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.

Northern Lights - 3rd

Grade Level: 3rd Grade

Objectives:
Students will trace around different shapes (made from their own templates) to create a work of art using shapes and colors.

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:
Geometric, Organic

Materials:
Oil Pastels
Card Stock
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 how trace around shapes, overlapping and changing colors.
• Teacher will show samples of the process.
• Teacher will discuss and demonstrate how to fold a piece of paper and cut away a shape to form a template.
• Students will follow teacher’s lead to make their own template.
• Students will follow teacher’s lead to trace their template in different colored oil pastels.
• Students will create a finished project using the tracing technique.

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

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

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

Kings & Queens - 2nd

Grade Level: 2nd Grade

Objectives:
Students will create a 3-D image using a miniature self-portrait of himself or herself as a king or queen.

Frameworks/Standards:
(A.1.2) Students will explore skills associated with media and processes (color mixing, tearing, folding, gluing, etc).
(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.3.9) Students will recognize the importance of art history and heritage.

Vocabulary:
3- dimensional, Background, Foreground

Materials:
9 x 12 white paper
12 x 18 white paper
stiff paper scrap
crayons
sharpie marker
scissors
glue
foam core pieces

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss how placing one item on top of another creates a 3-dimensional effect.

Procedure:
• Teacher will discuss and demonstrate drawing yourself as a king or queen.
• Teacher will show students how to cut them out and glue on stiff paper.
• Teacher will show students how to draw background for their king or queen.
• Teacher will show samples of the process.
• Students will follow teacher’s lead in drawing, cutting, and gluing on foam core pieces.
• Students will draw background and mount their king or queen.

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

Curriculum Integration:
Math – 3-dimensional, Social Studies – other cultures, Language Arts – fantasy characters

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

Bugs in A Rug - 2nd

Grade Level: 2nd Grade

Objectives:
Students will create patterns on a ‘rug’ and create bug to glue on top. The final product will have yarn strung on ends.

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.1.2) Students will explore skills associated with media and processes (color mixing, tearing, folding, gluing, etc).
(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:
Patterns, Weaving

Materials:
Crayons
12 x 18 White Paper
4 x 4 Black Construction Paper
Sharpies
Scissors
Glue
Yarn

Resources:
Sample of artwork

Introduction/Set:
Teacher will discuss various cultures and show samples of woven cloth and rugs.

Procedure:
• Teacher will discuss and demonstrate how to divide a sheet of paper to create lines for patterns.
• Teacher will show samples of the process.
• Students will design their own Andrika cloth rug.
• Students will cut out black bug and glue onto rug.
• Students will use one hole punch on ends to thread yarn through for finished project.

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

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

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

Painting With Dots - K

Grade Level: Kindergarten

Objectives:
Students will use q-tips to paint with tempera creating a piece of artwork out of dots.

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.2.3) Students will demonstrate that change for improvement is part of problem solving in are and there can be more than one solution.
(A.3.4) Students will exhibit artwork and participate in the exhibition process.

Vocabulary:
Straight, Curvy, Zigzag, Wavy, Long, Short, Spiral/Swirled, Curley/Looped, Thick, Thin, Broken, Dotted, Patterned

Materials:
Biggie tempera blocks
Q-tips
12 x 18 white paper

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss how dots can combine to create an image.

Procedure:
• Teacher will discuss how dots combine to create an image.
• Teacher will demonstrate how to use q-tips, water, and paint blocks.
• Teacher will show various works of art that were created with dots.
• Students will paint a piece of artwork built out of dots.


Assessment/Evaluation:
Skill Development, Individual Participation

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

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

Butterflies Flying - K

Grade Level: Kindergarten

Objectives:
Students will learn draw lines made by different objects and to associate lines with those in nature.

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.2.3) Students will demonstrate that change for improvement is part of problem solving in are and there can be more than one solution.
(A.3.4) Students will exhibit artwork and participate in the exhibition process.

Vocabulary:
Straight, Curvy, Zigzag, Wavy, Long, Short, Spiral/Swirled, Curley/Looped, Thick, Thin, Broken, Dotted, Patterned

Materials:
crayons
12 x 18 white paper

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss the ‘trails’ that a butterfly leaves as it moves through the air from flower to flower.

Procedure:
• Teacher will discuss how to draw a butterfly.
• Teacher will demonstrate how to match both sides of the butterfly.
• Teacher will show various works of art that show movement.
• Students will draw flowers at the bottom of their page and butterflies flying above them (using dotted lines).
• Students will use crayons to color drawings.


Assessment/Evaluation:
Skill Development, Individual Participation

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

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

Using a Ruler (Paul Klee) - 5th

Grade Level: 5th Grade

Lesson Title: Using a Ruler like Paul Klee

Objectives:
Students will use a ruler like Paul Klee to create a work of art that conveys their feelings and emotion through geometry.

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:
12 x 18 white paper
pencil
ruler
pastels

Resources:
Paul Klee images

Introduction/Set:
Teacher will discuss Paul Klee’s use of line in his paintings that expressed emotion and feelings and used geometry to produce the effect he was after.

Procedure:
• Teacher will discuss the importance how to use the ruler properly to measure and make a grid.
• Teacher will show images of Paul Klee’s 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, Math – geometric shapes, Social Studies – historical figure

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

Analogous Colors - 4th

Grade Level: 4th Grade

Lesson Title: Analogous Colors

Objectives:
Students will create a work of art using analogous colors only.

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.1.2) Students will explore skills associated with media and processes (color mixing, tearing, folding, gluing, etc).
(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:
Color Wheel

Materials:
Colored Pencils or Paint
12 x 18 White Paper

Resources:
Samples of artwork

Introduction/Set:
Teacher will discuss the color wheel and how to find analogous color schemes.

Procedure:
• Teacher will discuss the color wheel and how to find analogous color schemes.
• Teacher will show samples of analogous color used in works of art.
• Students will design their own project using an analogous color scheme.

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

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

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

Definition:
The analogous color scheme uses colors that are adjacent to each other on the color wheel. One color is used as a dominant color while others are used to enrich the scheme. The analogous scheme is similar to the monochromatic one, but offers more nuances.

Sunset Over the Mountains - 3rd

Grade Level: 3rd Grade

Lesson Title: Sunset Over the Mountains

Objectives:
Students will paint colorful strips on a 12 x 18 white paper and cut out landscape in construction paper for hills. There is no drawing.

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.1.2) Students will explore skills associated with media and processes (color mixing, tearing, folding, gluing, etc).
(A.2.5) Students will exercise responsible use of tools, technology, and materials to produce artworks.
(A.3.1) Students will understand and relate how art is used to communicate ideas and feelings to others.

Vocabulary:
Southwest, Sunset, Sunrise, Mountains, Landforms

Materials:
12 x 18 white paper
6 x 18 black paper
watercolors
glue


Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss landforms and what the sky looks like at sunrise or sunset.

Procedure:
• Teacher will discuss and demonstrate how to paint stripes of color across page, blending colors.
• Teacher will demonstrate how to use paint and brushes.
• Teacher will show samples of the process.
• Students will follow teacher’s lead to cut brown paper into series of mountains.
• Students will use glue mountains to sunset/sunrise painting.

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

Curriculum Integration:
Math – Landforms, Science – Sunsets/Sunrise

Reflection/Refinements:
Students’ work will be kept for portfolio and/ordisplay in the school.

Modrian Composition - 2rd

Grade Level: 3rd Grade

Lesson Title: Modrian Composition

Objectives:
Students will create a Modrian “masterpiece” of their own using vertical and horizontal lines.

Frameworks/Standards:
(A.1.3) Students will distinguish parallels between art created by students and artists from different times and places.
(A.2.3) Students will demonstrate that change for improvement is part of problem solving in are and there can be more than one solution.
(A.3.6) Students will recognize and acknowledge that artists/students develop individual styles.

Vocabulary:
Primary Colors, Line, Composition, Horizontal, Vertical, Intersecting, Parallel, Perpendicular, Segments

Materials:
12 x 18 white paper
1/2” strips of black paper
glue
red, yellow, blue tempera
brushes

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss how to create horizontal and vertical lines that intersect to form segments by gluing down black strips of paper.

Procedure:
• Teacher will discuss and demonstrate how to arrange black strips of paper before gluing down.
• Teacher will show samples of the process.
• Students will follow teacher’s lead in creating their own intersecting patterns.
• Students will tempera to color the segments of their project like Modrian (one red, one blue, one yellow)

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

Curriculum Integration:
Math – terms of geometry, Social Studies – artist from different time and place

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

Lines, Lines, Lines - 1st

Grade Level: 1st Grade

Lesson Title: Lines, Lines, Lines

Objectives:
Students will learn how to fold a paper into fractions, patterns, lines, writing and letter development.

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.2.3) Students will demonstrate that change for improvement is part of problem solving in are and there can be more than one solution.
(A.3.4) Students will exhibit artwork and participate in the exhibition process.

Vocabulary:
Straight, Curvy, Zigzag, Wavy, Long, Short, Spiral/Swirled, Curley/Looped, Thick, Thin, Broken, Dotted, Patterned

Materials:
Colored Markers
12 x 18 white paper

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss folding paper into fractions and creating patterns using sets of repeated lines.

Procedure:
• Teacher will discuss show students how to fold a piece of paper into eight (8) sections.
• Teacher will demonstrate how groups of lines make patterns.
• Teacher will show various works of art that show patterns.
• Students will fold paper into eight (8) sections and unfold to reveal areas to pattern.
• Students will use colored markers to create patterns with lines in each area.


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

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

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

Radial Symmetry -5th

Grade Level: 5th Grade

Lesson Title: Radial Symmetry

Objectives:
Students will design a 6 x 6 radial design and trace on 12 x 12 paper by flipping and tracing from behind to form one design. They will finish by colorizing.

(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.1.2) Students will explore skills associated with media and processes (color mixing, tearing, folding, gluing, etc).
(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.
Frameworks/Standards:
(A.3.8) Students will analyze and discuss the relationship among the arts and other disciplines.

Vocabulary:
Tessellation, Ellipse, Area, Perimeter

Materials:
12 x 18 white paper
pencil
ruler
crayons

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss and demonstrate radial symmetry.

Procedure:
• Teacher will discuss and demonstrate how to use one corner of a design to create the entire design.
• Teacher will show samples of the process.
• Students will create corner design and flip to trace for other corners.
• Students will add color to finalize.

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

Curriculum Integration:
Mathematics – Geometry, Parts of Group

Reflection/Refinements:
Students’ work will be kept for display in the school and/or to keep in portfolio.

Parallelogram Designs - 4th

Grade Level: 4th Grade

Lesson Title: Parallelogram Designs

Objectives:
Students will use a parallelogram template to trace at least 20 times. They will add dot in center to form a cube, and color with colored pencils.

(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.1.2) Students will explore skills associated with media and processes (color mixing, tearing, folding, gluing, etc).
(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.
Frameworks/Standards:
(A.3.8) Students will analyze and discuss the relationship among the arts and other disciplines.

Vocabulary:
Tessellation, Ellipse, Area, Perimeter

Materials:
12 x 18 white paper
pencil
ruler
colored pencils

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss how to use a template to create a grid.

Procedure:
• Teacher will discuss and demonstrate how to use the parallelogram template to create a design.
• Teacher will discuss using a dot to turn the parallelogram into a cube.
• Teacher will show samples of the process.
• Students will trace template and make a design using at least 20 parallelograms.
• Students will put a dot in middle of parallelograms and turn them into cubes by using a ruler.
• Students will finalize project by adding colorization.

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

Curriculum Integration:
Mathematics – Geometry, Parts of Group

Reflection/Refinements:
Students’ work will be kept for display in the school and/or to keep in portfolio.

Noun Animals - 3rd

Grade Level: 3rd Grade

Lesson Title: Noun Animals

Objectives:
Students will choose two nouns out of two cans, an inanimate object and an animated creature, and compose a creature that combines the two nouns.

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.1.9) Students will investigate the relationship among the arts and other disciplines.
(A.2.5) Students will exercise responsible use of tools, technology, and materials to produce artworks.
(A.3.1) Students will understand and relate how art is used to communicate ideas and feelings to others.

Vocabulary:
Nouns, Comparison/Contrast, Combinations, Fantasy

Materials:
12 x 18 white paper
crayons
sharpie markers

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss different types of nouns and the combinations of those nouns.

Procedure:
• Teacher will discuss and demonstrate how to combine words to make fantasy images.
• Teacher will show samples of the process.
• Students will follow teacher’s lead to create fantasy images of their own.
• Students will produce a final project using their nouns.

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

Curriculum Integration:
Language Arts – Nouns, Science – Strange Creatures

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

Symmetrical Butterflies - 2nd

Grade Level: 2nd Grade

Lesson Title: Symmetrical Butterflies (MCO)

Objectives:
Students will create a butterfly on a line of symmetry mimicking a partner’s other half.

Frameworks/Standards:
(A.1.3) Students will distinguish parallels between art created by students and artists from different times and places.
(A.2.2) Students will transfer ideas and feelings to others through original works of self-expression using art elements and principles.
(A.3.2) Students will evaluate and assess through revisions, journals, critiques, the characteristics and merits of an individual’s artwork and of the work of others.

Vocabulary:
Lines of Symmetry, Patterns & Shapes, Buddy Pairs

Materials:
12 x 18 white paper
colored markers

Resources:
Various samples of artwork

Introduction/Set:
Teacher will discuss using buddy pairs to create a piece of artwork based on a line of symmetry.

Procedure:
• Teacher will discuss and demonstrate drawing half of butterfly.
• Teacher will assign students into buddy pairs.
• Teacher will show students how to draw background half of butterfly and create patterns with lines.
• Teacher will show samples of the process.
• Students will follow teacher’s lead in drawing half of butterfly and creating patterns with lines.
• Students will exchange work with their buddy who will try to duplicate what their buddy has drawn to create other half of butterfly.

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

Curriculum Integration:
Math – lines of symmetry, Social Studies – the politics of working together, Science - animals

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

Line Lions - 1st

Grade Level: 1st Grade

Lesson Title: Line Lion

Objectives:
Students will use lines to aid writing and letter development.

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.3.4) Students will exhibit artwork and participate in the exhibition process.

Vocabulary:
Straight, Curvy, Zigzag, Wavy, Long, Short, Spiral/Swirled, Curley/Looped, Thick, Thin, Broken, Dotted, Patterned

Materials:
Crayons
Sharpie markers
12 x 18 white paper

Resources:
Sample of artwork

Introduction/Set:
Teacher will discuss lines create texture for the mane of the lion.

Procedure:
• Teacher will discuss and demonstrate how lines create texture when used together to form mane.
• Teacher will show sample of the process.
• Students will follow teacher’s lead in drawing basic shapes to create lion’s face and paws.
• Students will use sharpie marker to finish drawing details.
• Students will use crayons to draw a variety of lines to create lion’s mane.


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

Curriculum Integration:
Language arts – writing and letter development, Science – animals

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