Enumclaw School District -
September - October
Sample Target Learning
Assessment Criteria
Target: Names, finds, and
Art Focus Lesson la:
makes three directions of
lines.
Visual Art
Line in Suildings
september - October
Art Infused Lesson Ib:
3-D Geometric
Math Houses
November - December
Art Focus lesson 2a:
Color
Mixing/Fantastic
Shapes in Painting
r GRADE ARTS
Art Standard
AEL 1.1 concepts:
CURRICULUM
Math Standard
N/A
vertical, horizontal,
diagonal line
Art! Math
Vocabulary
Enduring Understanding
Art:
diagonal, horizontal,
vertical, watercolor
Directional lines (vertical,
horizontal, and diagonal) can
represent features of observed
objects and scenes.
Art:
3-D form has height, Width, and
depth: Geometric shapes and
forms adhere to specific
gUidelines and rules.
Criteria: Names, identifies,
and uses vertical, horizontal,
and diagonal lines in bUilding
contours.
Target: Distinguishes the
difference between geometric
2-D shapes and 3-D forms.
Criteria: Matches 2-D and 3D objects (math
manipulatives) to
corresponding columns on a
labeled sorting sheet.
Target: Paints a nonrepresentational composition
of colored shapes.
Criteria: Creates shapes not
related to representational
subjects.
November - December
Target: Identifies a
Art Infused Lesson 2b:
nonstandard measurement
tool.
Measurement:
Approximation and
Precision
FIR~
Criteria: Finds and uses
more than one everyday
object as a measurement
tool.
AfL 1.1 concepts:
20 and 3D, shapes
and geometric forms
AfL 1.2 skills and
techniques: cutting,
additive sculpture
AfL 1.1 concepts:
1.3.A: Compare and
sort a variety of two
and three dimensional
figures according to
their geometric
attributes.
Art:
Cool colors,
emphasis/dominance,
non-representational art,
primary colors,
secondary colors,
tertiary colors, warm
colors
Opposing colors on the color
wheel (warm vs. cool) can draw
attention to each other when
placed together in a composition.
1.4.8: Use a variety
of non-standard units
to measure length
(height, length)
Art:
dominance, height,
length, nonstandard
measurement, size,
template
Use of nonstandard measurement
tools can determine size.
AEL 1.2 skills and
techniques: painting
to an edge/line,
watercolor painting
AfL 1.2 skills and
techniques:
dominance,
approximate
measurement
Math:
2-D, 3-D, add, circle,
cube, depth, form,
geometric, height,
pyramid, rectangle,
shape, sphere, square,
triangle, width
N/A
warm and cool colors,
non-representational
art
AfL 1.1 concepts:
size, geometric,
organic
additive sculpture,
organic
Math:
Height, length,
nonstandard
measurement, size
5
L:;ke WCJshington schoolOistnd
Att Lessons in the clCJsstoom
FIRST GRADE
LINES IN BUILDINGS
Makes three directions of lines in art by using vertical, horizontal, and
diagonal lines in building contours and details in art.
?
PROBLEM TO SOLVE What kinds of lines represent objects and scenes?
UNDERSTANDING Directional lines (vertical, horizontal, and diagonal) can represent features of
observed obiects and scenes.
BRIEF DESCR1PTlON OF PROJECT
Students use vertical, horizontal, and diagonal lines to paint an image of a bUilding.
RESOURCES
VOCABULARY
LWSD Shorewood Art Prints:
Pierre Auguste Renoir, Monet Painting in his
Garden
Art Materials: 18x24 in. bogus paper (Alt:
white construction paper), full-pan primary
watercolors, 3/4 in. flat or round watercolor
brushes
Art
•
•
•
•
•
Literacy
bogus paper
diagonal
horizontal
vertical
watercolor
• directionality
EVIDENCE OF
LEARNING
TARGET LEARNINGS AND ASSESSMENT CRITERIA
Knowledge and skills: The student:
TL: Names and shows three directions of lines.
AC: Names and shows vertical, horizontal, and diagonal lines by airdrawing.
Art: Painting
o names and shows
vertical, horizontal, and
diagonal lines
o identifies vertical,
horizontal, and diagonal
lines in art and buildings
TL: Names and finds three directions of lines.
AC: Names and identifies vertical, horizontal, and diagonal lines in
art and local buildings.
horizontal, and diagonal
lines in building contour
TL: Makes three directions of lines in art.
AC: Uses vertical. horizontal, and diagonal lines in building contours
and details in art.
o uses vertical,
horizontal, diagonal lines
in building details
TL: Uses the whole picture plane.
AC: Makes composition that fills page from edge to edge.
o fills page from edge to
edge
o uses vertical,
INSTRVCTIONALSTRATEGIES FOR TEACHERS AND STUDENTS
1. Teacher: Demonstrates air-drawing lines: vertical, horizontal, and diagonal. Prompt: Remember that vertical is
up and down; horizontal is across.. .back and forth; diagonal is from corner to corner ofthe room. Think about the
, different directions you use when you write letters and numbers.
Student: Air-draws along with teacher.
2. Teacher: Guides students as they look at Renoir, Monet Painting in his Garden and asks students to find
vertical, horizontal, and diagonal lines.
Student: Identifies and points to three directions of line.
3. Teacher: Leads discussion on places vertical, horizontal, and diagonal lines can be found in buildings.
Student: Identifies places where three directions of lines can be found in buildings: Windows, doors, contours,
towers, rooflines, etc.)
4. Teacher: Demonstrates painting the contour of a building using onlya choice of vertical, horizontal,
and/or diagonal lines. Prompt: Make your bUilding so big that it touches the edge ofyour paper. Make your
brushstrokes with your whole arm/ so that your lines move from edge to edge/ top to bottom/ side to side.
Student: Observes teacher demonstration. Student makes building contour.
ARTSTVDIO TIP:
Restrict palette to primary watercolor pan colors
with no emphasis on miXing.
5. Teacher: Demonstrates using onlyvertical, horizontal, and/or diagonal lines to add building details
(doors, Windows, etc.) Prompt: every time you make a line for your buildinfh make sure that it is either a vertica~
horizonta~ and/or diagonal line. Think about unusual places in a bUilding you might find these lines: sidinfh bricks/
roof shingle~ molding/ etc.} Focus on leaving the same space between window~ etc./ just like you are careful with
your spacing when you write letters.
Student: Makes building details with only vertical, horizontal, and diagonal lines. Embedded Assessment:
Criteria-based self evaluation: student assesses line by line as they are painting their bUilding.
LAKE WASHINGTON SCHOOL
DISTRICT ART FRAMEWORKS
LESSON EXPANSION
Using Georges Seurat, The ''MariaN at HonfleuJ;
students look at the view outside the classroom
window and find vertical, horizontal, and
diagonal lines. Create a draWing of the different
directions of lines you see
out the classroom window.
PRODUCTION: Art forms have basic
elements.
ARTS ESSENTIAL LEARNINGS
AEL 1.1 concepts: vertical, horizontal,
diagonal line
WEL 1.3: attends to spacing and
directionality from line to line as well as
within a line
:
;
EVERYDAY CONNECTIONS
: Home / Community References:
: buildings, machinesr transportation
:,.
,
First Grade - Lines in Bui/dings
.
Lqke Wqshington school Distnd
Art Lessons in the clqssToom
FIRST GRADE - LlNES IN BUILDINGS
Target Learnings and Assessment Criteria
Knowledge and skills:
The student:
TL: Names and shows three directions of lines.
AC: Names and shows vertical, horizontal, and diagonal lines by air-drawing.
TL: Names and finds three directions of lines.
AC: Names and identifies vertical, horizontal. and diagonal lines in art and local buildings.
TL: Makes three directions of lines in art.
AC: Uses vertical. horizontal. and diagonal lines in buildings in art.
TL: Uses the whole picture plane.
AC: Makes composition that fills page from edge to edge.
ASSESSMENTS CH ECKLlST
Checklist: Total Points: 5
Student
I
Directional Line
Composition
Total
points
1-5
names and
shows
vertical,
horizontal,
and diagonal
lines
identifies
vertical,
horizontal,
and diagonal lines
in art and
buildings
uses vertical,
horizontal, and
diagonal lines in
bUilding contours
uses vertical,
horizontal, and
diagonal lines
in building
details
fills page from
edge to edge
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
24.
25.
26.
Total
Percentage
Mean
Median
,
[.y,
'.....
..
I '., . . .
'
'/'
/.
.•
.
1
c'
.",'
"
.;
'.
I'
c'
'.'
•
/
Teacher Comments: The most challenging aspect is to reinforce to the children to use the whole paper. Students enjoyed observing
the different lines in the artwork and especially in the buildings all around their neighborhood and school.
Lqke Wqshington school District
Art Lessons in the Clqssroom
Tell Me About Yout Art.!
Deal"
First Gr'lde
Pal"ents:
Today we found and made LINES IN BUILDINGS.
o
Looking: We found vertical, horizontal, and diagonal lines in art and in buildings.
Tqlking: We identified more places where vertical, horizontal, and diagonal lines can be
found in buildings. We talked about the directional lines we use when we write letters
and numbers.
f)
Mqking: We filled our picture plane by painting a building using vertical, horizontal,
and diagonal lines to make a bUilding contour. Then we added more directional lines for
the bUilding details.
C)
Atfc;t Home
Together:
You could look for vertical, horizontal, and diagonal lines in machines.
You could use vertical, horizontal, and diagonal lines to make an imaginary machine.
Questions to qsk:
What directions of lines do you see in this machine?
What kinds of lines will you cl100se to use in your machine art?
What kinds of lines did I choose to use when I drew my machine?
Oiredionqllines {verticq/, horizontq/' qnc/ c/1"4gonq/}
Cqn represent feqtlJres ofohservec/ ohieds qnc/ scenes.
ARTS IMPACT LESSON PLANNING FORMAT
Arts-Infused
Visual Arts and Math
Disci lines:
Grade
K-ELL
Title:
3-D Geometric Math Houses
1-----t----------------------------1
Level:
Author: Ma Servais and Beverl Hardin -Buehler at Parkwood Elem.
Enduring Understanding: 3-D form has height, width, and depth: Geometric shapes and forms
adhere to s ecific uidelines -and
rules.
-'----'---....,..--'-----------
f--------------I---'------=--
fxamples:
3-D additive sculpture from geometric
forms
3-D additive sculpture from geometric
forms
Target Learnings and Assessment Criteria
Target:
Criteria:
Tar et:
Criteria:
Tar et:
Criteria:
Tar et:
Criteria:
Distinguishes the difference between geometric 2-D shapes and 3-D
forms.
Matches 2-D and 3-D objects (math manipulatives) to corresponding
columns on a labeled sortin sheet.
l'James eometric 2-D sha es and 3-D forms.
Places corresponding 2-D shapes and 3-D forms into labeled sections
on a math worksheet.
Makes an additive scul ture of eometric forms.
Attaches a minimum of one cube, one rectangular box, one pyramid,
and one s here to create a sin Ie scul ture.
Cuts eometric sha es.
Cuts accurately along a traced line of a square, triangle, rectangle,
and/or circle sha e.
Instructional Strategies
Day One:
1. The teacher will demonstrate the difference between 2-D shapes and 3-D forms.
Students will identify 2-D shapes and 3-D forms in the classroom and then sort 2-D and 3-D objects
(math manipulatives) to corresponding columns on a labeled sorting sheet. Prompts: A 2-D shape is
flat like a piece of paper. A 3-D form has height, width, and depth like this globe. Embedded
assessment: Room scan and teacher checklist.
1
2. The teacher will define and demonstrate the difference between organic shapes (preteach organic shapes) and geometric shapes. The teacher will demonstrate the differences
between a square and a cube, a rectangle and a box, a triangle and a pyramid and finally, a circle and
a sphere. The students will place corresponding 2-D shapes and 3-D forms into labeled sections on a
math worksheet. Prompts: A square is flat like this piece of paper whereas a cube has height, width,
and depth like the box. Embedded Assessment: Teacher checklist.
3. The teacher will introduce the concept of additive sculpture. The students will attach a
minimum of one cube, one rectangular box, one pyramid, and one sphere to create a single sculpture,
a geometric math house. Prompts: Additive sculpture is when we add 3-D parts together to make a
single larger sculpture. Adding means the same thing in art as it does in math. Embedded
Assessment: Student self assessment (student checklist).
Note: teacher spray paint additive sculptures black
Day Two:
4. Teacher demonstrates tracing and cutting techniques. Students will trace and accurately
cut geometric shapes from adhesive backed fun foam. Students will decorate their additive sculptures
with the fun foam shapes. Prompts: For good cutting put all fingers in the big hole and your thumb
goes in the little hole. The back of your fingers needs to face table. Pretend your scissors are an
alligator. Open the alligator's mouth wide. Now feed your fun foam to the alligator at the back of his
mouth. When you need to turn to cut the shape move your fun foam, not your scissors. Embedded
Assessment: Full class critique: children identify geometric shapes and forms on their sculptures;
Teacher checklist.
Resources:
WA Essential
Classroom, Visual
Vocabulary
Historical Art or
Learnings
Arts or Performing
Arts Materials
Performance
Visual Art:
• additive sculpture
• organic
Arts-Infused:
• 2-D
• 3-D
• add
• circle
• cube
• depth
• form
• geometric
• height
• pyramid
• rectangle
• shape
• sphere
• square
• triangle
• width
•
Alexander Calder,
Eagle, Olympic
Sculpture Park,
Seattle Art Museum,
Seattle
Scheduled Study
Visit:
•
•
•
•
•
•
•
•
•
l"lath manipulatives
(2-D and 3-D)
Math worksheets
(2-D and 3-D)
Boxes, spheres and
pyramids
Elmer's glue and
poster tack
Black spray paint
Scissors
Pencils
Templates of
geometric shapes
Fun foam with
adhesive back.
AEL 1.1 concepts:
• 2-D and 3-D
• geometric shapes
and forms
AEL 1.2 skills and
techniques:
• cutting
• additive sculpture
Math/ReadingjWriting
GLE
• 1.3.2 Geometric
shapes
2
Arts-Infused
I Visual Arts and Math
Disciplines:
Title:
3-D Geometric Math Houses
Grade I KLevel: ELL Author:
Mary Servais and Beverly Harding- Buehler
MATH
VISUAL ARTI MATH
Students
Matches 2-D and
3-D objects
(math
manipulatives) to
corresponding
columns on a
labeled sorting
sheet.
Places
corresponding
2-D shapes and
3-D forms into
labeled sections
on a math
worksheet.
Attaches a
minimum of one
cube, one
rectangular box,
one pyramid, and
one sphere to
create a single
sculpture.
Cuts
accurately
along a
traced line
of a square,
triangle,
rectangle,
and/or circle
shape.
Total
Points
4
I
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.
Total
Percentage
3
....
Teacher Comments
Were there any students
especially challenged by concepts
in the lesson; what instructional
strategies helped these students?
Were there lesson dynamics that
helped or hindered learninQ?
What classroom management
techniques supported student
learning?
Other comments:
Family Communication:
I
Students created a sculpture using art and math concepts. They
combined 2-dimensional shapes and 3-dimensional forms from
Qeometrv in their art.
4
2-D Shapes
01_ _
3-D Shapes
~o
5
I
Circle
Sphere
0
---'
6
6
Triangle
Pyramid
---
7
Rectangle
Box
_I
8
Square
Cube
D
I
9
ARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts Foundations
VISUAL ARTS LESSON - Color Mixing/Fantastic Shapes in Painting
Artist-Mentor: Beverly Harding Buehler - Grade Levels: K - Second Grade: Third -Fifth Grade
Examples:
Enduring Understanding
Opposing colors on the color wheel (warm vs. cool) can draw attention to each other when placed
together in a composition.
Target: Fills a color wheel, ordering the colors: red-orange-yellow-green-blue-violet.
Criteria: On pre-drawn color wheel template (Grades K-2=6 sections; Grades 3-5=12 sections)
paints three primary colors (red-yellow-blue) in designated sections, mixes two primary colors
together to create secondary colors (oranqe-green-violet) and aligns on the color wheel, and
mixes (Grades 3-5) one primary and one secondary color together to create tertiary!
intermediate colors (red-violet/bl ue-violet. red-orange!yellow-ora nge, yellow-q reen/bl ue-g reen).
Target: Paints a non-representational composition of colored shapes.
Criteria: Creates shapes not related to representational subjects.
Target: Juxtaposes warm and cool colors for emphasis.
Criteria: Paints selected shapes with warm color to emphasize, and paints rest of composition
with cool color(s).
Teaching and Learning Strategies
1. Shows a color wheel and explains relative placement of colors on the wheel.
Explains primary colors are those that cannot be mixed, and they are eqUidistant from
each other on the color wheel. Guides students in marking R, V, B in appropriate places on
pre-drawn color wheel templates. Prompts: Primary means first or original. Primary colors are
those that cannot be mixed from other colors/ they are the original three colors from which all
other colors are made. On a color wheel primary colors are placed equal distance from each
other (on a six-pie color wheel there is one section between each primary color. On a 12-pie
color wheel there are three sections between each primary color). Mark your empty color wheel
with the letter~ Y, R/ and B for yello~ reel blue-equal spaces apart.
Student: Labels each of the primary colors on the color wheel template.
Embedded Assessment: Criteria-based teacher checklist (room scan)
2. Demonstrates secondary colors achieved when two primary colors of paint are
mixed together. (Ways to demonstrate could include: mixing colors on paper in front of class,
mixing small containers of paint or dye on overhead, or overlaying colored acetate shapes on
the overhead). Guides students labeling secondary colors in their appropriate places on
the color wheel, and filling them in with paint. Prompts: Ifprimary means first what does
secondary mean? Secondary colors are those that are made from mixing two primary colors.
What color do you get when you mix yellow and red? Red and blue? Yellow and blue? On the
color wheel each secondary color is placed right in the middle between the two primary colors
from which it is made. So which two primary colors are positioned on either SIde of orange?
Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - Color Mixing
(red and yellow) Green? (blue and yellow) Violet? (red and blue). Labels secondary sections.
Mixes secondary colors andpaints onto corresponding section ofcolor wheel diagram.
Embedded Assessment: Criteria-based self-assessment (using color wheel)
Grades 3-5 - See below.
3. Demonstrates mixing tertiary/intermediate colors (six) Prompts: Tertiary means
thirtt and tertiary colors (also called intermediate colors) are made from mixing a primary and a
secondary color together. A tertiary color is placed on the color wheel between the two colors
used to mix iC e.g. blue-violet is placed between blue (primary) and violet (secondary). We use
the word violet instead on purpose because when we mix intermediate color~ there is clear
difference between blue-violet and red-violeC for example. Asks students to approximate colors
only since the print colors on the color wheel and the pigmented colors ofpaint are different.
Student: Mixes intermediate colors and paints consistently in corresponding sections of the color
wheel.
Embedded Assessment: Criteria-based self-assessment (using color wheel)
4. Shows color wheel divided in half to describe warm colors on one side and cool
colors on the other. Play new version of "Red Light, Green Light" to identify warm and cool
colors in the room. Prompts: There are lots of ways to describe color. One way is to describe its
"temperature. //Gesturing to warm colors: Where do you find these colors in nature? (sun, fire,
desert) These colors are called warm colors. Gesturing to cool colors: What cool things in nature
have these colors? (water, ice, shady trees). Revised "Red Light, Green Light" game: Instead of
leader calling out the expected prompts, the leader calls out "warm color" or "cool color." When
the leaders calls out a "warm color" the students find and touch something with a warm color in
the room. Vice versa for "cool color." The last person to find something the appropriate color to
touch is "it" the next round.
Student: Identifies warm and cool colors in their environment.
Embedded Assessment: Criteria-based teacher checklist (room scan)
5. Guides students in analyZing art, looking for the ways warm and cool colors draw
attention to each other: TAM: Fay Jones, Body Fires; SAM: Jacob Lawrence, The Studio,
Native American, Tlingit, Yeih/ Nax1n; Arshile Gorky, How My Mother's Embroidered Apron
Unfolds in My Life. Prompts: Where does your eye go first in this painting? Why do you think it
goes there first? Which colors seem to jump up at you? Which seem to move back? Warm
colors often seem to advance or come fOlWard in a painting/ and cool colors often seem to
recede. Can you find places in these paintings where this is true for you? When you place a
warm and a cool color right next to each other, they draw attention to each other and create an
area ofemphasis or dominance in the painting. Can you find a place in one of these paintings
that draws your attention-where the artists has placed warm and cool colors right next to each
other? (Remember that all people see color differently, so there may be different answers from
different classmates.)
Student: Participates in analysis of art.
Embedded Assessment: Criteria-based teacher checklist (room scan)
6. Defines non-representational art. Facilitates students making non-representational
paintings, juxtaposing warm and cool colors. Prompts: (looking at museum art-Gorky painting).
Can you find anything in this painting you recognize? Art in which the artist uses colors and
fantastic shapes that do NOT refer to anything in life is called nonrepresentational. ''Represent''
means to suggest something from life/ so ''non-representational''means the opposite. We are
going to make non-representational paintings in which we will choose to emphasize certain
Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - Color Mixing
shapes by painting them with warm color~ and then surround them with cool colors. A"rst
lightly sketch fantastic shapes/ then paint.
Student: Makes non-representational sketch and then paints by juxtaposing warm and color
colors for emphasis.
7. Leads students through a critique process. Prompts: How did you give emphasis to one
ofyour most fantastic shapes? How did you select your cool color for the space around it? How
dId you refine your painting before completing it?
Student: Discusses finished painting with classmates.
Embedded Assessment: Criteria-based teacher checklist; peer critique, reflection
Vocabulary
Materials
Art: cool colors,
emphasis/
dominance, nonrepresentational art,
primary colors,
secondary colors,
tertiary colors, warm
colors
Museum: TAM: Fay Jones, Body Fires, SAM: Jacob
Lawrence, The StudiO; Native American, Tlingit, Yeihl Nax'in
Art: pencils, watercolor paint, small and medium round
brushes, flat brushes, small wash brushes for watercolor,
watercolor paper 9x12 in. for color wheels, 6x9 in. for study
paintings
Classroom: color wheel poster, individual color wheels,
color wheel templates, rulers
WA Essential Learnings & Frameworks
AEL 1.1 concepts: warm and cool colors, nonrepresentational art
AEL 1.1.2 principles oforganization:
emphasis/dominance
AEL 1.2 skills and techniques: painting to an
edge/line, watercolor painting
Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - C%r Mixing
ARTS IMPACT INSTITUTE LESSON PLAN
VISUAL ARTS LESSON - Color Mixing/Fantastic Shapes in Painting
PERSONAL ASSESSMENT WORKSHEET
Student
Correctly
labels
and
paints 3
primary
colors
Color Theory
Correctly labels
Correctly labels
and mixes 3
and mixes 6
secondary
tertiary colors,
colors,
approximates
approximates
color wheel
(Grades 3-5)
color wheel
Composition and Emphasis/Dominance
Creates nonPaints selected
Fills
representational
shapes (for
background
emphasis) with
composition
with cool colors
warm colors
Total
5/6
Criteria-based Reflection Questions:
Self-Reflection:
Which colors were the greatest challenges to mix? What techniques dId you develop to mix
colors?
How did you choose which shapes to emphasis?
Peer to Peer: Which shapes seem to be emphasized or dominant in a classmates painting?
Name:
Date:
Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - C%r Mixing
_
ARTS IMPACT INSTITUTE LESSON PLAN
VISUAL ARTS LESSON - Color Mixing/Fantastic Shapes in Painting
ASSESSMENT WORKSHEET
Students
Correctly
labels
and
paints 3
primary
colors
Color Thea y
Correctly labels
Correctly labels
and mixes 3
and mixes 6
tertiary colors,
secondary
colors,
approximates
color wheel
approximates
(Grades 3-5)
color wheel
Composition and Emphasis/Dominance
Creates nonPaints selected
Fills
representationa I
shapes (for
background
composition
emphasis) with
with cool colors
warm colors
Total
5/6
l.
2,
3,
4,
5.
6,
7.
8.
9,
10,
ll.
12.
13.
14.
15,
16.
17,
18.
19.
20,
21.
22,
23.
24.
25,
26,
27.
28.
Total
Percentaqe
.
.
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection:
Which colors were the greatest challenges to mix? What techniques did you develop to mix
colors?
How did you choose which shapes to emphasis?
Peer to Peer: Which shapes seem to be emphasized or dominant in a classmates painting?
Thoughts about Learning:
What prompts best communicated concepts? Were there any lesson dynamics that helped or hindered
learning?
Lesson Logistics:
What classroom management techniques supported student learning?
Teacher:
Date:
Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - C%r Mixing
_
ARTS IMPACT FAMILY LETTER
VISUAL ARTS LESSON - Color Mixing/Fantastic Shapes in Painting
Dear Family:
Today your child participated in a visual art lesson. We learned about color mixing by creating a color
wheel. Then we painted a non-representational composition. Non-representation means the
painting doesn't refer to any subject in life, so the shapes and colors come from our imaginations.
•
We made a color wheel, and painted the sections with three primary colors (red, blue, yellow)
and three secondary colors (orange, green, violet). Tertiary colors are intermediate colors
that can be created by mixing a primary and a secondary color together: red-orange and yellow
orange, yellow-green and blue-green, and red-violet and blue-violet.
•
We talked about how the color wheel shows us the warm colors grouped together on one side
and the cool colors grouped together on the opposite side. Warm colors are warm by
association with warm objects (fire, sun, desert); cool colors are cool by association with cool
objects (ocean, forests, ice).
•
We learned that warm colors often seem to come forward in a painting and that cool colors
seem to go back (recede). Artists can draw our attention to certain areas in their compositions
by placing warm colors right next to cool colors.
At home you could talk about all the different colors you used to decorate. Are they warm or cool
colors? Primary colors? Secondary colors? How do you draw attention to certain parts of your home
with colors?
Enduring Understanding
Warm and cool colors placed next to each other
can draw our attention and create an area of emphasis.
Arts Impact Core 1- Arts Foundations Summer Institute - Visual Arts - Color Mixing
Primary and Secondary Color wheel Template
Arts Impact Core I - Atts Foundations Summer Institute - Visual Arts - Color Mixing
Primary, Secondary and Internlediate/Tertiary Color wheel Template
Arts Impact Core I - Alts Foundations Summer Institute - Visual Arts - Color Mixing
T4comc; Schoo/Oistnct
Ali c;ne! Mc;th Lessons in the C/c;ssfoom
FIRST GRADE
Me'lsurement: Approxim'ltion and
Pt'"ecision
SIZING THINGS UP WITH NONSTANOARO UNITS
?
PROBLEM TO SOLVE How are measurements taken
without a ruler?
ENDURING UNDERSTANDING Use of nonstandard
measurement tools can determine size.
Approximates the same object size more than once in
the same composition through the use of a template.
Repeats the shape but doubles the size of an object in a
composition.
BRIEF DESCRIPTION OF PROJECT
Students compare and use different non-standard units to measure length. This lesson is best taught in
more than one session.
VOCABULARY
Art
RESOURCES
TPS Art Prints: Take SPrints: Abstract,
Marsden Hartley, Chanties to the North
Art Materials: Kraft paper, glue sticks,
scissors, tagboard for template, 12 x 18 in.
background paper in white sulfite
• dominance
• height
• length
• nonstandard
measurement
• size
• template
Math Resources: l\Jonstandard measurement
tool (everyday household found objects)
TARGET LEARNINGS AND ASSESSMENT CRITERIA
Knowledge and skills: The student:
TL: Identifies a nonstandard measurement tool.
AC: Finds and uses more than one everyday object as a measurement tool.
TL: Measures image or object with a nonstandard measurement tool.
AC: Records measurement using an everyday object.
TL: Repeats the size of an object in a composition.
AC: Approximates the same object size more than once in the same
composition through the use of a template.
TL: Varlt:s t;]:1e
AC:
~I~~_of
an object in a composition.
size of an object in a
~eat5 lhc;sJ:@Q~1l dOLJb~s the
composition.
TL: Creates one dominant shape through size.
AC: Makes one object larger than other similar objects.
Math
• height
• length
• nonstandard
measurement
• size
EVIDENCE OF
LEAR.NING
Math Manipulatives
o identifies more than one
nonstandard measurement
tool
o records measurement
using an everyday object
Art Collage
o creates and uses a
template
o approximates the same
object size more than once
o repeats the shape but
doubles the size
o identifies dominant
shape as largest object
INSTRUCTIONAL STRATEGIES FOR TEACHERS AND STUDENTS
1. Teacher: Introduces Hartley's Chanties to the North Prompts: What do you notice about the sizes of the
birds? Are they all the same size? Let's measure and compare them. How can we measure them?(a ruler) Let's
pretend that we don't have a ruler handy. Can we still measure the smallest and largest bird in the painting? Artists
sometimes use nonstandard measuring tools just like we do in math. When you select a non-standard measurement
tool remember it must be small enough to fit onto the object at least once.
Student: Measures the birds in the painting by Hartley using a nonstandard measurement tool. Identifies more
than one nonstandard measurement tool and reports findings on a class graph. Embedded Assessment: Class
critique and reflection. What tools worked and what tools didn't work. Why did your numbers turn out
differently? (choice of nonstandard measurement tool; care in measuring)
MATH LAB TIP:
Measurement: In both art and math it is important to model and gUide students as they use standard
and nonstandard measurement tools. Be sure to model lining up the ends of the tool with the precise
end of the object they are measuring. Consider the difference in common measuring tools (thumbs).
2. Teacher: Models using a template (pattern) instead of a thumb or paper clip as a standard of
measurement to repeat making the same size simple shape. Prompt: I want to make the same shape in the
same size more than once. First, I am going to make a guide. I will draw my shape on tagboard and then cut it out.
Now I can make more than one in basically the same size and one in a larger size. I will need to think about both the
height and the width ofthe shape. Embedded Assessment: Criteria-based assessment: teacher checklist
Student: Creates a template of a shape and makes more than one of the same size. Makes one shape twice
the size of the original template.
3. Teacher: Guides students to create a collage with similar shapes made from a smaller template and
one shape that is dominant because it is two templates high and two templates wide. Directs students to
create only one object that is the largest. Prompts: Which birds do you think are the largest in the painting? Why do
we tend to look at the largest shapes first? Artists call this dominance. Sometimes they make one object large hoping
to help viewers look at that object first In order to make something twice as large using a template, put a dot at the
bottom ofthe template and at the top of the template. Now stack the template on top ofthe top dot Place another
dot on top. Now you have doubled the height Now use the same process for doubling the width. Now draw the shape
twice as large within the dots.
Student: Make a collage of repeated sizes of the same shapes. Creates the same shape in the same sizes.
Creates one shape that is largest and identifies it as the dominant shape.
TACOMA PUBLIC SCHOOL DISTRICT
MATH AN DART CURRICULUM
LESSON EXPANSION
Finds five things to measure. Measures objects
and records the largest object as dominant.
Compares standard and nonstandard
measurements. What is the measurement with a
ruler? With a nonstandard measurement tool?
Return to the painting and measure with a
standard measurement.
r··················..························..·..·······
"
,
EVERYDAY CONNECTIONS
: Home / Community References: relative size of objects in the
: natural and the constructed world
First Grade Lesson - Sizing Things Up with Nonstandard Units
Measurement: Approximation and
Precision • Estimates and measures
length using nonstandard units in
everyday situations in other disciplines.
ESSENTIAL LEARNINGS
:
AEL 1.1 concepts: size, geometric,
organic
AEL 1.2 skills and techniques:
dominance, approximate measurement
AEL 2.3 applies a responding process:
analysis
MEL concepts: height, length
MEL skJlls and techniques: nonstandard
measurement
T4comc; school District Art c;nq Mc;th Lessons in the C/c;ssroom
FIRST GRADE - SIZINC THINCS UP WITH NONSTANDARD UNITS
Target Learnings and Assessment Criteria
Knowledge and skills:
The student:
TL: Identifies a nonstandard measurement tool.
AC: Finds and uses more than one everyday object as a measurement tool.
TL: Measures image or object with a nonstandard measurement tool.
AC: Records measurement using an everyday object.
TL: Repeats the size of an object in a composition.
AC: Approximates the same object size more than once in the same composition through the use of a
template.
TL:
J
one. tilE s.Lfc_of an object in a composition.
AC: Repeals the shape but doubles (he size of an object in a composition.
TL: Creates one dominant shape through size.
AC: Makes one object larger than other similar objects.
ASSESSMENTS CH ECKLIST
Checklist: Total Points: 6
Student
Math
Measurement
Skill and
Technique
Size
Dominance
Total
Points
1-6
identifies more
than one
nonstandard
measurement
tool
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.
Total
Percentaqe
Mean
Median
Teacher Comments:
records
measurement
using an
everyday
obiect
creates and
uses a
template
approximates
the same
object size
more than
once
repeats a
shape but
doubles
the size
identifies
dominant
shape as
largest
obiect
T4comq Puhlic schoolOistriet
Artqnc/ Mqth Lessons in the clqssroom
Tell Me About Your Art qfJd Mqth/
Dear First Gr'1de Parents:
Today we studied math and art together. We considered ways we use nonstandard measurement
tools in art and math.
o
Looking and Talking: We looked at the birds in a painting by Hartley and considered
the different sizes of birds. We found that the largest birds were dominant, the most
important image or the object we looked at first in the painting.
8 Using Me'lsurement: We used a variety of nonstandard measurement tools to measure
the birds in the painting (paper clips, thumbs, erasers, etc.). We repeated sizes and made
one shape double in size using a nonstandard measurement tool for art, a template.
e
Making Art:: We made collages of shapes in the same and doubled sizes in our
compositions. We used templates, a self-made pattern, to repeat the same size shapes. We
also made the same shape large.
Art qfJd Mqth qt Home
Together:
You could find five things to measure at home using nonstandard measurements.
Together, look in the environment or at art and compare sizes of different or similar objects.
Questions to 'lsk:
What tools did you use to measure?
Use of17017st417d4rd me4slJ/'emel7t tools
C4n determine size.