Saint Paul Public Schools Visual Arts Elementary Scope and Sequence – Kindergarten
Subject: Visual Art – Unit 1, Unit Title: Elements of Art - Line
Timeframe: (# days/week): First Quarter
Unit: Elements of Art - Line
Skills / Concepts:
SPPS POWER STANDARDS ARE UNDERLINED:
MN Academic Standard in the Arts:
MN Standard: Strand I: Artistic Foundations
Standard 1: Demonstrate knowledge of the
foundations of the arts area
1. Identify the elements of visual art, including
color, line, shape, texture, and space.
Big Idea:
A variety of lines are used in creating an artwork.
Skills:
Standard 3: Demonstrate understanding of
the personal, social, cultural, historical
contexts that influence the arts areas
1. Identify the characteristics of visual artworks
from a variety of cultures including the
contributions of Minnesota American Indian
tribes and communities
How do I choose the appropriate lines for my art work to show
emotions or tell a story?
Vocabulary
Thick, thin, vertical, horizontal,
diagonal, zigzag, curved, rough
and smooth lines.
Essential Questions:
How do lines help to express ideas and tell a story in works of
art?
Resources
Visual artists:
Katsushika Hokusai, Claude Monet,
Ojibwe artist (unknown),
Websites:
www.artsconnected.org/resource/
3304/storage-bag Ojibwe storage
bag resource
www.artsconnected.org/toolkit/in
dex.html
Minneapolis Institute of Arts
ArtsConnect Ed
www.nmai.si.edu/
National Museum of the American
Activities
SRA Art Connections:
Lessons: Introduction 1, 2, 3
Projects:
1. Thick and thin lines; painting or
alternate materials (felt, ribbon,
paper)
2. Creating a calm landscape using
vertical and horizontal lines
(construction paper, glue)
3. Create an image that using exciting
by using diagonal and zig-zag lines;
computer with paint program, printer,
paper or markers, pencils, crayons,
paper
Observing lines in the environment.
Making lines with your body.
Making lines with a tool on paper.
Concepts:
Identify and describe a variety of line
types.
Assessment
Pre-Assessment:
Students draw types of line listed in
“vocabulary.”
Formative:
1. Visual Thinking Strategies with SRA
Large Prints 1. Interior with Egyptian
Curtain 2. Cat and Kittens
2. Bend a pipe cleaner into a variety of
line types.
Summative:
Students draw types of line listed in
“vocabulary.”
1. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
Indian
http://mrc.spps.org/
SPPS Multicultural Resource Center
SRA Assessments:
Creative Expression Rubric p. 39A in TE,
SRA Art Connections
Assessment Book: pp 9-12 for thick and
thin lines; pp 13-14 for diagonal and
zigzag lines; pp. 17-18 for smooth and
rough line
Reading
Harold and the Purple Crayon, Crockett Johnson
A Picture for Harold’s Room, Crockett Johnson
Lines , Philip Yenawine
Line and Tone, Paul Flux
Title, Artist, Year
Ojibwe storage bag, Artist unknown (20c)
Writing
Draw a thick line and write the word “thick
line” underneath it.
Draw a thin line and write the word “thin line”
underneath it.
The Great Wave Off Kanagawa, Katshshika
Hokusai (1830-1833)
Art Criticism – Blooms Taxonomy
1. Describe the different types of lines you see in these artworks?
(Understanding)
2. What is the difference between a thick and thin line? (Understanding)
Cross Curricular Connections
Math: Use lines to create numbers.
Classification of line types.
Science: Observe and describe lines in nature (trees,
grass, human form)
Humanities: Ojibwe and MN tribes art forms (lines in
geometric and organic designs)
Music: Play music with a variety of tempos to inspire
drawing different types of lines.
Title, Artist, Year
Four Trees, Claude Monet (1891)
Visual Thinking Strategies Protocol www.vtshome.org
1. Take a quiet moment to look.
2. What’s going on in this picture?
3. What do you see that makes you say that?
4. What more can we find?
2. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
Saint Paul Public Schools Visual Arts Elementary Scope and Sequence – Kindergarten
Subject: Visual Art – Unit 2, Elements of Art - Shape
Timeframe: (# days/week): First Quarter
Unit: Elements of Art - Shape
Skills / Concepts:
SPPS POWER STANDARDS ARE UNDERLINED:
MN Standard: Strand I: Artistic Foundations
Standard 1: Demonstrate knowledge of the
foundations of the arts area
1. Identify the elements of visual art, including
color, line, shape, texture, and space.
Big Ideas:
Shapes can be found in art and in the environment.
Skills:
Observing shapes in the environment.
Making shapes with your body.
Draw free-form organic and geometric shapes.
Strand II: Artistic Process: Create or Make
Standard 1: Create or Make in a variety of
contexts in the arts area using the artistic
foundations
1. Create original two and three-dimensional
artworks to express ideas, experiences, or
stories.
Vocabulary
Shape, organic, free-form,
geometric, circle, square, triangle,
rectangle
Artworks can contain both geometric and free-form
organic shapes.
Essential Questions:
How do shapes help to express a variety of ideas and
tell stories?
What is the difference between a line and a shape?
Concepts:
Identify and describe free-form organic and
geometric shapes.
Draw free-form body shapes such as legs and
hands.
Draw geometric shapes.
Where can we find two-dimensional shapes in
everyday life?
Resources
Visual Artists: Gustave
Caillebotte, Pablo Picasso,
Allan Rohan Crite, Georgia
O’Keeffe, Auguste Herbin,
Romare Bearden, Keith
Haring
Websites:
www.artsconnected.org/tool
kit/index.html
Minneapolis Institute of Arts
ArtsConnect Ed
www.haringkids.com/
Keith Haring interactive
coloring book
Activities
SRA Connections:
Lessons: 2, 3, 4, 5
Projects:
2. Create a design with
geometric shapes.
3. Create leaf print or
drawing with free-form
organic shapes.
4. Draw a picture of where
you live using geometric
or organic shapes.
5. Draw a full body
portrait.
Assessment
Pre-Assessment:
Students draw and print types of free-form organic
shapes listed in vocabulary.
Formative:
Visual Thinking Strategies with SRA Large Prints Fruit
Displayed on a Stand by Gustave Caillebotte, Le
Gourmet by Pablo Picasso.
Summative:
Students draw types of shapes listed d in “vocabulary.”
SRA Art Connections Assessment:
Creative Expression Rubric p. 90
Assessment pp 23-24 for geometric shapes; pp 25-26
for free-form shapes; pp 27-28 for geometric & free-
3. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
form shapes
Reading
How Artists Use Shapes, Paul Flux
Pumpkin Time, Lois Ehert
A Chair for My Mother, Vera B. Williams
Eric Carle books
Where the Wild Things Are, Maurice Sendak
Round as a Moon Cake, Grace Lin
Shapes, Shapes, Shapes, Tanya Hoban
Title, Artist, Year
Fruit Displayed on a Stand, Gustave Caillebotte,
1881-1882
Writing
Write a picture story about the place that you
live.
Create a fantasy creature using shapes and tell
the story about your creature.
Title, Artist, Year
Le Gourmet, Pablo
Picasso, 1901
Art Criticism – Blooms Taxonomy
1. Describe the different types of shapes you see. (Understanding)
2. Where so you see free-form organic shapes? (Analyzing)
3. Where do you see geometric shapes? (Analyzing)
Cross Curricular Connections
Math: Create patterns with geometric shapes
Science: Observe shapes in the environment such
as shapes of fruits and vegetables
Movement: Create a dance sequence using your
and bodies to make different shapes with your
arms and legs. Use high, medium and low levels
in your dance.
Title, Artist, Year
Untitled – Dancing Yellow, Keith Haring
c. 1980’s
4.
5.
6.
7.
Visual Thinking Strategies Protocol www.vtshome.org
Take a quiet moment to look.
What’s going on in this picture?
What do you see that makes you say that?
What more can we find?
4. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
Saint Paul Public Schools Visual Arts Elementary Scope and Sequence – Kindergarten
Subject: Visual Art – Unit 3 - Color
Timeframe: (# days/week): Second Quarter
Unit: Elements of Art - Color
Skills / Concepts:
SPPS POWER STANDARDS ARE UNDERLINED:
MN Academic Standards in the Arts: Strand I: Artistic
Foundations
Standard 1: Demonstrate knowledge of the foundations of
the arts area
1. Identify the elements of visual art, including color, line,
shape, texture, and space.
Strand IV: Artistic Process: Respond or Critique
Standard 1: Respond to or critique a variety of creations
and performances using the artistic foundations
1. Compare and contrast the characteristics of a variety of
works of visual art
Big Idea:
Works in visual art are organized by elements and
principles that guide the creators of art.
Skills: color recognition, brush
techniques, coloring techniques, glue,
cut
People associate colors with specific emotions and
moods.
Concepts: Recognition of objects by
color, colors to show emotion (happy
and sad), color has value, compare
and contrast
Vocabulary
Color
names, tool
names,
primary and
secondary,
lighter &
darker
(black and
white),
emotion
words
Essential Question:
What do we see every day that color helps us to
identify?
Would we be able to identify these objects without
color?
Resources
Visual Artists: Henri Matisse, Frank Big, Bear, David Dias, Peggy Flora Zalucha,
Eduard Vuillard, Audrey Flack, Jacob Lawrence, Wayne Thiebaud, Marc Chagall,
Tlingit Octopus bag (artist unknown), Janet Fish, Pablo Picasso, John Henry
Twachtman, Katsushika Hokusai, Rodney Alan Greenblat, Vladimir BaranovRossine
Websites:
http://www.lafayette-online.com/arts-entertainment/2011/02/frank-big-bearpurdue
Frank Big Bear
http://hirshhorn.si.edu/visualmusic/index.html
Activities
SRA Art
Connections:
Lessons:
Introduction and 1,
2, 5, 6
Projects:
1. Create a flower
garden. (crayons &
white paper)
2. Food collage in
Listening With the Heart Exhibition
real color
http://thecenter.spps.org/Listening_to_the_Heart_Exhbition_Information.html 5. Draw self(Virtual Music for Capriccio Musicale, Vladimir Baranov-Rossine
portraits to show
http://hirshhorn.si.edu/exhibitions/view.asp?key=19&subkey=23
emotion in color.
(Morris Louis revisited)
6. Paint a seascape
http://www.henri-matisse.net/
(value).
(Matisse, Life and Painting)
www.artsconnected.org/toolkit/index.Html
Assessment
Pre-Assessment:
Color flashcards
Formative:
Chart objects by color.
Summative:
Completion of work with correct
colors.
SRA Art Connections:
Creative Expression Rubric
Assessment pp 33-34; pp 35-36 and
43-44 for light and dark colors
5. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
http://artsedge.kennedy-center.org/educators.aspx
http://hirshhorn.si.edu/
www.artcyclopedia.com
www.whitney.org
www.artnet.com
www.artchive.com
www.carnegiemuseums.org
www.johnhtwachtman.com
Reading
Eating the Alphabet, Lois Elhert
In the Ocean, Claire Henley
Oceans, Christine Ward
Smokey Night, Eve Bunting
Title, Artist, Year
Title, Artist, Year
Cross Curricular Connections
Math:
Science: Color experiments
http://educationaltoyfactory.com/colorscience.htm
http://www.kidzone.ws/science/colorwheel.htm
www.easy-science-fair-projects.net/kindergartenscience-fair-project-idea.html
Movement: Create actions to the words in a song “I
can sing a rainbow, red, yellow, …”
Title, Artist, Year
Capriccio Musicale, Vladimir Baranov-Rossine,
1913
Point of Tranquility, Morris Louis, 1959-1960
Nuclear Portrait #2, Frank Big Bear, 1996
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Writing / Speaking
Learn how to write, say and spell color names.
Identify your favorite color and tell how it makes you
feel.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Art Criticism – Blooms Taxonomy
1. Where are light colors? Where are dark colors? (Analyzing)
2. Is your picture calm or rough? (Interpreting)
3. Do you like the colors in your painting? Why or why not. (Judgment with
evidence))\
1.
2.
3.
4.
Visual Thinking Strategies Protocol www.vtshome.org
Take a quiet moment to look.
What’s going on in this picture?
What do you see that makes you say that?
What more can we find?
6. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
Saint Paul Public Schools Visual Arts Elementary Scope and Sequence – Kindergarten
Subject: Visual Art – Unit 4 Space and Form
Timeframe: (# days/week): Third Quarter
Unit: Elements of Art – Space and Form
Skills / Concepts:
SPPS POWER STANDARDS ARE UNDERLINED:
MN Academic Standards in the Arts:
Strand I: Artistic Foundations
Standard 1: Demonstrate knowledge of the
foundations of the arts area
1. Identify the elements of visual art, including
color, line, shape, texture, and space.
Strand IV: Artistic Process: Respond or Critique
Standard 1: Respond to or critique a variety of
creations and performances using the artistic
foundations
1. Compare and contrast the characteristics of
a variety of works of visual art
Big Ideas: Experiences in the arts foster understanding,
acceptance and enrichment among individuals, groups
and cultures from around the world and across time.
Skills:
Critical observation (of space and form)
Basic clay construction (coil, slab, pinch pot) (
Lesson 6.)
Clay pots and other containers were used in households
around the world.
Space in art provides a resting place for our eyes.
Essential Questions:
What themes and experiences do people use as
inspiration for their art making?
Concepts:
Form refers to objects having three
dimensions (Lesson 2).
Space and form focuses on space around
three-dimensional objects. (Lesson 3)
Uses for forms refer to pottery that is both
pretty and useful. (Lesson 6)
Why is seeing space important around a form?
Strand II: Artistic Process: Create or Make
Standard 1: Create or Make in a variety of
How are clay pots used by different people and cultures
contexts in the arts area using the artistic
around the world?
foundations
1. Create original two and three dimensional
artworks to express ideas, experiences, or
stories.
Vocabulary
Resources
Activities
Space, form, sculpture, art form, Visual Artists: Allan Houser, Raoul Dufy,
SRA Connections:
dimension, height, width, depth
Edward Hopper, Felipa Trujillo, Camilus,
Lessons: 2, 3, 6
Henry Moore, Duane Hanson, Frank Lloyd
Wright, Taj Mahal, Bactrian Camel, Anceient
Projects:
Egyptian Hippo “William”, Yangshou Jar,
2. Make a clay sculpture of a
Cherokee or Iroquois Bowl, George Segal
person
3. Make a paper towel tube
Websites:
puppet
http://museum.oglethorpe.edu/Hanson.htm
6. Make a clay pinch pot
http://blackhillsbaskets.com/5.html
Assessment
Pre-Assessment:
Ask students to: demontrate the
height of an object, width and
depth
Demonstrate space when looking
at object
Formative:
On-going
Summative:
On-going throughout creation of
7. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
Reading
Lakota basket
www.albrightknox.org
www.metmuseum.org
www.henry-moore-fdn.co.uk
www.kimbellart.org/
Writing / Write to Learn
The Pledge of Allegiance, Scholastic Editors
Fish Faces by Norbert Wu
Mouse Views: What the class Pet Saw, Bruce
McMillan
Henry and Mudge Under the Yellow Moon,
Cyntha Rylant (Describe space and form in the
artwork in the book)
Title, Artist, Year
Lakota pine needle basket, Artist
unknown
art activities
SRA Art Connections: Rubric
p.133A
Space and Form p. 137A
Cross Curricular Connections
Write (or narrate) a story about the couple in Old
Couple on a Bench
Predict what they have just done and what they will
do next.
Describe for dictation, how the Frank Lloyd Wrights
Stockman House (p. 138) and the Taj Mahal (p. 139)
are the same and different. (Addresses compare
and contrast benchmark).
Draw a picture of several similar or different forms
used in each building.
Title, Artist, Year
Storyteller Figurine, Felipa Trujillo
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Art Criticism – Blooms Taxonomy
1. How is your classmates form similar to yours (Analyze)
2. What is your statue doing? (Interpret)
3. How does your statue look like you? (Describe)
Math: Tape out the length of a Moore sculpture
(p. 134), and measure the length of it and then
tape out Allan Houser’s sculpture Earth Song
son p. 124. (addresses compare and contrast
benchmark).
Science: Hanson is from MN, Trujillo is from NM,
discuss weather conditions in these areas.
Social Studies: How are the storage jars and
bowls used in daily life of ancient civilizations.
How are they used today? (Lesson 3)
Title, Artist, Year
Old Couple on a Bench, Duane
Hanson, 1995
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Title, Artist, Year
Painted Storage Jar, Yangshou
Culture
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Visual Thinking Strategies Protocol www.vtshome.org
1. Take a quiet moment to look.
2. What’s going on in this picture?
3. What do you see that makes you say that?
4. What more can we find?
8. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
Saint Paul Public Schools Visual Arts Elementary Scope and Sequence – Kindergarten
Subject: Visual Art – Unit 5 – Texture
Timeframe: (# days/week): Fourth Quarter
Unit: Elements of Art - Texture
Skills / Concepts:
SPPS POWER STANDARDS ARE UNDERLINED:
MN Standard: Strand I: Artistic Foundations
Standard 1: Demonstrate knowledge of the
foundations of the arts area
1. Identify the elements of visual art, including
color, line, shape, texture, and space.
Strand III: Artistic Process: Perform or
Present
Standard 1: Perform/Present in a variety of
contexts in the arts area using the artistic
foundations
1. Share and describe personal artwork
Big Ideas:
People from different places create textured forms.
Skills: Draw and describe textured lines,
rubbings, create or apply texture in clay.
We use our sense of touch to feel textures.
Concepts:
Locate textures in the environment and describe
how they would visually recreate the texture in a
work of art.
Different artist tools and techniques are used to
recreate texture in art works.
Essential Questions:
In what way do visual textures look different from
real textures?
Experiences in the arts foster understanding,
acceptance and enrichment among individuals,
groups and cultures from around the world and
across time.
How do artist recreate texture in their art works?
Vocabulary
Real texture, visual texture,
collage, texture
Resources
Visual Artists: Beau Dick, Betty Parsons,
John Hoover, Gabriele Munter, Jean
Etienne Liotard, Ashanti Gold
Weights/Ghana, Chinese Ritual Wine
container, Albrecht Durer
Websites: www.nmwa.org/collection
www.samuseum.org
www.arc.gov
www.artic.edu
www.nmai.si.edu
www.asia.si.edu
Activities
SRA Art Connections:
Lessons: 1, 2, 5
Projects:
1. Create a landscape collage with
texture materials.
2. Create a texture hat with crayon
rubbings.
5. Create textured clay medallions.
SPPS Extension Lesson: Draw an
animal using visual texture for fur.
Assessment
Pre-Assessment:
Formative:
On-going
Summative:
Students describe: their artwork
using vocabulary in vocabulary
section.
Line types and shapes in their
artwork
SRA Art Connections: Creative
9. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
Expression Rubric, P., SRA
connections
Assessment pp57-58; pp. 59-60 and
65-66
Reading
When Sophie Gets Angry-Really, Really Angry
Molly Bang
Yo! Yes?, Chris Raschka
Animal Orchestra, Scott Gustafson
The Seashore Book, Charlotte Zolotow
Title and Artist
Winged Frog,
Betty Parsons, 1978
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
1.
2.
3.
4.
The Young Hare,
Albrecht Durer, 1502
Writing
Have students write or narrate a story about the
Child with Ball or The Young Hare.
Create a sense bag with objects that feel
different; use the students’ descriptive words to
create a texture poem.
Cross Curricular Connections
Science: Take a texture walk and chart and draw
various textural objects in nature and that are man
made.
Classify rocks or other materials according to
texture.
Title and Artist
Title and Artist
Child with Ball, Gabriele Munter, 1916
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Art Criticism – Blooms Taxonomy
Describe the textures you see in this mask. (Description)
Do you see geometric and organic shapes and where? (Analysis)
Why do you think the artist created two figures in this mask?
(Interpretation)
What do you think the artist is trying to tell us? (Judgment)
1.
2.
3.
4.
Fish, gold weight, 19th century, artist unknown
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Visual Thinking Strategies Protocol www.vtshome.org
Take a quiet moment to look.
What’s going on in this picture?
What do you see that makes you say that?
What more can we find?
10. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
Saint Paul Public Schools Visual Arts Elementary Scope and Sequence – Kindergarten
Subject: Visual Art – Unit 6 – Principles of Art: Rhythm, Movement, Balance and Unity
Timeframe: (# days/week): Fourth Quarter
Unit: Principles of Art: Rhythm, Movement, Balance and Unity.
Skills / Concepts:
SPPS POWER STANDARDS ARE UNDERLINED:
MN Standard: Strand I: Artistic Foundations
Standard 2: Demonstrate knowledge and use
of the technical skills of the art form,
integrating technology when applicable
1. Identify the tools, materials, and techniques
from a variety of two and three-dimensional
media such as drawing, printmaking, ceramics
or sculpture
Big Idea: Experiences in the arts foster understanding, acceptance,
and enrichment among individuals, groups and cultures from
around the world and across time.
Skills: Repeat drawing.
Cutting with scissors or tearing
paper
Using paper to create a 3D object
Artists use movement to guide the viewers eye.
Essential Question: How do the principles of art affect art (pattern,
rhythm, movement, balance and unity)?
What shapes would you repeat to show a car, boat or train
moving?
Vocabulary
Pattern, rhythm, movement, even balance,
symmetry, unity, sculpture
Resources
Visual Artists:
Jack Savitsky, Currier and Ives, Dieago
Rivera, Carman Lomas Garza
Websites:
www.pbs.org
www.folkartmuseum.org
www.moma.org/whatisaprint
www.diegorivera.com
Concepts:
Shapes and lines are used in art
work to show people and objects.
Rhythm movement, balance and
unity can be shown in visual art
and dance/movement.
Activities
SRA Connections: 2, 4, and 5
Lessons:
Projects:
2. Draw a train and train tracks
4. Cut a symmetrical shape
5. Draw people dancing
Assessment
Pre-Assessment:
Form a group of 5 and
arrange your bodies to
create a balanced, live
sculpture.
Formative:
Arrange your body
symmetrical pose and
show an even balanced
position
Summative:
Form a group of 5 and
arrange your bodies to
create a balanced, live
sculpture.
SRA Assessments:
pp. 189A, 193A, 197A,
201A. 205A, 209A
11. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller
Reading
Tacky the Penquin by Helen Lester
Tippy Bear Hunts for Honey by Coby Hol
Babar’s Museum of Art by Laurent de Brunhoff
Lyle at the Office by Bernard Waber
Title and Artist
Writing
Help students compile a list of word that describes how a train
sounds when it is moving.
Title and Artist
Train in Coal Town, Jack Savitsky, 1968
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
American Express Train, Currier and Ives,
1864
Title and Artist
Cross Curricular Connections
Math:
Science:
Movement: Arrange your body in a
sequence of symmetrical and
asymmetrical position.
Title and Artist
Zandunga Tehuantepec
Dance , Diego Rivera, 1935
Dance at El Jardin, Carmen
Lomas Garza, 1995
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Art Criticism – Blooms Taxonomy
Describe the patterns you see I this pottery. (Description)
Describe the lines and shapes that you see. (Description)
What do you think the symbols mean in this pottery? (Interpretation)
Do you feel that these peies of pottery have unity? (Judgment)
Visual Thinking Strategies Protocol
www.vtshome.org
Take a quiet moment to look.
What’s going on in this picture?
What do you see that makes you say that?
What more can we find?
12. J Spencer de Gutierrez, B Quade-Harick, E Littlefield, R Webster, J Elliott, J Michell, S Linn, M Oberriller, K Miller