In the Style of Frida
Kahlo (part 3)
Objective: Students will create a surrealist
portrait in the style of Frida Kahlo.
Materials: pencils, colored pencils,
paint, paper, Kahlo prints,
Procedure: This is a three week project. We
will spend the beginning of class discussing surrealist art and the principles
of surrealism. We will discuss the life and times of Frida Kahlo and what led
her to create abstract self-portraits. We will draw out our plan for our
surreal self-portraits. The following week, we will color our self-portraits
with colored pencils. We will add one more pass of color with water color paints
on the third week.
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
Standards:
VA.4.C.1.2Describe
observations and apply prior knowledge to interpret visual information and
reflect on works of art.
VA.4.C.3.2Compare
purposes for the structural elements of art and organizational principles of
design in artworks and utilitarian objects.
VA.4.C.3.3Use
the art-making process, analysis, and discussion to identify the connections
between art and other disciplines.
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.1.3Describe
artworks that honor and are reflective of particular individuals, groups,
events, and/or cultures.
VA.4.H.1.4Identify
and practice ways of showing respect for one’s own and others’ personal 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.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.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.2.2Analyze
personal artworks to articulate the motivations and intentions in creating
personal works of art.
VA.5.C.3.1Use
the structural elements of art and organizational principles of design when
engaged in art criticism.
VA.5.C.3.2Use
art-criticism processes to form a hypothesis about an artist’s or designer’s
intent when creating artworks
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.H.1.3Identify
and describe the importance a selected group or culture places on specific
works of art.
VA.5.H.1.4Explain
the importance of artwork to show why respect is or should be given to the work
of peer or specified professional artists
VA.5.H.2.1Compare
works of art on the basis of style, culture, or artist across time to identify
visual differences.
VA.5.O.1.1Use
structural elements of art and organizational principles of design to develop
content in artwork.
VA.5.O.2.1Analyze
works of art that document people and events from a variety of places and times
to synthesize ideas for creating artwork.
VA.5.O.3.1Create
meaningful and unique works of art to effectively communicate and document a
personal voice.
VA.5.S.1.1Use
various art tools, media, and techniques to discover how different choices change
the effect on the meaning of an 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.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.
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 craftsmanshipB=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.
The Magic Tree
Objective: Students
will make a paper Magic Tree
Materials: construction
paper, scissors, glue, crayons, Book:” Magic Tree”
Procedure: After
watching me read “Magic Tree” I will show students how to make a colorful
tortoise with construction paper. First they will trace a tortoise body and
head. Students will glue paper tiles to reconstruct the wounded tortoise’s
shell.
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.3.3Handle
art tools and media safely in the art room.
VA.1.H.2.1Compare
artworks from different cultures, created over time, to identify differences in
style and media.
VA.1.F.3.2Follow
directions for completing classroom tasks in a specified timeframe to show
early development of 21st-century skills.
VA.1.O.1.1Identify
and use the structural elements of art and organizational principles of design
to support artistic development.
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