Jungle Landscape (part
1)
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 “Elvis the Camel” 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.
Finish Cornucopia (still
life)
Objective: students
will learn how to weave paper and turn their weaving into a cornucopia. They
will draw/paint, collage fruits and vegetable s to complete their cornucopia.
Materials: paint
brushes, construction paper, glue, scissors
Procedure: following
a demonstration, students will learn how to weave paper and turn their weaving
into a cornucopia.
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.
Paint Clay Gargoyles
Objective: students will sculpt a gargoyle from
clay.
Materials: clay, paper, various clay tools
Procedure: After looking at different types of
gargoyles, students will sculpt their own following a demonstration.
Assessment: A/B=
made a gargoyle D=little
effort F=no effort
Standards:
VA.4.C.3.2Compare
purposes for the structural elements of art and organizational principles of design
in artworks and utilitarian objects.
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.H.1.1Identify
historical and cultural influences that have inspired artists to produce works
of art.
VA.4.H.2.1Explore
works of art, created over time, to identify the use of the structural elements
of art in an historical event or art style.
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.1.2Use
prior knowledge and observation skills to reflect on, analyze, and interpret
exemplary works of art.
VA.5.C.1.3Examine
and discuss exemplary works of art to distinguish which qualities may be used
to evaluate personal works.
VA.5.C.3.2Use
art-criticism processes to form a hypothesis about an artist’s or designer’s
intent when creating artworks and/or utilitarian object.
VA.5.C.3.3Critique
works of art to understand the content and make connections with other content
areas.
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.S.1.4Use
accurate art vocabulary to communicate about works of art and artistic and
creative processes.
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.
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