Course/Subject by Grade: Elementary School Art - Grade 2 Unit: Color Families
| 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 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.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. 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.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. III.B.3 The student will record ideas and experiences for art making using visual and verbal notation. 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.A.2 The student will determine the success of creative efforts in the visual arts by critiquing portfolios of cumulative work using established criteria. IV.B The student will evaluate personally created artwork and the work of others. IV.B.1 The student will determine the success of personal creative efforts in the visual arts by applying given and self-constructed criteria to evaluate progress. IV.B.2 The student will critique artworks from various sources to determine how effectively the work communicates. |
Introduce color families: warm, cool, neutral. | After looking at Metapec sun faces and the CBS Sunday Morning sun logo, create a relief sculpture of the sun and moon (back to back) with celluclay or paper mache on cardboard. Use warm colors to paint the sun and cool colors to paint the moon. (M) Fold 12" x 18" paper in half lengthwise and paint warm colors on the top and the cool colors on the bottom. Show the students some paintings and photographs of lighthouses. Paint a silhouette of a rocky landscape with a lighthouse over top - the warm colors become the sky and the cool colors are the water. (E) Using tan or gray paper, sketch a cat or dog. Demonstrate how the students can use black ink to outline the animal's shape. Then have the children paint details with watered down ink. Once dry, use colored chalk to add fine details. |
Warm Red Orange Yellow Cool Green Blue Purple Neutral Brown Black White Gray Mixing |
Group critiques Self assessment Monitor student use of materials, tools and supplies |
CBS Sunday Morning sun logo from Crayola Dream Makers Edward Hopper Light at Two Lights Lighthouse at Two Lights Gwen John Cat Albrecht Durer Young Hare |
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 |