Enumclaw School District - JNLn:RGARTEN ARTS CURRICULUM
Visual Art
September - October
Art Focus Lesson la:
Using Shapes
September - October
Sample Target Learning
Assessment Criteria
Target: Identifies and makes
basic shapes.
Criteria: Makes and names 4
basic straight-sided shapes:
squares, rectangles, triangles,
multisided shapes.
Target: Identifies patterns in
more than one circumstance.
Art Infused Lesson lb:
Algebraic Sense:
Relation and
Representations
REPEATING
PATTERNS
Criteria: Notes through
clapping, symbols (ab), or
demonstration the repetition
of a pattern.
November - December
Target: Names and draws a
variety of shapes. Combines
shapes to create an animal.
Art Infused Lesson 2b:
From Shapes to
Animals
Criteria: Names and draws
circles, squares, rectangles,
and triangles. Joins a head
shape and a body shape.
Art Standard
Math Standard
AEll.l concepts:
shapes
Art! Math
Vocabulary
Enduring Understanding
Art:
Face, triangle, rectangle,
square, straight-sided
Shapes have names, edges,
faces, and sometimes angles.
Art:
pattern, printing making,
repetition, shape,
stamp, symbol
Repeating symbols or shapes can
create a pattern.
AEll.2 skills and
techniques:
cutting, pasting
AEl1.1 concepts:
pattern, repetition
AEl 1.2 skills and
techniques:
printmaking
K.2.A: Copy and
extend, describe and
create simple
patterns.
Math:
pattern, repetition,
shape
AEl 2.3 applies a
responding
process: analysis
AEl1.1 concepts:
Shape: circle,
rectangle, square
triangle
K.3.A: Identify,
name, and describe
circles, triangles,
rectangles, squares,
cubes and spheres
Art:
circle, rectangle, shape,
square, triangle
Combinations of shapes can be
associated with what is observed.
Math:
shape, circle, rectangle,
square triangle
4
G
A
nrle
Visual Arts Lesson
Hockinson School District
!
•
PROBLEM TO SOLVE
What attributes of shapes can be made?
Insert student evidence of
learning, by jpg or digital
photograph
Insert student evidence of
learning, by jpg or digital
photograph
Turns scissors.
Makes a variety of straightsided shapes.
ART UNDERSTANDING
Shapes have names, edges, faces, and
sometimes angles.
TARGET LEARNINGS AND ASSESSMENT CRITERIA
Knowledge and skills: The student:
Target: Identifies and makes basic shapes.
Criteria: Makes and names 4 basic straight-sided shapes: squares, rectangles,
triangles, multisided shapes.
Target: Uses scissors to cut straight edges and turns scissors to create angles.
Criteria: Opens scissors fully and completes a cut; student turns scissors and
repeats the motion to create an angle.
Target: Uses fastening techniques to glue shapes on another paper.
Criteria: Places glue on reverse side of cut, straight-sided shapes, and positions
shapes on paper.
INSTRUCTIONAL STRATEGIES - TEACHERS & STUDENTS
1. Teacher: Uses a shape chart to point out different shapes and asks students to
identify them by name.
Prompts: What shapes do we know so far?
Embedded Assessment: Criteria-based teacher checklist
Student: Names shapes.
2. Teacher: Introduces and references Hans Hofmann's Fall Euphony and repeats
naming exercise.
Prompts: Which shapes do you see in the art?
Student: Repeats naming shapes referencing Fall Euphony.
3. Teacher: Demonstrates selecting colors (model intentionality in selection) and
cutting straight-sided shapes.
Prompts: Have you made more than one kind of straight-sided shape? What other kinds of
straight-sided shapes could you make?
Embedded Assessment: Criteria-based teacher checklist
Student: Purposefully selects colors of paper and cuts straight-sided shapes.
4. Teacher: Demonstrates turning cut shapes face down to fasten to other paper.
Prompts: Turn your shape upside-down. Now draw along the edge of your shape with you
glue stick until you come back to the point where you started. Find a place to put your
shape on the paper. It's fine to place one shape partly on top of another.
Student: Fastens shapes to another sheet of Kraft paper.
VOCABULARY
•
•
•
•
•
face
rectangle
square
straight-sided
triangle
RESOURCES
Historical Art:
Hans Hoffman, Fall
Euphony
ART MATERIALS
12 x 18 in. Kraft paper,
6 x 8 in. Kraft paper,
scissors, glue sticks
ARTS ESSENTIAL
LEARNINGS
AEL 1. 1 concepts:
shapes
AEL 1.2 skills and
techniques: cutting,
pasting
USING SHAPES
Kindergarten - Visual Art Lesson
Hockinson School District
ART STUDIO TIPS:
Limit the number of colors and amounts of papers at
each table for students. Withhold glue sticks until
students have cut and arranged their shapes on their
paper.
OTHER ACADEMIC EXTENSIONS
EVERYDAY CONNECTIONS
Home/Community References:
building shapes
shapes in the classroom
Literacy: Shapes in letters
Prompt: What shapes do you see in some of our
letters?
ASSESSMENTS CHECKLIST
Skills and Techniques:
Cutting and Fastening
Shape
Student
names straight-sided
shapes
makes straightsided shapes
cutting: fully opens
scissors and makes
straight cuts
Total
Points 4
fastening: runs glue
stick along edges
and positions on
paper
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Total
Percentage
Mean
Median
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HOCKINSON SCHOOL DISTRICT
Kindergarten - Visual Art Lesson
Tell Me about Your Art
USING SHAPES
Dear Family:
We looked for straight-sided shapes in a shape chart.
We looked at Hans Hofmann's, Fall Euphony to analyze the types of painted shapes.
We talked about making straight-sided shapes.
We practiced cutting techniques by opening our scissors fully, and then turning our scissors to
make another side of the shape.
We also practiced fastening by running our glue stick along the back edge of the shape, turning it
over and then smoothing it on the page.
We created a collage of paper on paper.
Art at Home
Together:
You could practice cutting and affixing as artists do when they make art.
Questions to ask:
What kinds of shapes do you see around your home?
What shapes do you see in the kitchen?
What shapes do you see in the living room?
Shapes have names, edges, faces, and sometimes angles.
T;Jcom:J schoolOistnd
Aft :Jnd M:Jth Lessons in the CI:Jsstoom
KINDERGARTEN
Algebrqic Sense: Relqtions qnd Representqtions
REPEA TINe PA !TERNS
Q..
?
Creates and repeats a sequence of shapes.
PROBLEM TO SOLVE How is a pattern created?
ENDURING UNDERSTANDING Repeating symbols or shapes can create a pattern.
BRI EF DESCRI PTION OF PROJECT
Students use pattern blocks and textile cultural references to investigate pattern.
VOCABULARY
RESOURCES
TPS Art Prints: Take 5 Art Prints: Art and
Mathematics Amish QUilt, Double Nine Patch with
local museum textiles (Mali, Blanket, Ghana, Kente
Cloth, African, Adinkra, Seattle Art Museum)
Art Materials: solid color textile/fabric pieces (9 x
12 in. or larger), wood blocks, weather stripping,
scissors, tempera paint (black), sponges,
(Alternate: stamp pads)
Art
•
•
•
•
•
•
Math
pattern
printmaking
repetition
shape
stamp
symbol
• pattern
• repetition
• shape
EVIDENCE OF
LEARNING
Math Resources: calendar, Pattern Blocks
Oral or Physical
Demonstration
notes repetition
components in calendar
and cultural references
o
TARGET LEARNINGS AND ASSESSMENT CRITERIA
Knowledge and skills: The student:
TL: Identifies patterns in more than one circumstance.
AC: Notes through clapping, symbols (ab), or demonstration the
repetition components of a pattern.
TL: Recreates pattern in different material, and colors.
AC: Repeats pattern found on calendar with Pattern Blocks.
TL: Observes and identifies the pattern in more than one cultural reference.
AC: Notes through clapping, symbols (ab), or demonstration the
repetition components of a pattern.
TL: Creates a stamp and makes a print.
AC: Makes a shape in relief and transfers paint from stamp to
background.
TL: Peo2dS pal er I'.
AC:
C[,-_aJ~s
and reb-! .d S a seqLIc:n::~~ oCsllaQe~.
Math Manipulatives
o recreates pattern with
Pattern Blocks
Printmaking
o makes a shape in relief
o transfers paint
o creates and repeats a
sequence of shapes
INSTRUCTIONAL STRATEGIES FOR TEACHERS AND STUDENTS
1. Teacher: Directs students' attention to the calendar. Prompts: What have we been noticing all year with our
calendar lessons? What is this month's pattern? [fyesterday was red, who can tell me what today's pattern piece
would be? Let's clap it. Where else do you notice patterns in our room? Let's line up in a pattern.
Student: Find and demonstrates patterns in a variety of activities. Embedded Assessment: Criteria-based
teacher checklist
2. Teacher: Introduces Pattern Blocks. Guides students to recreate the pattern on the calendar with blocks.
Prompt: You could use two different colors; you could use two different shapes. How could you extend the pattern we
see on the calendar?
Student: Recreates pattern found on the calendar with Pattern Blocks. Embedded Assessment: Criteria-based
teacher checklist
3. Teacher: Introduces at least two different cultural textile references (l"1ali, Blanket, Ghana, Kente Cloth,
American quilts) Prompts: What do you notice about the art? (pattern, shape, line) We've been looking atpatterns in
our work. Can you point to the pattern here? (diamond/triangle, diamond/triangle; black/red, black/red)
Student: Observes and identifies the pattern in more than one cultural reference.
4. Teacher: Models making a stamp for printmaking. Makes a preliminary drawing of a shape. Demonstrates
cutting a similar shape from weather stripping. Demonstrates peeling off adhesive and attaching the shape to a block
of wood. Prepares paint on a sponge stamp pad. Prompt: Let's make patterns with our stamps. First experiment on
paper. Then commit to a pattern. Make two stamps for yourself. Borrow one from a classmate. Try to leave the
same amount ofspace between each stamp mark. Try to hold your stamp the same way each time you print it
Student: Makes a stamp for
Printmaking (puts arrow for
directionality, transfers paint,
ART STUDIO TIPS:
and uses a repeated
Tape down corners of the textile to keep it tight while you print.
symbol in a pattern.
Children with low motor skills will only need to make one cut to
Embedded Assessment:
make a shape from the weather stripping.
Criteria-based peer
Prepare a sponge stamp pad by placing liquid tempera in a shallow
assessment Can you clap
tray and dabbing a damp sponge into it until a consistent amount
the pattern your classmate
of paint is absorbed onto the sponge. Turn the sponge over.
made on his/her textile?
TACOMA PUBLIC SCHOOL DISTRICT
MATH AND ART CURRICULUM
LESSON EXPANSION
Using ArtStations at the classroom activity
center, place additional student-made stamps
and ask students to make a stamped pattern,
and then record their pattern with letter
references.
.,
··E·VERYDAy··CO·N·N·E·CTION·S·························
Algebraic Sense: Relations and
Representations • Copies and continues
simple pattern using symbols
ESSENTIAL LEARNINGS
]
Home / Community References: pattern in natural and
constructed world (Windows in buildings, flowers, etc.)
:
I Kindergarten Lesson - Repeating Patterns
;
AEL 1.1 concepts: pattern, repetition
AEL 1.2 skills and techniques:
printmaking
AEL 2.3 applies a responding process:
analysis
MEL concepts: pattern, repetition
Tqcom.q school Distnd At1.qnc/ M.qth LessolJs in the Cl.qssroom
KINDERGARTEN - REPEATING PATTERNS
TARGET LEARNINGS AND ASSESSMENT CRITERIA
Knowledge and skills:
The student:
TL: Identifies patterns in more than one circumstance.
AC: Notes through clapping, symbols (ab), or demonstration the repetition components of a
pattern.
TL: Recreates pattern in different material, and colors.
AC: Repeats pattern found on calendar with Pattern Blocks.
TL: Observes and identifies the pattern in more than one cultural reference.
AC: Notes through clapping, symbols (ab), or demonstration the repetition components of a pattern.
TL: Creates a stamp and makes a print.
AC: Makes a shape in relief and transfers paint from stamp to background.
TL: ReQ,-dLS patter,l.
AC: Creates and re12eats a sequence of
sh9Q.~s.
ASSESSMENTS CHECKLIST
Checklist: Total Points: 6
Student
Algebraic Sense
notes repetition
components in
calendar
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Total
Percentaae
Mean
Median
Teacher Comments:
notes repetition
components in
more than one
cultural
reference
recreates
pattern with
Pattern
Blocks
Total
Points
1-6
Printmaking
Pattern
makes a shape
in relief
transfers
paint
creates and
repeats a
sequence of
shapes
Tqcomq Public School Oistnd
Aft qnc/ Mqth Lessons in the clqssroom
Tell Me About Yout An qnc/ Mqth/
Dear KindergcJl1:en Parents:
Today we studied math and art together. We considered ways we use patterns in art and math.
o Looking qnd Tqlking:
We looked at the patterns seen in our calendar in the
classroom. We also looked at and talked about the repeated components in textiles from
more than one culture (African and Early American.
e Using Algebrqic Sense: We used clapped patterns, made patterns as we stood in line,
and practiced creating patterns with Pattern Blocks of different shapes and colors.
e Mqking Art: We made prints using a stamp we made by cutting shapes from
weather stripping and then attaching the shape to a wood block. We used tempera paint
to stamp our pattern on a textile (fabric), repeating the same components more than once.
An qnc/ Mqth qt Home
Together:
You could look for patterns in your home (clothing, linens, upholstery, etc.).
You could record the patterns on a chart.
Questions to qsk:
What patterns do you see on your clothing?
What patterns do you see on textiles in your home?
Repeiltil7g symhols or shilpes Cill7 creilte il piltferl7.
Lc;ke Wc;shington Schoo/Oistnd
Art Lessons in the C/c;ssfoom
I
KINDERGARTEN
FROM SHAPES TO AN IMALS
Combines shapes to create an animal by joining a head
shape and a body shape.
?
PROBLEM TO SOLVE How can shapes be combined to represent animals?
UN DERSTAN DI NG Combinations of shapes can be associated with what is observed.
BRIEF DESCRIPTION OF PROJECT
Students create animal characters from shapes.
RESOURCES
VOCABULARY
LWSD Shorewood Art Prints: Mimbres, The
Woodgatherers
Art Materials: 12x18 in. newsprint, Lyra
colored pencils, 12 x 18 in. 60# white drawing
paper
TARGET LEARNINGS AND ASSESSMENT CRITERIA
Knowledge and skills:
The student:
TL: Names and draws a variety of shapes.
AC: Names and draws circles, squares, rectangles, and
triangles.
TL: Combines shapes to create an animal.
AC: Joins a head shape and a body shape.
TL: Creates an animal character.
AC: Associates a shape with an animal and approximates that
shape in their drawing.
Art
•
•
•
•
•
circle
rectangle
shape
square
triangle
Literacy
• character
EVIDENCE OF
LEARNING
Art: preliminary drawing; animal
drawing
o names and draws circles,
squares, rectangles, and triangles
o joins a head shape and a body
shape
o associates a shape with an
animal
o approximates a shape from
animal to drawing.
,
INSTRVCTIONAL STRATEGIES FOR TEACHRSAND STUDENTS
I ~1:
Making Shapes
This lesson can be taught in very short parts or as a whole sequence.
1. Teacher: Asks student to name basic shapes: circle, square, triangle, rectangle.
Student: Names basic shapes, or holds up manipulative blocks to match shapes named by teacher.
2. Teacher: Models drawing circle, square, and triangle, repeatedly as a warm-up activity on whiteboard.
Prompt: Try drawing shapes big and small.
Student: Follows teacher-lead by drawing circles, squares, rectangle, and triangles in different sizes on
preliminary drawing paper ('thinking' paper).
ART STUDIO TIP:
Pass out 3-4 sheets of
newsprint for 'thinking paper'. Pass out final white
drawing paper.
Part 2: Finding and Drawing Shapes in Animals
3. Teacher: Models putting shapes together to create an animal.
Student: Experiments with combining shapes to make a non-specific animal or traces with finger over the
shape seen in animal images.
4. Teacher: Demonstrates combining looking at photographs of animals (birds, fish, insects) and finding
shapes: circles, squares, and triangles in the animal's body shape...then draWing the animal with a combination of
shapes.
Student: Observes and considers shapes for their animal.
Part 3: Looking at Shapes in Art
5. Teacher: Introduces Mimbres, The Woodgatherers and asks students to find an animal character in the art.
Prompt: There are three figures in the art.
Find the animal. What shapes make up the
ART STUDIO TIP:
animal?
Guide students as they feel the difference in two art papers:
Student: Finds and names
newsprint and white draWing paper. Talk about the ways artists
shapes seen in a specific animal
work through their problems using just one sheet of paper.
character (brainstorms for
animal shapes).
5. Teacher: Demonstrates putting shapes together to invent an animal character using some or all of the shapes
discussed: circle, square, rectangle, triangle. Embedded Assessment Criteria-based teacher assessment
Student: Uses shapes to invent and draw an animal character.
LAKE WASHINGTON SCHOOOl
DISTRICT FRAMEWORKS
LESSON EXPANSION
Students tell stories about
the characters they drew.
Reading Critical Content: Literacy
Elements: Character
EVERYDAY CONNECTIONS
ESSENTIAL LEARNINGS
Home / Community References:
plants, animals
:
Kindergarten - From Shapes to Animals
AEL 1.1 concepts: shape: circle,
rectangle, square, triangle
REL 1.1 picture clues
.
L4ke W4shington 5chool L4ke W4shington 5choolOistnd
Art Lessons in the cl4sstoom
KINDERGARTEN- FROM SHAPES TO ANIMALS
Target Learnings and Assessment Criteria
Knowledge and skills:
The student:
TL: Names and draws a variety of shapes.
AC: Names and draws circles, squares, rectangles. and triangles.
TL: Combines shapes to create an animal.
AC: Joins a head shape and a body shape.
TL: Creates an animal character.
AC: Associates a shape with an animal and approximates that shape in their drawings.
ASSESSMENTS CH ECKLIST
Checklist· Total Points' 4
Student
names and draws
circles, squares,
rectangles, and
triangles
Shape
Joins a head shape
and a body shape
associates a
shape with an
animal
Creative Process:
Gathers Information
approximates a shape
from original source to
drawing
Total points
1-4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
Total
Percentaoe
Mean
Median
Teacher Comments: A few of the children came up and drew their animals on the overhead.
d.
Lqke Wqshington school District
Art Lessons in the clqssroom
Tell Me About Yout Atf.!
De'll' Kinderg'ln:en P'lrents:
Today we explored shape.
We combined shapes moving FROM SHAPES TO AN IMALS.
o
Looking: We looked at all the shapes we know. We looked at The Woodgatherers, a
Mimbres Native American ceramic bowl, and the images on it.
Tqlking: We talked about the different shapes that make up animals. We talked about
the animal character we saw in the Native American art.
f}
Mqking: We made circles, squares, rectangles, and triangles in many sizes. We
combined shapes together to make an animal character.
@)
AtfqtHome
Together:
You could look for shapes in animals you see at home, in the neighborhood, or in magazines.
Questions to Ask:
What shapes do you see around you?
Combl/Jqtlo/Js ofshc;pes CC;/J be c;ssoc/"c;tec! with whc;t Is obsetved.