16) Pueblos
(pt. 1)
Objective: During this three week
assignment students will make a three-dimensional representation of Native
American pueblos.
Materials: paper, pencils, markers,
colored pencils, scissors, glue, packing peanuts
Procedure: During this three week
assignment students will make a three-dimensional representation of Native
American pueblos. These projects will demonstrate an understanding of foreground,
middle ground, and background. On week one, students will look at real-life
examples of Pueblos found in the American Southwest. Students will draw
windows/ladders/doors/cacti/inhabitants on their foreground/middle ground/
background papers. On week two, students will paint the sky for their
backgrounds, and trace and color their drawings from the previous week. For
week three, the students will cut and glue their foreground/middle ground/
background in the appropriate places using packing peanuts as spacers. 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.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.1.1Identify examples in which
artists have created works based on cultural and life experiences.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.1.2Use diverse resources to
inspire expression of personal ideas and experiences in works of art.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
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.1.3Identify and be
respectful of ideas important to individuals, groups, or cultures that are
reflected in their artworks.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
17) Pueblos
(pt. 2)
Objective: During this three week
assignment students will make a three-dimensional representation of Native
American pueblos.
Materials: paper, pencils, markers,
colored pencils, scissors, glue, packing peanuts
Procedure: During this three week
assignment students will make a three-dimensional representation of Native
American pueblos. These projects will demonstrate an understanding of
foreground, middle ground, and background. On week one, students will look at
real-life examples of Pueblos found in the American Southwest. Students will
draw windows/ladders/doors/cacti/inhabitants on their foreground/middle ground/
background papers. On week two, students will paint the sky for their
backgrounds, and trace and color their drawings from the previous week. For
week three, the students will cut and glue their foreground/middle ground/
background in the appropriate places using packing peanuts as spacers. 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
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.1.1Identify examples in which
artists have created works based on cultural and life experiences.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.1.2Use diverse resources to inspire
expression of personal ideas and experiences in works of art.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
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.1.3Identify and be
respectful of ideas important to individuals, groups, or cultures that are
reflected in their artworks.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
18) Pueblos
(pt. 3)
Objective: During this three week
assignment students will make a three-dimensional representation of Native
American pueblos.
Materials: paper, pencils, markers,
colored pencils, scissors, glue, packing peanuts
Procedure: During this three week
assignment students will make a three-dimensional representation of Native
American pueblos. These projects will demonstrate an understanding of
foreground, middle ground, and background. On week one, students will look at
real-life examples of Pueblos found in the American Southwest. Students will
draw windows/ladders/doors/cacti/inhabitants on their foreground/middle ground/
background papers. On week two, students will paint the sky for their
backgrounds, and trace and color their drawings from the previous week. For
week three, the students will cut and glue their foreground/middle ground/
background in the appropriate places using packing peanuts as spacers. 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
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.1.1Identify examples in which
artists have created works based on cultural and life experiences.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.1.2Use diverse resources to
inspire expression of personal ideas and experiences in works of art.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
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.1.3Identify and be
respectful of ideas important to individuals, groups, or cultures that are
reflected in their artworks.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
19) Symmetrical
Rugs
Objective: Students will use
construction paper to create their own symmetrical rugs like those woven by the
Navajo.
Materials: examples of Navajo Rugs,
pencils, construction paper, glue
Procedure: We will look at and discuss
different Navajo Rugs, what their significance and importance is/are. I will
draw /cut/glue designs and patterns using simple shapes and simple lines. The
students can copy or create their own. The rugs must show an understanding of
symmetry.
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.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.1.1Identify examples in which
artists have created works based on cultural and life experiences.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.1.2Use diverse resources to
inspire expression of personal ideas and experiences in works of art.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
VA.3.C.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
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.1.3Identify and be
respectful of ideas important to individuals, groups, or cultures that are
reflected in their artworks.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
20) Draw
Habitat
Objective: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in.
Materials: clay, paint, poster board,
pencils, markers, crayons
Procedure: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in. Students will draw their
habitat with pencils for the first week. The following week, students will
trace and color their habitat with markers and crayons. For the third week,
students will finish their habitat by painting the backgrounds. Students will
sculpt their animal from clay and paint them during the fourth and fifth week.
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.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
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.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.2.2Compare
techniques used by peers and established artists as a basis for improving one’s
own work.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
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.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
21) Paint
Habitat
Objective: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in.
Materials: clay, paint, poster board,
pencils, markers, crayons
Procedure: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in. Students will draw their
habitat with pencils for the first week. The following week, students will
trace and color their habitat with markers and crayons. For the third week,
students will finish their habitat by painting the backgrounds. Students will
sculpt their animal from clay and paint them during the fourth and fifth week.
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
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
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.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.2.2Compare
techniques used by peers and established artists as a basis for improving one’s
own work.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
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.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
22) Finish
Habitat
Objective: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in.
Materials: clay, paint, poster board, pencils,
markers, crayons
Procedure: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in. Students will draw their
habitat with pencils for the first week. The following week, students will
trace and color their habitat with markers and crayons. For the third week,
students will finish their habitat by painting the backgrounds. Students will
sculpt their animal from clay and paint them during the fourth and fifth week.
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
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
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.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.2.2Compare
techniques used by peers and established artists as a basis for improving one’s
own work.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
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.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
23) Sculpt
Animals
Objective: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in.
Materials: clay, paint, poster board,
pencils, markers, crayons
Procedure: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in. Students will draw their
habitat with pencils for the first week. The following week, students will
trace and color their habitat with markers and crayons. For the third week,
students will finish their habitat by painting the backgrounds. Students will
sculpt their animal from clay and paint them during the fourth and fifth week.
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.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
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.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.2.2Compare
techniques used by peers and established artists as a basis for improving one’s
own work.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
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.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
24) Paint
Animals
Objective: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in.
Materials: clay, paint, poster board,
pencils, markers, crayons
Procedure: During this five week
assignment students will make sculpt an animal with clay and illustrate the
appropriate habitat for that creature to live in. Students will draw their
habitat with pencils for the first week. The following week, students will
trace and color their habitat with markers and crayons. For the third week,
students will finish their habitat by painting the backgrounds. Students will
sculpt their animal from clay and paint them during the fourth and fifth week.
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
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
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.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.2.2Compare
techniques used by peers and established artists as a basis for improving one’s
own work.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
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.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or three-dimensional
artworks.
25) Draw
Musical Instruments
Objective Studying different styles of
instrument, students will draw an instrument and color it in with crayons.
Materials: paper, pencils, crayons, Sharpie
markers.
Procedure: After drawing examples of
instruments on the board, students will copy a musical instrument on their
paper. They need to color it with crayons after they trace the lines with a
permanent marker.
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.3.2Compare artworks with
utilitarian objects and use accurate art vocabulary to describe how they are the
same and how they are different.
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
VA.3.F.1.1Manipulate art
media and incorporate a variety of subject matter to create imaginative
artwork.
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.2.2Examine
artworks and utilitarian objects, and describe their significance in the school
and/or community.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
26) Trace
Musical Instruments
Objective: students will draw and color multiple
“sound waves” on their pictures.
Materials: musical instrument pictures,
pencils, crayons
Procedure: students will draw and color
multiple/concentric “sound waves” on their pictures.
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
VA.2.C.3.2Compare artworks with utilitarian
objects and use accurate art vocabulary to describe how they are the same and
how they are different.
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
VA.3.F.1.1Manipulate art
media and incorporate a variety of subject matter to create imaginative
artwork.
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.2.2Examine
artworks and utilitarian objects, and describe their significance in the school
and/or community.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
27) Color
Musical Instruments
Objective: students will draw and color
multiple “sound waves” on their pictures.
Materials: musical instrument pictures,
pencils, crayons
Procedure: students will draw and color
multiple/concentric “sound waves” on their pictures.
Assessment: students are NOT to break
off and add any pieces of clay in the construction of their sculpture. A=
follows all instruction in a neat and orderly fashion. B= follow instructions
in a sloppy manner. C= do not follow instructions but DO have a sculpture. F=
for students that are not allowed to sculpt with clay.
VA.2.C.3.2Compare artworks with
utilitarian objects and use accurate art vocabulary to describe how they are
the same and how they are different.
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
VA.3.F.1.1Manipulate art
media and incorporate a variety of subject matter to create imaginative
artwork.
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.2.2Examine
artworks and utilitarian objects, and describe their significance in the school
and/or community.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
28) Romare
Bearden Collage (backgrounds)
Objective: During this four week
assignment students will make a collage in the style of Romare Bearden.
Materials: construction paper, Romare Bearden examples, scissors,
glue, magazines
Procedure: During this four week
assignment students will make a collage in the style of Romare Bearden. Students
will cut and paste “spotlights” on the background of their pictures for the
first week. The following week, students will cut and paste together a lead
singer for their picture. For the third week, students will use construction
paper to create a background band. Students will add musical instruments during
the fourth week.
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.3.2Compare artworks with
utilitarian objects and use accurate art vocabulary to describe how they are
the same and how they are different.
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.1.1Identify examples in which
artists have created works based on cultural and life experiences.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.1.2Use diverse resources to
inspire expression of personal ideas and experiences in works of art.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
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.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.2.2Compare
techniques used by peers and established artists as a basis for improving one’s
own work.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
VA.3.F.1.1Manipulate art
media and incorporate a variety of subject matter to create imaginative
artwork.
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.1.3Identify and be
respectful of ideas important to individuals, groups, or cultures that are
reflected in their artworks.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
29) Romare
Bearden Collage (singer)
Objective: During this four week
assignment students will make a collage in the style of Romare Bearden.
Materials: construction paper, Romare Bearden examples, scissors,
glue, magazines
Procedure: During this four week
assignment students will make a collage in the style of Romare Bearden.
Students will cut and paste “spotlights” on the background of their pictures
for the first week. The following week, students will cut and paste together a
lead singer for their picture. For the third week, students will use
construction paper to create a background band. Students will add musical
instruments during the fourth week.
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
VA.2.C.3.2Compare artworks with
utilitarian objects and use accurate art vocabulary to describe how they are
the same and how they are different.
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.1.1Identify examples in which
artists have created works based on cultural and life experiences.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful works
of art to document and explain ideas about local and global communities.
VA.2.S.1.2Use diverse resources to
inspire expression of personal ideas and experiences in works of art.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
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.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.2.2Compare
techniques used by peers and established artists as a basis for improving one’s
own work.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
VA.3.F.1.1Manipulate art
media and incorporate a variety of subject matter to create imaginative
artwork.
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.1.3Identify and be
respectful of ideas important to individuals, groups, or cultures that are
reflected in their artworks.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
30) Romare
Bearden Collage (band)
Objective: During this four week
assignment students will make a collage in the style of Romare Bearden.
Materials: construction paper, Romare Bearden examples, scissors,
glue, magazines
Procedure: During this four week
assignment students will make a collage in the style of Romare Bearden.
Students will cut and paste “spotlights” on the background of their pictures
for the first week. The following week, students will cut and paste together a lead
singer for their picture. For the third week, students will use construction
paper to create a background band. Students will add musical instruments during
the fourth week.
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.3.2Compare artworks with
utilitarian objects and use accurate art vocabulary to describe how they are
the same and how they are different.
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.1.1Identify examples in which
artists have created works based on cultural and life experiences.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.1.2Use diverse resources to
inspire expression of personal ideas and experiences in works of art.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
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.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.2.2Compare
techniques used by peers and established artists as a basis for improving one’s
own work.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
VA.3.F.1.1Manipulate art
media and incorporate a variety of subject matter to create imaginative artwork.
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.1.3Identify and be
respectful of ideas important to individuals, groups, or cultures that are
reflected in their artworks.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
31) Romare
Bearden Collage (instruments)
Objective: During this four week
assignment students will make a collage in the style of Romare Bearden.
Materials: construction paper, Romare Bearden examples, scissors,
glue, magazines
Procedure: During this four week
assignment students will make a collage in the style of Romare Bearden.
Students will cut and paste “spotlights” on the background of their pictures
for the first week. The following week, students will cut and paste together a
lead singer for their picture. For the third week, students will use construction
paper to create a background band. Students will add musical instruments during
the fourth week.
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.3.2Compare artworks with
utilitarian objects and use accurate art vocabulary to describe how they are
the same and how they are different.
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.1.1Identify examples in which
artists have created works based on cultural and life experiences.
VA.2.H.2.2Identify objects from
everyday life that have been designed and created using artistic skills.
VA.2.H.3.1Describe connections made
between creating with art ideas and creating with information from other
content areas.
VA.2.O.1.1Employ structural elements of
art and organizational principles of design in personal work to develop
awareness of the creative process.
VA.2.O.3.1Create personally meaningful
works of art to document and explain ideas about local and global communities.
VA.2.S.1.2Use diverse resources to
inspire expression of personal ideas and experiences in works of art.
VA.2.S.2.1Develop artistic skills
through repeated experiences with art media, techniques, processes, and tools.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.2Demonstrate growth in
craftsmanship through purposeful practice.
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.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.C.2.2Compare
techniques used by peers and established artists as a basis for improving one’s
own work.
VA.3.C.3.1Critique one’s
own and others’ artworks, and identify the use of structural elements of art
and organizational principles of design.
VA.3.C.3.2Describe the
connections between visual art and other contexts through observation and art
criticism.
VA.3.F.1.1Manipulate art
media and incorporate a variety of subject matter to create imaginative
artwork.
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.1.3Identify and be
respectful of ideas important to individuals, groups, or cultures that are
reflected in their artworks.
VA.3.H.3.1Discuss how
knowledge gained in the visual art classroom can serve as prior knowledge in
other classrooms.
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.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.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
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