorted thick and thin markers
Activities
- Begin with an Art Ritual in the Classroom. This is a 5 minute drawing
warm up using
a found object. Pretend an ant is sitting on the object. First,
draw the object in the air with your finger by following the ant SLOWLY around the
object until he reaches the starting point. Next, fix your eyes
on the ant on the object and position your pencil on your sketchbook. As your eyes follow
the ant,
your pencil follows your eye movements exactly. DO NOT look down on
paper while drawing. Put the date in your sketchbook.
- Pass out jungle pictures.
Using a glue stick, glue the back of the completed artwork along
the edges and middle. Press completed picture on top of
the black construction paper.
- Are you ready to look at a
few jungle paintings by a famous artist? Here is a
biography and some paintings by
Henri
Rousseau.
Here are more
Rousseau Paintings that can be zoomed in. What are the
some similarities between Rousseau's jungle scenes and yours?
-
Let's describe your art. Is it
colorful? Is it a real scene? How does it make you
feel? Calm? Excited? Warm? Cold? Why
does it make you feel this way?
Would you like to live in your jungle? Why or why not?
- Pass
out the drawing paper. Kids will title their paintings on
top of the page using colorful markers. The first letter
of each word should be capitalized. The title should be
spelled correctly.
(The children will then describe their
paintings using the words or phrases or sentences they thought
about.)
Describe how the painting makes you FEEL. What words can you use? There is no wrong.
(They may
use adjectives like cold, hot...and simple phrases like: high on
a cloud...ANYTHING is fine! They may use complete
sentences like: My jungle is a nice place to live. They
can answer questions such as: My jungle makes me feel...,
It is a beautiful place because...My favorite animal is...Words
can be sideways, upside down, zigzagged...)
- Use thick and thin
colored markers to go over all your letters.
After
you have written your titles and have included words, phrases,
and/or sentences, you may decorate your borders using shapes
and patterns.
-
Display the artwork outside the art room with the writings
attached to the correlating pictures. Enjoy your amazing
jungle scenes! Great job!
Differentiation
Support: The child can tell you the title and describe the
words he/she wants to use. Ask questions above and record the
words/phrases/sentences that he/she answers on the drawing paper.
The child can color in with markers and decorate.
Extension: Students can have fun using the NGAKids Jungle
interactive and create their own
Rousseau-like Jungles.
Use this
Moma website
to create Animal Artworks on the computer.
Lesson 7:
Art With Plants and Animals-Printmaking (Part 1)
Duration: 1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through visual
arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials:
This is a 3-D layered print using 2 styrofoam plates and does not
require ink and rollers!
sketchbook, pencil, found object for drawing ritual, drawn pictures
of animals from live animal drawing lesson, leaf artwork from
previous art class, one 8"x10" styrofoam board for the background
and 6"x6" (approximate) styrofoam board for the animal (or use
2 boards equal in size, but when drawing the animal, it must be a
smaller size)
Activities
-
Art Rituals in the Classroom. This is a 5 minute drawing
warm up using
a found object. Pretend an ant is sitting on the object. First,
draw the object in the air with your finger by following the ant SLOWLY around the
object until he reaches the starting point. Next, fix your eyes
on the ant on the object and position your pencil on your sketchbook. As your eyes follow
the ant,
your pencil follows your eye movements exactly. DO NOT look down on
paper while drawing. Put the date in your sketchbook.
-
Here is a
Printing Lesson by Mary Lathron: There are
wonderful tips for printmaking in the classroom here.
TIP: Although this lesson requires ink and rollers,
substitute watercolor markers and damp paper for this lesson!
-
Use your sketches of plants and
animals from your completed leaf artwork and sketchbook drawings
of animals. Choose one large animal drawing from a
previous sketch.
-
If the animal or bird is large
enough (about 5" long), the animal may be traced onto a
styrofoam board using carbon paper taped to the board with the
sketch taped on top. Use your pencil or pen to trace. No
small details! Keep it simple!
A larger animal may be redrawn in your sketchbook or drawing
paper if all of your sketches are too small. Then trace this
animal onto the styrofoam board. No small details!
Keep it simple!
-
Cut out the animal from the
styrofoam board with scissors CAREFULLY! Cut FAR outside the
animal contour line rather than on it. Do NOT overcut. Be
careful with thin legs or feet-stay far away from the outline
when you cut. You don't want to snap your styrofaom. Ask for help if you need it.-It will be easier to print if the
areas stay rather wide than thin.
-
Put your name on the back of the
animal and save it for next class.
-
The background will be a print of
leaves, trees, or foliage: Draw the sketch first in your
sketchbook while looking at your previous drawings of leaves or
some potted plants. When you are finished, trace your drawing
onto styrofoam board using carbon paper as above, or go ahead
and draw directly onto the board while looking at your sketch.
-
Remove the carbon paper and the
sketch from the styrofoam and deepen the lines with a pen or
pencil. Add any details.
-
Write your name on the back of
your leaf picture and save for the next class.
Differentiation
Support: Use only one sketch with one animal/bird in the
middle of a background of leaves. Use ONE 8"x12" styrofoam plate.
Help position the carbon paper and sketch to the styrofoam and tape
it together for the student.
The student can trace the sketch onto board using a pen or pencil.
Extension: Use this
Moma website
to create Animal Artworks on the computer.
Lesson 8:
Art With Plants and Animals-Printmaking (Part 2)
Duration: 1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through visual
arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials:
(This is a 3-D layered print using 2 plates) sketchbook, pencil, found object for drawing ritual, 2 styrofoam
plates from last class, chisel-tip watercolor markers like
Mr. Sketch, 9"x12" watercolor paper; spoons for burnishing, large flat watercolor brushes and water containers,
paper towels, 3D-O's or small objects like beans, flat beads, or
macaroni that can be used to glue the animal print onto background
image so that it is lifted off of the background
Activities
- Art Rituals in the Classroom. This is a 5 minute drawing
warm up using
a found object. Pretend an ant is sitting on the object. First,
draw the object in the air with your finger by following the ant SLOWLY around the
object until he reaches the starting point. Next, fix your eyes
on the ant on the object and position your pencil on your sketchbook. As your eyes follow
the ant,
your pencil follows your eye movements exactly. DO NOT look down on
paper while drawing. Put the date in your sketchbook
- Collect the two plates, one
large animal/bird, and one background plate. Color in with
watercolor markers like Mr. Sketch chisel tip. They work
well! Fill every area with colors.
- TO PRINT: Children must write
their names on the back of all their papers to be printed.
Paint clean side of print paper with water using a large
brush. Do not let it get runny or sopping wet! If
so, mop up drips with a paper towel. Take the background
styrofoam picture, color side up and overlay watercolor paper
onto it, being careful to center paper as best as
possible. PRESS with hand from middle to edges, then use the
back of a spoon to burnish thoroughly. Make sure print does not
move while burnishing.
- Lift one edge to remove paper
from the plate and put it in a safe place to dry. You may
recolor you leaf plate with your markers and print more images.
- Print the animal pictures
using your cut out animal plate the same way as above. You may
recolor your animal plate with your markers and print more
images as time allows.
- Choose your best animal image
and background image. Cut out your animal picture and glue
a few 3D-O's to the back and glue onto the foliage print.
- Display your print outside
the art room for all to see. Great job!
Differentiation
Support: Color the plate with assorted markers.Help the
child print: when the board is colored in with markers, help
position the damp paper onto the board and hold the paper in place
while the child burnishes. You may also designate a student
helper to hold the paper in place.
Extension: The kids can explore
Rousseau's The Sleeping Gypsy and Picasso's She-Goat
for our next lesson:
Lesson 9:
Animal Sculpture using Recycled Materials (Part 1)
Duration: 1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through visual
arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials: sketchbook,
pencil, found object for drawing ritual, assorted discarded
objects such as: egg and milk cartons, cardboard tubes,
cardboard boxes like cereal or cracker...fabrics, styrofoam
trays, cups, styrofoam bowls...etc., paper or plastic plates, tacky
glue, masking tape, aluminum foil to twist and shape
Activities
- Art Rituals in the Classroom. This is a 5 minute drawing
warm up using
a found object. Pretend an ant is sitting on the object. First,
draw the object in the air with your finger by following the ant SLOWLY around the
object until he reaches the starting point. Next, fix your eyes
on the ant on the object and position your pencil on your sketchbook. As your eyes follow
the ant,
your pencil follows your eye movements exactly. DO NOT look down on
paper while drawing. Put the date in your sketchbook.
-
Look at She Goat by Pablo Picasso and
follow this
Animal Sculpture Lesson.
-
To begin this construction, think
about the basic body shapes of your animal. Keep it
simple! You may begin with a large box and use making tape and
tubes to add legs or feet under it. Make sure the body
section is balanced on the feet and that it doesn't tip over.
The teacher will come around and hot glue the feet. Add
other boxes and objects to the largest mass completing the basic
body (head, middle shape, legs for mammal; head, middle shape,
legs, long tail for a bird...)
-
Now add to your basic body shape
any materials to define it: a beak shape with aluminum
foil, wings, eyes, ears, whatever you think of. Cut up
some of your cartons if you need to.
-
Use making tape or tacky glue to
hold everything in place, and for heavy objects, your teacher
will use hot glue.
-
Clean Up: Put your
sculpture in a safe place for next time. Put your scraps
in a scrap box. Throw away any tiny scraps you cannot use. Put all other materials away. Check under your chair for
scraps to clean up .Check link
-
We will continue next time.
Differentiation
Support:
Extension:
Lesson 10:
Animal Sculpture using Recycled Materials (Part 2)
Duration: 1 class periods
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through visual
arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials: sketchbook,
pencil, found object for drawing ritual, plaster strips cut
into smaller strips, bowls of water,
newspaper to cover tables, sponge
Activities
- Art Rituals in the Classroom. This is a 5 minute drawing
warm up using
a found object. Pretend an ant is sitting on the object. First,
draw the object in the air with your finger by following the ant SLOWLY around the
object until he reaches the starting point. Next, fix your eyes
on the ant on the object and position your pencil on your sketchbook. As your eyes follow
the ant,
your pencil follows your eye movements exactly. DO NOT look down on
paper while drawing. Put the date in your sketchbook.
-
Look at
She Goat again by Pablo Picasso.
-
Let's continue our animal sculptures from last
class. Cover table with newspapers and put the sculpture in
progress on the newspaper. Each student needs a bowl of
water and plaster strips should be on the table for the kids to
use. Dip a plaster strip in the water and remove excess
water. Begin at the bottom of the glued object sculpture
and wrap the sculpture with the plaster strips.
-
Continue wrapping the sculpture with plaster strips until it is
entirely covered. Let this dry in a safe place.
-
Clean Up: Move the sculpture to dry in a safe place.
Collect all unused plaster strips and put them away. Empty water containers and throw away all wet newspapers.
Sponge the table clean.
Differentiation
Support:
Extension:
Lesson 11:
Animal Sculpture using Recycled Materials (Part 3)
Duration: 1 class period
Standard 2:
Knows and applies elements of art and principles of design.
Identifies primary and secondary 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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate
through visual arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials:
sketchbook, pencil, found object for
drawing ritual, gesso, brush
Activities
- Art Rituals in the Classroom. This is a 5 minute drawing
warm up using
a found object. Pretend an ant is sitting on the object. First,
draw the object in the air with your finger by following the ant SLOWLY around the
object until he reaches the starting point. Next, fix your eyes
on the ant on the object and position your pencil on your sketchbook. As your eyes follow
the ant,
your pencil follows your eye movements exactly. DO NOT look down on
paper while drawing. Put the date in your sketchbook.
- Finish your plaster
sculptures using recycled materials. They should be dry
and ready to paint.
- Lay your table with
newspapers. Finish your sculpture with one coat of gesso.
You may leave this white or add an additional coat of another
color of acrylic or tempera paint when the gesso is dry.
If you have time you may finish the class with drawing your
sculpture in your sketchbook.
- When the sculptures are
completed and dry they should be displayed outside the art room
for all to admire!
Differentiation
Support:
Extension:
|
Lesson 12:
Animal Foil Relief
Duration: 2 class periods
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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through
visual arts.
Essential Questions: What
makes a piece of artwork good?
Assessment:
First Grade Grading
RUBRIC
Materials: 5"x5" tagboard or file folder and
6"x6" cardboard per student, 8"x8" aluminum foil, scissors,
white glue (to glue cut animal onto cardboard), 1 T. white glue and 1
tsp. water mixture in a cup OR rubber cement (to paint onto surface of
relief), glue brush,
animal references, 1 T. black tempera paint and 1/2
tsp. liquid dish detergent mixture in a cup
Vocabulary: 3 Dimensional (3D), relief,
sculpture, contour line
Activities
- Art Rituals in the Classroom. This is a 5 minute drawing
warm up using
a found object. Pretend an ant is sitting on the object. First,
draw the object in the air with your finger by following the ant SLOWLY around the
object until he reaches the starting point. Next, fix your eyes
on the ant on the object and position your pencil on your sketchbook. As your eyes follow
the ant,
your pencil follows your eye movements exactly. DO NOT look down on
paper while drawing. Put the date in your sketchbook.
- Draw some animals in your sketchbook
from a photo reference in contour lines. You may use a sketch from your
live animal drawings from lesson #3. Keep the sketch smaller than 5"x5".
Keep it simple enough that it can be cut out.
- Draw this onto your tagboard and
carefully cut it out. You may use graphite or transfer paper to transfer
the image onto the tagboard: Lay the graphite paper ink side down onto
the tagboard. Lay your sketch onto the graphite paper and tape
everything in place. Trace over the contour lines of your sketch. When
finished carefully remove the tape and papers from the tagboard.
- Take your cardboard and write your
name on the back. Cut out your animal carefully and glue it down onto
your larger cardboard using white glue. The cardboard is not flat or 2
Dimensional anymore but is now a SCULPTURE and 3 Dimensional. This is a
special kind of sculpture that has a special name. It is called a
RELIEF sculpture because it is raised above the background. It is
rather low so we call this a Low Relief or Bas-Relief. Do you know what
common thing we use every day that is a low relief? A Coin!
- Brush the rubber cement or white glue
mixture onto your tagboard and cover with the foil. Press from the
center outward to the edges and neatly fold the foil over one edge at a
time. Glue the foil that folds over the back of the picture as well.
- Carefully outline the edges of your
animal with a pencil in the seams-try not to tear the foil.
- Paint the black tempera mixture onto
your animal relief covering all the foil. Use phone book pages and wipe
the foil almost clean changing paper as needed. Do not over wipe the
contour lines. Keep some darker areas on the outermost areas of the
square for contrast if you desire.
- Shine up any areas needed with fresh
paper.
- Mount this onto a larger sheet of
black matboard or mount ALL the animal reliefs onto one large sheet of black matboard.
When you have finished your beautiful animal foil relief view the
student ART GALLERY for some
fabulous animals in relief!
Differentiation
Support: Help the student with transferring the drawing onto tagboard,
cutting, aligning the foil on top, and the painting and wiping process as
needed.
Extension:
Lesson 13:
Duration: 1 class period
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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through
visual arts.
Essential Questions: What
makes a piece of artwork good?
Materials:
Activities
-
Differentiation
Support:
Extension:
Lesson 14:
Duration: 1 class period
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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through
visual arts.
Essential Questions: What
makes a piece of artwork good?
Materials:
Activities
-
Differentiation
Support:
Extension:
Lesson 15:
Duration: 1 class period
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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through
visual arts.
Essential Questions: What
makes a piece of artwork good?
Materials:
Activities
-
Differentiation
Support:
Extension:
Lesson 16:
Duration: 1 class period
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 5: Critiques
works of art through analysis, assessment, and evaluation.
Enduring Understanding:
People and cultures communicate through
visual arts.
Essential Questions: What
makes a piece of artwork good?
Materials:
Activities
-
Differentiation
Support:
Extension:
|
