Course/Subject by Grade: Elementary School Art - Grade 1 Unit: Form, 2-D and 3-D
| Program Outcomes for Unit | Instructional Outcomes | Suggested Activities | Vocabulary | Assessment | Resources |
| Outcome I: Perceiving and Responding - Aesthetic Education The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment. I.A. The student will identify and describe observed form. I.A.1 The student will identify and describe qualities of size, line, shape, color, and texture of observed visual forms. I.A.2 The student will identify and describe the content and meaning of observed form visual forms. 1.B The student will identify and compare ways in which selected works of art represent what people see, feel, know, and imagine. I.B.1 The student will determine ways in which artists communicate ideas, feelings, and experiences by comparing the work of different artists. I.B.2 The student will compare selected works of art and describe how different artists use imagination in their work. Outcome II: Historical, Cultural, and Social Contexts The student will demonstrate understanding of the visual arts as a basic aspect of history and human experiences. 2.A The student will determine ways in which works of art express ideas about self, people, places, and events. II.A.1 The student will discover how images and forms were used by the people who created them by studying selected artworks of different times and places. 2.B The student will classify reasons why people create and use art by studying artworks and other sources of information. II.B.1 The student will study artworks to identify ways in which art is created and used by different people. II.B.2 The student will observe works of art and describe ways that they reflect everyday life. Outcome III: Creative Expression and Production The student will demonstrate the ability to organize knowledge and ideas for expression in the production of art. 3.A The student will use a variety of art media, processes, and techniques to express thoughts and feelings. III.A.1 The student will produce a variety of art forms using selected tools, materials, and techniques safely. III.A.2 The student will communicate ideas and feelings using art media. III.A.3 The student will apply knowledge of art processes and skill in using media and tools to solve problems in visual composition. 3.B The student will identify sources of art expression and describe the processes artists' use in developing their ideas. III.B.1 The student will select ideas and images from imagination and observation to express or interpret through art. III.B.2 The student will create original art works based in fantasy that express personal feelings and ideas. III.B.3 The student will record ideas and experiences for art making using visual and verbal notation. Outcome IV: Aesthetic Criteria The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments. IV.A The student will identify and apply criteria for evaluating visual form. IV.A.1 The student will describe aesthetic qualities observed in nature and human-made objects using oral and written language. IV.B The student will evaluate personally created artwork and the work of others. IV.B.1 The student will determine the success of personal creative efforts in the visual arts by applying given and self-constructed criteria to evaluate progress. |
Identify 2-D and 3-D works of art. | Paper Strip Pumpkin - One-day lesson. Draw actual pumpkin to understand 2D. Then give each student four strips of 1" X 9" orange strips. Form a cross with them and form into an oval or circle. Using green scraps have students create stem, leaves and vines (twisting it around a pencil). (E) Metamorphosis - caterpillar to butterfly. Introduce lesson by discussing changes of the butterfly. Have students draw 2-D sketch of 3 stages of a butterfly. Following classes have students build a 3-D model of butterfly and cocoon. (E, ID) Clay Eagles - Symbols of America. Discuss properties of clay. Discuss appropriate shapes for each part of eagle, give students a pattern sheet of shape of eagle. After finished constructing, have them weld pieces together and then flatten. Discuss creating textures of feathers with clay tools. (E,ID) Toilet paper tube figures or faces. The subject matter can be models of Uncle Sam, totem poles, Santa Claus, Nutcracker, etc. The Nutcracker, by E.T. Hoffman can be shown. (ID) |
2-D 3-D Sculpture Form Flat Height Width Depth Length Sketch Rough Draft Geometric Organic Abstract Cylinder Cone Sphere Rectangular Prism Cube |
Analyze Student work Student/teacher evaluation Monitor student use and application of vocabulary Monitor student use of materials, tools, and supplies |
The Nutcracker by E.T. Hoffman |
Unit continues teaching all indicators identified.
| M - Multicultural | T - Technology | ID - Interdisciplinary |
| LM - Library Media | MO - Modifications | C - Career Education |
| E - Environmental Education | MI- Multiple Intelligence | G/T - Enrichment |