Elementary Curriculum Map Visual Art First Grade

Transcription

1 Unit: Line Learning Goal: The student will create an artwork by using a variety of line types. Essential Questions/Understandings: Why do lines have meaning? Why do we associate horizontal lines with being restful? Straight Zigzag Curved Curled Dotted Thick Thin Smooth Rough Solid Broken VA.1.S.1.2: Use varied to develop artistic skills when expressing personal thoughts, feelings, and experiences. VA.1.F.1.1: Use various art media and real or imaginary choices to create artwork. VA.1.S.1.3: Create works of art to tell a personal story VA.1.S.1.4: Use accurate art to communicate ideas about art. VA.1.H.1.2: Discuss suitable behavior expected of audience members. VA.1.H.2.2: Identify objects of art that are used every day for utilitarian purposes. VA.1.F.2.1: VA.1.H.2.3: Identify placed in which artworks may be viewed by others. MACC.K12.MP.5: Use appropriate tools strategically. MACC.K12.MP.6: Attend to precision. MACC.K12.MP.7: Look for and make use of structure. Visual Artists: Lessons: Identifies types of lines in an Albrecht Dürer, Introduction, 1,2,4,6 artwork and the feeling lines Wassily Kandinsky, can create in an artwork Jasper John s Abstract Line Designs (Lesson in Angel) Create a drawing of your favorite quiet outdoor place using calm lines. Draw people in movement and at play. Art is H.O.T. (Higher Order Thinking) Analysis Albrecht Dürer Rhinoceros 1515 quality/creative work and applies all skills stressed in class. effort to apply skills for creating a quality artwork using a variety of lines. details and, and applies some of the skills expected for using lines in art. 1.0: With help, a partial understanding of the and process for using lines. Work of inconsistent quality. lines. Work shows little effort. Describe the different types of lines you see in this artwork. (Describe) Why are some parts empty of line and other parts full of line? (Analysis) What do you think the rhinoceros would feel like if you touched it? Why?(Interpretation) What do you think people thought about this image in the year 1515? (Interpretation) Creates an artwork using a variety of lines Demonstrates proper use of pencils, crayons, markers, etc. Correctly uses the associated with the elements of art.

2 Unit: Shape Learning Goals: The student understands that objects are represented by shapes (free form or geometric) which are defined by outlines. The students will create an artwork using free-form and geometric shapes. Essential Questions/Understandings: How does an artist choose a particular shape to represent an object? Free-form shape Geometric shape Outline Still life VA.1.O.1.1: Identify and use the structural elements of art and organizational to support artistic development. VA.1.H.1.3: Describe ways in which artists use their work to share knowledge and life experiences. VA.1.S.2.1: Practice correct use of tools with various art media, techniques and. VA.1.O.2.1: Create imagery and symbols to express thoughts and feelings VA.1.H.1.1: Discuss how different works of art communicate information about a particular culture. LACC.1.SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Visual Artists: Lessons: Introduction, Identifies the type of shapes Henri Rosseau, 1,2,3,4,6 geometric and free-form Jacob Lawrence, Pablo Picasso, Paul Cézanne Art is H.O.T. (Higher Order Thinking) Crayon-resist fish Texture rubbings shape collage Black glue free-form flower Still life construction paper collage Picasso Painted selfportrait (lesson in Angel) 4.0: In addition to Score 3.0, the student produces high quality/creative work and applies all skills stressed in class. 3.0: No major errors or omissions and student made an effort to apply skills for creating a quality artwork using a variety of shapes. 2.0: No major errors or omissions regarding the simpler details and, and applies some of the skills expected for using shapes in art. 1.0: With help, a partial understanding of the and process for using shapes. Work of inconsistent quality. 0.0: Even with help, no understanding of how to use shapes. Work shows little effort. Art Criticism - The Equatorial Jungle by Henri Rousseau What kinds of shapes were used to create this painting? ( Describe) Why would the artist leave such a small area of sky? (Analysis) Why would Rousseau create leaves that are so large? (Analysis) Is this a realistic jungle painting? (Interpret) What kind of feeling do you think the artist had about this jungle? (Interpret) Was Rousseau successful in creating the feeling? (Judgment) Creates an artwork using a variety of geometric/free form shapes to create a landscape, still life, etc. Demonstrates proper use of scissors, glue and paint. Correctly uses the associated with shape.

3 Unit: Color Learning Goals: The student will learn the color wheel, the 3 primary and the 3 secondary colors. The student will use either primary or secondary colors in an artwork. Essential Questions/Understandings: How can color in an artwork express feelings? Color wheel Rainbow Primary color Secondary color Genre painting Light colors Dark Colors VA.1.C.3.1: Identify that is used in both visual art and other contexts. VA.1.C.2.2: Use various media or techniques to learn how changes affect the completed work. VA.1.S.1.1: Experiment with art and media to express ideas. VA.1.S.2.1: Practice correct use of tools with various art media, techniques and. VA.1.S.2.2: Describe the steps used in art production VA.1.S.3.2: Discuss the qualities of good craftsmanship. LACC.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small/large groups. Visual Artists: Lessons: Introduction, Identifies primary, secondary, David Hockney, 1 & 6 light and dark colors Thomas Hart Benton Use a rainbow of color to create an image. Mixing primary paint colors to create secondary colors. 4.0: In addition to Score 3.0, the student produces high quality/creative work and applies all skills stressed in class. 3.0: No major errors or omissions and student made an effort to apply skills for creating a quality artwork using primary/secondary colors. 2.0: No major errors or omissions regarding the simpler details and, and applies some of the skills expected for using primary/secondary colors. 1.0: With help, a partial understanding of the and process for using primary/secondary colors. Work of inconsistent quality. color. Work shows little effort. Art is H.O.T. (Higher Order Thinking) Analysis Hollywood Hills House by David Hockney 1982 Creates an artwork using primary and secondary colors. Demonstrates the proper use of and understanding of painting media. Correctly uses the associated with color Describe the colors within this work of art. ( Describe) Categorize the primary and secondary colors in this work of art. ( Describe) What kind of place does this art work project based on the colors used? ( Interpret)

4 Unit: Form and Space Learning Goal: The student will be able to fill spaces with forms and shapes to create an artwork. The student will understand the difference between form and shape. Essential Questions/Understandings: How does and artist create forms from shapes? Height Width Depth Form Space Geometric form Free-form form VA.1.F.3.2: Follow directions for completing classroom tasks in a specified timeframe to show early development of 21st-century skills. VA.1.S.3.1: Practice skills and techniques to create with two-and/or threedimensional media VA.1.S.3.3: Demonstrate safety procedures for using art tools and materials. VA.1.O.3.1: Use personal symbols in artwork to document surroundings and community. VA.1.C.3.2: Distinguish between artwork, utilitarian objects, and objects from nature. VA.1.F.1.2: Identify how classmates solve artistic problems. VA.1.F.3.1: Describe the use of art to share community information. LACC.1.SL2.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. the use of art tools and Visual Artists: Lessons: Introduction, Identifies different types of Alexander Calder 1,3,5 forms and can describe space Frank Stella Construction paper mobile. Clay animal sculpture 3D found object building Art is H.O.T. (Higher Order Thinking) Analysis Alexander Calder, Big Red 1959 quality/creative work and applies all skills stressed in class. effort to apply skills for creating a quality artwork using form or space. details and, and applies some of the skills expected for using form or space in an artwork. 1.0: With help, a partial understanding of the and process for form and space. Work of inconsistent quality. form or space in an artwork. Work shows little effort. Creates a clay sculpture or pinch pot to show form. Creates a mobile to show shape/form Demonstrates the proper clay techniques Correctly uses art in describing their own artwork. What kinds of lines and shapes do you see in this artwork (Describe) Why are the shapes spaced as they are? ( Analysis) Why did the artist name this mobile Big Red? (Interpretation) Does this mobile look like it works? ( Evaluation)

5 Unit: Texture, Pattern, and Rhythm Learning Goal: The student will be able to identify and create texture, pattern and rhythm in works of art. Essential Questions/Understandings: Why would an artist want to add texture, pattern and/or rhythm to works of art? Carving Collage Motif Pattern real texture rhythm visual texture weaving VA.1.C.1.1: Create and discuss works of art that convey personal interests. VA.1.C.1.2: Gather clues to help interpret and reflect on works of art. Va.1.C.2.1: Describe visual imagery used to complete artwork. VA.1.S.1.2: Use varied to develop artistic skills when expressing personal thoughts, feelings, and experiences. VA.1.S.1.4: Use accurate art to communicate ideas about art. VA.1.S.1.3: Create works of art to tell a personal story. VA.1.S.1.1: Experiment with art and media to express ideas. LACC.1.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Visual Artists: Lessons: Introduction Identifies the types of John Singleton 1, 2, 4, 5 textures in an artwork using Copley correct. Winslow Homer Barbara Zook Peachey Collage with different textures Self-portrait crayon resist Printed pattern design Paper weaving quality/creative work and applies all skills stressed in class. effort to apply skills for creating a quality artwork effectively using pattern or rhythm. details and, and applies some of the skills expected for using pattern and rhythm in an artwork. 1.0: With help, a partial understanding of the and process for creating pattern/rhythm. Work of inconsistent quality. pattern/rhythm in an artwork. Work shows little effort. Art is H.O.T. (Higher Order Thinking) Analysis John Singleton Copley Mrs. Ezekiel Goldthwaite 1771 Creates an artwork with real/visual textures, a textured collage, texture in a self-portrait, etc. Creates an artwork that uses repeated patterns to create a rhythm. Demonstrate proper use of scissors, glue, etc. *Describe the textures of the lady and the objects within the painting. (Describe) Why would the artist create a dark background? ( Analyze) Why is the lady dressed like she is? (Interpret) Where is the light coming from? ( Analyze)

6 Unit: Balance, Emphasis and Unity Learning Goal: The students will learn about and apply balance, emphasis and unity in their works of art. Essential Questions/Understandings: How does an artwork achieve unity? Balance Emphasis Landscape Mask Mola Sculpture unity VA.1.S.2.1: Practice correct use of tools with various art media, techniques, and. VA.1.S.3.2: Discuss the qualities of good craftsmanship. VA.1.C.3.2: Distinguish between artwork, utilitarian objects, and objects from nature. VA.1.O.2.1: Create imagery and symbols to express thoughts and feelings VA.1.C.1.2: Gather clues to help interpret and reflect on works of art. VA.1.H.2.1: Compare artworks from different cultures, created over time, to identify differences in style and media. VA.1.H.3.1: Identify connections between visual art and other content areas. VA.1.S.3.4: Identify and be respectful of artwork that belongs to others and represents their ideas. Visual Artists: Lessons: Introduction Identifies the type of balance Leonardo da 1,3,5, and the area of emphasis in Vinci an artwork. Rene Magritte Marc Chagall Stuart Davis T-Shirt design Landscape collage Imaginary animal Art is H.O.T. (Higher Order Thinking) Analysis Rene Magritte, Time Transfixed 1938 quality/creative work and applies all skills stressed in class. effort to apply skills for creating a quality artwork effectively using emphasis and balance. details and, and applies some of the skills expected for using emphasis and balance in an artwork. 1.0: With help, a partial understanding of the and process for creating emphasis and balance. Work of inconsistent quality. emphasis/balance in an artwork. Work shows little effort. Creates an artwork using a specific type of balance with a definite area of emphasis. Demonstrates understanding of the through the creation of an artwork. Demonstrate proper use of materials. Describe what you notice first in this painting? ( Describe) What made you notice that first? (Analyze) Why did the artist give it the title Time Transfixed? ( Interpret) Why did the artist choose those particular objects in the painting? (Interpret)