2nd and 3rd Grade Assignment #4

Paint a Landscape

Objective: Students will draw a landscape making sure that they draw an object above the horizon line, below the horizon line, and crossing the horizon line.

Materials: landscape prints, crayons and paper

Procedure: First, we review the differences between vertical, diagonal and horizontal lines. You cannot spell horizontal without h-o-r-i-z-o-n. The horizon line is the imaginary horizontal line where the sky touches the ground. We will look at five different landscapes, from five different artists, from five different time periods, from five different countries. Students will help me identify the horizon line using a horizontal yard stick for help. We see that the horizon line is NEVER at the bottom edge of the painting. Students will then follow a demonstration by me, seeing my painting expectations. They will apply a wash for their landscape.

Vocabulary: line   perspective   vertical   horizontal   diagonal   horizon  

Assessment: A=follows ALL instructions (or does more) with great craftsmanship B=follows MOST instructions with good craftsmanship C=follows SOME instructions with good craftsmanship D=does little work/ poor effort F=does NO work

Standards:

VA.2.C.1.1Use the art-making process to communicate personal interests and self-expression.

VA.2.C.2.1Use appropriate decision-making skills to meet intended artistic objectives.

VA.2.C.2.2Identify skillful techniques used in works by peers and others.

VA.2.C.3.1Use accurate art vocabulary to identify connections among visual art and other contexts.

VA.2.F.1.1Use imagination to create unique artwork incorporating personal ideas and selected media.

VA.2.F.3.3Use time effectively while focused on art production to show early development of 21st-century skills.

VA.2.H.1.2Distinguish between appropriate and inappropriate audience behavior.

VA.2.H.2.1Identify differences or similarities in artworks across time and culture.

VA.2.S.1.3Explore art from different time periods and cultures as sources for inspiration.

VA.2.S.1.4Use accurate art vocabulary to discuss art.

VA.2.S.2.2Follow sequential procedures focused on art production.

VA.2.S.3.1Manipulate art materials and refine techniques to create two- and/or three-dimensional personal works.

VA.2.S.3.3Follow directions for safety procedures and explain their importance in the art room.

VA.2.S.3.4Describe the differences between using one’s own ideas, using someone else’s ideas as one’s own, and drawing inspiration from the works of others.

VA.3.C.1.1Use the art-making process to develop ideas for self-expression.

VA.3.C.1.2Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.

VA.3.F.3.2Collaborate to complete a task in art.

VA.3.F.3.3Demonstrate the skills needed to complete artwork in a timely manner, demonstrating perseverance and development of 21st-century skills.

VA.3.H.1.1Describe cultural similarities and differences in works of art.

VA.3.H.1.2Describe the importance of displaying suitable behavior as part of an art audience.

VA.3.H.2.1Compare differences or similarities in artworks across time and culture.

VA.3.O.1.1Demonstrate how the organizational principles of design are used to arrange the structural elements of art in personal work.

VA.3.S.1.1Manipulate tools and media to enhance communication in personal artworks.

VA.3.S.1.2Use diverse resources to inspire artistic expression and achieve varied results.

VA.3.S.1.4Choose accurate art vocabulary to describe works of art and art processes.

VA.3.S.2.1Integrate the structural elements of art and organizational principles of design with sequential procedures and techniques to achieve and artistic goal.

VA.3.S.2.2Follow procedures, focusing on the art-making process.

VA.3.S.3.1Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.

VA.3.S.3.3Work within safety guidelines while using tools, media, techniques, and processes.