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.