Art, Grade 5
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
analyze personal artworks to interpret meaning.[4.A]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
Title of Project: Triangle Fun Mosaic
Lesson Content Objective(s):
Students learn about origami by folding paper.Students learn about form by creating a sculpture.
Resources/materials:2X2 multi colored paper squares, glue
Instructional Plan:
Engage: This is a very rewarding project. Once you start to fit the folded triangles together, it’s hard to stop! It’s easy to make an interesting, color design. It teaches students how to make origami designs and form a shape.
Eleborate:
Assessment:
Evaluate: Student’s show shapes and tell what pattern and forms they have made.
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
analyze personal artworks to interpret meaning.[4.A]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
Title of Project: Triangle Fun Mosaic
Lesson Content Objective(s):
- Students learn about patterns.
- Students learn about origami.
- Students learn about mosaics.
- Students learn how to create 3-D sculptural shape.
Students learn about origami by folding paper.Students learn about form by creating a sculpture.
Resources/materials:2X2 multi colored paper squares, glue
Instructional Plan:
Engage: This is a very rewarding project. Once you start to fit the folded triangles together, it’s hard to stop! It’s easy to make an interesting, color design. It teaches students how to make origami designs and form a shape.
Eleborate:
- Students pick their colors of 2X2 squares.
- Fold on square in half making it into a rectangle.
- Fold on the folded line making the rectangle into a triangle.
- Glue four triangles onto the center of 2X2 square.
- Glue 4 more triangles onto the first four triangles.
- Keep gluing triangles onto the main triangle base until a 3-D shape if formed like a star, square, sphere, or cross.
Assessment:
Evaluate: Student’s show shapes and tell what pattern and forms they have made.
Art, Grade 5
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
Title of Project: Paper Mache’ Masks
Lesson Content Objective(s):
Resources/materials: paper, molds, newspaper, starch glue, paint, sand, feathers
Instructional Plan:
Engage: Students will create a mask based on a Venetian Carnival Masks them into having a mood or expression; happy, sad, scared, surprised, goofy.
Explore: Discuss different types of Carnival Masks. Students start a mask using that expression and extensions. Students learn how to layer paper Mache and add extensions to their mask
Explain: Students start layering paper Mache over their mask mold.
Eleborate: · Students start to paint their masks. And Add Texture with feathers, glitter, and beads.
Assessment:
Evaluate: Students self reflect on their mask describing the different art elements and principal that they put in their mask.
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
Title of Project: Paper Mache’ Masks
Lesson Content Objective(s):
- Students learn about expressions in art.
- Students learn about Venetian Carnival Masks.
- Analyze personal artworks.
- Students learn about molds
- Demonstrate how to conserve and recycle art materials
Resources/materials: paper, molds, newspaper, starch glue, paint, sand, feathers
Instructional Plan:
Engage: Students will create a mask based on a Venetian Carnival Masks them into having a mood or expression; happy, sad, scared, surprised, goofy.
Explore: Discuss different types of Carnival Masks. Students start a mask using that expression and extensions. Students learn how to layer paper Mache and add extensions to their mask
Explain: Students start layering paper Mache over their mask mold.
Eleborate: · Students start to paint their masks. And Add Texture with feathers, glitter, and beads.
Assessment:
Evaluate: Students self reflect on their mask describing the different art elements and principal that they put in their mask.
Art, Grade 5
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
Title of Project: Weaving Bracelet
Lesson Content Objective(s):
Instructional Plan:
Engage: Talk about weaving and discuss Egyptian and Native Americans weaving.
Explore: Discuss warp, weft and how to weave.
Explain:
Evaluate: Students reflect on how they have created patterns through weaving.
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
Title of Project: Weaving Bracelet
Lesson Content Objective(s):
- Students will be able to create pattern and rhythm through weaving.
- Students will be able to create different styles of weaving.
- Students learn about functional and fiber art.
- Students will learn about warp and weft lines by adding a vertical string for warp lines and a horizontal line of string for weft lines.
Instructional Plan:
Engage: Talk about weaving and discuss Egyptian and Native Americans weaving.
Explore: Discuss warp, weft and how to weave.
Explain:
- Students will add a vertical string color for their warp lines.
- Students make a warp with 8 or 10 lines creating a pattern color.
- Then students weave the weft stings in and out of the warp lines.
- Student add bead while they weave to add to their design.
Evaluate: Students reflect on how they have created patterns through weaving.
Art, Grade 5
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.[4.B]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.[ELP.4F]
Title of Project: Abstract Portrait
Lesson Content Objective(s):
Instructional Plan:
Engage: Read pages 138-140.
Explore:Discuss artist’s Giuseppe Arcimboldo and Kasimir Malevich by comparing and contrasting them.
Explain: Show how to create a profile combining a front view.
Eleborate:
Assessment:
Evaluate: Describe how the proportions of your abstract portrait are different from those of a realistic portrait.
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.[4.B]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.[ELP.4F]
Title of Project: Abstract Portrait
Lesson Content Objective(s):
- Students will recognize symbols in portraits.
- Students will create an abstract portrait.
- Students will identify narrative elements in artworks.
- Students will be able to create an Abstract art: Art in which the details of real objects are simplified, distorted, or rearranged.
- Students will be able tell the difference between Realistic art and Abstract art. Realistic Art: Art in which the details relating to objects are as they actually are.
- Student will read about symbols, Cubism, and profile
Instructional Plan:
Engage: Read pages 138-140.
Explore:Discuss artist’s Giuseppe Arcimboldo and Kasimir Malevich by comparing and contrasting them.
Explain: Show how to create a profile combining a front view.
Eleborate:
- Think of someone you want to create a portrait of either yourself, friend, family member, actor, or musician.
- Create a profile view of a face.
- Then attach a front view of the face.
- Draw straight or wavy lines across the paper, dividing your portrait into sections. Add more lines and shapes to create patterns in each section.
- Finish by coloring in neatly.
Assessment:
Evaluate: Describe how the proportions of your abstract portrait are different from those of a realistic portrait.
surrealism.ppt | |
File Size: | 1500 kb |
File Type: | ppt |
Art, Grade 5
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
Title of Project: Sur-Realism
Lesson Content Objective(s):
Instructional Plan:
Engage: Compare and contrast surrealism artist Rene Magritte and Salvador Dali.
Explore: Talk about what surrealism is and how it is like a dream like state.
Explain: Analyze Rene Magritte’s work.
Eleborate:
Evaluate: Students discuss how René Magritte and Salvador Dali influenced their paintings and how they placed their own personality into their art.
All Lesson also on weebly: smundt.weebly.com
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
Title of Project: Sur-Realism
Lesson Content Objective(s):
- Students will learn about artist René Magritte and Salvador Dali.
- Students will learn about Sur-realism.
- Students will be able to communicate feelings about self and family in their picture.
- Students will learn about portraits by creating a person with arms, legs, and torso without sticks.
- Students will learn about surrealism by creating a picture that is based off of Rene Magritte.
Instructional Plan:
Engage: Compare and contrast surrealism artist Rene Magritte and Salvador Dali.
Explore: Talk about what surrealism is and how it is like a dream like state.
Explain: Analyze Rene Magritte’s work.
Eleborate:
- Students will create a portrait resembling either Rene Magritte painting The Son of Man or Stuff and Nonsense.
Evaluate: Students discuss how René Magritte and Salvador Dali influenced their paintings and how they placed their own personality into their art.
All Lesson also on weebly: smundt.weebly.com
archtecture__cityscape.ppt | |
File Size: | 827 kb |
File Type: | ppt |
Art, Grade 5
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
Title of Project: Coil Cityscape Cup
Lesson Content Objective(s):
Lesson Language Objective(s):
Instructional Plan:
Engage: Read pages 78-80 discuss functional forms comparing and contrasting different types of architecture.
Explore: Discuss architect John Utzon and the Sydney Opera house and how it is considered and organic structure.
Explain: Discuss how he was influenced by Frank Lloyd Wright with his organic designs.
Eleborate:
Assessment:
Evaluate: Students show their cups and tell them about their cityscape and what organic structures they created in their buildings.
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
Title of Project: Coil Cityscape Cup
Lesson Content Objective(s):
- Students learn about additive sculpture techniques like scoring, kneading, and slip.
- Students learn about difference between earthenware clay and terracotta clay.
- Students learn about glaze paint.
- Students learn about how making ceramics can be job in art.
- Students learn about architect Jorn Utzon and the Sydney Opera house and how it is considered and organic structure.
Lesson Language Objective(s):
- Students learn about architecture and cityscapes by creating a city on their cup.
- Students learn about coil sculpture by rolling clay into a tube and forming a cup.
Instructional Plan:
Engage: Read pages 78-80 discuss functional forms comparing and contrasting different types of architecture.
Explore: Discuss architect John Utzon and the Sydney Opera house and how it is considered and organic structure.
Explain: Discuss how he was influenced by Frank Lloyd Wright with his organic designs.
Eleborate:
- Students create a cityscape forming organic and geometric architecture influence by architects John Utzon and Frank Lloyd Wright on the outside of their cup with glaze paint.
- Students glaze paint the inside of their cup to make sure it will hold liquid.
Assessment:
Evaluate: Students show their cups and tell them about their cityscape and what organic structures they created in their buildings.
Art, Grade 5
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.[4.B]
Title of Project: Japanese Koi Fish Seascape
Lesson Content Objective(s):
· Create art using gesture and contour drawing
· Students learn about seascapes.
· Students learn how to create visual textures in their picture.
Lesson Language Objective(s):
Resources/materials: Watercolor paper, black glue, watercolor, paint brushes, waters, salt, water bottles
Instructional Plan:
Engage: In Japanese, koi is a homophone for another word that means "affection" or "love"; koi are, therefore, symbols of love and friendship in Japan. An example of this can be seen in the short story by Mukōda Kuniko, "Koi-san".
Explore: Students learn about contour lines and how to create textures in watercolor paints.
Explain: Compare Japanese Koi Fish wish Native American fish paintings.
Eleborate:
Evaluate: Students analyze original artworks by peers and others to form conclusions about properties.
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.[4.B]
Title of Project: Japanese Koi Fish Seascape
Lesson Content Objective(s):
· Create art using gesture and contour drawing
· Students learn about seascapes.
· Students learn how to create visual textures in their picture.
Lesson Language Objective(s):
Resources/materials: Watercolor paper, black glue, watercolor, paint brushes, waters, salt, water bottles
Instructional Plan:
Engage: In Japanese, koi is a homophone for another word that means "affection" or "love"; koi are, therefore, symbols of love and friendship in Japan. An example of this can be seen in the short story by Mukōda Kuniko, "Koi-san".
Explore: Students learn about contour lines and how to create textures in watercolor paints.
Explain: Compare Japanese Koi Fish wish Native American fish paintings.
Eleborate:
- Students look at photographic imagery of Japanese Koi Fish.
- Students create an under water seascape using contour lines.
- Students add black glue to form a relief texture.
- Students color in with watercolors.
- Students add textures to their drawing with water spay bottles and salt in their water.
Evaluate: Students analyze original artworks by peers and others to form conclusions about properties.
Art, Grade 5
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
analyze personal artworks to interpret meaning.[4.A]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
Title of Project:Snowflake Kirigami Geometric Composition
Lesson Content Objective(s):
Compostion: when artists arrange, or put together, objects in an artwork
Abstract art: distorted or simplify parts of real objects and rearrange them in unusual ways
Expressive Qualities: lines create mood or feeling
Nonobjective: artwork not meant to show any real people, place, or things.
Kirigami: is a variation of origami that includes cutting of the paper (from Japanese "kiru" = to cut, "kami" = paper). It is also called "Kirie"
Resources/materials:
Students will create an abstract composition with kirigami snowflakes.
Instructional Plan:
Engage: Read pages 33-34 about abstract art.
Explore: Discuss artist Gil Mayers.
Explain: Think of ways you can arrange geometric shapes in a nonobjective artwork.
Eleborate: Add some Kirigami snowflakes to your composition.
Assessment:
Evaluate: Students show their work to another student discussing its expressive qualities and compostion.
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
analyze personal artworks to interpret meaning.[4.A]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
Title of Project:Snowflake Kirigami Geometric Composition
Lesson Content Objective(s):
- Students will About artist Gil Mayers
- Students will learn about arranging a composition.
- Students will learn about abstract art.
- Students will learn to create a college.
- Students will learn how to create a kirigami snowflake.
Compostion: when artists arrange, or put together, objects in an artwork
Abstract art: distorted or simplify parts of real objects and rearrange them in unusual ways
Expressive Qualities: lines create mood or feeling
Nonobjective: artwork not meant to show any real people, place, or things.
Kirigami: is a variation of origami that includes cutting of the paper (from Japanese "kiru" = to cut, "kami" = paper). It is also called "Kirie"
Resources/materials:
Students will create an abstract composition with kirigami snowflakes.
Instructional Plan:
Engage: Read pages 33-34 about abstract art.
Explore: Discuss artist Gil Mayers.
Explain: Think of ways you can arrange geometric shapes in a nonobjective artwork.
Eleborate: Add some Kirigami snowflakes to your composition.
Assessment:
Evaluate: Students show their work to another student discussing its expressive qualities and compostion.
Art, Grade 5
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.[ELP.4F]
Title of Project: Origami Card
Lesson Content Objective(s):
Lesson Language Objective(s):
Instructional Plan:
Engage: Students will learn about graphic art as a job in art.
Explore: Students will learn about card design.
Explain: Students will learn about creating a font.
Eleborate:
Assessment:
Evaluate: Student’s show their cards to their friends.
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.[ELP.4F]
Title of Project: Origami Card
Lesson Content Objective(s):
- Students learn about metal Repoussé.
- Learn about graphic arts as a job in art.
Lesson Language Objective(s):
- Students learn about patterns.
- Students learn about origami.
Instructional Plan:
Engage: Students will learn about graphic art as a job in art.
Explore: Students will learn about card design.
Explain: Students will learn about creating a font.
Eleborate:
- Students pick their colors of 3X3 squares getting 3.
- Fold on square in half making it into a triangle.
- Fold the corners of the triangle into a diamond.
- Students tuck the diamonds into the triangles in till it makes a moving diamond.
- Students interlock the 3 triangles creating a card. Gluing them together.
- Glue the 4 X 4 card stock on the ends of the triangles.
- Students carve an image onto their metal repousse.
- Students create a font Design into their card.
Assessment:
Evaluate: Student’s show their cards to their friends.
Art, Grade 5
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
compare artworks from several national periods, identifying similarities and differences.[3.A]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
Title of Project: Ancient Monument Landscape
Lesson Content Objective(s):
Instructional Plan:
Engage: Read pages 98-100 on atmospheric perspective.
Explore: Discuss point of view, emphasis, space, and horizon line and landscapes.
Explain: Discuss the 4 different ancient monuments and how it is amazing that people were able to build them a long time ago.
Eleborate: · Students pick between: 1. Stone Hinge 2. Easter Islands 3. Great Wall of China 4. The Great Pyramids.
· Students draw a horizon line for their landscape.
· Students draw a stylized atmospheric drawing based on their ancient monument.
· Students blend and smudge the pastels.
Assessment:
Evaluate: Students reflect on their monument and how they created diffusion in their picture.
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
compare artworks from several national periods, identifying similarities and differences.[3.A]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
Title of Project: Ancient Monument Landscape
Lesson Content Objective(s):
- Students will learn the terms emphasis, space, and horizon line.
- Students will learn about ancient monuments.
- Students will learn about atmospheric perspective and diffusion.
Instructional Plan:
Engage: Read pages 98-100 on atmospheric perspective.
Explore: Discuss point of view, emphasis, space, and horizon line and landscapes.
Explain: Discuss the 4 different ancient monuments and how it is amazing that people were able to build them a long time ago.
Eleborate: · Students pick between: 1. Stone Hinge 2. Easter Islands 3. Great Wall of China 4. The Great Pyramids.
· Students draw a horizon line for their landscape.
· Students draw a stylized atmospheric drawing based on their ancient monument.
· Students blend and smudge the pastels.
Assessment:
Evaluate: Students reflect on their monument and how they created diffusion in their picture.
Art, Grade 5
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.[4.B]
Title of Project: Self-Portrait
Lesson Content Objective(s):
Instructional Plan:
Engage: Read pages 128 and 130 and learn about portraits.
Explore: Discuss self-portrait, focal point, tactile texture visual texture. Students compare and contrast the portraits in the book.
Explain: Students learn about different stylized textures to show portraits. Review value and how to create value with tempera paint.
Eleborate:
Evaluate:Students reflect on whether their portrait resembles them and if their proportions are correct.
Students review another students artwork and guess who it is.
All Lesson also on weebly: smundt.weebly.com
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
compare relationships between design and everyday life.[2.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.[4.B]
Title of Project: Self-Portrait
Lesson Content Objective(s):
- Students review value and texture.
- Students learn about adding a stylized line into their pictures like Vincent Van Gogh.
- Students learn about self-portrait artist Vincent Van Gogh and Frida Kahlo
- Students learn about self-portrait, focal point, tactile texture visual texture.
Instructional Plan:
Engage: Read pages 128 and 130 and learn about portraits.
Explore: Discuss self-portrait, focal point, tactile texture visual texture. Students compare and contrast the portraits in the book.
Explain: Students learn about different stylized textures to show portraits. Review value and how to create value with tempera paint.
Eleborate:
- Students create a self-portrait with eyes, nose, mouth, and ears.
- Students think about their clothing and how it will relate to them.
- Students add a background that represents them.
- Students add visual textures like Vincent Van Gogh.
Evaluate:Students reflect on whether their portrait resembles them and if their proportions are correct.
Students review another students artwork and guess who it is.
All Lesson also on weebly: smundt.weebly.com
Art, Grade 5
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
analyze personal artworks to interpret meaning.[4.A]
Title of Project: Pop Art Print
Lesson Content Objective(s):
Cool color scheme: a picture with mostly blue, green, purple.
Warm Color scheme: a picture with mostly red, yellow, orange.
Analogous color scheme: colors that are next to each other on the color wheel
Complementary color scheme: pairs of colors, such as yellow and violet, that are opposite each other on the color wheel
Emphasis: the effect created when one element is given more importance than another element
Rhythm - the visual beat created by the regular repetition of elements in an artwork
Pattern - a recognizable design made with repeated lines, shapes, or colors
Pop Art: 1960s pop culture art: an art movement in the 1950s to 1970s that incorporated modern popular culture and the mass media.
Contour line: drawing the outlines of figures or objects
Gesture drawing: a sketch created with loose arm movements
Resources/materials:paper, color-pencils, markers, pencils, tempera paint, foam print
Instructional Plan:
Engage: Read pages 188-190 and discuss Pop Art.
Explore: Introduce students to Pop Art. Discuss the following text with students:
Warhol - Andy Warhol was born in Pittsburgh, Pennsylvania in the 1920s. He was a Pop Artist, which means he painted people, places and things that people in America see every day. Things that are popular, such as movie stars, food products and pictures from the newspaper. He wanted to make art about things that we love to look at or have around us every day. Warhol used pictures of these things to make his art, and then added his own colors and lines to make it a little different from the original.
Explain: Have students look at Warhol’s and Lichtenstein’s print.
Eleborate: Students create 2 foam prints choosing to an everyday object and word by carving into a foam plate choosing their print size 3X3
Students choose a color scheme.
1. Cool or warm color scheme 2. Complementary color scheme
3. Analogous color schemes 4. Analogous color schemes
5. Complementary color scheme 6. Cool or warm color scheme
Students go over the top of their print creating a gesture and contour drawing over the face giving it more detail and emphasis.
Assessment:
Evaluate:
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
compare artworks from several national periods, identifying similarities and differences.[3.A]
analyze personal artworks to interpret meaning.[4.A]
Title of Project: Pop Art Print
Lesson Content Objective(s):
- Students learn about Pop- Art and artist Roy Lichtenstein and Andy Warhol.
- Students will playfully explore the idea of “Pop” – learning about popular culture and gaining an understanding of Pop Art – by using their own experience as a knowledge base.
- Students look at Warhol’s Campbell’s Soup Can painting and hypothesize about why he chose this as his subject matter.
- Carve a plate and produce a multiple edition print with accurate edition labels.
Cool color scheme: a picture with mostly blue, green, purple.
Warm Color scheme: a picture with mostly red, yellow, orange.
Analogous color scheme: colors that are next to each other on the color wheel
Complementary color scheme: pairs of colors, such as yellow and violet, that are opposite each other on the color wheel
Emphasis: the effect created when one element is given more importance than another element
Rhythm - the visual beat created by the regular repetition of elements in an artwork
Pattern - a recognizable design made with repeated lines, shapes, or colors
Pop Art: 1960s pop culture art: an art movement in the 1950s to 1970s that incorporated modern popular culture and the mass media.
Contour line: drawing the outlines of figures or objects
Gesture drawing: a sketch created with loose arm movements
Resources/materials:paper, color-pencils, markers, pencils, tempera paint, foam print
Instructional Plan:
Engage: Read pages 188-190 and discuss Pop Art.
Explore: Introduce students to Pop Art. Discuss the following text with students:
Warhol - Andy Warhol was born in Pittsburgh, Pennsylvania in the 1920s. He was a Pop Artist, which means he painted people, places and things that people in America see every day. Things that are popular, such as movie stars, food products and pictures from the newspaper. He wanted to make art about things that we love to look at or have around us every day. Warhol used pictures of these things to make his art, and then added his own colors and lines to make it a little different from the original.
Explain: Have students look at Warhol’s and Lichtenstein’s print.
Eleborate: Students create 2 foam prints choosing to an everyday object and word by carving into a foam plate choosing their print size 3X3
Students choose a color scheme.
1. Cool or warm color scheme 2. Complementary color scheme
3. Analogous color schemes 4. Analogous color schemes
5. Complementary color scheme 6. Cool or warm color scheme
Students go over the top of their print creating a gesture and contour drawing over the face giving it more detail and emphasis.
Assessment:
Evaluate:
- Discuss Pop Art with students. What are some other things that are part of popular culture, for example movie stars and products?
5th_grade_vocab_test_1.pptx | |
File Size: | 54 kb |
File Type: | pptx |
Art, Grade 5
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.[ELP.4F]
Title of Project: John James Audubon Collage Owl
Lesson Content Objective(s):
Instructional Plan:
Engage: Read pages 106-107 Talk about artist John James Audubon: John James Audubon (1785-1851) was not the first person to attempt to paint and describe all the birds of America (Alexander Wilson has that distinction), but for half a century he was the young country's dominant wildlife artist. His seminal Birds of America, a collection of 435 life-size prints, quickly eclipsed Wilson's work and is still a standard against which 20th and 21st century bird artists, such as Roger Tory Peterson and David Sibley, are measured.
Although Audubon had no role in the organization that bears his name, there is a connection: George Bird Grinnell, one of the founders of the early Audubon Society in the late 1800s, was tutored by Lucy Audubon, John James's widow. Knowing Audubon's reputation, Grinnell chose his name as the inspiration for the organization's earliest work to protect birds and their habitats. Today, the name Audubon remains synonymous with birds and bird conservation the world over.
Explore: Students learn how theses paintings inspire biologist and Ornithology. Compare and contrast Pablo Picasso and John James Audubon owls.
Explain: Read about tactile and visual texture on page 129 and discuss how to create a 3-D textured owl.
Eleborate:
Evaluate: Students share their bird with table and discuss how they created texture to form 3D elements.
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.[2.C]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
identify the use of art skills in a variety of jobs.[3.C]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.[ELP.4E]
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.[ELP.4F]
Title of Project: John James Audubon Collage Owl
Lesson Content Objective(s):
- Students will learn about John James Audubon
- Students will learn about drawing from observation.
- Students learn to create a picture by drawing from observation.
- Students will learn about texture.
- Students learn about portraits
- Ornithology is a branch of zoology that concerns the study of birds.
Instructional Plan:
Engage: Read pages 106-107 Talk about artist John James Audubon: John James Audubon (1785-1851) was not the first person to attempt to paint and describe all the birds of America (Alexander Wilson has that distinction), but for half a century he was the young country's dominant wildlife artist. His seminal Birds of America, a collection of 435 life-size prints, quickly eclipsed Wilson's work and is still a standard against which 20th and 21st century bird artists, such as Roger Tory Peterson and David Sibley, are measured.
Although Audubon had no role in the organization that bears his name, there is a connection: George Bird Grinnell, one of the founders of the early Audubon Society in the late 1800s, was tutored by Lucy Audubon, John James's widow. Knowing Audubon's reputation, Grinnell chose his name as the inspiration for the organization's earliest work to protect birds and their habitats. Today, the name Audubon remains synonymous with birds and bird conservation the world over.
Explore: Students learn how theses paintings inspire biologist and Ornithology. Compare and contrast Pablo Picasso and John James Audubon owls.
Explain: Read about tactile and visual texture on page 129 and discuss how to create a 3-D textured owl.
Eleborate:
- Students get a photo of an owl.
- Students then start to create 3-d textures by bending and cutting paper forming a realistic owl based on their photo.
- Students then add color on their owl and paint a background.
Evaluate: Students share their bird with table and discuss how they created texture to form 3D elements.
Art, Grade 5
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.[ELP.4F]
Title of Project: Op Art
Lesson Content Objective(s):
Instructional Plan:
Engage: Read pages 192-194.
Explore: Compare how Bridget Riley and Victor Vasarely paintings guide the eye in different directions.
Explain: Students pick a shape then repeat that shape several times in the picture to give an optical illusion of movement.
Eleborate: Students connect the shapes with lines creating a checker board pattern and fill the color with pictures, colors, or different textures.
Assessment:
Evaluate: Students explain how their art tricks the eye.
identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.[1.B]
compare relationships between design and everyday life.[2.B]
compare cultural themes honoring history and traditions in American and other artworks.[3.B]
analyze personal artworks to interpret meaning.[4.A]
use prior knowledge and experiences to understand meanings in English.[ELP.1A]
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language.[ELP.4F]
Title of Project: Op Art
Lesson Content Objective(s):
- Students review geometric shapes.
- Students learn the definition of Op Art, optical illusions, and one-point perspective.
- Students learn about artist Victor Vasarely.
- Students learn about complementary and analogous color schemes.
- Students learn about rhythm in art.
Instructional Plan:
Engage: Read pages 192-194.
Explore: Compare how Bridget Riley and Victor Vasarely paintings guide the eye in different directions.
Explain: Students pick a shape then repeat that shape several times in the picture to give an optical illusion of movement.
Eleborate: Students connect the shapes with lines creating a checker board pattern and fill the color with pictures, colors, or different textures.
Assessment:
Evaluate: Students explain how their art tricks the eye.
Art, Grade 5
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
analyze personal artworks to interpret meaning.[4.A]
Title of Project: What inspires you / Teaching Tribes
Lesson Content Objective(s):
Lesson Language Objective(s):
Instructional Plan:
Engage: Show students how to enter the room. Community circle: Tell a little about me.
Explore: Read “Regina’s Big Mistake” by Marissa Moss.
Explain: Talk about how it represents Mutual Respect. Talk about our art theme, “What inspires an artist?”; Discuss different things that might inspire someone to create art and how it makes a person feel.
Eleborate:
Assessment:
Evaluate: Students share in their table team showing their picture discussing why they choose that personality trait and how it represents them. Student then find a person that doesn’t have the same personality trait as them and share about themselves and their picture.
communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.[1.A]
combine information from direct observation, experience, and imagination to express ideas about self, family, and community.[2.A]
analyze personal artworks to interpret meaning.[4.A]
Title of Project: What inspires you / Teaching Tribes
Lesson Content Objective(s):
- Students will be able to know art classroom procedures.
- Students will learn how to clean up.
- Students will understand classroom expectations.
- Students learn how to show mutual respect in the art classroom throughout the art day.
Lesson Language Objective(s):
- Abstract art: Art in which the details of real objects are simplified, distorted, or rearranged.
- Realistic art: Art in which the details relating to objects are as they actually are.
Instructional Plan:
Engage: Show students how to enter the room. Community circle: Tell a little about me.
Explore: Read “Regina’s Big Mistake” by Marissa Moss.
Explain: Talk about how it represents Mutual Respect. Talk about our art theme, “What inspires an artist?”; Discuss different things that might inspire someone to create art and how it makes a person feel.
Eleborate:
- Students Go over the four expectations of Ideal Classroom using:
- Mutual Respect: (Respect yourself, others, and propriety at all times.)
- Active Listening: (Criss-cross applesauce, voices off, eyes forward.)
- No Put Downs: (Complement others.)
- Right to Pass: (To choose to share in community circle.)
- Sports
- Cars
- Toys
- Video Games
- Music
- Clothes
Assessment:
Evaluate: Students share in their table team showing their picture discussing why they choose that personality trait and how it represents them. Student then find a person that doesn’t have the same personality trait as them and share about themselves and their picture.