Illustrate
Digestive/Respiratory/Nervous System
During the next five
assignments, students will draw the systems of the human body, culminating in a
self-portrait.
Objective: On three different pieces of tracing
paper, students will draw the human digestive/ respiratory/nervous systems.
Materials: paper, pencils,
permanent pens, markers, colored pencils, tracing paper
Procedure:
During the next five assignments, students will draw the systems of the human
body, culminating in a self-portrait. On day one, students will copy drawing
the human skeleton on a piece of paper. They will trace over their drawings
with permanent markers. On day two, students will draw the circulatory system
with red markers on tracing paper. If there is time, we will draw the nervous
system on another piece of tracing paper. On day three, students will
copy the digestive, nervous, and respiratory systems on different sheet of
tracing paper. They will color these with colored pencils. On the fourth day,
we will all draw the human muscles on another piece of tracing paper. We will
color these with colored pencils. The last day of the assignment will see the
students drawing a full body self-portrait on the “cover” of this project.
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.2.3Develop
and support ideas from various resources to create unique artworks.
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.1.4Identify
and practice ways of showing respect for one’s own and others’ personal works
of art.
VA.4.H.3.1Discuss
how analytical skills and thinking strategies are applied to both art
production and problem-solving in other content areas.
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.3.3Follow
procedures for using tools, media, techniques, and processes safely and
responsibly.
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.H.3.1Discuss
how skills learned through the analysis and art-making process are used to
solve problems in non-art areas.
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.
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 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.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.
Heart Art (Valentine’s)
Objective: Students
will draw a picture of a spring time garden.
Materials:
Book: ”Katie Meets the Impressionists,” paper, crayons, Monet prints
Procedure: After
reading ”Katie Meets the Impressionists “ I will show the students how to do
the day’s assignment. Students will copy four different types of flowers that I
draw. Students will then draw four more of their own. Students will color and
take these home at the end of class.
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.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.O.1.1Identify
and use the structural elements of art and organizational principles of design
to support artistic development.
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