Course/Subject by Grade: Elementary School Art - Grade 1 Unit: Shapes, Geometric and Organic
| Program Outcomes for Unit | Instructional Outcomes | Suggested Activities | Vocabulary | Assessment | Resources |
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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. 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. |
Shapes can be classified as geometric or organic. | Still life of fruits and veggies - Look at real or silk fruits and vegetables. Have students make a drawing of a still life arrangement, and/or a collage of each assembled together. (ID) Cityscape or Landscape with buildings - Look at cityscapes and discuss differences in shapes. Have student draw buildings of varying sizes and different shaped windows and doors. Have them include trees and clouds using organic shapes. Scarecrow - Discuss and list with students the components that go into building a scarecrow. Look at the list and create a new list with geometric and organic shapes. Have students create a paper model of a scarecrow; may be mounted into a landscape. Suggestion: raffia for hay. Culminate this activity by having students write the steps they took to build their scarecrow. (ID) Robots - Look at various pictures and books of robots, including the work of Picasso. Have students create a magazine collage of a robot. See Book: Discovering Great Artists, by MaryAnn F. Kohl and Kim Solga. (E) Monsters - Look at the book Where the Wild Things Are?, Maurice Sendak , and discuss and list the shapes involved in creating a monster of our own. Using scrap paper have the students begin designing the head and face of their monster, then the body, arms, legs, and tail. This lesson can be adjusted to create Paper bag puppets. (ID) Insects - Observe the work by Eric Carle and discuss the difference of geometric and organic shapes. Look at insects with wings, such as butterflies and moths. Discuss the different shapes found. Have students make a model insect by creating symmetrical wings by folding a piece of paper in half, open paper, and from the fold line creating a letter B, fold back in half and cut on line. Next, using scrap paper, lick and stick, stickers, or shaped hole punches, have the students decorate the wings symmetrically balanced. Lastly the body of the insect can be created with celluclay or another long piece of paper. (E, ID) Terrariums - Incorporating art with science unit have students make a shallow box from paper. Decorate inside with things discussed in science, such as guppies, snails, ponds, grass, etc. (E,ID) |
Shape Rectangle Triangle Square Oval Circle Diamond Octagon Hexagon Trapezoid Rhombus Leaves Clouds Star Still life Cityscape Landscape Geometric Freeform Organic 2-D 3-D Size: Lg.-M-Sm. |
Analyze student work Student/teacher evaluation Monitor student use and application of vocabulary Self-assessment Evaluation of student's ability to plan, refine, and clarify his work Monitor student's use of materials, tools, and supplies |
Andrew Wyeth, The Scarecrow Edward Hopper, Approaching a City, Seven a.m. Johannes Vermeer, Little Street Maurice Utrillo Architectural paintings Allan Crite, Parade on Hammond Street Pablo Picasso, Baboon and the Young -sculpture Discovering Great Artists by MaryAnn F. Kohl and Kim Solga. Where the Wild Things Are? by Maurice Sendak The Very Hungry Caterpillar and The Very Busy Spider by Eric Carle |
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 |