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.