Here's What 43 Van Gogh "Vase With Irises" Look Like...

2nd and 3rd Grade Assignment #2

Intro to Landscape

Students will elevate the quality of their landscapes using the elements of design.

Objective: Students will draw a “practice landscape” making sure that they draw an object above the horizon line, below the horizon line, and crossing the horizon line.

Materials: landscape prints, crayons and paper

Procedure: First, we review lines vertical, diagonal and horizontal. You cannot spell horizontal without h-o-r-i-z-o-n. The horizon line is the horizontal line where the sky touches the ground. We will look at five different landscapes, from five different artists, from five different times, from five different countries. Students will help me identify the horizon line using a yard stick help horizontally. We see that the horizon line NEVER at the bottom edge of the painting. Students will them follow a demonstration by me, drawing an object above the horizon line, one below, and one through, and finally the horizon line BEHIND the objects crossing.

Vocabulary: line   perspective   vertical   horizontal   diagonal   horizon  

Assessment: A=follows ALL instructions (or does more) with great craftsmanship B=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.1.1Use the art-making process to communicate personal interests and self-expression.

VA.2.C.2.1Use appropriate decision-making skills to meet intended artistic objectives.

VA.2.C.2.2Identify skillful techniques used in works by peers and others.

VA.2.C.3.1Use accurate art vocabulary to identify connections among visual art and other contexts.

VA.2.F.1.1Use imagination to create unique artwork incorporating personal ideas and selected media.

VA.2.F.3.3Use time effectively while focused on art production to show early development of 21st-century skills.

VA.2.H.1.2Distinguish between appropriate and inappropriate audience behavior.

VA.2.H.2.1Identify differences or similarities in artworks across time and culture.

VA.2.S.1.3Explore art from different time periods and cultures as sources for inspiration.

VA.2.S.1.4Use accurate art vocabulary to discuss art.

VA.2.S.2.2Follow sequential procedures focused on art production.

VA.2.S.3.1Manipulate art materials and refine techniques to create two- and/or three-dimensional personal works.

VA.2.S.3.3Follow directions for safety procedures and explain their importance in the art room.

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.1.1Use the art-making process to develop ideas for self-expression.

VA.3.C.1.2Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.

VA.3.F.3.2Collaborate to complete a task in art.

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.1.1Describe cultural similarities and differences in works of art.

VA.3.H.1.2Describe the importance of displaying suitable behavior as part of an art audience.

VA.3.H.2.1Compare differences or similarities in artworks across time and culture.

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.1.1Manipulate tools and media to enhance communication in personal artworks.

VA.3.S.1.2Use diverse resources to inspire artistic expression and achieve varied results.

VA.3.S.1.4Choose accurate art vocabulary to describe works of art and art processes.

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.2.2Follow procedures, focusing on the art-making process.

VA.3.S.3.1Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.

VA.3.S.3.3Work within safety guidelines while using tools, media, techniques, and processes.

Kindergarten and 1st Grade Assignment #2

Clown Portraits

Objective: For their second drawing assignment, the students will draw a portrait of a clown.

Materials: Georges Rouault/ Pablo Picasso’s clown portraits, paper, crayons

Procedure: The good thing about drawing clowns is that they’re impossible to mess-up/get discouraged by. The sillier/funnier, the better. Students will follow step by step instructions on how to draw parts of their clowns’ face. They can draw parts small or big depending on which facial features they want to exaggerate.

Assessment: A=follows ALL instructions (or does more) with great craftsmanship B=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.C.1.1Create and share personal works of art with others.

VA.K.C.2.1Describe personal choices made in the creation of artwork.

VA.K.C.2.2Identify media used by self or peers.

VA.K.F.1.1Experiment with art media for personal satisfaction and perceptual awareness.

VA.K.F.1.2Identify real and imaginary subject matter in works of art.

VA.K.H.1.2Follow directions for suitable behavior in an art audience.

VA.K.O.1.1Explore the placement of the structural elements of art in personal works of art.

VA.K.S.1.1Explore art processes and media to produce artworks.

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.2.2Describe the steps used in art production.

VA.K.S.3.1Develop artistic skills through the repeated use of tools, processes, and media.

VA.K.S.3.2Practice skills to develop craftsmanship

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.

VA.1.O.2.1Create imagery and symbols to express thoughts and feelings.

VA.1.S.2.1Practice correct use of tools with various art media, techniques, and processes.

VA.1.S.2.2Describe the steps used in art production.

VA.1.S.3.1Practice skills and techniques to create with two- and/or three-dimensional media.

VA.1.S.3.2Discuss the qualities of good craftsmanship.

VA.1.S.3.3Demonstrate safety procedures for using art tools and materials.

4th and 5th Grade Assignment #2

Art Critique

Objective: Students will evaluate the merits of “good” art and “bad” art in a token response activity.

Materials: Art prints, tokens

Procedure: I will display 5-6 works of art that show a variety of subject matter in a variety of styles. Usually a photograph (to see which kids consider that to be art), an Romare Bearden collage (to see which kids think it’s sloppy), an abstract Kandinsky painting (to see which kids think it’s messy and which kids think it’s creative/unique) a Chuck Close portrait (to see which kids consider it to be boring and/or colorful /not colorful) and Andy Warhol print (again colorful/ not colorful) and an actual painting that is not a print (to see if any students realize that an actual artist painted it and not a printer.)

I pass out my TWO tokens. Others exist, but for time purposes, we only use two: a yellow smiley face for the one you think is the best/ “good” art and a green yucky face for the one you think is the worst/”bad” art.  Every student gets one each and I call each table (four students) at a time to place their token under the respective work of art. I tally up the token “votes” and I call on the students who voted (either “good” or “bad”) to tell the class why. The students have to dig deeper than, “I think it’s pretty” or “I think it’s ugly.” They have to tell me why they think that way.

The other students (the audience) have to sit quietly and be respectful of the opinions of others.

Vocabulary: Line color shape value texture form composition value space balance proportion unity rhythm emphasis contrast sloppy messy abstract colorful

Assessment: A=follows ALL instructions (or does more) with great craftsmanship B=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.3.1Use accurate art vocabulary when analyzing works of art.

VA.4.F.2.1Discuss how artists and designers have made an impact on the community.

VA.4.F.2.2Identify the work of local artists to become familiar with art-making careers.

VA.4.H.1.2Identify suitable behavior for various art venues and events.

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.S.1.4Use accurate art vocabulary to discuss works of art and the creative process.

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.2.4Identify examples of constructive criticism and use them to improve artworks and enhance artistic growth.

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 artwork.

VA.5.C.3.3Critique works of art to understand the content and make connections with other content areas.

VA.5.H.1.2Use suitable behavior as a member of an art audience.

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.1.3Explain how creative and technical ability is used to produce a work of art.

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.S.1.4Use accurate art vocabulary to communicate about works of art and artistic and creative processes.

First Assignment of the Year!

After taking a break last year, we are BACK! This time instead of recreating Vincent Van Gogh's "Sunflowers", we will be recreating Van Gogh's "Vase with Irises."

2015-2016 Schedule

Welcome Back! (Again!)

It’s that time of year again when I have the privilege to welcome you all back to another exciting year of Art here at Killearn Lakes Elementary School. Throughout the year we will be studying several different artists and media, including sequential art, 2D, and 3D projects. I am thrilled to be working with the students, parents, and staff here at KLES. You may have heard from your child that they worked on a project based on Vincent Van Gogh’s “Vase With Irises.” I hope you have a chance to stop by your student’s classroom to see the finished product in the next few weeks.