Course/Subject by Grade: Elementary School Art - Grade 1 Unit: Shapes Named
| 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.1The 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.2The 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. |
Shapes can be named. | Find shapes in famous artist's work. Explore the work of one or more of the following artists Henri Matisse, Wassily Kandinsky, Ernst Ludwig Kirshner, Joan Miro, Piet Mondrian, Victor Vasarely, Philip Overstreet, and Paul Klee. Lesson Ideas: continuous line picture, cutout picture, like Henri Matisse, sponge prints. Memory Game - Have the students create a memory game - matching the names to the shapes. (MI) Creatures of Chance - This is a collaborative project that entails some teacher preparation. Make a set of cards for each table in the art room. Each set of cards needs to be color coded for each of the body parts: head, eyes, mouth, nose, ears, body, arms, legs, feet, and hands. For each body part come up with a different geometric or freeform shape. Each group will be given a set of cards to complete their creature of chance, they will use scrap paper to design the shape that corresponds to the card. The objective of this project is for group collaboration and to become more familiar with shapes. (MI) |
Circle Square Oval Rectangle Triangle Trapezoid Diamond Octagon Hexagon Rhombus Star Free form Organic Geometric Size: Lg.-M-Sm. 2-D 3-D Edge Side |
Peer review Group critiques Games Teacher evaluation Analyze student work Student/teacher evaluation Monitor students use of materials, tools, and supplies |
Henri Matisse, Interior with Egyptian Curtain, Interior with Eggplants Wassily Kandinsky, Improvisation 35, Lyric (Man on a Horse), The White Dot, Indian Story, Composition Storm Ernst Ludwig Kirshner, Sertig Valley Paul Klee, Head of a Man, Super Chess, Harbor Scene Piet Mondrian, Composition with color areas, Composition N0.2 Joan Miro, People with Dog in Sun Phillip Overstreet, Justice and Peace Victor Vasarely, Tridm K, Folklore, Cheyt M, Vega-Kontash, Vonal KSZ, Zebegen |
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 |