In the Style of
Rembrandt (part 1)
Objective: students will
paint the foundation of a Renaissance portrait.
Materials: paper, paint
trays, brushes, water
Procedure: Pass out papers.
give every table their own paint trays/palettes. Fill the palettes in value
order (lightest to darkest) .
Show students examples
of how light hits the human face (up, down, left, right.) Following a step by
step demonstration, starting with a foundation color (head, neck and ears) and
later, adding highlights and shadows.
Assessment: doing ALL the work in a neat
manner=A doing ALL the work in a sloppy manner=B Following partial
direction=C Barely doing anywork= D choosing NOT to do the
assignment=F
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.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.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.F.3.4Follow
directions and complete artwork in the timeframe allotted to show development
of 21st-century skills.
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.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.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.
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.
Pig Boy
Objective: Students
will make a paper Pig Boy
Materials: construction
paper, scissors, glue, crayons, Book:” Pig Boy”
Procedure: After
watching me read “Pig Boy” 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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