D11-DOI-Visual Arts, 1st Grade Art

District 11 Division of Operations & Instruction
Visual Arts

Kindergarten, Quarter 2 Art: Telling Stories With Pictures

Overview
"Narrative imagining-story-is the fundamental instrument of thought. Rational capacities depend on it. It is our chief means of looking into the future, of predicting, of planning, and of explaining...Most of our experience, our knowledge and our thinking is organized as stories."
~ Mark Turner, Cognitive scientist, The Literary Mind
"The Story-from Rumplestiltskin to War and Peace-is one of the basic tools invented by the human mind for the purpose of understanding. There have been great societies that did not use the wheel, but there have been no societies that did not tell stories."
~ Ursula K Le Guin
In this unit, students will learn to illustrate the stories they tell.

Curriculum Integration: This is an Integrated Unit for Music, Literacy, and Art.

For Teachers

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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?

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

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.

Lesson 1: Create a Storybook (Part 1)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication.
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.
Enduring Understanding: People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images.
Essential Questions: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Kindergarten grading RUBRIC
Materials: Sketchbook, pencil, small found object like a rock or stick for the drawing ritual, assorted favorite fiction and non-fiction books (Beatrix Potter book, sport book...etc for examples), assorted animal/fish/bird pictures, car and sport pictures, 12x18 heavy white paper folded lengthwise with 4 equal panels folded widthwise as explained below, rulers.
Vocabulary: illustration, illustrator, contour line, text, fiction, non-fiction
Activities

The Story-from Rumplestiltskin to War and Peace-is one of the basic tools invented by the human mind for the purpose of understanding. There have been great societies that did not use the wheel, but there have been no societies that did not tell stories."
-Ursula K. Le Guin
Drawing Ritual - Look at the Goshen Educational Site for reference. This is a 5 minute drawing in your sketchbook. Choose an object and place it in front of you. Pretend an ant is sitting on it. First, 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 on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Look down only when repositioning your pencil. Put a date in the sketchbook.
Discuss children's favorite stories. What makes them special? Could these stories actually happen, did they happen, or could they happen only in a dream? Discuss your storybooks. Are they realistic or fantasy? Look at and discuss the ILLUSTRATIONS (or drawn pictures). Are there lots of pictures and colors, or not? Does the illustrations help tell the story? Why, why not?
Listen to the audio book, Illustrators at Work. Talk about fiction and non-fiction stories. Are the teacher's storybooks fiction or non-fiction? The children will create their own storybooks.
Look at Bookmaking With Kids. An easy first book is to create a 4 panel book like the top picture of the finished book from Bookmaking With Kids website. Fold the paper lengthwise. Then fan fold paper into 4 equal panels like the finished book picture on the webpage as your guide. Have the panels already folded for your students and save them for later.
This book is made to stand upright so the 1st inside panel will be the COVER panel of the book or TITLE page. The 2nd inside panel will be 1st page and so on.
The Children need to develop a simple story idea. Choosing a main character or object can help with an idea, and kids may use some reference pictures. Draw some characters or objects in the sketchbooks.
Pass out the ready made folded books and rulers. Hold the paper lengthwise. Skip the 1st panel. The kids will use a ruler and draw a line parallel to the bottom edge to contain the text on the 2nd, 3rd, and 4th panels. Draw the line with your ruler not too high up. You may need to guide your students with this step.
OR- Do not use a ruler but draw a wavy or zigzag line above the bottom edge of the book high enough to contain the words.
To create ideas for the text: 1st page: Name it (who is the character?) 2nd page: Verb it (character is doing what?) 3rd page: Finish your thought. Example: The Cow/ Jumped/ Over the Moon. The Title page could read: The Cow's Big Adventure. Look at Burrito Sentences. (This is the 1st grade link which can be used for Kindergarten). Keep it very simple.
When they know what the text will read the kids can use a character idea from their sketchbook to illustrate the text.
Begin your Book!! The kids may begin with the TEXT (or words) lightly written under the lower line. (You may need to help them spell the text, so write the text on scrap paper for the kids to copy if needed. Don't write on their books.)
When the text is completed use a pencil to lightly draw the ILLUSTRATIONs. If you are drawing pictures for your book, what does that make you? An ILLUSTRATOR of course!
Use black marker to go over the text and illustrations (CONTOUR LINE or outline only). Make sure the kids have their names on the back of their books.
Clean Up: Put all reference materials away, pencils, sketchbooks, and folded books where designated.
You are doing a great job so far. We will continue this lesson next time.

Differentiation
Support: Create a book with four panels without text or decrease the number of panels to 2 or 3, depending upon the need of the child. Have the paper all ready folded. You may also write the text for your student.
Extension: Look at the complete website: Bookmaking with Kids

Lesson 2: Create a Storybook (Part 2)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication.
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.
Enduring Understanding: People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images.
Essential Questions: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Kindergarten grading RUBRIC
Materials: Sketchbook, pencil, assorted favorite fiction and non-fiction books (Beatrix Potter book, sport book...etc) for examples, assorted animal/fish/bird pictures, car and sport pictures, 12x18 white paper folded lengthwise and panels already folded from last class, markers, crayons. other materials like watercolors if desired.
Vocabulary: illustration, illustrator, contour line, text, fiction, non-fiction
Activities

"Story represents a pathway to understanding...of how we fit and why that matters...that we must listen to each other's stories and that we are each the authors of our own lives."
Daniel H. Pink, A Whole New Mind
Drawing ritual-Look at the Goshen Educational Site for reference. This is a 5 minute drawing in your sketchbook. Choose an object and place it in front of you. Pretend an ant is sitting on it. First, 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 on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Look down only when repositioning your pencil. Put a date in the sketchbook.
Pass out the books in progress and any needed materials to complete the illustrations. Review the difference between fiction and non-fiction books. What kind of book are you making? What makes it fiction/non-fiction? etc. Compliment class's wonderful creative ideas!!
Kids may continue their books and work on the title page. Draw and color neatly!
Clean up: same as above.
Continue this lesson next time.

Differentiation
Support: Create a book with four panels without text or decrease number of panels to 2 or 3, depending upon need of child.
Extension: Look at the complete website: Bookmaking with Kids

Lesson 3: Step Pop-Up Book (Part 1)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication.
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.
Enduring Understanding: People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images.
Essential Questions: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Kindergarten grading RUBRIC
Materials: sketchbook, pencil, found object for drawing ritual, 11x17 railroad board, another piece of small board to cut shape from, markers, scissors, glue, any other assorted materials for pop-up.
Vocabulary: text, illustration 3D
Activities

"Story represents a pathway to understanding...of how we fit and why that matters...that we must listen to each other's stories and that we are each the authors of our own lives."
Daniel H. Pink, A Whole New Mind
Drawing Ritual - Look at the Goshen Educational Site for reference. This is a 5 minute drawing in your sketchbook. Choose an object and place it in front of you. Pretend an ant is sitting on it. First, 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 on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Look down only when repositioning your pencil. Put a date in the sketchbook.
Explore Magical Pop-Up Fun. (from Robert Sabuda) Look at the Step Pop-Up directions.

Differentiation
Support: Have all materials already cut for child: railroad board to have step already cut, and small square of board ready to be drawn on.
Extension: Explore this great website of Simple Pop-Ups You Can Make. Add "turns" and "sliders" as directed in Magical Pop-Up Fun.

Lesson 4: Step Pop-Up Book (Part 2)
Duration: 1 class period

Standard 1:. Recognizes and uses the visual arts as a form of communication.
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.
Enduring Understanding: People and cultures communicate through visual arts. Visual arts tell stories with mood and emotion through images.
Essential Questions: How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Kindergarten grading RUBRIC
Materials: sketchbook, pencil, found object for drawing ritual, 11x17 railroad board, another piece of small board to cut a shape, markers, scissors, glue, any other assorted materials for pop-up.
Vocabulary: text, illustration, 3D
Activities

"Humans are not ideally set up to understand logic; they are ideally set up to understand stories."
~Roger C. Schank, cognitive scientist
Drawing Ritual-Look at the Goshen Educational Site for reference. This is a 5 minute drawing in your sketchbook. Choose an object and place it in front of you. Pretend an ant is sitting on it. First, 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 on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Look down only when repositioning your pencil. Put a date in your sketchbook.
Did anyone add TEXT to the Pop-Up book? We learned about TEXT in our last book. Is anyone finished ILLUSTRATING their story?
Finish your Pop-Up books.
Remember our name collage in 3 D from our last unit? Do you think this project is in 3D when the book is opened or does it remain flat?
Clean up: throw away any small scraps. Put materials away in designated areas.
Students may spend some time at the end of class reading their classmates' wonderful books.
Display all the Pop-Up books outside the art room for all to admire!

Differentiation
Support: Have all materials already cut for your child: the railroad board to should have step already cut, and the small square of board should be cut to size.
Extension: Explore this great website of Simple Pop-Ups You Can Make. Add "turns" and "sliders" Magical Pop-Up Fun as directed.

Lesson 5:
Duration: 1 class period

Enduring Understanding:
Essential Questions:

Activities