Course/Subject by Grade: Elementary School Art - Grade 1 Unit: Shapes, Complex and Patterns
| Program Outcomes for Unit | Instructional Outcomes | Suggested Activities | Vocabulary | Assessment | Shapes, Complex and Patterns |
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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 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. I.C The student will discover a variety of ways that artists organize the elements of art in responding to what they see. I.C.1 The student will describe different ways that artists organize art elements in compositions. |
Simple shapes can be combined or repeated to make complex shapes and patterns. | Very Hungry Caterpillar by Eric Carle - trace 6 circles templates, assemble on a background sheet with drawings of the caterpillars environments. (ID, E) Self-portraits - Look at the work of various artists. Have students look at themselves in compact mirrors. Discuss shapes used to create portrait, ovals for shape face, U's for nose, footballs for eyes, curved lines for lips or two top ovals and one bottom oval. This could also be done as a clown-portrait. By discussing the work of Walt Kuhn, Pablo Picasso, and Louis Moillet. |
Triangle Circle Oval Square Rectangle Trapezoid Hexagon Octagon Rhombus Star Diamond Freeform Geometric Organic Size: Lg.-M-Sm. Overlap Portrait Landscape Still life |
Analyze student work Student/teacher evaluation Group critiques Monitor students use and application of vocabulary Evaluation of student's ability to successfully plan, refine, and clarify his/her work Assessment of student's ability to meet established criteria Monitor student use of materials, tools, and supplies |
The Very Hungry Caterpillar by Eric Carle Self-portraits:Vincent Van Gogh self-portrait Paul Klee Head of a Man Leonardo da Vinci Mona Lisa Rembrandt Van Rijn Self-portrait Paul Gauguin Flowers and Fruit Paul Cezanne Still Life, The Kitchen Table, Fruit |
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 |