· web viewstudents put a spoon full of white glitter (snowflake shape if possible) in the center....

Fine ArtsAssessment/Activity Worksheet

LEVEL: One (K-2)

Strand: I. Perform

Standard: 1. Apply skills and knowledge to perform in the arts.

(VPAA:C1,C2, C3, C4, C5, P1, P2, P4, R1,R4)

Benchmark: ART.VA.I.1(L1) Identify and use various materials and techniques to

communicate ideas.

Assessment (before, during, after):

Before: The teacher will identify the colors of the rainbow through the acronym Roy G. Biv and introduce the primary (red, blue, yellow) and secondary colors (orange, purple, green). The supplies needed for this project are paper, brushes, paint, and paper.The teacher will introduce students to the work of Henri Matisse and show examples of his work.

During: Students can paint the rainbow by applying dots of color along the flat edge of a four inch foam brush to drag across a sheet of paper. The loaded brush should convey a rainbow if it is applied to the paper with even pressure in an arc. Advanced students can make the secondary colors by blending the primaries on the paper with their brush.

Henri Matisse is very well known for his late career collage work. His work was inspired by the human figure and the rhythm of music. Students can make collage artwork based on the work of Matisse by cutting out colorful shapes representing figures in motion or specific activities. These shapes will be glued to a piece of paper in a meaningful and artistic composition that alludes to the concept of visual rhythm.

After: Post test: Students should be able to identify the primary and secondary colors either from sight or in a written exam. Students should be able to identify the artist Henri Matisse from examples of his artwork.

Project Rubric: (Use if applicable) Cutting accuracy and creative intent can be measured from finished projects.

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Learning Activities/Facts/Information:

Henri Matisse (1869-1954) French painter extraordinaire

Resources:

Tempera paintScissorsCrayonsPencilsHenri Matisse images/web site

New Vocabulary: Acronym, primary colors, secondary colors, collage

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LEVEL: One (K – 2)

Strand: I. Perform


(VPAA:C1,C2, C3, C4, C5, P1, P2, P4, R1,R4)

Benchmark: ART.VA.I.2(L1) Identify and use materials safely and responsibly.


Before: Teacher presents materials used for specific art project.

During: Teacher leads students in proper care and usage of supplies:Brushes should be held between thumb and forefinger halfway up the handle.Whether they are placed in a cup of water, dipped into the paint or loaded with paint applied to paper, brushes need to be utilized with minimum pressure and great care.Markers can stain skin and clothes and should be capped tightly when not in use so they will last longer. Crayons are easily broken and need to be handled with care. Paint can stain skin and clothes and unless it is finger paint, only belongs on the end of a paintbrush or decorating the surface of a work of art.

After: Proper clean-up of supplies and materials. Since art supplies are a valuable classroom resource with a limited quantity, they must be treated with great care. In many situations art is offered as an elective to a majority of the student body, so consequently more people are dependent upon having reliable and well maintained supplies.

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Cloze test of procedures and rationale for a safe, clean, and orderly work space.

Resources:

New Vocabulary:

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LEVEL: One (K – 2)

Strand: I. Perform


(VPAA:C1,C2, C3, C4, C5, P1, P2, P4, R1,R4)

Benchmark: ART.VA.I.3(L1) Compare, explore, recognize and demonstrate the

elements of art to communicate ideas related to personal experiences.


Before: The teacher will display the names of a wide range of human emotions on the board. Students will contribute their understanding of the terms as well as share their own experiences and responses to the different emotional states.

During: The way an artist manipulates paint on a surface can project a sense of the mood of the person doing the painting. Color choices and shapes employed help convey these differing ideas. The teacher will lead a lesson about shapes and colors and how they communicate feelings.They teacher will show students a range of colors and ask them to identify colors with their feelings at the moment and ask students to defend their reasons. The teacher will show students the difference between shapes with hard edges as opposed to those with blurry edges, as well as the differences between organic and geometric shapes. Shapes, like colors, can have different emotional connotations. The students will be charged with identifying colors, shapes and edges that convey a sense of how they feel at this moment in time.

After: The teacher can arrange student artwork in small groupings to be considered individually and as part of the group. Students can reflect and talk about their work and the work of others in respectful and thoughtful terms. The teacher can lead a discussion as to what reaction is elicited in the viewer in response to work generated in class.

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Follow up activity identifying different ranges of human emotions.

Resources:

New Vocabulary: Multi-media

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LEVEL: One ( K – 2)

Strand: I. Perform


(VPAA:C1,C2, C3, C4, C5, P1, P2, P4, R1,R4)

Benchmark: ART.VA.I.4(L1) Revise and complete presentable artwork.


Before: The teacher will show examples of framed artwork, public artwork, and museum exhibitions. Artwork exists in the world in many different forms. From public art to private collections, museums and galleries, art is all around. Students need to appreciate the fact that a finished piece of art represents a process of idea, revision, completion, and presentation.

During: Students will take a visual tour of Washington D.C. to visit public monuments, Government buildings, and museums featuring national treasures.

After: Student artwork will be displayed in public areas of the school.

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Field trip to the local art museum.

Resources:

Art museums, local galleries, or exhibition spaces.

New Vocabulary:

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LEVEL: One (K-2)

Strand: II. Create

Standard: 2. Apply skills and knowledge to create in the arts.

(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.1(L1) Explore with a variety of materials to express ideas.

Assessment (before, during, after): “Snow Globes”

Before:Show students a variety of snow globes. This can be done with pictures/videos or with actual globes on hand.

During:Students will create their own snow globe.

After:Students will explain the steps in making the snow globes.

Project Rubric: (Use if applicable)Assess students on their cutting skills, gluing ability, and that they created a winter activity.

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1. Show a PowerPoint telling a little history of the snow globes and show examples of the snow globes.

2. Discuss what type of scenes you would find in a globe.

3. Explain to students that they will be creating their own snow globe by drawing their scene and choosing a theme (I would have them make a scene of their favorite outdoor winter activity).

4. Show examples of finished globes.

5. Using a pre-made circle pattern, students will trace a circle on light blue paper that they will draw their picture of themselves doing their favorite outdoor winter activity.

6. Students will color in with oil pastels or markers (teacher’s choice) so that their picture stands out. Have students draw trees, a fence, or something that they can have snow piled up on.

7. Students will draw the base for their globe on brown paper, cut out their globe and their base. Glue the globe onto the front of the base.

8. Put glue on the tree, fence, or whatever they drew for snow to be piled on and glue on the snow covered ground; then shake white glitter on to the glue.

9. Students put a spoon full of white glitter (snowflake shape if possible) in the center. Then have them run a line of glue along the outer edge of the globe and glue down circular pre-cut clear sturdy plastic cellophane. Leave flat until the glue is fully dried.

10. Students can shake it like a snow globe; they can also be put up on the walls for display.

Resources:

Snow globes or pictures/videos of snow globes

New Vocabulary: Globes, Oil Pastel

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LEVEL: One (K-2)

Strand: II. Create


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.2(L1) Use the elements and principals of art to creatively

express feelings and personal experiences.

Assessment (before, during, after): “Matisse” Bookmarkers

Before: Present a PowerPoint on Henry Matisse and his work.

During: Students will make a bookmarker using Henry Matisse’s style of people.Examples - The Fall of Icarus, Dancers

After: Students will share what they learned about Henry Matisse in a Q&A session. Have bookmarkers laminated, hole punch the top, and hook a ribbon on so that students can use it.

Project Rubric: (Use if applicable)Assess students on their bookmarker resembling the work of Matisse, cutting and gluing skills, and their participation in the Q&A session.

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1. Show a PowerPoint about Henri Matisse and his work.

2. Show students examples of completed Matisse style bookmarkers. Pass them around (already laminated).

3. Talk about the colors that Matisse used in this type of painting: black, white, dark blue, light blue, yellow, and red.

4. Pre-cut poster board: black, white, dark blue, light blue, yellow, and red into 2 ½ inch by 6 inch rectangles. Students pick one color for their background.

5. Pre-cut construction paper: black, white, dark blue, light blue, yellow, and red into 2 inch by 5 inch rectangles. Students pick a different color than their background for their person.

6. Pre-cut construction paper: black, white, dark blue, light blue, yellow, and red, into 2 ½ inch by 2 ½ inch squares. Students pick two colors that they have not yet used.

7. Have students draw a figure in the same basic style that Matisse used of a person doing their favorite sport on the 2 inch by 5 inch paper, using most of the paper. Students then use the other two squares to add needed shapes to their background and foreground.

8. Glue the background pieces onto the large bookmarker poster board, then their person, and finally their foreground pieces.

9. Collect bookmarkers and laminate them. Pre-punch the holes before handing them back. Have 5 inch long pre-cut ribbon in black, white, dark blue, light blue, yellow, and red; show students how to make a “larks knot” to attach it in the hole. Students now have usable bookmarkers.

Resources:

New Vocabulary: Henry Matisse, Foreground, Background and larks knot

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LEVEL: One (K-2)

Strand: II. Create


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.3(L1) Participate in discussions of the relationship of art to

the students’ world.


Careers in the Arts – Designing a house

Before: Have a discussion on the different careers that have something to do with art. Ask students what kind of jobs they think might take some kind of art ability. Lead them around at the end to “Architecture”.

During: Students will design what they think would be the best house that they would want to live in. Dancer

After: Break students up into groups of 5 and give them two types of art related jobs that they will talk about how they would use the arts in those jobs. Each group will explain it to the class. Walk around and add input where needed and redirect those that are getting off task.

Project Rubric: (Use if applicable)Assess students on participation in the group talk and presentation, sound ideas for their house, and points for original ideas.

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1. Ask students what kind of jobs they think would use the arts. Lead them to the career of Architecture.

2. Show students architecture type drawings of houses.

3. Show students examples of drawings of houses like they will be doing.

4. Show students how to use a ruler to draw a house.

5. Talk about what type of things that need to be on a house such as doors, windows, chimney, etc. Tell students to think about some ideas of what would be nice to have that were original ideas they do not now have. (Examples: A slide from the second balcony into a swimming pool, a tree house style house with a swing from one section to another as in Swiss Family Robinson, or a soccer field on the roof of the house).

6. Discuss foreground, middle ground, background and what objects would go in each area.

7. Color with colored pencil, showing students how to layer the color.

Resources:

New Vocabulary: Architecture, background, foreground, and middle ground.

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LEVEL: One (K-2)

Strand: II. Create


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.4(L1) Select subject matter and communicate a personal

story using pictures or symbols.


Tell a Funny Story Picture

Before: Show the students a picture that is showing an event that happened and ask them what they think happened in the picture.

During: Students will draw and color a picture of a funny event that they saw or that happened to them. Then they will write a paragraph or two tell the story of what happened on a separate piece of paper.

After: Pictures will put up on the wall then the teacher reads one story at a time and the students will guess at which picture the story goes to. The person whose it is may not vote on it.

Project Rubric: (Use if applicable)Assess students on enough details in the picture to tell the story and the story matching what is in the picture. Students will also be assessed on their participation on matching the story to the picture.

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1. Show students a few examples of pictures that tell a story.

2. Show students examples of pictures telling a story in the comic strips.

3. Tell students the story that goes with one of your examples.

4. Students are to think about the funniest thing that happened to them or that they saw.

5. Have them write down all the details they can remember, who was there, what were each person’s reaction, where were they, were there on lookers, what was their reaction, etc., for all the details.

6. Have students start sketching their picture, help them individually as they need it to problem solve.

7. Once students have their sketch idea on paper, have them begin on the final drawing; use colored pencil or crayon to finish it.

8. When students have finished their picture, they may start writing out the story, describing what happened with detail so that they are telling a descriptive story that tells the same story as their picture.

9. Hang the stories up on the wall then read the stories to the class and have them guess which story goes to which picture. Remind them not to comment when theirs is read so that they do not give it away and spoil the fun.

10. This is a good place to remind them about the saying, “A picture is worth a thousand words!”

Resources:

New Vocabulary: Descriptive stories and pictures

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LEVEL: One (K-2)

Strand: II. Create


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.5(L1) Compare and contrast how artists convey ideas

through the creation of artwork.


Underground Railroad Quilt

Before: Introduce the history of the Underground Railroad and its use of quilts to tell the runaway slaves where to go next.

During: Students will design a panel on cloth with cloth paint creating a pattern that represents a location. The students will be telling a story on all the best places to go in their area.

After: The panels will be hooked together; quilted if you have someone able to quilt them, taped or stapled. This could be used as a fundraiser by selling raffle tickets.

Project Rubric: (Use if applicable)Assess students on their design representing a location and their application of cloth paint onto the cloth. (Acrylic paint can be substituted if it is not being made into an actual quilt.)

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1. Teach the basic facts of runaway slaves being helped by people who did not believe in slavery and were willing to go against the laws to help slaves escape through the Underground Railroad.

2. Discuss the use of quilts with symbols that represented the next safe place along the path north.

3. Show examples of quilts and the symbols that were used.

4. Students are to think about a favorite place in their community that they like to go to and design a symbol that would represent their place in a similar style as the Underground Railroad quilts were created.

5. Students draw their design on to a 12x12 in pre-cut white cloth or off white.

6. Help students tape off design for neater paint lines.

7. Students apply paint to their cloth; limit number of colors to 3 or 4.

8. Let dry by running a clothes line in the classroom and paper clipping it on.

9. These can be left as is, edges folded and attached to a poster board 16x16, stapled together to look like a quilt or if possible have them sewn together to make a quilt and auction for a fundraiser.

Resources:

New Vocabulary: Quilts, Slavery, Underground Railroad

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LEVEL: One (K-2)

Strand: II. Create


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.6(L1) Experiment with and utilize different technologies to

create art.


Collage

Before: Discuss what collages are. Show examples of the type of collages students will be creating.

During: Students will create a collage using 5 black and white pictures from a magazine. (This may also be done with color.) (Examples: person with curling hair you carry the curling design on out. A tree with a few leaves you carry the leaf design on out until the two run into each other and you start to have leaves coming off of the swirls where they meet between the two pictures).

After: Collages will be hung up on the wall and students will critique their work on if they chose the right pattern or shape in their picture to repeat and blend into the other designs.

Project Rubric: (Use if applicable)Students will be assessed on their choice used from each picture as a pattern and how well they carried it for a design.

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1. Discuss collages and the different way they can be put together (some things that can be used; pictures, cloth, magazines, cards, etc.).

2. Show examples of collages only in the style they are

creating so as not to confuse them.

3. Students are to cut out objects from a magazine not full picture. They can use about 5 to 7 objects, an uneven number being better than an even number.

4. Students will glue them onto a poster board cut to about 10x10 inches, keeping them spread out and not lined up with each other.

5. Students will pick a pattern or shape in each picture to repeat.

6. Discuss with students if they are having trouble how to repeat that pattern as they spread away from the picture.

7. Help students who need it see how to run one pattern into the other.

8. Students are to fill the empty space around their pictures; part of their pattern or shapes should be able to be filled in creating more contrast.

9. Hang work up on the wall and ask students which of their patterns they liked the best and which they did not. The pattern that they did not like, ask them what they thought would have looked better and help them look at other ideas that they may not see.

Resources:

New Vocabulary: Collage, pattern, shape, repeating, contrast, space

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LEVEL: One (K-2)

Strand: III. Analyze

Standard: 3. Analyze, describe, and evaluate works of art.

(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.III.K.1(L1) Explore and discuss reasons behind personal

artwork and develop a visual dialogue about famous artists.


Studying the artist: Matisse

Before: Artists often create artwork about how they feel or an activity they like to do. Show a few examples of Henri Matisse’s artwork.

Questioning: Who here has seen this artwork before? What do you think is going on in this picture? Has anyone heard of the artist Henri Matisse?

During: Read Aloud of Matisse’s BiographyWorksheet: What is an activity that you and your family like to do together?Draw a picture of you and your family doing this activity.Create a cut paper collage. Look at the drawing you created of you and your family doing an activity. Use this as an example for your cut paper collage.

After:Show the class your artwork. Show the other students your collage and explain what you and your family are doing together.

Project Rubric: (Use if applicable)Grade students on their ability to cut, paste, and create a collage that tells a story.

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1. Discussion about Matisse’s Artwork.

2. Biography of Henri Matisse.

3. Coloring page of Henri Matisse’s Artwork.

4. Discussion about what the children like to do with their families.

5. Drawing of the students with their families doing an activity.

6. Students create a collage from their drawing.

Resources:

http://makingartfun.com/htm/f-maf-art-library/henri-matisse-biography.htm

New Vocabulary: Henri Matisse, collage

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LEVEL: One (K-2)



(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.III.2(L1) Recognize that art can be created for self-expression,

to serve a social function/need or for fun.


Artwork can express emotions (i.e. weather)

Before: Show the students artwork of a landscape that is sunny.Question: How does this picture make you feel? Do you think that the artist was happy or sad when he made this artwork?Show the students a picture of a landscape that has stormy sky. Question: Now how does this one make you feel? Do you think the artist was happy or sad when they created this artwork? Show the sunny landscape and the stormy landscape side by side. How are the colors different?

During: Together make a painting of a stormy sky. Use black or grey paper. Show the students how to use a sponge to paint the clouds, and how to mix the black and white to make stormy clouds. Add glitter lightning.Together make a painting of a sunny sky. Use light blue paper. Show the students how to use a sponge to paint the clouds.

After:Talk about how the artwork is different, and represents different emotions. Show some photos of artwork that represent self-expression, and artwork that is used to serve a social function. Discuss why the artist may have created that artwork.

Project Rubric: (Use if applicable)Assess the students on their ability to create two different kinds of emotional pieces and their ability to recognize different feelings in art.

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1. Pick three colors out of the crayon box that you think are happy colors. Draw and color something with those three colors that make you happy!

2. Pick three colors out of the crayon box that you think are sad colors. Draw and color something with those three colors that make you sad.

Resources:

http://www.abrakadoodle.com/blog/

New Vocabulary: Expression, emotion

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LEVEL: One (K-2)



(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.III.3(L1) Share personal experiences and preferences in

response to works of art while demonstrating respect for the value of

others art and opinions.


My favorite fruits and vegetables. Print making with fruits and vegetables. Students will use their personal preferences and experiences while creating artwork.

Before: Have a list of fruits and vegetables that you plan on using for print making with the students and have the students circle their favorite. Hold up a fruit or vegetable and have the students describe what that fruit or vegetable might feel like and taste like.

During: Discuss print making and the benefits of printing. Cut the fruits and vegetables into small pieces for the students to taste and touch. Have them describe both what it tastes like and feels like. Create artwork of printing with their favorite fruits or vegetables. After: Discuss how some people may have different preferences of which fruit or vegetables were their favorites and how that is ok. Also discuss how different opinions and preferences allow for a variety of interesting artwork. Project Rubric: (Use if applicable)Assess the students on neatness and their ability to describe the fruits or vegetables in the sense of texture and taste. Students will also be assessed on the use of their favorites for their printing.

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1. Different fruits and vegetables create different prints.

2. After tasting the fruit or vegetables, describe what you like or don’t like about each, and the texture of each.

3. Look at some of the student’s artwork, talk about how some students may have included some of the same fruit or vegetables, and some may have included different fruits or vegetables.

Resources:

http://www.kinderart.com/printmaking/fruit.shtml

http://www.auntannie.com/SurfaceDesign/VegetableStamps/

New Vocabulary: Print, texture, taste, respect, opinion

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LEVEL: One (K-2)



(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.III.4(L1) Describe and evaluate personal artwork and the work

of others using art vocabulary.


Before: Critique famous works of art together as a class. Show an art piece and talk with the students. Ask them questions to generate conversations about what is going on in the art piece and what the artist’s intent was. Talk about colors, posture, and other context clues.

During: Have a printout of famous pieces for the students to draw on and color. First, have the students circle the clues that they see would help reflect feelings or the artist’s intent. Next, have the students color an art piece to reflect a mood or a feeling. Would they use light colors, dark colors, and neon colors? After: Again, critique a famous piece together as a class. Now the students will have a better understanding of how artwork can reflect different moods, emotions, and feelings.

Project Rubric: (Use if applicable)Asses the students on participation and ability to find clues in artwork.

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1. Classroom discussions

2. Coloring and worksheets

Resources:

http://gardenofpraise.com/art.htm(this site has information and printables on different artists)

New Vocabulary: Critique, Mood, Emotion, Feeling, Color, Clues

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http://gardenofpraise.com/art.htm




LEVEL: One (K-2)

Strand: IV. Analyze in Context

Standard: 4. Understand, analyze, and describe the arts in their historical, social,

and cultural contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.IV.1(L1) Identify, understand and compare art production from

past and present culture.


Native American Art

Before: Discuss with the students what they know about Native Americans. Show students examples of Native American artwork. Read the students a Native American legend.

During:Give students a Native American symbol map. Explain to them that Native Americans created art to record history using symbols. Also, show the students the different ways that Native Americans displayed their artwork, such as on clothing, totem poles, housing, and jewelry. Have the students write out a piece of their history using the symbol map provided.

Create a teepee with symbolic embellishments representing your family history. Have the students trace a teepee stencil and cut out. While flat, paint the teepee brown with watercolors. Once dry, use markers to draw on symbols. When the decorating is all complete, tape the sides together so it is a standing teepee.

After:Create a tale about your family history. Have the students write a tale about their family history and draw a picture to go along with the story. Present both the teepee and the tale to the class.

Project Rubric: (Use if applicable)Assess the students on the use of symbolism, neatness, and reflection of family history.

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1. Read a Native American Legend to the class.

2. Create a message using only symbols.

3. Look at photos of Native American artwork.

4. If possible have a Native American come in to talk with the class.

Resources:

http://www.enchantedlearning.com/crafts/indian/

http://www.teachersfirst.com/lessons/nativecrafts/index.cfm

New Vocabulary: Native Americans, Symbolism, History, Legends

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LEVEL: One (K-2)




Benchmark: ART.VA.IV.2(L1) Identify and discuss artwork from particular cultures

from around the world, and the environment it was created in.


Chinese Dragon Robes

Before:Show images of the Chinese culture. Ask students if they recognize any of the images or can guess what culture it is from.

During:Read to the students the Chinese mythology behind the dragon. Have students recreate some of the traditional Chinese images such as the dragon, blossoms, and koi.

After: Create a robe using paper and a template. Embellish the robe using symbols and images from the Chinese culture with crayon. Paint with water colors over the crayon.

Project Rubric: (Use if applicable)Assess students on their neatness, use of materials, and ability to recreate Chinese patterns.

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1. Social Studies of ancient China integration.

2. Recognition of cultural differences.

3. Exploring Ancient China.

Resources:

http://www.incredibleart.org/Files/MariaS.htm

New Vocabulary: Culture

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LEVEL: One (K-2)




Benchmark: ART.VA.IV.3(L1) Debate past and present cultural artwork; discuss and

share student’s family and culture through artwork.


Family Traditions

Before: Family traditions are as unique and diverse as the student population. The teacher will lead a discussion where students contribute family stories and histories that reflect personal experiences. The teacher will show examples of story books and graphic novels. The teacher will show an example of a family tree going back several generations and explain that the tree is a symbol for a family as it grows and expands.

During:1. Students will create a story book or comic book based on an episode from their own

history. A piece of paper divided into eight equal squares can be the format for the project. Each square moving from the top left hand corner to the bottom right hand corner represents the passage of time and place. One or several specific episodes can be depicted through the telling of a family tale in eight little boxes.

2. Students will make a family tree with themselves as the base or trunk of the tree and family relations extending out from them as the branches of the tree.

After: Students should be encouraged to share their stories with the rest of the class through presentations. The teacher will compile a list of shared activities or traditions that may run throughout the student body.

Project Rubric: (Use if applicable)

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Genealogies trace family lines through generations. Websites such as Ancestry.com provide family searches. The best way to gather family history and traditions, however, is from word of mouth. Students will collect oral histories from their oldest living relative to present to the class.

Resources:

www.ancestry.com

New Vocabulary: Genealogy, oral tradition, family tree, ancestry

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http://www.ancestry.com/


LEVEL: One (K-2)

Strand: V. Analyze and Make Connections

Standard: 5. Recognize, analyze, and describe connections among the arts;

between the arts and other disciplines; between the arts and everyday life.

(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.V.1(L1) Identify, recognize and describe art forms created for

functional purposes, everyday life, and recreation.


Playground structure

Before: Show examples of Playground structures. Talk about color, design, and patterns.

During: Discuss and show the bright colors used on playground structures, the use of patterns in the metal supports, side protectors, and walk way. The way one section runs into the next is like a meandering trail. The use of different materials to create different experiences.

After: Place playground structures up and let students walk around and look at the different ideas. Have students vote on the one that has the most unique ideas.

Project Rubric: (Use if applicable)Students will be assessed on their use of a variety of bright colors, their flow from one part of the structure to the next, and designs used in their structure.

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Supplies: sketch paper, 12x18 drawing paper, markers, crayons or colored pencils.

1. Discuss play structures; the bright colors use (usually primary and secondary colors), the flow from one section to another, and safety elements.

2. Show examples of play structures. Point out the colors,

flow, and safety elements.

3. Students draw five different activity elements. Within small groups they will discuss whether they could actually work.

4. When their discussion is done they will then pick their three best main activity elements, how they will flow from one space to the next, and three small activity elements (swing rings, bars, swinging walk way, and closures with viewing holes).

5. Students will then add color using pencils, crayons, or markers.

6. Final projects are posted around the classroom or hallways.

Resources:

http://www.playlsi.com/Find-Playground-Designs/Pages/Find-Playground-Designs.aspx

http://www.barbarabutler.com/

New Vocabulary: Structure, safety, flow

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LEVEL: One (K-2)




(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.V.2(L1) Identify artists and art careers in the community.


Cake Decorator

Before: Show examples of decorated cakes and cookies. (If possible show a short clip of someone decorating a cake, can be shown from Food Network). Talk about color and design. If you have a parent or someone else that you know that decorates cakes and cookies have them come in and demonstrate.

During: Students will draw ideas for decorating a cookie. Students will then decorating a cookie with decorating frostings.

After: Students will look at everyone’s designs and then eat their cookies.

Project Rubric: (Use if applicable)Students will be assessed on how their drawn design matches their actual cookie (within reason).

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Supplies: sketch paper, sugar cookies, frosting, and decorating frosting.

1. Discuss careers in the culinary arts.

2. Discuss cake and cookie decorating (designs, processes, and supplies).

3. Show students examples of finished cakes and cookies.

4. Show a short clip from Food Network, or if you know someone who does decorating, have them come in and demonstrate.

5. Students will draw their idea for decorating a cookie.

6. Students will then use the frostings and cake decorating supplies to decorate their cookie.

Resources:

http://www.ehow.com/video_2333496_handwriting-icing-decorating-cakes.html

New Vocabulary: Culinary arts

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LEVEL: One (K-2)




(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.V.3(L1) Identify the similarities of the elements and principals

of art between the visual and other art disciplines.


Rhythm

Before: Show examples of pictures and music that go together in rhythm, line, and color with their eyes closed. (Warm and cool colors)

During: Have students listen to a variety of different types of music (instrumental music only) and talk about what each one feels like. Relate these feelings to warm or cool colors, busy (jagged lines), or relaxing (flowing lines). Have students create a picture for two very different types of music.

After: On one side of the room put up all the pictures that go with one song and on the other side of the room put up all the pictures that go with the other song. Have students look at the pictures on one side while the song for it plays; do the same for the other side.

Discuss with students if the pictures and the music felt the same.

Project Rubric: (Use if applicable)Students will be assessed on how well each picture goes with the music.

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Supplies: music, watercolor paper, and paint.

1. Discuss with students what warm colors are and what cool colors are.

2. Discuss what rhythm is.

3. Discuss what type of line creates different effects. (Jagged lines create fast and hectic feelings, slowly curving lines create calm and relaxing feelings.)

4. Have students listen to a variety of different types of songs and discuss the feeling each one give using rhythm, color, and line.

5. Pick two songs that are extreme opposite each other (warm colors with jagged lines for one song and cool colors with soft flowing lines for the other song).

6. Replay each song (probably will run into separate days) and have students create a painting to go with each song.

7. Place pictures up on the walls one kind on one wall the other on the other wall. Listen to the music again while they view the pictures that go with it and then move to the other side and play that music while viewing the pictures. Discuss how well the pictures go with the music.

Resources:

New Vocabulary: Warm colors, cool colors, rhythm, line

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LEVEL: One (K-2)




(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.V.4(L1) Explore, discover, and demonstrate connections

between the visual arts and other curricula through student artwork.


Graphing

Before: Show examples of simple cartoon pictures along with a gridded enlargement next to it.

During: Students will make a picture of a cartoon four times bigger on gridded paper.

After: Students will erase the grid and work will be displayed with the cartoon print and the enlarged picture together.

Project Rubric: (Use if applicable)Students will be evaluated on whether or not their enlarged picture resembles their printed cartoon.

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Supplies: simple cartoon character pictures, graphs drawn in advance onto a large sheet of drawing paper, and colored pencils, markers or crayons.

1. Talk about using grids to draw a picture larger but keeping it the same.

2. Show examples of completed grid cartoons.

3. Have many examples of simple cartoon characters for them to pick from to draw. You can repeat the character, but in a different pose so that there is no comparing when finished.

4. Give students a paper with a pencil pre-drawn grid that is four times bigger for them to draw on.

5. Have students glue the cartoon down on the same paper a few inches away from the grid.

6. Show students how to draw a grid onto the cartoon picture, one-fourth smaller than the one you prepared for them.

7. Show students how to measure the distance on the grid where the lines are and then draw them onto the larger grid, going square by square until the whole picture is drawn.

8. Students add color to their picture to match the smaller cartoon.

Resources:

New Vocabulary: Grid, enlargement

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· web viewstudents put a spoon full of white glitter (snowflake shape if possible) in the center....

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