word_art_cartooning_1st_grade.pdf | |
File Size: | 131 kb |
File Type: |
Word Art Cartooning
Date: June 3-6
Materials: paper, Pencil, black sharpie, crayons
Content Objective:
Line: A mark that has length and direction
Project Objective:
Students will create a duck by drawing the word duck.
Students will create an Uncle Sam by drawing the letters US.
Students will create their own cartoon using their name.
Activities:
Introduction:
Cartoon: The word cartoon has various meanings, based on several very different forms of visual art and illustration. The artists who draw cartoons are known as cartoonists.
The term has evolved over time. The original meaning was in fine art of the late Middle Ages and Renaissance, where it referred to a preparatory drawing for a piece of art, such as a painting or tapestry. In the 19th century, it came to refer to humorous illustrations in magazines and newspapers, and in the early 20th century it was sometimes used to refer to comic strips.[1] In more modern usage, it commonly refers to animated programs for television and other motion-picture media.
Project: http://www.activitytv.com/267-uncle-sam-and-duck
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: paper, Pencil, black sharpie, crayons
Content Objective:
- Students learn about cartooning.
- Draw a simple body with arms, legs, head, and torso with form and clothing.
- Draw a face that includes all parts with color for hair and eyes with initial indication of placement.
Line: A mark that has length and direction
Project Objective:
Students will create a duck by drawing the word duck.
Students will create an Uncle Sam by drawing the letters US.
Students will create their own cartoon using their name.
Activities:
Introduction:
Cartoon: The word cartoon has various meanings, based on several very different forms of visual art and illustration. The artists who draw cartoons are known as cartoonists.
The term has evolved over time. The original meaning was in fine art of the late Middle Ages and Renaissance, where it referred to a preparatory drawing for a piece of art, such as a painting or tapestry. In the 19th century, it came to refer to humorous illustrations in magazines and newspapers, and in the early 20th century it was sometimes used to refer to comic strips.[1] In more modern usage, it commonly refers to animated programs for television and other motion-picture media.
Project: http://www.activitytv.com/267-uncle-sam-and-duck
- Cartoon duck: Write the word “DUCK” in all capital letters.
- Draw a face in the “C” by putting in an eye and an eyebrow. Connect it to the “K,” and close up the bottom and top of the “K.” Connect the “C” to the “D” by drawing a line over the “U,” closing it up as well.
- Draw some feathers behind the “D.” Draw a blue water line underneath your duck and write “QUACK” by his beak. Draw lines to show sound.
- Uncle Sam: Write the letters “US” in caps. Draw 2 lines coming out of the bottom curve, inside of the “U.”
- Draw 2 dots for eyes, one inside the top curve of the “S” and one next to it, outside and on the left of it. Draw an eyebrow over the left eye.
- Draw a curved line for an nose, coming out of the bottom of the U. Draw a long line coming down under the “S.” Finally, draw a beard connecting it to the ear. This will complete Uncle Sam’s face.
- To create his hat, draw a figure 8 on its side on top of the U. Draw a top hat to complete it. Draw blue and red lines inside his hat, and some red lines flaring out around his face.
- Students draw their name then think about what cartoon they could make out of their name representing them.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
variety_necklace_1st_grade.pdf | |
File Size: | 69 kb |
File Type: |
Variety Bead Necklace
Date: May 27-31
Materials: construction paper, glue, scissors, string, markers, Plastic Beads
Content Objective:
· Students will learn about jewelry and how it is art.
· Students will create a necklace that shows variety, pattern, line, and color.
Activities:
Introduction:
Read pages 128-129 about variety and jewelry. Students learn about history of jewelry why necklaces were first invented. Show how to make a cylinder bead with a pencil, paper, and glue.
Project:
Students reflect on how they have made variety and pattern in their necklace.
Teks: Art Grade 1:
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: construction paper, glue, scissors, string, markers, Plastic Beads
Content Objective:
- Students will be able to identify lines, texture, patterns and shapes.
- Student learn about a job in art, jewelry making.
- Students will be able to create pattern in their design.
- Students will be able to create variety in jewelry.
· Students will learn about jewelry and how it is art.
· Students will create a necklace that shows variety, pattern, line, and color.
Activities:
Introduction:
Read pages 128-129 about variety and jewelry. Students learn about history of jewelry why necklaces were first invented. Show how to make a cylinder bead with a pencil, paper, and glue.
Project:
- Students make their own beads by rolling paper into a cylinder and then gluing it together.
- Students draw designs on their cylinders beads.
- Students arrange them into a pattern and string them onto a necklace.
Students reflect on how they have made variety and pattern in their necklace.
Teks: Art Grade 1:
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
space_planet_landscape_1st_grade.pdf | |
File Size: | 73 kb |
File Type: |
Space Planet Landscape
Date: May 13-17 & 20-23
Materials: Color pencils, liquid watercolors, spray bottles, colored sand, scissors, spray bottles, salt, charcoal, marbles, glue sticks, chalk
Content Objective:
Use scissors safely
Use glue sticks correctly
Use paints and brushes correctly sharing paint container with others
Describe and explain their artwork
Express an opinion about a work of art- like or don’t like and give a simple explanation for opinion
Identify similarities and differences between two works of art
Draw a composition that fills the page
Demonstrate basic value changes in drawing using pressure and texture
Create an abstract work of art using line and shape
Create an artwork that illustrates a story or life event
Project Objective:
Students will create an alien planet that has a night sky with planets and stars. Students then create their own alien city and space aliens.
Activities:
Introduction:
Artists who specialize in the style of fantasy art combine art and science in an exciting hybrid that requires the skill and precise work of traditional fine art. Planetary maps and knowledge of the planets, stars, and endless wonders of the universe are as necessary as a palette and brush to these artists. Good “space art” makes the viewer want to go there. Nasa employs this art form to further the space program as you can see on the left.
Project:
Students reflect on the different textures and colors they have placed on their planets. Students discuss their aliens similarities and differences.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Color pencils, liquid watercolors, spray bottles, colored sand, scissors, spray bottles, salt, charcoal, marbles, glue sticks, chalk
Content Objective:
Use scissors safely
Use glue sticks correctly
Use paints and brushes correctly sharing paint container with others
Describe and explain their artwork
Express an opinion about a work of art- like or don’t like and give a simple explanation for opinion
Identify similarities and differences between two works of art
Draw a composition that fills the page
Demonstrate basic value changes in drawing using pressure and texture
Create an abstract work of art using line and shape
Create an artwork that illustrates a story or life event
Project Objective:
Students will create an alien planet that has a night sky with planets and stars. Students then create their own alien city and space aliens.
Activities:
Introduction:
Artists who specialize in the style of fantasy art combine art and science in an exciting hybrid that requires the skill and precise work of traditional fine art. Planetary maps and knowledge of the planets, stars, and endless wonders of the universe are as necessary as a palette and brush to these artists. Good “space art” makes the viewer want to go there. Nasa employs this art form to further the space program as you can see on the left.
Project:
- Spatter white on black paper by flicking the paint brush.
- Make planet paper. By adding liquid watercolor creating textures with salt, saran wrap and marbles.
- Trace and cut circles to create planets.
- Add charcoal to circles to create three-dimensions and value.
- Use scraps to make landforms.
- Add cracks to landforms with charcoal.
- Arrange planets in the sky.
- Add comet tails with chalk.
- Draw “beams” of light around a star.
- Trace a city dome with chalk. Make an alien city and aliens.
Students reflect on the different textures and colors they have placed on their planets. Students discuss their aliens similarities and differences.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4A Express ideas about personal artworks.
seashore_treasures_1st_grade.pdf | |
File Size: | 80 kb |
File Type: |
Seashore Treasures
Date: May 2-3, 6-10, 13-15
Materials: pencils, colored chalk, scissors, markers, watercolor in spray bottles, glue, Sea shells, foam, Bristol paper
Content Objective:
Students create a contour drawing of seashells learning to draw from observation and arrange their shells in balanced design.
Activities:
Introduction:
A contour drawing is a line drawing that describes the edges of forms or shapes. It requires close attention to details so that it becomes a careful, precise, and accurate description of the object. Contour drawing improves concentration (focus), eye-hand coordination (ability to draw what you see), and the ability to observe details and to make a relationship between one part of the drawing to another part (proportion). Artists often do contour drawing to develop and practice their skills. If children are exposed to this approach, it can help them start to break away from relying on drawing the symbols they have learned to represent their world and more closely observe their environment. Small interesting objects like shells offer the opportunity to observe a 3-dimensional object more carefully. Because each child can actually handle the shells they draw, they are more likely to look at them frequently and include details as they draw. It is good to describe the lines not in terms of the object but rather the characteristics of the line itself.
Project:
Students reflect on how closely they were able to create their pictures to the real shells.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
Materials: pencils, colored chalk, scissors, markers, watercolor in spray bottles, glue, Sea shells, foam, Bristol paper
Content Objective:
- Students learn about contour drawing.
- Students learn about balance.
- Students learn how to create movement though line and texture.
- Students learn how to draw from observation.
- Students learn how objects in their everyday lives can be created in art.
Students create a contour drawing of seashells learning to draw from observation and arrange their shells in balanced design.
Activities:
Introduction:
A contour drawing is a line drawing that describes the edges of forms or shapes. It requires close attention to details so that it becomes a careful, precise, and accurate description of the object. Contour drawing improves concentration (focus), eye-hand coordination (ability to draw what you see), and the ability to observe details and to make a relationship between one part of the drawing to another part (proportion). Artists often do contour drawing to develop and practice their skills. If children are exposed to this approach, it can help them start to break away from relying on drawing the symbols they have learned to represent their world and more closely observe their environment. Small interesting objects like shells offer the opportunity to observe a 3-dimensional object more carefully. Because each child can actually handle the shells they draw, they are more likely to look at them frequently and include details as they draw. It is good to describe the lines not in terms of the object but rather the characteristics of the line itself.
Project:
- Assemble shells, paper, pencil, marker, and chalk and begin to draw.
- Outline the pencil drawing with a marker.
- Add chalk to areas in each shell drawing.
- Cut out shell shapes.
- Spray texture on white paper.
- Cut the dry texture paper into a wavy shape.
- Glue the textured shape to construction paper.
- Add foam bits to the back of each shell.
- Arrange shells on the textured surface and glue down.
Students reflect on how closely they were able to create their pictures to the real shells.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
blue_bonnets_flower_1st_grade_grade.pdf | |
File Size: | 70 kb |
File Type: |
Blue Bonnets Flowers Still Life
Date: April 25-26, 29
Materials: paper, tempera paint red, blue, yellow, and white, brushes and water cups.
Content Objective:
Students will create an artwork that possesses lines, shapes, and color to form a blue bonnet flower still life.
Students learn about the Texas state flower. Students identify the parts of the blue bonnets flower.
Activities:
Introduction:
Students review the five basic shapes; circle, square, rectangle, diamond, and triangle. Students learn about the blue bonnet, Texas state flower. Discuss the parts of the flower. Review painting rules and the primary colors.
Project:
Students paint blue circles to make the petals of the blue bonnets. Students will then paint the white pollen of the blue bonnets. Students then add the green steam and leaves of the flower. Students will place their blue bonnet in a flower pot and paint a table for it.
Checks For Understanding:
Students show their pictures to their table team mates while one table washes their hands.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3C Identify the use of art in everyday life.
Response/Evaluation:1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
Materials: paper, tempera paint red, blue, yellow, and white, brushes and water cups.
Content Objective:
- Students will identify the shapes we use blue bonnets.
- Students will increase manipulative skills by creating a finger-painting blue bonnet flower.
- Students learn about still life.
- Students learn to use paint brushes correctly sharing paint containers with others.
Students will create an artwork that possesses lines, shapes, and color to form a blue bonnet flower still life.
Students learn about the Texas state flower. Students identify the parts of the blue bonnets flower.
Activities:
Introduction:
Students review the five basic shapes; circle, square, rectangle, diamond, and triangle. Students learn about the blue bonnet, Texas state flower. Discuss the parts of the flower. Review painting rules and the primary colors.
Project:
Students paint blue circles to make the petals of the blue bonnets. Students will then paint the white pollen of the blue bonnets. Students then add the green steam and leaves of the flower. Students will place their blue bonnet in a flower pot and paint a table for it.
Checks For Understanding:
Students show their pictures to their table team mates while one table washes their hands.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3C Identify the use of art in everyday life.
Response/Evaluation:1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
fruit_bowl_pinch_pot_1st_grade.pdf | |
File Size: | 184 kb |
File Type: |
Fruit bowl Pinch Pot
Date: April 8-12 & 15-19
Materials: Clay, Glaze paint
Content Objective:
Project Objective:
Students will be able to create a pinch pot that will be functional for them to plant a flower in their pot in the shape of a fruit.
Activities:
Introduction
Read The Pot that Juan Built by Nancy Andrews-Goebel. A cumulative rhyme summarizes the life's work of renowned Mexican potter, Juan Quezada and describes the process he uses to create his pots after the style of the Casas Grandes people. Discuss functional art and how it can be used in everyday life. Talk about flower pots and how they are going to make them.
Project:
Students show their sculpture and tell what designs they made to show their fruit theme.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Clay, Glaze paint
Content Objective:
- Students will learn about sculpture.
- Students will learn about how art can be functional.
- Students will learn how to create designs in clay and write their name.
- Students will learn about texture.
- Students will learn how to make a pinch pot.
Project Objective:
Students will be able to create a pinch pot that will be functional for them to plant a flower in their pot in the shape of a fruit.
Activities:
Introduction
Read The Pot that Juan Built by Nancy Andrews-Goebel. A cumulative rhyme summarizes the life's work of renowned Mexican potter, Juan Quezada and describes the process he uses to create his pots after the style of the Casas Grandes people. Discuss functional art and how it can be used in everyday life. Talk about flower pots and how they are going to make them.
Project:
- First day: Students create a pinch pot fruit bowl in a design of their favorite fruit. Students then carve their name on the bottom of the pot.
- Second day: Students paint their fruit bowls pots using more than one color and adding patterns and designs that represent their fruit. Students make sure that their name is easily seen and easy to read.
Students show their sculpture and tell what designs they made to show their fruit theme.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
edgar_degas.ppt | |
File Size: | 1374 kb |
File Type: | ppt |
edgar_degas_dancers_1st_grade_grade.pdf | |
File Size: | 70 kb |
File Type: |
Edgar Degas: Dancers & Giraffe’s Can’t Dance
Date: March 25-29, April 1-5
Materials: pencil, water-color
Content Object:
Students will create an artwork that possesses lines, shapes, and color to form a picture of movement showing either dance or sport.
Activities:
Introduction:
Review the primary and secondary colors. Talk about tints and dominant and submissive colors. Discuss artist Edgar Degas. Show how Degas paintings focused on Movement and Dance. Talk about emphasis on subject. Read Giraffe’s Can’t Dance
Project:
Students share with their neighbor telling the different shapes they used to make movement and color in their painting.
Teks: Art Grade 1:
Perception: 1.1A Identify similarities, differences, and variations among subjects, using the senses. 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: pencil, water-color
Content Object:
- Students will identify the shapes we use to make people when drawing.
- Students will be able to blend and mix primary colors into secondary colors.
- Students will be able to add tints in their art to make value.
- Get materials out and put them away with minimal assistance.
- Students will learn about Edgar Degas and his paintings of Dancers.
- Students will learn about emphasis and movement.
Students will create an artwork that possesses lines, shapes, and color to form a picture of movement showing either dance or sport.
Activities:
Introduction:
Review the primary and secondary colors. Talk about tints and dominant and submissive colors. Discuss artist Edgar Degas. Show how Degas paintings focused on Movement and Dance. Talk about emphasis on subject. Read Giraffe’s Can’t Dance
Project:
- Students draw a giraffe showing movement through their arms and legs choosing either dance or sport.
- Students create a night sky background.
- Students then color in their painting with value mixing primary and secondary colors.
Students share with their neighbor telling the different shapes they used to make movement and color in their painting.
Teks: Art Grade 1:
Perception: 1.1A Identify similarities, differences, and variations among subjects, using the senses. 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4A Express ideas about personal artworks.
molas_1st_grade.pdf | |
File Size: | 75 kb |
File Type: |
Molas
Teacher example
Date: March 5-8 & 18-22, 25
Materials: Markers, scissors, Pencil, glue, mola patterns, colored construction paper. fabric
Content Objective:
Project Objective:
Students will create a mola with bright colors and patterns.
Activities:
Introduction:
Authentic molas are brightly colored pieces of intricately appliquéd cloth made by the Kuna Indians who live on the San Blas Islands off the east coast of Panama. The Kunas live on approximately 50 of the more than 365 of these islands today. They originally resided in the Panama/Colombia area for centuries. The first molas began to appear in the late 1800s. Today, Kuna Indians still lead a tribal life with strong traditions in spite of their daily interaction with the many ships that pass though the canal.
The Kuna women sew as much as they can between the chores of everyday life. Girls are taught to make Molas as early as 4 or 5 years old. A woman, taking great pride in craftsmanship and intricate design, might spend up to 100 hours completing a Mola. Favorite colors are red, yellow, and black. The designs are inspired from observations of the world around them, whether it’s a geometric design, vegetation, animal, or man-made object. Today, molas are sold all over the world and because of a well-organized co-op, most of the proceeds return to the Kuna people.
Three types of appliqué are incorporated into a mola. Reverse appliqué is the process where different colored fabrics are layered, the shapes or designs are cut out of the upper layers to reveal the layers below. The raw edges are then delicately turned under and hand stitched together with thousands of intricate stitches. Overlay appliqué is process where a cut-out fabric shape is attached on the surface in same manner. The third process is inlay appliqué which utilizes bits of fabric by sandwiching them in between existing layers to create a wider variety of background colors.
This project incorporates the wonderful traditional mola designs into bright paper collage.
Project:
Students tell 2 or more students about their pictures.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Markers, scissors, Pencil, glue, mola patterns, colored construction paper. fabric
Content Objective:
- Students learn about Mola.
- Students learn about the Kuna Indians and their artwork.
- Students learn about appliqué.
- Students review patterns.
- Students will be able to identify lines, texture, patterns and shapes.
Project Objective:
Students will create a mola with bright colors and patterns.
Activities:
Introduction:
Authentic molas are brightly colored pieces of intricately appliquéd cloth made by the Kuna Indians who live on the San Blas Islands off the east coast of Panama. The Kunas live on approximately 50 of the more than 365 of these islands today. They originally resided in the Panama/Colombia area for centuries. The first molas began to appear in the late 1800s. Today, Kuna Indians still lead a tribal life with strong traditions in spite of their daily interaction with the many ships that pass though the canal.
The Kuna women sew as much as they can between the chores of everyday life. Girls are taught to make Molas as early as 4 or 5 years old. A woman, taking great pride in craftsmanship and intricate design, might spend up to 100 hours completing a Mola. Favorite colors are red, yellow, and black. The designs are inspired from observations of the world around them, whether it’s a geometric design, vegetation, animal, or man-made object. Today, molas are sold all over the world and because of a well-organized co-op, most of the proceeds return to the Kuna people.
Three types of appliqué are incorporated into a mola. Reverse appliqué is the process where different colored fabrics are layered, the shapes or designs are cut out of the upper layers to reveal the layers below. The raw edges are then delicately turned under and hand stitched together with thousands of intricate stitches. Overlay appliqué is process where a cut-out fabric shape is attached on the surface in same manner. The third process is inlay appliqué which utilizes bits of fabric by sandwiching them in between existing layers to create a wider variety of background colors.
This project incorporates the wonderful traditional mola designs into bright paper collage.
Project:
- Draw one large mola shape on the white paper.
- Color 2-3 bands of color around the object.
- Color in the mola.
- Cut out the mola.
- Add glue to the back of the mola.
- Attached the mola to construction paper and lay out strips of colored paper.
- Glue strips of paper to the mola.
Students tell 2 or more students about their pictures.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Response/Evaluation: 1.4A Express ideas about personal artworks.
cloisonn_birds__1st_grade.pdf | |
File Size: | 153 kb |
File Type: |
Cloisonné Birds
Date: February 26-28 March 1, 4
Materials: Metallic Paint, crayon, paint brushes, water cups
Content Objective:
Students create their own bird cloisonné jewelry with a border pattern.
Activities:
Description:
The art of cloisonné is a jewelry making technique in which thin copper or silver wires are soldered onto a copper or silver shape, forming a design. The shapes enclosed by the wire are then filled with enamel powder or frit. The piece is then fired briefly in an enameling kiln until the enamel melts and becomes glasslike. The result is a colorful design outlined by gleaming copper or silver lines. This project echoes the look of cloisonné in that the design is created in a raised metallic medium, white glue mixed with a powdered metallic pigment. Colors are added in the spaces with chalk. Birds are so colorful and are made up of such interesting shapes that they are a great subject for this process. This lesson could easily be tied to a study of birds in science.
Project:
1. Discuss the myriad of species of birds and their various colors and shapes.
2. Have students sketch a bird in a very large size in the center of a piece of the black construction paper. Sketch a simple border that repeats some of the shapes used to draw the bird.
3. Show students some actual cloisonné pieces or photographs of some. Explain briefly how they were created. Then explain that they will create a bird that looks somewhat like a large cloisonné.
4. Students should now go over their pencil lines with metal paint. When completed, set aside to dry.
5. After the paint is completely dry, the students may color the spaces with crayon.
Checks For Understanding:
Students critique their fellow students by answering what they like in another student’s picture and what could they have added to make their picture even better.
Teks: Art Grade 1:
Perception: 1.1A Identify similarities, differences, and variations among subjects, using the senses. 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
Materials: Metallic Paint, crayon, paint brushes, water cups
Content Objective:
- Students will be able to identify lines, texture, patterns and shapes.
- Students will be able to create border pattern in their design.
- Students will become familiar with two processes new to them: actual cloisonné and the adaptation of it in this lesson.
- Students will look at their subject matter, in this case birds, and find the essential shapes.
Students create their own bird cloisonné jewelry with a border pattern.
Activities:
Description:
The art of cloisonné is a jewelry making technique in which thin copper or silver wires are soldered onto a copper or silver shape, forming a design. The shapes enclosed by the wire are then filled with enamel powder or frit. The piece is then fired briefly in an enameling kiln until the enamel melts and becomes glasslike. The result is a colorful design outlined by gleaming copper or silver lines. This project echoes the look of cloisonné in that the design is created in a raised metallic medium, white glue mixed with a powdered metallic pigment. Colors are added in the spaces with chalk. Birds are so colorful and are made up of such interesting shapes that they are a great subject for this process. This lesson could easily be tied to a study of birds in science.
Project:
1. Discuss the myriad of species of birds and their various colors and shapes.
2. Have students sketch a bird in a very large size in the center of a piece of the black construction paper. Sketch a simple border that repeats some of the shapes used to draw the bird.
3. Show students some actual cloisonné pieces or photographs of some. Explain briefly how they were created. Then explain that they will create a bird that looks somewhat like a large cloisonné.
4. Students should now go over their pencil lines with metal paint. When completed, set aside to dry.
5. After the paint is completely dry, the students may color the spaces with crayon.
Checks For Understanding:
Students critique their fellow students by answering what they like in another student’s picture and what could they have added to make their picture even better.
Teks: Art Grade 1:
Perception: 1.1A Identify similarities, differences, and variations among subjects, using the senses. 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
sequencing_1st_grade.pdf | |
File Size: | 70 kb |
File Type: |
Toontastic: Sequencing
Date: February 18-22, 25
Materials: IPad, Toontastic
Content Objective:
Students will create a cartoon with a beginning middle and end showing a story.
Activities:
Introduction:
Read pages 83 -85. Discuss sequencing in art and talk about cartoons and how they have a beginning, middle, and end.
Project:
Students show their illustration and tell their story.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3B Select artworks that show families and groups.
Response/Evaluation: 1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
Materials: IPad, Toontastic
Content Objective:
- Students learn about drawing in sequencing.
- Students learn that art can tell a story having a beginning, middle, and end.
- Students learn about art that tells a story about family called a cartoon.
- Students learn about computer generated art, if they’re able to get into the computer lab.
Students will create a cartoon with a beginning middle and end showing a story.
Activities:
Introduction:
Read pages 83 -85. Discuss sequencing in art and talk about cartoons and how they have a beginning, middle, and end.
Project:
- Using the words first, next, and last. Students tell a story using the characters and settings in toontastic and tell what would go first, middle, and last.
Students show their illustration and tell their story.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3B Select artworks that show families and groups.
Response/Evaluation: 1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
egyptian_headdress_1st_grade.pdf | |
File Size: | 74 kb |
File Type: |
Egyptian Headdress
King Tutankhamen's Death Mask
Date: February 11-15
Materials: Crayon and Metallic paint
Content Objective:
Project Objective:
Students will create King Tutankhamen Death Mask.
Activities:
Introduction:
Discuss King Tutankhamen and is importance in Egyptian art and history. Show the video King Tut – The Boy King’s Treasure. Discuss the iconography of Egyptian art.
Project:
1. Students fold the paper in half vertically so that the face can be centered easily. Start by showing them how to draw a large "U" in the middle that is centered on the fold. A line closes the top, and another parallel line is added below.
2. The face may be filled in next. This can be a good time to review proportions of most faces. A key addition to making the Egyptian look is to add the lines on the outside of the eyes.
3. Add necklines below the head, and a headpiece that curves in at the bottom.
4. Stripes are added to the headpiece. Encourage the students to draw one side and then do their best to make a symmetrical copy on the other.
5. Students create a pattern border headdress.
6. Students make a border around the mask.
Checks for Understanding:
Students show their masks and talk about how they made patterns and symmetry.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
Materials: Crayon and Metallic paint
Content Objective:
- Students learn about Egyptian Art and King Tutankhamen.
- Students review how to make a portrait.
- Students learn about emphasis, subject, and self-portrait.
- Students will create patterns through lines and color on an Egyptian headdress.
- Students will draw a face balancing the proportions of eyes, nose, mouth, and ears to create symmetrical balance.
Project Objective:
Students will create King Tutankhamen Death Mask.
Activities:
Introduction:
Discuss King Tutankhamen and is importance in Egyptian art and history. Show the video King Tut – The Boy King’s Treasure. Discuss the iconography of Egyptian art.
Project:
1. Students fold the paper in half vertically so that the face can be centered easily. Start by showing them how to draw a large "U" in the middle that is centered on the fold. A line closes the top, and another parallel line is added below.
2. The face may be filled in next. This can be a good time to review proportions of most faces. A key addition to making the Egyptian look is to add the lines on the outside of the eyes.
3. Add necklines below the head, and a headpiece that curves in at the bottom.
4. Stripes are added to the headpiece. Encourage the students to draw one side and then do their best to make a symmetrical copy on the other.
5. Students create a pattern border headdress.
6. Students make a border around the mask.
Checks for Understanding:
Students show their masks and talk about how they made patterns and symmetry.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
cat_of_many_colors_1st_grade.pdf | |
File Size: | 86 kb |
File Type: |
Cat of Many Colors
“Joseph Katz and his Coat of Many Colors” by Dr. Seuss
Date: January 28-31, February 1, 4-8 (11-15 If not Finished coloring in)
Materials: Paper, pencil, watercolors
Content Objective:
Students will create a cat painting in the spirit of Dr. Seuss’s painting, “ Joseph Katz and his Coat of Many Colors”.
Vocabulary:
Variety - Many colors, shapes, or kinds of lines together in an artwork
Value - The lightness or darkness of a color
Emphasis- The part of an artwork that you see first
Activities:
Introduction:
Discuss it emphasis and focusing on a subject. Discuss how the cat is large and fills the page. Explain how variety is many colors, shapes, or kinds of lines together in an artwork. Have students point out the variety the see in “Joseph Katz and his Coat of Many Colors”. Read The Cat in the Hat by Dr. Seuss. Show students how to create value by mixing white and black with paint.
Project:
Students come back to the rug and show and discuss their pictures.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Paper, pencil, watercolors
Content Objective:
- Students review lines, texture, and landscape.
- Students learn about emphasis, and subject.
- Students learn about narrative art.
- Students identify what is interesting in the painting, “Joseph Katz and his Coat of Many Colors”.
- Students learn about variety and value.
Students will create a cat painting in the spirit of Dr. Seuss’s painting, “ Joseph Katz and his Coat of Many Colors”.
Vocabulary:
Variety - Many colors, shapes, or kinds of lines together in an artwork
Value - The lightness or darkness of a color
Emphasis- The part of an artwork that you see first
Activities:
Introduction:
Discuss it emphasis and focusing on a subject. Discuss how the cat is large and fills the page. Explain how variety is many colors, shapes, or kinds of lines together in an artwork. Have students point out the variety the see in “Joseph Katz and his Coat of Many Colors”. Read The Cat in the Hat by Dr. Seuss. Show students how to create value by mixing white and black with paint.
Project:
- Students make a cat that fills their page.
- Students then add variety in color on their cat
- Students add value in their picture by mixing white and black paints with their colored paints.
Students come back to the rug and show and discuss their pictures.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
blue_dog_1st_grade.pdf | |
File Size: | 72 kb |
File Type: |
Blue Dog
GEORGE RODRIGUE "Blue Dog on the River"
Date: January 14-18, 21-25
Materials: Tempera paint blue, white and black, crayons
Content Objective:
Students will create a blue Dog using tint and shades like George Rodrigue.
Activities:
Introduction:
From New Iberia, Louisiana, Cajun Artist George (Blue Dog ) Rodrigue is known for his Blue-Dog series, inspired by Blue Dog's long-deceased childhood pet, Tiffany, whom he poses with other animals and people. Rodrigue had early art talent, and while ill for nearly a year, Blue Dog used watercolors and crayons to pass the time and pave the way to his future. He studied at the University of Southwestern Louisiana and in Los Angeles at the Art Center College of Design. For awhile George Rodrique painted Abstract Expressionist works but then went back to painting that which reflected his own Cajun culture including folk tales and bayou and swamp landscapes.
Project:
Students explain how they abstracted their background and used tint and shades.
Teks: Art Grade 1:
Perception: 1.1A Identify similarities, differences, and variations among subjects, using the senses. 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Tempera paint blue, white and black, crayons
Content Objective:
- Students will be able to identify lines, texture, patterns and shapes.
- Students will learn about George Rodrigue.
- Students will learn about Surrealism.
- Students will be able to create a design with a monochromatic color scheme.
- Students will identify similarities and differences among our senses.
- Students will learn about tints by mixing blue and white paint.
- Students will learn about shades by mixing blue and black paint.
Students will create a blue Dog using tint and shades like George Rodrigue.
Activities:
Introduction:
From New Iberia, Louisiana, Cajun Artist George (Blue Dog ) Rodrigue is known for his Blue-Dog series, inspired by Blue Dog's long-deceased childhood pet, Tiffany, whom he poses with other animals and people. Rodrigue had early art talent, and while ill for nearly a year, Blue Dog used watercolors and crayons to pass the time and pave the way to his future. He studied at the University of Southwestern Louisiana and in Los Angeles at the Art Center College of Design. For awhile George Rodrique painted Abstract Expressionist works but then went back to painting that which reflected his own Cajun culture including folk tales and bayou and swamp landscapes.
Project:
- Students draw a large corgi dog in the middle of their picture.
- Students paint it in with blue, white, and black paint.
- Students create a surrealism background.
Students explain how they abstracted their background and used tint and shades.
Teks: Art Grade 1:
Perception: 1.1A Identify similarities, differences, and variations among subjects, using the senses. 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Response/Evaluation: 1.4A Express ideas about personal artworks.
grandma_moses_winter_landscape_1st_grade.pdf | |
File Size: | 85 kb |
File Type: |
Grandma Moses Winter landscape
Grandma Moses
Date: Dec 17-21 , Jan 8-11
Materials: Tempera paint,
Content Objective:
Students will create a winter landscape with their family playing in the snow.
Artist: Anna Mary Robertson Moses (September 7, 1860 – December 13, 1961), better known as "Grandma Moses", was a renowned American folk artist. She is often cited as an example of an individual successfully beginning a career in the arts at an advanced age. Although her family and friends called her either "Mother Moses" or "Grandma Moses," she first exhibited as "Mrs. Moses," yet the press eagerly dubbed her "Grandma Moses," which stuck." [1] LIFE magazine celebrated her 100th birthday by featuring her on its September 19, 1960 cover.
Grandma Moses' paintings were used to publicize numerous American holidays, including Thanksgiving, Christmas and Mother's Day. Exemplary of her status, a Mother's Day Feature in True Confessions (1947) noted how "Grandma Moses remains prouder of her preserves than of her paintings, and proudest of all of her four children, eleven grandchildren and four great-grandchildren.
Activities:
Introduction:
Talk about the paintings of Anna Mary Robertson Moses better know as Grandma Moses. Discuss how it is a type of folk art that depicts the holiday seasons with families ice skating and playing in the snow.
Project:
Students discuss what they placed in their landscape to represent them and their family.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3B Select artworks that show families and groups. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Tempera paint,
Content Objective:
- Students learn about artist Grandma Moses.
- Students learn about landscapes and horizon line.
- Students learn to about.
- Draw a simple body with arms, legs, head, and torso with form and clothing.
- Draw a face that includes all parts with color for hair and eyes with initial indication of placement.
Students will create a winter landscape with their family playing in the snow.
Artist: Anna Mary Robertson Moses (September 7, 1860 – December 13, 1961), better known as "Grandma Moses", was a renowned American folk artist. She is often cited as an example of an individual successfully beginning a career in the arts at an advanced age. Although her family and friends called her either "Mother Moses" or "Grandma Moses," she first exhibited as "Mrs. Moses," yet the press eagerly dubbed her "Grandma Moses," which stuck." [1] LIFE magazine celebrated her 100th birthday by featuring her on its September 19, 1960 cover.
Grandma Moses' paintings were used to publicize numerous American holidays, including Thanksgiving, Christmas and Mother's Day. Exemplary of her status, a Mother's Day Feature in True Confessions (1947) noted how "Grandma Moses remains prouder of her preserves than of her paintings, and proudest of all of her four children, eleven grandchildren and four great-grandchildren.
Activities:
Introduction:
Talk about the paintings of Anna Mary Robertson Moses better know as Grandma Moses. Discuss how it is a type of folk art that depicts the holiday seasons with families ice skating and playing in the snow.
Project:
- Students make a landscape with their family.
- Students then color in their landscape using tempera paint.
Students discuss what they placed in their landscape to represent them and their family.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3B Select artworks that show families and groups. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
clay_penguin_1st_grade_grade.pdf | |
File Size: | 75 kb |
File Type: |
Clay Penguin
Date: December 3-7, 10-14
Materials: Clay, tempera paint, string
Content Objective:
Activities: Introduction:
Talk about the shapes of penguins. How their head a circle, body is oval, and beak is a triangle. Discuss the penguin’s environment and what penguin eats? Who are their predators? Discuss how to create a penguin out of clay using a pinch pot.
Project:
Day 1:
Checks for Understanding:
Students show their clay penguins and sketch of their penguin then tell about their penguin family and environment.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Clay, tempera paint, string
Content Objective:
- Students will identify the shapes we use to make penguin.
- Students will learn how to score, press, and smooth clay to make a sculptor.
- Students will increase manipulative skills by forming spheres and ovals out of clay.
- Students learn how to make a pinch pot.
- Students form a sculpture with eyes, nose, and mouth.
Activities: Introduction:
Talk about the shapes of penguins. How their head a circle, body is oval, and beak is a triangle. Discuss the penguin’s environment and what penguin eats? Who are their predators? Discuss how to create a penguin out of clay using a pinch pot.
Project:
Day 1:
- Students create a pinch pot that is the body of the penguin.
- Students make a sphere that is the head of the penguin they attach the head by score pressing and using slip.
- Students then create 2 small spheres for eyes and they attach the head by score pressing and using slip.
- Students create a beak and they attach the head by score pressing and using slip.
- Students create 2 fins that they attach to the body and they attach the head by score pressing and using slip.
- Students then add 2 feet for their penguin and write their name on the bottom.
Checks for Understanding:
Students show their clay penguins and sketch of their penguin then tell about their penguin family and environment.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
faith_ringgold_1st_grade.pdf | |
File Size: | 75 kb |
File Type: |
Faith Ringgold: Tar Beach / Family Story book
Faith Ringgold, Tar Beach
Date: November 12-16, November 26-30,
Projected Project Time: 3 weeks
Read: Tar Beach by Faith Ringgold
Materials: paper, crayons, glue, scissors, construction paper
Content Objective:
· Students will learn about Faith Ringgold and her art.
· Students will create a college that tells a story about their family and neighborhood.
Activities:
Introduction:
Read Tar Beach by Faith Ringgold. Discuss her art how it shows her family and life experiences.
Project:
Students show their family stories and reflect if their story if more fiction or non-fiction.
Vocabulary:
Students will be able to identify lines, texture, patterns and shapes.
emphasis: The part of an artwork that you see first
collage: is a work of formal art, primarily in the visual arts, made from an assemblageof different forms by glueing.
Artist: Faith Ringgold http://www.faithringgold.com/
Projected Project Time: 3 weeks
Read: Tar Beach by Faith Ringgold
Materials: paper, crayons, glue, scissors, construction paper
Content Objective:
- Students will be able to identify lines, texture, patterns and shapes.
- Students will be able to create emphasis in their design.
- Students will be able to create a collage.
- Students will be able to reflect on their family and environment to create art.
· Students will learn about Faith Ringgold and her art.
· Students will create a college that tells a story about their family and neighborhood.
Activities:
Introduction:
Read Tar Beach by Faith Ringgold. Discuss her art how it shows her family and life experiences.
Project:
- Day one: Students fold two pieces of paper in half and glue in together. Making a book with four pages. Students draw a story about themselves and their family. Students can use collage paper to add texture and pattern to their story book.
- On the bottom of the page students write any words that will help explain their story.
- Day two: Students finish their family story books and the last half of the class period we read and show their stories.
Students show their family stories and reflect if their story if more fiction or non-fiction.
Vocabulary:
Students will be able to identify lines, texture, patterns and shapes.
emphasis: The part of an artwork that you see first
collage: is a work of formal art, primarily in the visual arts, made from an assemblageof different forms by glueing.
Artist: Faith Ringgold http://www.faithringgold.com/
shape_print_1st_grade.pdf | |
File Size: | 983 kb |
File Type: |
Shape Prints
Japser Johns, False Start
Date: October 22-26, 29-31, November 1-2, 5-9
Materials: foam plate, tempera paint, and color pencils
Content Objective:
Students will create a foam print using lines and shapes to create an Abstract painting like Piet Mondrian or Jaspers Johns.
Activities:
Introduction: Students will compare and contrast Jasper Johns, False Start & Piet Mondrian’s Broadway Boogie Woogie discussing shapes and colors. Discuss how they both use rhythm repeating shapes and colors that give a sense of movement.
Project:
Students share what artist inspired their print painting the most and discuss the shapes and lines that they have used.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: foam plate, tempera paint, and color pencils
Content Objective:
- Students will be able to identify lines, texture, patterns and shapes.
- Students will learn how to create a single foam print.
- Increase manipulation skills using prints.
- Explain at least three reasons artists make art
- Carve a plate and produce a single edition print
- Describe what they see in a work of art and hypothesize why the artist included various elements
- Identify similarities and differences between two works of art
- Print: process for reproducing text and images
- Rhythm - Repeating lines, shapes, or colors that give a sense of movement
Students will create a foam print using lines and shapes to create an Abstract painting like Piet Mondrian or Jaspers Johns.
Activities:
Introduction: Students will compare and contrast Jasper Johns, False Start & Piet Mondrian’s Broadway Boogie Woogie discussing shapes and colors. Discuss how they both use rhythm repeating shapes and colors that give a sense of movement.
Project:
- Carve a shape either organic or geometric into a foam plate.
- Inside the shape students create either repeating lines or shapes.
- Students paint their print using primary and secondary colors.
- Students then print their shapes creating rhythm or overlapping shapes.
Students share what artist inspired their print painting the most and discuss the shapes and lines that they have used.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4A Express ideas about personal artworks.
joseph_mallard_william_turner.ppt | |
File Size: | 683 kb |
File Type: | ppt |
jmw_turner_seascape_1st_grade_grade.pdf | |
File Size: | 71 kb |
File Type: |
Joseph Mallord William Turner
Date: October 15-19
Materials: tempera paint, salt, crayons
Content Objective:
Students will create a seascape in the style of J.M.W. Turner with a ship in the middle of their seascape.
Activities: Introduction:
Turner believed that seascapes could convey a full range of artistic, historical, and emotional meanings, and presented himself as an heir to the great history painters of the past. Discuss how Turner was a considered a historic painter and was the father of the modernist art movement.
Project:
Students show their pictures.
Teks: Art Grade 1:
Perception: .1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: tempera paint, salt, crayons
Content Objective:
- Students will about the artist Joseph Mallard William Turner.
- Students will learn how to blend and mix watercolors.
- Students will learn how to clean up after painting.
- Students will learn about seascapes.
- Students will learn about crayon resist.
- Students learn about warm and cool colors
Students will create a seascape in the style of J.M.W. Turner with a ship in the middle of their seascape.
Activities: Introduction:
Turner believed that seascapes could convey a full range of artistic, historical, and emotional meanings, and presented himself as an heir to the great history painters of the past. Discuss how Turner was a considered a historic painter and was the father of the modernist art movement.
Project:
- Students make a ship out of crayon on their paper.
- Students then make a stormy ocean scene with cool colors in the sea and warm colors in the sunset.
Students show their pictures.
Teks: Art Grade 1:
Perception: .1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media. 1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
wayne_thiebuad.ppt | |
File Size: | 719 kb |
File Type: | ppt |
wayne_thiebaud_cakes_1st_grade.doc | |
File Size: | 42 kb |
File Type: | doc |
Project Name: Wayne Thiebaud Cakes
Wayne Thiebaud
Date: Oct.2-5, 8-12
Projected Project Time: 2 Weeks
Materials: pastels, pencils
Content Objective:
Introduction:
A circle seen in perspective is called an ellipse. After practicing seeing and drawing ellipses, our students practiced drawing cakes on a plate. Examples of Wayne Thiebaud's work, especially his cake paintings, were displayed and discussed. Our final pieces were drawn on black paper with oil pastel, taking care to use shading to render them in a more realistic way, as well as with realistic colors. Some chose to take a slice out, giving us a glimpse at the flavor and number of layers inside. One request was that the cakes be drawn to be "delicious", but especially delicious to adults! These cakes were also meant to cost $8-$10 a slice in a nice restaurant!
Project:
1. Introduce students to the work of Thiebaud, especially his “Cake” series. Discuss his images and why he might have chosen to paint them.
2. Have students practice drawing ellipses and then cakes on newsprint paper.
3. What would make a cake look really special? Discuss with the class.
4. Discuss how to shade a round object and how to blend oil pastel colors.
5. Each student will draw a special cake on black construction paper with oil pastel.
Checks for Understanding:
Describe and explain their artwork
Vocabulary:
Pop Art:1960s pop culture art: an art movement in the 1950s to 1970s that incorporated modern popular culture and the mass media. It included such artists as Andy Warhol and Roy Lichtenstein.
ellipse:shape resembling oval: a two-dimensional shape like a stretched circle with slightly longer flatter sides
Teks:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage:1.3C Identify the use of art in everyday life.
Response/Evaluation:1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
Projected Project Time: 2 Weeks
Materials: pastels, pencils
Content Objective:
- Demonstrate basic value changes in drawing using pressure and texture
- Students will become familiar with the work of Wayne Thiebaud.
- Students will learn how to draw a circle in perspective.
- Students will practice shading and color blending using oil pastel.
- Students will use the elements of art to make their cakes very special.
- Students review still life.
- Students create their own Wayne Thiebaud cake.
Introduction:
A circle seen in perspective is called an ellipse. After practicing seeing and drawing ellipses, our students practiced drawing cakes on a plate. Examples of Wayne Thiebaud's work, especially his cake paintings, were displayed and discussed. Our final pieces were drawn on black paper with oil pastel, taking care to use shading to render them in a more realistic way, as well as with realistic colors. Some chose to take a slice out, giving us a glimpse at the flavor and number of layers inside. One request was that the cakes be drawn to be "delicious", but especially delicious to adults! These cakes were also meant to cost $8-$10 a slice in a nice restaurant!
Project:
1. Introduce students to the work of Thiebaud, especially his “Cake” series. Discuss his images and why he might have chosen to paint them.
2. Have students practice drawing ellipses and then cakes on newsprint paper.
3. What would make a cake look really special? Discuss with the class.
4. Discuss how to shade a round object and how to blend oil pastel colors.
5. Each student will draw a special cake on black construction paper with oil pastel.
Checks for Understanding:
Describe and explain their artwork
Vocabulary:
Pop Art:1960s pop culture art: an art movement in the 1950s to 1970s that incorporated modern popular culture and the mass media. It included such artists as Andy Warhol and Roy Lichtenstein.
ellipse:shape resembling oval: a two-dimensional shape like a stretched circle with slightly longer flatter sides
Teks:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs. 1.2C Increase manipulative skills, using a variety of materials to produce drawings, paintings, prints and constructions.
Historical/Cultural Heritage:1.3C Identify the use of art in everyday life.
Response/Evaluation:1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.
family-portrait_happiest_memory_1st_grade.doc | |
File Size: | 32 kb |
File Type: | doc |
Family Portrait: My Happiest Memory
The Boating Party by Mary Cassatt, 1893–94,
Date: September 18-21, 24, 25-28, October 1
Materials: Paper, crayon
Content Objective:
Students will create a Family-portrait showing their happiest memory with friends or family.
Activities:
Introduction:
Read pages 114 and discuss self-portraits, what a subject of a painting is how to create emphasis. Discuss Narrative art and how a picture can tell a story. Talk about their happiest memory with their family and how it might look in a narrative picture.
Project:
Students come back to the rug and show and discuss their pictures.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage:1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Paper, crayon
Content Objective:
- Students review lines, texture, and landscape.
- Students learn about emphasis, subject, and self-portrait.
- Students learn about narrative art.
- Students learn about Mary Cassatt.
- Compare and Contrast Portrait from Past and Present. Reflecting on last weeks George Washington Portraits.
Students will create a Family-portrait showing their happiest memory with friends or family.
Activities:
Introduction:
Read pages 114 and discuss self-portraits, what a subject of a painting is how to create emphasis. Discuss Narrative art and how a picture can tell a story. Talk about their happiest memory with their family and how it might look in a narrative picture.
Project:
- Students tell a story with pictures showing their happiest memory.
- Students think of how to show a verb or action that they were doing in their happiest memory.
- Students make a self-portrait were they are really large in the picture to create emphasis.
- Students then add their family finishing their memory.
Students come back to the rug and show and discuss their pictures.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage:1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
george_washington_portrait_1st_grade.doc | |
File Size: | 31 kb |
File Type: | doc |
George Washington Portrait
Gilbert Stuart, Stuart's portrait of Washington
Date: September 11-14, 17
Materials: Paper, pencil, watercolor
Content Objective:
Students will create a patriotic portrait of George Washington and American Flags.
Activities:
Introduction:
Discuss portraits, what a subject of a painting is how to create emphasis. Discuss Narrative art and how a picture can tell a story. Talk about Patriotic images of America. Discuss George Washington’s clothing.
Project:
Students come back to the rug and show and discuss their pictures.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage:1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Paper, pencil, watercolor
Content Objective:
- Students review lines, texture, and landscape.
- Discuss what George Washington looks like describe how his clothes are different from ours.
- Students learn about emphasis, subject, and portrait.
Students will create a patriotic portrait of George Washington and American Flags.
Activities:
Introduction:
Discuss portraits, what a subject of a painting is how to create emphasis. Discuss Narrative art and how a picture can tell a story. Talk about Patriotic images of America. Discuss George Washington’s clothing.
Project:
- Students create a Portrait of George Washington
- Students add American Flag in the background.
- Students add things that remind them about America and Freedom.
Students come back to the rug and show and discuss their pictures.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines. 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage:1.3C Identify the use of art in everyday life.
Response/Evaluation: 1.4A Express ideas about personal artworks.
cowboy_landscape_1st_grade.pdf | |
File Size: | 109 kb |
File Type: |
Cowboy landscape
Ruby Grannyount, Our Cowboy Daddy
Date: September 3-7,10
Materials: Paper, crayon, chalk
Content Objective:
Line: A mark that has length and direction
Vertical: Line that goes up and down
Horizontal: Line that goes left and right
Diagonal: Line that is slanted
Project Objective:
Students will create a cowboy landscape with crayon and chalk.
Activities:
Introduction:
Read pages 98-99 and discuss Western art, landscapes, and what a horizon line is in a painting.
Project:
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4A Express ideas about personal artworks.
Materials: Paper, crayon, chalk
Content Objective:
- Students learn about drawing Western art.
- Students learn about landscapes and horizon line.
- Students learn to draw with chalk.
- Draw a simple body with arms, legs, head, and torso with form and clothing.
- Draw a face that includes all parts with color for hair and eyes with initial indication of placement.
Line: A mark that has length and direction
Vertical: Line that goes up and down
Horizontal: Line that goes left and right
Diagonal: Line that is slanted
Project Objective:
Students will create a cowboy landscape with crayon and chalk.
Activities:
Introduction:
Read pages 98-99 and discuss Western art, landscapes, and what a horizon line is in a painting.
Project:
- Students will create cowboy using crayon lines.
- Students will create a landscape with western themes.
- For example, cactus, horse, farm, or farm animals.
- Students will then color in neatly using chalk.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2A Invent images that combine a variety of colors, forms and lines.
Historical/Cultural Heritage: 1.3A Identify simple ideas expressed in artworks through different media.
Response/Evaluation: 1.4A Express ideas about personal artworks.
teaching_tribes_1st_grade.pdf | |
File Size: | 94 kb |
File Type: |
Teaching Tribes
Date: August 27-31
Materials: 1 ball. Paper, pencils, and crayons.
Content Objective:
- Students will be able to know art classroom procedures.
- Students will learn clean up procedures.
- Students will understand classroom expectations.
- Students learn how to share crayons showing mutual respect.
Line - A mark that has length and direction
Students will:
-Identify and discuss line as an element of art
-Examine and explore line in art
*curved, straight, diagonal
Project Objective:
· Students will brainstorm on how Tribes expectations looks like, sounds like.
· Students will create a picture that best describes them, showing family and favorite things.
Activities:
Introduction:
Show students how to enter the room.
Community circle: Tell a little about me through my webpage. Read “Ish” by Peter Reynolds. Talk about how it represents Mutual Respect. Discuss Leon’s actions and what was Ramon’s reaction. Discuss Marisol’s actions and what was Ramon’s reaction. Discuss how words can make us feel good or bad.
Project:
- Students Go over the four expectations of Ideal Classroom using:
Active Listening: (Criss-cross applesauce, voices off, eyes forward.)
No Put Downs: (Complement others.)
Right to Pass: (To choose to share in community circle.)
- Go over clean up procedures.
Students stand up tell their name and something about themselves and their favorite thing they did this summer.
Checks for understanding:
Student’s then give a verbal appreciation so someone at their table about their artwork.
Demonstrate how to clean up and leave the classroom.
Teks: Art Grade 1:
Perception: 1.1B Identify color, texture, form, and emphasis in nature and in the human-made environment.
Creative Expression/Performance: 1.2B Place forms in orderly arrangement to create designs.
Historical/Cultural Heritage: 1.3B Select artworks that show families and groups.
Response/Evaluation: 1.4A Express ideas about personal artworks. 1.4B Identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.