D11-DOI-Visual Arts, 1st Grade Art

District 11 Division of Operations & Instruction
Visual Arts

Grade 2, Quarter 3 Art: Balance and Motion in Kinetic Art

Overview
Watch the Art in Motion Video Introduction. In this unit, students will apply what they have learned about balance and motion to create art that moves. The movement can be caused by wind or any other form of energy. There is considerable research on the academic value of students receiving instruction in the Visual Arts. All District 11 art classes are taught by qualified art teachers. Students will learn the elements of art and principles of design. They will learn about art in relation to history, culture, and the community. They will also recognize and use the visual arts as a form of communication, and will critique works of art through analysis, assessment, and evaluation. As we progress into the second quarter, more formalized assessments of each student's level of mastery begin and continue throughout the year. "Art isn't everything, it is about everything."
~ Gertrude Stein

Curriculum Integration: This is an Integrated Unit for Science and Art.

For Teachers

Prior Unit

Next Unit

Prior Grade

Next Grade

Daily Lessons

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.

A	Academic Preparedness: the foundation required for either higher education, or high-wage, high skills jobs
C	Cultural Competence: the ability to understand and interpret political and cultural events from multiple perspectives in a global society, a core competency in 21st Century Skills
H	High-Functioning Team Member Skills: collaboration is a core competency in 21st Century Skills
I	Innovative Thinking and Problem Solving Skills: a core competency for 21st Century Skills
E	Effective Use of Information Technology: a core competency for 21st Century Skills
V	Vital Participation in Civic Responsibility: "share knowledge and participate ethically and productively as members of our democratic society" Standards for the 21st-Century Learner from American Library Assoc.
E	Effective Communication Skills: a core competency for 21st Century Skills

Videos: Art in Motion Kinetic Art 1 Kinetic Art 2 Kid’s Ideas for Kinetic Art Amazing Kinetic Art Honda Commercial Kinetic Art Science and Kinetic Art http://www.ralfonso.com (Kinetic, Light and Water Sculptures for Public Places)

Build a Mobile Online

Lesson 1: Kinetic Sculpture- Wire Sculpture in Motion
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 inform us about our culture, history and society.
Essential Question: What is art?
Assessment: Second Grade Grading RUBRIC
Materials Needed: sketchbook, pencil, found object for drawing ritual,
wire (ALL Wire is Sculpture Wire! The best and cheapest wire in the chain art stores is over in the floral department, sold as florist wire or paddle wire. Your materials budget will go quite a bit further if you make your first selections at the hardware store. For just a few dollars, you can get a voluptuous roll of dark annealed "tie wire" aka baling wire or bailing wire. It's nice and cheap, but may leave a smudgy layer of machine oil on the hands. It also comes in a silvery, galvanized version, much easier to clean up. Don't fret if you can't find exactly the color of wire you're looking for - wire sculpture projects can be painted different colors when they're finished)
wire cutters

Activities

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.
Have you seen the Kinetic Art videos above? What is kinetic art? Kinetic Art is art that contains moving parts or depends on motion for its effect. The moving parts are generally powered by wind, motor, water, or the observer. Kinetic art varies in size as well. They can be smaller than pinwheels or enormous like the work of Ralfonso http://www.ralfonso.com and Theo Jansen's beach "animals" Science and Kinetic Art.
You will begin your exploration of kinetic art by using wire. Here is an Innovative Wire Sculpture lesson.
Clean up: Pick up any scrap wire of of the table and the floor and put them in a scrap box.
Use a piece of masking tape and write your name on it in black marker. Attach this to your art in progress. We will finish up our wire sculptures next time.

Differentiation
Support:
Extension: Here is more information on the history of Kinetic Art: http://en.wikipedia.org/wiki/Kinetic_sculpture
Kinetic Sculpture Lesson Ideas

Lesson 2: Kinetic Sculpture- Wire Sculpture in Motion
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 inform us about our culture, history and society.
Essential Question: What is art?
Assessment: Second Grade Grading RUBRIC
Materials Needed: sketchbook, pencil, found object for drawing ritual,
wire (ALL Wire is Sculpture Wire! The best and cheapest wire in the chain art stores is over in the floral department, sold as florist wire or paddle wire. Your materials budget will go quite a bit further if you make your first selections at the hardware store. For just a few dollars, you can get a voluptuous roll of dark annealed "tie wire" aka baling wire or bailing wire. It's nice and cheap, but may leave a smudgy layer of machine oil on the hands. It also comes in a silvery, galvanized version, much easier to clean up. Don't fret if you can't find exactly the color of wire you're looking for - wire sculpture projects can be painted different colors when they're finished)
wire cutters, fishing line, fan

Activities

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.
Continue the Innovative Wire Sculpture lesson.
When you are finished, you can tie a piece fishing line to the tops of the sculptures and tie them to trees, or have them hang from the ceiling and watch them twirl in the air.
TIP: If you attach the sculptures to the ceiling, create motion by using a fan to twirl all the sculptures with the breeze.

Differentiation
Support:
Extension: Here is more information on the History of Kinetic Art: Kinetic Sculpture Lesson Ideas

Lesson 3: Kinetic Mobiles using Organic Shapes (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 inform us about our culture, history and society.
Essential Question: What is art?
Assessment: Second Grade Grading RUBRIC
Materials Needed: sketchbook, pencil, found object for drawing ritual, collected sticks or straws or wire, yarn, two 9"x12" colored construction paper (may be warm/cool, or black/white, or complimentary colors), scissors, markers, color wheel
Vocabulary: balance, organic and geometric shapes

Activities

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.
Alexander Calder was the inventor of the mobile. Here are a few websites about the work and biography of kinetic sculptor Alexander Calder. Calder uses many organic shapes in his mobiles. What do his organic shapes remind you of? An organic shape is an irregular shape, or one that might be found in nature, rather than a mechanical shape. Does he use geometric shapes? These are the shapes we use in math. Lots of geometric shapes are made with straight lines but include circles, ovals, triangles, rectangles, squares. Does Calder use geometric shapes?
Check out the large mobiles and vertical mobiles that Timothy Rose created as well. Are they similar to Calder's mobiles?
Mobiles require balance. What do you think balance means? Balance refers to the way the shapes or elements of art are arranged to create a feeling of stability. When you put your shapes together, you will need to balance them so the mobile will not flop to one side.
Now it is your turn to create a mobile. Here is a Mobile Lesson Plan to follow.
Choose your two colors of paper. Will you use warm and cool colors? Complimentary colors? (You can review colors from the color wheel.) Fold both papers in half lengthwise and cut along the folds. Now you have 4 smaller pieces of paper.
You need only two different colored rectangles from the four.. Cut out one large organic shape from each rectangle. What is an organic shape? Make sure you use most of the rectangle when you cut your organic shape. TIP: Your organic shape can be recognizable such as an animal, fish, bird, cloud, or abstract (unrecognizable). Cut out one more large organic shape from another colored rectangle.
Fold the other two uncut rectangles in half and cut along the folds. You should have four more rectangles left. Cut out more geometric shapes.
Add some marker designs to accentuate your shapes. Color on both sides of each shape
Put all your shapes in an envelope with your name on it and save this for next class.
Clean up all your scraps and make sure you look under the table. Put all your materials away. We will finish out mobiles next time.

Differentiation
Support:
Extension: Look over the Biography of Timothy Rose.
Kinetic Sculpture Lesson Ideas

Lesson 4: Kinetic Mobiles using Organic Shapes (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 inform us about our culture, history and society.
Essential Question: What is art?
Assessment: Second Grade Grading RUBRIC
Materials Needed: sketchbook, pencil, found object for drawing ritual, collected sticks or straws or wire, yarn, two 9"x12" colored construction paper (may be warm/cool, or black/white, or complimentary colors), scissors, hole punch, white glue, markers
Vocabulary: balance, organic and geometric shapes

Activities

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
Here is the website again of kinetic sculptor Alexander Calder. Calder uses many organic shapes in his mobiles. What do his organic shapes remind you of? An organic shape is an irregular shape, or one that might be found in nature, rather than a mechanical shape. Does he use geometric shapes? These are the shapes we use in math. Lots of geometric shapes are made with straight lines but include circles, ovals, triangles, rectangles, squares. Does Calder use geometric shapes?
Place your shapes onto your table. Add marker designs to accentuate your shapes on both sides of each shape if you have not finished from last class.
Mobiles require balance. Do you remember what balance means? Balance refers to the way the shapes or elements of art are arranged to create a feeling of stability. When you put your shapes together, you will need to balance them so the mobile will not flop to one side.
Follow this lesson to Finish Your Mobile.
Put your name on one of the large shapes and hang your completed mobile in your school somewhere special.

Differentiation
Support:
Extension: Look over the Biography of Timothy Rose and check out his large mobiles and vertical mobiles.
Kinetic Sculpture Lesson Ideas

Lesson 5: Kinetic Sculpture- Large Whirling Pinwheels
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 inform us about our culture, history and society.
Essential Question: What is art?
Assessment: Second Grade Grading RUBRIC
Materials Needed: sketchbook, pencil, found object for the drawing ritual,

Activities

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.
This is a Pinwheel Template. There is also a short video to make a pinwheel. TIP: You can also enlarge the pinwheel template to create even LARGER pinwheels.
Here is an easy Watercolor Pinwheel to make.
This is a Modern Art Pinwheel to make.
The final pinwheel can be attached to a long steak and placed in the ground or attached to a car antenna and whirl in the breeze.
Here is another idea: Attach a spoke to the middle of the pinwheel perpendicularly, instead of parallel. so that it resemble a twirling top. Have an adult attach this spoke to a bicycle wheel with wire and watch it whirl while you ride! Make sure the pinwheels are firmly wired into the tires and do not get in the way of your pedals. You can even attach many pinwheels to the bicycle tires to create a very kinetic effect and YOU become part of the kinetic sculpture!

Differentiation
Support:
Extension: Visit this site for more Art In Motion Ideas.

Lesson 6: Build a Whirligig in a Box (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 inform us about our culture, history and society.
Essential Question: What is art?
Assessment: Second Grade Grading RUBRIC
Materials Needed: sketchbook, pencil, found object for the drawing ritual, shoebox, acrylic paints, cups, water container, large and small brushes, newspaper, paper towels
Activities

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.
A whirligig is an object or toy where part of it spins or whirls. Here is a lesson to create a Shoebox Whirligig.
Think about what you would like your whirligig to be about. Think about a theme: animals, circus, football, ocean...etc.
Begin this lesson by writing your name inside your shoebox. You will have to paint the box with acrylic paints so place the box onto newspaper. Remember you theme. Have a few colors of paints on a tray, your water container, brush and paper towel for wiping ready. Use a large brush to paint large areas first. When you change colors wipe your brush with a paper towel before you rinse. Then rinse your brush and continue painting. This keeps your water clean. You may mix a few colors on your tray and experiment if you desire. Acrylic paints dry fairly quickly, so add some details to your shoebox with a small brush.
Do your remember what your primary and secondary colors are? Are any of you using warm and cool colors?
Let these dry for next time. Throw away dirty newspaper, rinse and dry your brushes well and put them away.

Differentiation
Support: Visit this site for some Color Review visit.
Extension:

Lesson 7: Build a Whirligig in a Box (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 inform us about our culture, history and society.
Essential Question: What is art?
Assessment: Second Grade Grading RUBRIC
Materials Needed: sketchbook, pencil, found object for drawing ritual, 3"x2" pieces of posterboard (two for each student), hanger that is already bent in two places, large paper clips, pliers, markers, scissors, masking tape, a helper may come in handy

Activities

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.
To finish your shoebox whirligig follow this lesson: Shoebox Whirligig
You will need an adult to help you bend the wire in two places if it is not already bent, and the shoe box should have a hole punched through middle of the two small sides.
Draw pictures on the two small pieces of cardboard. The drawings should reflect your theme. Hold these completed drawings for when you assemble your whirligig.
Assemble all together using the lesson plan.
Attach your cardboard on top of your paperclips with masking tape or hot glue.
Now you are ready to turn the crank and admire your whirligig in motion!