Course/Subject by Grade: Elementary School Art - Grade 1 Unit: Form Seen on All Sides
| 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. 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.C The student will differentiate among the works of different artists and describe their unique styles and forms of expression. II.C.1 The student will categorize the unique characteristics of the work of selected artists. II.C 2 The student will compare and contrast the technical, stylistic, and expressive qualities of artworks from the same time and place. 2.D The student will verify similarities and differences in the processes used to interpret and express ideas in the visual arts and other disciplines. II.D.1 The student will apply problem-solving strategies used in art to solve problems in other disciplines. II.D.2 The student will use content from other disciplines as subject matter for expression through art. 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. 3.C The student will use design concepts to organize personally meaningful compositions. III.C.1 The student will use design principles to organize the elements of art in planning compositions. III.C.2 The student will select and apply specific design principles to organize art elements for expressive purposes 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.2 The student will critique artworks from various sources to determine how effectively the work communicates. |
Form can be seen on all sides. | Modern and Abstract sculpture from cardboard, poster board, and paper sculpture. Discuss 3-D sculpture in the round. Discuss the work of Louise Nevelson, Jean DuBuffet, Pablo Picasso, and Edward Chillida. Demonstrate construction of cardboard sculpture using slits, paper strips, and folding techniques. Snowman - Give each student a baseball size ball of Celluclay. Discuss rolling three different sized balls of clay on heavy piece of cardboard or wood. Use toothpicks, towels, or Popsicle sticks as armatures. Let dry, and following class decorate with twigs, pebbles, fabric, felt, and beads. (E, ID) Alphabet Mobile - Have each student take paper strips to form each letter in their names. They can design them flat or 3-D. (ID) |
Form Sculpture Sculptor Modern Geometric Organic Abstract Cylinder Cone Cube Sphere Rectangular prism 3-Dimensional 2-Dimensional Armature Assemblage |
Analyze student work Student/teacher evaluation Monitor student use and application of vocabulary Self Assessment Evaluation of student's ability to successfully plan, refine, and clarify his work Monitor students use of materials, tools, and supplies |
History of Modern Art by H.H. Arnason Louise Nevelson, An American Tribute to the British People The Sculpture of Picasso by Roland Penrose Pablo Picasso, The Bathers David Smith, Cubi XVIII Jean DuBuffet, Group of Four Trees Edward Chillida, Space Modulation IV, Dream Anvil No. 10 The Snowman by Raymond Briggs (book and video) Charles Demuth, Figure Five in Gold Robert Indiana, The X-5 |
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 |