One-Point Perspective
Names (part2)
Objective: Students will draw their name in
block letters and decorate it in a color pattern.
Materials: pencils, paper, markers
Procedure: Following a demonstration, students
will draw their name in block letters, and draw a concentric outline to the edges
of their paper. They will then, color in the outlines with different colors.
Assessment: A=draws everything
neatly, and has colored everything neatly B=
draws everything and begins to color C=draws
name only D=does very
little F=does nothing
Standards:
VA.4.C.1.2Describe
observations and apply prior knowledge to interpret visual information and
reflect on works of art.
VA.4.C.2.3Develop
and support ideas from various resources to create unique artworks.
VA.4.F.1.1Combine
art media with innovative ideas and techniques to create two- and/or
three-dimensional works of art.
VA.4.F.3.3Work
purposefully to complete personal works of art in a timely manner,
demonstrating development of 21st-century skills.
VA.4.O.1.1Use
the structural elements of art and organizational principles of design to
understand the art-making process.
VA.4.O.2.1Use
a variety of resources and art skills to overcome visual challenges in personal
artworks.
VA.4.S.2.2Demonstrate
the ability to recall art procedures and focus on art processes through to the
end of production.
VA.4.S.3.1Experiment
with various materials, tools, techniques, and processes to achieve a variety
of results in two- and/or three-dimensional artworks.
VA.4.S.3.3Follow
procedures for using tools, media, techniques, and processes safely and
responsibly.
VA.5.C.1.1Develop
a range of interests in the art-making process to influence personal
decision-making.
VA.5.C.2.4Identify
examples of constructive criticism and use them to improve artworks and enhance
artistic growth.
VA.5.F.1.1Examine
and experiment with traditional or non-traditional uses of media to apply
imaginative techniques in two- and/or three-dimensional works of art.
VA.5.F.3.4Follow
directions and complete artwork in the timeframe allotted to show development
of 21st-century skills.
VA.5.O.1.1Use
structural elements of art and organizational principles of design to develop
content in artwork.
VA.5.S.1.4Use
accurate art vocabulary to communicate about works of art and artistic and
creative processes.
VA.5.S.2.1Organize
the structural elements of art to support planning, strengthen focus, and
implement artistic vision.
VA.5.S.2.3Visualize
the end product to justify artistic choices of tools, techniques, and
processes.
VA.5.S.3.1Use
materials, tools, techniques, and processes to achieve expected results in two-
and/or three-dimensional artworks.
VA.5.S.3.2Use
craftsmanship and technical ability in personal works to show refinement of
skills over time.
Cut and Paste Food
(still life #2)
Objective: Students
will be making a mixed media picture of a holiday feast. For this step,
students will draw, paint, food for their holiday feast.
Materials: paint
brushes, construction paper, glue
Procedure: following
a demonstration, students will draw, paint, food for their holiday feast.
Assessment: A= neat B/C/D=various
degrees of sloppy F=does nothing
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.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.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.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.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.
Egyptian Landscapes
(part2)
Objective: Students
will learn about and create landscapes based on the different environments ion
Africa.
Materials: construction
paper, scissors, glue, colored pencils
Procedure: After
reading “Ten Little Mummies” and briefly discussing the habitats and
environments of Africa students will create landscapes using various media.
During the Kapiti Plain unit, students will first draw their African savannah
with animals below the horizon line. Trees and sun/clouds will be above the
horizon line. On the second week, students will paint all the grass below the
horizon line and the sky above the horizon line. During the Sahara Unit,
students will draw palm trees crossing the horizon line, sand below, and
pyramids and sun/clouds above. On the second week, students will paint all the
sand below the horizon line and the sky above the horizon line. During week
three of the assignment, students will print three camels using camel stamps.
Continuing a print project, students will cover a single sheet of construction
paper with leaf stamps to simulate a jungle. Students will finish their jungle
landscapes by drawing a jungle animal that they will cut and paste on their
jungle picture.
Assessment: A=follows
ALL instructions (or does more) with great craftsmanshipB=follows MOST
instructions with good craftsmanship C=follows SOME instructions
with good craftsmanship D=does little work/ poor effort F=does
NO work
VA.K.S.2.1Develop
artistic skills through the repeated use of tools, processes, and media. e.g.,
media-specific techniques, eye-hand coordination.
VA.K.S.3.3Handle
art tools and media safely in the art room.
VA.1.F.3.2Follow
directions for completing classroom tasks in a specified timeframe to show
early development of 21st-century skills.
VA.1.H.2.1Compare
artworks from different cultures, created over time, to identify differences in
style and media.
VA.1.O.1.1Identify
and use the structural elements of art and organizational principles of design
to support artistic development.
VA.1.S.1.2Use
varied processes to develop artistic skills when expressing personal thoughts,
feelings, and experiences.
