Course/Subject by Grade: Elementary School Art - Grade 1 Unit: Space
| 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.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. 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. I.C.2 The student will draw conclusions about ways that artists create emphasis, unity, and balance in selected compositions. 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.2 The student will compare and contrast ways that artists respond to life experiences by studying selected artworks. 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. 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.1The 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. 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. 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.A.3 The student will defend criteria that supports judgments about the visual environment. |
Space can be identified as top, bottom, sides, left, right, and center. | Design Clock Face - Incorporate art lesson with classroom unit on telling time. Have students trace a circle, cut out, and place numbers in the correct location. Use a brass brad to fasten clock arms. Discuss kinds of clocks (steeple, grandfather, mantel, wristwatch, anniversary, alarm, digital, cuckoo, etc.); show students advertisement of clocks and the nursery rhyme Hickory Dickory Dock. After showing students examples of clocks have them design a cabinet for their clock face getting inspiration from the many designs in clock making. (ID) Dinner Place Setting - Discuss placement of silverware, dishes, cups, and napkin on a place mat. Student will make a model of each part of a place setting in cut paper technique, using circle patterns. Teacher may pre-cut rectangles and paper to correspond to proportion of item. (ID) Scene from a Window - Look at the work of Pierre Bonnard, Edward Hopper, Henri Matisse and Andrew Wyeth . Discuss with students the parts and construction of a window. Have them create a landscape view in the window, of the current season. Have them also create an interior design to area surrounding window. This lesson can lend itself to any medium. Flags - Look at pictures of flags from different countries and states. Show the work of Jasper Johns, Three Flags . This lesson collaborates with the first grade symbols of America unit. Have each student design their own flag using cut paper and shaped hole punches. This lesson could also be done using paint. (M,ID) |
Top Bottom Sides Left Right Space Center Identify Shield Scene Landscape Statue 2-D 3-D Foreground Middleground Background Overlap |
Analyze student work Student/teacherEvaluation Monitor students use and application of vocabulary Monitor student use of materials, tools, and supplies |
Pierre Bonnard, The Open Window Edward Hopper, Seven a.m., August in the City Henri Matisse, Interior with Egyptian Curtain Andrew Wyeth, Mrs. Kuerner, Chambered Nautilus, Shed Lantern Jasper Johns, Three Flags Betsy Ross, American Flag |
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 |