Welcome to Artville!

greetings:
this blog was created to post elementary art lessons for the limited time teachers have to present lessons in the public schools. i've sorted them by grade level, and category; i.e. color, art and math, line, art and science, etc. for your convenience.
yours in art,
angela

Painting Line Like Mark Tobey - 5th

Grade Level: 5th Grade

Objectives:
Students will paint lines like Mark Tobey to create a work of art that conveys their feelings and emotion.

Frameworks/Standards:
(A.1.1) Students will examine art and communicate ideas and feelings using the language of art, which shall include the elements and principles.
(A.2.2) Students will transfer ideas and feelings to others through original works of self-expression using art elements and principles.
(A.2.5) Students will exercise responsible use of tools, technology, and materials to produce artworks.

Vocabulary:
Continuous Lines, Hard Edges, Blurred Lines

Materials:
9 x 12 white paper
12 x 18 contruction paper
brushes & biggie tempera blocks
glue

Resources:
Mark Tobey images

Introduction/Set:
Teacher will discuss Mark Tobey’s use of line in his paintings that expressed emotion and feelings.

Procedure:
• Teacher will discuss the importance how to use the paint and tools properly.
• Teacher will show images of Mark Tobey paintings using line as the main element.
• Students will ask any questions related to project and begin work.


Assessment/Evaluation:
Skill Development Rubric, Reflection for Error Correction, Individual Participation

Curriculum Integration:
Language arts – noting details, Science – abstract shapes, Social Studies – historical figure

Reflection/Refinements:
Students will learn the proper use of tools and relate what the work of a famous artist to their own.

Unique Drawing Experience - K

Grade Level: Kindergarten

Objectives:
Students (and teacher) will see how with just one set of directions, everyone in the classroom will come up with very unique works of abstract art.

Frameworks/Standards:
(A.1.1) Students will examine art and communicate ideas and feelings using the language of art, which shall include the elements and principles.
(A.2.2) Students will transfer ideas and feelings to others through original works of self-expression using art elements and principles.
(A.3.6) Students will recognize and acknowledge that artists/students develop individual styles.

Vocabulary:
draw, shapes, images, design, listen, understand, unique, identify, imagine, arrange, line, straight, curve, circle, square, triangle, color, similar, different, aware, hand, eye, sound, new

Materials:
Colored Markers
12 x 18 white paper

Resources:
Children’s Book

Introduction/Set:
• Teacher will call out directions for their students and children.
• Students will draw what they hear.
• Students should be encouraged to listen carefully to the directions.

Procedure:
• Draw four straight lines from one edge of your paper to the other.
• Draw five circles anywhere on your paper.
• Draw one curved line that starts at one edge of your paper and ends up somewhere in the middle of your paper.
• Color in two of the circles -- any color you like.
• Fill in three areas of your paper however you like (completely colored in, lines, squiggles etc.)

Assessment/Evaluation:
Skill Development, Individual Participation

Curriculum Integration:
Language arts – writing and letter development, Science – movement, Math – shapes and line

Reflection/Refinements:
Students will be allowed to take their artwork home.

Overlapping Mugs - 4th

Grade Level: 4th Grade

Objectives:
Students will practice creating perspective, as well as creating foreground and background.

Frameworks/Standards:
(A.1.1) Students will examine art and communicate ideas and feelings using the language of art, which shall include the elements and principles.
(A.2.1) Students will use creative problem-solving, critical thinking skills, and various resources to select subject matter, symbols, and ideas to communicate meaning.
(A.3.1) Students will understand and relate how art is used to communicate ideas and feelings to others.

Vocabulary:
Perspective, Background, Foreground, Overlapping, Light Source, Hatching, Crosshatching, Stippling, Shadow

Materials:
6 x 18 white paper
sharpie marker
crayons

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss how to create hatching and crosshatching to show a light source in a drawing and try stippling.

Procedure:
• Teacher will refer students to previous practice of hatching and stippling.
• Teacher will discuss and demonstrate how to draw five (5) mugs to create overlapping shapes and perspective.
• Teacher will show samples of the process.
• Students will follow teacher’s lead to produce their own project and colorize.

Assessment/Evaluation:
Skill Development, Individual Participation, Reflection for Error Correction

Curriculum Integration:
Mathematics – measurement, Social Studies – light sources, perspective

Reflection/Refinements:
Students’ work will be kept for display in the school.

Above and Below - 3rd

Grade Level: 3rd Grade

Objectives:
Students will create a horizon line and show how vegetables look growing above and below ground.

Frameworks/Standards:
(A.1.9) Students will investigate the relationship among the arts and other disciplines.
(A.2.1) Students will use creative problem-solving, critical thinking skills, and various resources to select subject matter, symbols, and ideas to communicate meaning.
(A.3.8) Students will analyze and discuss the relationship among the arts and other disciplines.

Vocabulary:
Horizon, Contour, Line of Symmetry, Shape, Texture, Realism

Materials:
12 x 18 white paper
sharpie marker
crayons

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss different vegetables that grow below ground and what they might look like above ground.

Procedure:
• Teacher will discuss and demonstrate how to draw a horizon line and root vegetables.
• Teacher will show samples of the process.
• Students will follow teacher’s lead in creating their own horizon line and root vegetables.
• Students will crayons to color their project
• Students will rub their ‘dirt’ on a cement wall or floor with brown crayon to imitate ‘dirt’
• Students will be sure to add butterflies or bees above ground
• Students will be sure to add worms or bugs below ground

Assessment/Evaluation:
Skill Development, Individual Participation, Reflection for Error Correction

Curriculum Integration:
Math – lines of symmetry, Science – animals, root vegetables, Social Studies - farming

Reflection/Refinements:
Students’ work will be kept for display in the school.

What A Circle Can Do - K

Grade Level: Kindergarten

Lesson Title: What A Circle Can Do

Objectives:
Students will glue a circle down on their sheet of paper and draw around it to make an object of their choice and compare with others’ work.

Frameworks/Standards:
(A.1.1) Students will examine art and communicate ideas and feelings using the language of art, which shall include the elements and principles.
(A.2.1) Students will use creative problem-solving, critical thinking skills, and various resources to select subject matter, symbols, and ideas to communicate meaning.
(A.3.8) Students will analyze and discuss the relationship among the arts and other disciplines.

Vocabulary:
Circle, Square, Rectangle, Oval, Diamond, Symmetry

Materials:
Crayons
Sharpie markers
12 x 18 white paper

Resources:
Sample of artwork

Introduction/Set:
Teacher will discuss how to identify, compare/contrast, categorize shapes.

Procedure:
• Teacher will discuss and demonstrate what objects are made of circles.
• Teacher will show samples of the process.
• Students will glue a circle down on a 12 x 18 piece of what paper.
• Students will use sharpie marker to draw an image around the circle, but using it as a part.
• Students will use crayons to finish project.

Assessment/Evaluation:
Skill Development, Individual Participation, Reflection for Error Correction

Curriculum Integration:
Language arts – Classifying/Categorizing, Social Studies – Alike/Different

Reflection/Refinements:
Students’ work will be kept for portfolios.

What Do You Like to Draw - 1st

Grade Level: First Grade

Objectives:
Freestyle composition as introduction to art and school year

Frameworks/Standards:
(A.1.4) Students will discover how people use art in their daily lives, in the work place, and within the community.
(A.2.4) Students will create a project that shows how art is used in daily life, the work place, or the community.
(A.3.1) Students will understand and relate how art is used to communicate ideas and feelings to others.

Vocabulary:
Artist, Artwork, Drawing, Differences

Materials:
Crayons
9 x 12 white paper

Resources:
The House that Dreams Painted by Jean Marzollo
I’m Glad I’m Me – Poems About You by Jack Prelutsky

Introduction/Set:
Teacher will discuss the differences among all artists and their original artwork.

Procedure:
• Teacher will discuss how artwork differs with the drawing of every child.
• Teacher will discuss how artists differ from one another and so does what they draw.
• Students will color a composition of their own choice using crayons.
• Student work will be examined to show differences.

Assessment/Evaluation:
Skill Development, Individual Participation

Curriculum Integration:
Language arts – noting details, Social Studies – variety among people

Reflection/Refinements:
Students will be allowed to take their artwork home.