Course/Subject by Grade: Elementary School Art - Kindergarten Unit: Examine Color
| 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. 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. 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.1The student will study artworks to identify ways in which art is created and used by different people. 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. 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. 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. |
Examine and explore color in works of art. | Have the students identify the colors they see in works of art. Using tempera paints or watercolors students use primary colors to mix secondary colors. Using coffee filters and watercolor markers, have children use a selected palette of primary colors to create a pattern on the filter paper for butterfly wings. After filters are completely colored, spray lightly with water so colors can mix. Grasp paper in center and fold, and then place pipe cleaner around center and twist for the body and antennae. Students paint a self-portrait in tempera paint using warm or cool colors to indicate a happy or sad mood. The background color especially should indicate the mood. |
Color Color wheel Primary Red Yellow Blue Secondary Green Orange Violet Warm Cool Mood Bright Dull Mixing |
Monitor student use of vocabulary Class discussion Teacher assessment Monitor student use of materials, tools and supplies |
Color wheel The Limbourg Brothers May, from Les Tres Riches Heures du Duc de Berry Georges Seurat Sunday Afternoon on the Island of La Grande Jatte Van Gogh The Night Café Henri Matisse Red Room Pablo Picasso Three Musicians Stuart Davis House and Street Alexander Calder Indian Feathers Victor Vasarely, Tridem K Folklore |
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 |