 |
|
|
| Grade level:
1-2
Key Concept-Goal: The student will be able to make a picture using the method of collage. The student will understand and create, by applying a wide variety of media, techniques, and processes, to express visual ideas, feelings, and values through the use of art elements and principles. Vocabulary: Collage, Cut out, composition, texture, details, contrast Essential Skills-Objectives-Art Aims: After being shown how to use a pattern to trace and cut out such things as feathers and body, or Cornucopia and foods, the student will be able to create a picture of a turkey or cornucopia. The students will: *express the differences among materials, techniques, and processes. *know lettering techniques. *apply different media techniques and processes to communicate ideas, experiences, and stories. *utilize art materials and tools in a safe and responsible manner. *identify, recognize, and apply the principles of design in students’ works, e.g. unity, repetition, variety, movement, emphasis, balance, and proportion. *create works in a variety of three-dimensional media. *recognize career opportunities related to art. Engagement Activities- Procedure: Using a pattern, the student will trace and cut out body and feathers, etc. When the student has enough, he will glue them on a large piece of construction paper. Materials: 12x18 construction paper for background, construction paper scraps, scissors, glue, newspaper Organization for distribution: Grocery line to pick up large piece of construction paper, scraps, scissors, glue, newspaper Work period-guidance: Encourage neatness in tracing pattern and cutting it out. Making sure feathers and body are placed correctly. Cleanup: Put large piece of paper on my desk, put scraps in scrap box, put newspapers back in box, scissors back in jar, glue back in tote. Assessment-Evaluation: Does is look like what it is supposed to be? Is it neat? Did the student use the materials, techniques and processes correctly? Did the student consider the elements and principles of design? Other Teaching Aids: Samples on board. Magazines: School Arts, Arts and Activities, Textbook: Discover Art, Examples and Visuals. Higher Order Thinking Skill Questions: Can you create other pictures using patterns and collage? Evaluate what makes this different from a regular painting or drawing. Basic: Did the students identify and recognize a variety of art media and techniques? Did the students identify connections between the visual arts and other disciplines in the curriculum? Did the students define the role of an aesthetician and identify the steps involved in judging works of art? Did the students identify art works of various time periods and cultures and match artists with specific time periods and cultures by using symbols and themes? Transitional: Did the students demonstrate and apply an understanding of the proper use of a variety of art media to create works of art? Did the students understand similarities between the characteristics of the arts and other disciplines? Did the students apply steps involved in art criticism in comparing his/her work with the works of others and other cultures? Did the students compare and contrast works of art from different time periods and give examples of how early works influenced works of modern art? Advanced: Did the students compare and make judgments about the different art productions and media used to create them? Did the students justify and value the art as it relates to other disciplines in the curriculum and learn how art supports and combines with other disciplines in the curriculum? Did the students draw conclusions, evaluate, and make judgments about specific works of art? Did the students make critical judgments about works of art? *Smaller print indicates guidelines from the revised Visual Arts Curriculum Framework Grades K-5. |
 |
 |
 |