Joan Miro
Mrs. Miyasaki
Hartsville
Middle School
“I try to apply colors like words that
shape poems, like notes that shape
music.”
Accommodating All Learners:
Strategies

Students who have Asperger’s and/or are

art prints in the classroom, and observational art
activities.

Students with physical limitations:
Develop a non-verbal signal for the student to ask for

Bodily/kinesthetic- art-making activities, experience
hands-on creating, and express emotions through
color and symbolism.
helpers.
Students with IEP’s and 504 Plans:
Logical/mathematical- opportunities to see and create
patterns, measure, identify and create visual weight
and balance, work with geometric shapes, and use
mathematical drawing and building like architectural
design.
provide an alternative.
assistance. Provide the option of table easels. Assign student
Verbal/linguistic -narration, class discussion, critique,
and writing about art.
somewhere on the Autism scale: Anticipate when a
set of circumstances will be overwhelming to a student and
Visual/spatial - gallery visits (actual and/or virtual),

Musical/rhythmic- creating art to music.
Follow instructions on IEP and collaborate with special
education teacher.
Color Blind Students:
Provide written labels for all colors. Create all flipcharts with
high contrast text (dark font on white or light font on black).
Non- English Speaking: If available, provide seating
near a student that is able to translate. Use the Internet to
translate text.
3
Multiculturalism and Cross-Curricular
Activities, Early Finishers
Students that do not master skills
modeled will be given re-grouped
and given another demonstration.
Students are grouped by tables based
on a pre-test used to measure their
ability to follow instructions and
safety procedures. Students that
struggle to keep up with step by step
directions and procedures are
grouped with those that have little
difficulty following instructions and
procedures. This ensures safety in the
classroom.
4
Seventh grade students have been
studying famous artist.
TALKING
Students are allowed to talk at their tables
during work time . They must use an
inside voice or whisper. They must be
working the entire time.
If they get too loud or stop working, I will
flip the letter “A” (located on the wall).
EARLY FINISHERS
DRAW WALL
If it happens again, I will flip the letter
“R”.
If the “T” is flipped, talking privileges will
be5 taken away for the rest of class.




Sketchbook assignments
Zentangles
Coloring sheet Cartooning
Reading
Each lesson ends with a major project. The project
is graded using a Self Reflection Rubric. The
project rubric counts as a test grade.
PART ONE OF PROJECT RUBRIC: RATE YOURSELF
Rate
yourself
7
Circle the number in
pencil that best
shows how well you
feel that you
completed that
criterion for the
assignment
What level of effort
did the student put
forth in the project?
How well did the
student stay on task
and complete the
project in a timely
manner?
What is the level of
creativity used?
What is the level of
craftsmanship and
technique used?
How well does this
artwork follow the
rules for the project?
POOR
AVERAGE
GOOD
EXCELLENT
(significant
improvement
needed)
(still some
improvement
needed)
(very little
improvement
needed)
No
improvement
needed
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
(no rules
followed)
(1 rule
followed)
(2 rules
followed)
(all 3 rules
followed)
STUDENT
RATING
TEACHER
RATING
Each lesson ends with a major project. The project is graded using
a Self Reflection Rubric. The project rubric counts as a test
grade.
PART TWO OF PROJECT RUBRIC: PROJECT RULES
RULE 1
RULE 2
RULE 3
EXAMPLE
The students used geometrical shapes on mask.
The student created a symmetrical design.
The student used overlapping.
PART THREE OF PROJECT RUBRIC: SELF REFLECTION
1. In talking about your own work of art, how closely does the end result
match what you had in mind to create?
2. Explain why you chose the images, objects, and colors you did for your
artwork.
3.
What was your experience like in making this artwork?
4. What would you have done if you had had more time?
5. What titles could you give this artwork? Name at least three.
8
Bell Work
Read aloud/Identify
Key Terms
Read aloud/Identify Key
Terms
Power Point
Demonstrate completing
ABC biography handout
Demonstrate steps to
creating painting
ABC Biography together
Practice steps (guided
practice)/ plan painting
Closure: Rapid
Response Cards
Group- Use the information from
today’s lesson to create an ABC
biography. Share results with class.
Closure: Rapid
Response Cards
Create a painting in the
style of Joan Miro
Essential Question
Using the ABC Biography sheet, identify the characteristics of Joan Miro’s
art and his life as an artist.
Standard
Identify the characteristics of artist and artworks from various historical
periods.
Essential Question
Create a painting in the style of Miro that is appropriate for good
composition and follows the project rules.
Standard
Create artworks by using elements and principles of design that
are appropriate for good composition and for the
communication of the particular ideas.
Did you ever draw or color a picture as a child?
What did it look like?
Whole group discussion. Write student ideas
around light bulb.
Joan Miro
 1893-1983
 Spanish painter, sculptor,
and ceramist
 His work has been called
“a sandbox for the
subconscious mind”
 Known for creating many
Public Works
Joan Miro was born in Spain. He began drawing at an early age and studied art
throughout school. Much of his work is said to have childlike qualities. He had
a very long career and was influenced by many artistic styles.
Joan Miro became famous for completing art
installations in public places.
One of his
works, a
tapestry, hung in
the World Trade
Center in New
York City. It was
the most
expensive piece
of art destroyed
when the Twin
Towers fell on
September 11,
2001.
• What shapes do you see? How
many dots are in the painting?
• This painting is called People
and Dog in the Sun. Can you find
the people? The Dog? The Sun?
• This painting is sometimes
referred to as “Upside-Down
Figures”. Can you see why?
• Is this painting something you
would see in real life? Why or
why not?
 In Paris, Miró became
friends with Surrealist
artists and writers.
 He began to paint
images from his dreams
and imagination.
Birth of the World. 1925, Oil on
canvas, 98 ¾ x 78 ¾ inches.
Hirondelle Amour. 1933-34, Oil on canvas, 6’ 6 ½” x 8’ 1 ½ “
 Would you describe the
shapes in this painting as
organic or geometric?
 Can you find the bird?
The pair of lovers?
 Do you see symbols that
remind you of a night
sky?
The Beautiful Bird Revealing the
Unknown to a Pair of Lovers. 1941,
Guache and oil wash on paper,
18 x 15 inches
 In Miro’s later work, he
used a few simple colors.
 Do you see a peasant
with a scythe in this
painting?
 What else could the
yellow curved shape be?
Catalan Peasant in Moonlight.
1968, Acrylic on canvas,
63 7/8 x 51 1/8 inches
Characteristics of Miro’s Art
 Childlike
 Images from
dreams and
imagination
Characteristics of Miro’s Art
 Primary
colorsred,
yellow
and blue.
Primary Colors
• The primary colors
are red, blue, and
yellow.
• Primary colors
cannot be made
from other colors.
Characteristics of Miro’s Art
 GEOMETRIC SHAPESman made shapes
 ORGANIC SHAPESshapes found in
nature
Characteristics of Miro’s Art
 Lots of
dots
Characteristics of Miro’s Art
 Abstracted
shapes
Characteristics of Miro’s Art
 No gravity
 Seems to
float on
paper
Video clip of
work by
Miro
Group Instructions:
Use the ABC
Biography handout to
find words that
describe the work and
life of the artist.
Model One, One Together, Complete the rest on your own
Instructions:
Respond to the questions using the art
rapid response cards.
Hold up the correct answer to the
question.
Miro was a _________painter
that lived from 1893- 1983
A. French
B. Spanish
Art had many childlike qualities.
A. True
B. False
Painted images from his ______
and imagination.
A. travels
B. dreams
Used ________ colors
(red, yellow and blue).
A. primary
B. secondary
Images seem to ______ on paper.
A. move
B. float
Accommodating All Learners:
Strategies
Students who have Asperger’s and/or are
somewhere on the Autism scale: Anticipate when a
set of circumstances will be overwhelming to a student and
provide an alternative.
Students with physical limitations:
Develop a non-verbal signal for the student to ask for
assistance. Provide the option of table easels. Assign student
helpers.
Students with IEP’s and 504 Plans:
Follow instructions on IEP and collaborate with special
education teacher.
Color Blind Students:
Provide written labels for all colors. Create all flipcharts with
high contrast text (dark font on white or light font on black).
Non- English Speaking: If available, provide seating
near a student that is able to translate. Use the Internet to
translate text.
 Visual/spatial - gallery visits (actual and/or virtual),
art prints in the classroom, and observational art
activities.
 Verbal/linguistic -narration, class discussion, critique,
and writing about art.
 Logical/mathematical- opportunities to see and create
patterns, measure, identify and create visual weight
and balance, work with geometric shapes, and use
mathematical drawing and building like architectural
design.
 Bodily/kinesthetic- art-making activities, experience
hands-on creating, and express emotions through
color and symbolism.
 Musical/rhythmic- creating art to music.
Multiculturalism and Cross-Curricular
Activities,
Early Finishers
37
Students that do not master skills
modeled will be given re-grouped
and given another demonstration.
Students are grouped by tables based
on a pre-test used to measure their
ability to follow instructions and
safety procedures. Students that
struggle to keep up with step by step
directions and procedures are
grouped with those that have little
difficulty following instructions and
procedures. This ensures safety in the
classroom.
38
Seventh grade students have been
studying famous artist.
TALKING
Students are allowed to talk at their tables
during work time . They must use an
inside voice or whisper. They must be
working the entire time.
EARLY FINISHERS
If they get too loud or stop working, I will
flip the letter “A” (located on the wall).
DRAW WALL
If it happens again, I will flip the letter
“R”.
If the “T” is flipped, talking privileges will
be taken away for the rest of class.




39
Sketchbook assignments
Zentangles
Coloring sheet Cartooning
Reading
Each lesson ends with a major project. The project
is graded using a Self Reflection Rubric. The
project rubric counts as a test grade.
PART ONE OF PROJECT RUBRIC: RATE YOURSELF
Rate
yourself
Circle the number in
pencil that best
shows how well you
feel that you
completed that
criterion for the
assignment
What level of effort
did the student put
forth in the project?
How well did the
student stay on task
and complete the
project in a timely
manner?
What is the level of
creativity used?
What is the level of
craftsmanship and
technique used?
How well does this
artwork follow the
rules for the project?
POOR
AVERAGE
GOOD
EXCELLENT
(significant
improvement
needed)
(still some
improvement
needed)
(very little
improvement
needed)
No
improvement
needed
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
(2 rules
followed)
(all 3 rules
followed)
(no rules
followed)
(1 rule
followed)41
STUDENT
RATING
TEACHER
RATING
Each lesson ends with a major project. The project is graded using
a Self Reflection Rubric. The project rubric counts as a test
grade.
PART TWO OF PROJECT RUBRIC: PROJECT RULES
RULE 1
RULE 2
RULE 3
EXAMPLE
The students used geometrical shapes on mask.
The student created a symmetrical design.
The student used overlapping.
PART THREE OF PROJECT RUBRIC: SELF REFLECTION
1. In talking about your own work of art, how closely does the end result
match what you had in mind to create?
2. Explain why you chose the images, objects, and colors you did for your
artwork.
3.
What was your experience like in making this artwork?
4. What would you have done if you had had more time?
5. What titles could you give this artwork? Name at least three.
42
Bell Work
Read aloud/Identify Key
Terms
Read aloud/Identify Key
Terms
Power Point
Demonstrate completing ABC
biography handout
Demonstrate steps to
creating painting
ABC Biography together
Practice steps (guided
practice)/ plan painting
Closure: Rapid
Response Cards
Group- Use the information from
today’s lesson to create an ABC
biography. Share results with class.
Closure: Rapid
Response Cards
Create a painting in the style
of Joan Miro
Essential Question
Using the ABC Biography sheet, identify the characteristics of Joan
Miro’s art and his life as an artist.
Standard
Identify the characteristics of artist and artworks from various historical
periods.
Essential Question
Create a painting in the style of Miro that is appropriate for good
composition and follows the project rules.
Standard
Create artworks by using elements and principles of design that are
appropriate for good composition and for the communication of the
particular ideas.
Did you ever draw or color a picture as a child? What
did it look like?
Whole group discussion. Write student ideas
around light bulb.
Instructions:
Respond to the questions using the art
rapid response cards.
Hold up the correct answer to the
question.
Miro was a _________painter
that lived from 1893- 1983
A. French
B. Spanish
Art had many childlike qualities.
A. True
B. False
Painted images from his ______
and imagination.
A. travels
B. dreams
Used ________ colors
(red, yellow and blue).
A. primary
B. secondary
Images seem to ______ on paper.
A. move
B. float
Demonstrate creating a Miro sketch with the
game board.
Demonstrate transferring design to large
paper.
Demonstrate adding color to design.
Demonstrate outlining the design.
 Practice drawing a Miro with game
 Practice using paintbrush to create color
sections and outlines
 (Guided Practice)
Instructions:
Respond to the questions using the art
rapid response cards.
Hold up the correct answer to the
question.
Question: Based on where students are at in the lesson
A. TRUE
B. FALSE
Draw a Miro monster design on large paper
(use the sketch you made with the game)
Paint the design with primary colors
Outline the design with black
PROJECT RULES
 Did you create a monster using elements of a Miro
painting?
 Did you transfer design to large paper?
 Did you paint design using color relationships
characteristic of a Miro?
ACTIVITY (practice for final)
1. Roll one die.
2. Draw the body shape
shown under the
number rolled.
3. Roll again and add the
head shape.
4. Continue with eyes and
nose.
5. Roll again for shapes to
add and lines to add.
Demonstrate
first roll.
Epilogue - Miro Quartet; Schubert:
Quintet D956/Mendelssohn:
Quartet, op. 80
1.
2.
3.
4.
5.
6.
7.
8.
I. Allegro Vivace Assai - Presto
II. Allegro Assai
III. Adagio
IV. Finale: Allegro Molto
I. Allegro Ma Non Troppo
II. Adagio
III. Scherzo: Presto - Trio: Andante Sostenuto
IV. Allegretto
Did you create a monster
using elements of a Miro
painting?
Did you transfer design to
large paper?
Did you paint design using
color relationships
characteristic of a Miro?
50 points from project and project rules.
50 points from self-reflection.
61
Share your art with two people in your group.
Ask for ideas and suggestions. Give ideas and
suggestions. Find something you like in one
person’s work. Find one thing you might
would change.
REFLECTION N
C
Accommodating All Learners:
Strategies
Students who have Asperger’s and/or are
somewhere on the Autism scale: Anticipate when a
set of circumstances will be overwhelming to a student and
provide an alternative.
Students with physical limitations:
Develop a non-verbal signal for the student to ask for
assistance. Provide the option of table easels. Assign student
helpers.
Students with IEP’s and 504 Plans:
Follow instructions on IEP and collaborate with special
education teacher.
Color Blind Students:
Provide written labels for all colors. Create all flipcharts with
high contrast text (dark font on white or light font on black).
Non- English Speaking: If available, provide seating
near a student that is able to translate. Use the Internet to
translate text.
 Visual/spatial - gallery visits (actual and/or virtual),
art prints in the classroom, and observational art
activities.
 Verbal/linguistic -narration, class discussion, critique,
and writing about art.
 Logical/mathematical- opportunities to see and create
patterns, measure, identify and create visual weight
and balance, work with geometric shapes, and use
mathematical drawing and building like architectural
design.
 Bodily/kinesthetic- art-making activities, experience
hands-on creating, and express emotions through
color and symbolism.
 Musical/rhythmic- creating art to music.
Multiculturalism and Cross-Curricular
Activities,
Early Finishers
64
Students that do not master skills
modeled will be given re-grouped
and given another demonstration.
Students are grouped by tables based
on a pre-test used to measure their
ability to follow instructions and
safety procedures. Students that
struggle to keep up with step by step
directions and procedures are
grouped with those that have little
difficulty following instructions and
procedures. This ensures safety in the
classroom.
65
Seventh grade students have been
studying famous artist.
TALKING
Students are allowed to talk at their tables
during work time . They must use an
inside voice or whisper. They must be
working the entire time.
EARLY FINISHERS
If they get too loud or stop working, I will
flip the letter “A” (located on the wall).
DRAW WALL
If it happens again, I will flip the letter
“R”.
If the “T” is flipped, talking privileges will
be taken away for the rest of class.




66
Sketchbook assignments
Zentangles
Coloring sheet Cartooning
Reading
Each lesson ends with a major project. The project
is graded using a Self Reflection Rubric. The
project rubric counts as a test grade.
PART ONE OF PROJECT RUBRIC: RATE YOURSELF
Rate
yourself
Circle the number in
pencil that best
shows how well you
feel that you
completed that
criterion for the
assignment
What level of effort
did the student put
forth in the project?
How well did the
student stay on task
and complete the
project in a timely
manner?
What is the level of
creativity used?
What is the level of
craftsmanship and
technique used?
How well does this
artwork follow the
rules for the project?
POOR
AVERAGE
GOOD
EXCELLENT
(significant
improvement
needed)
(still some
improvement
needed)
(very little
improvement
needed)
No
improvement
needed
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
5-6
7-8
9
10
(2 rules
followed)
(all 3 rules
followed)
(no rules
followed)
(1 rule
followed)68
STUDENT
RATING
TEACHER
RATING
Each lesson ends with a major project. The project is graded using
a Self Reflection Rubric. The project rubric counts as a test
grade.
PART TWO OF PROJECT RUBRIC: PROJECT RULES
RULE 1
RULE 2
RULE 3
EXAMPLE
The students used geometrical shapes on mask.
The student created a symmetrical design.
The student used overlapping.
PART THREE OF PROJECT RUBRIC: SELF REFLECTION
1. In talking about your own work of art, how closely does the end result
match what you had in mind to create?
2. Explain why you chose the images, objects, and colors you did for your
artwork.
3.
What was your experience like in making this artwork?
4. What would you have done if you had had more time?
5. What titles could you give this artwork? Name at least three.
69
AGENDA
Bell work
E.Q. Read aloud/write
Review instructions and
model completing grade
sheet.
Complete question one
together
You Do- Complete
reflection/grade sheet
70
Did you create a monster
using elements of a Miro
painting?
Did you transfer design to
large paper?
Did you paint design using
color relationships
characteristic of a Miro?
50 points from project and project rules.
50 points from self-reflection.
71
Today’s
E.Q
Use descriptive, interpretive, and evaluative
statements to make informed aesthetic
judgments about your art.
Read Aloud/ Key Terms
What have we learned so far?
Why do you
think judging
your own
work is
important?
Group
Discussion
My end result was a little different from my original idea. I
really wanted to use red for the center part of the design.
After getting started, I decided blue would provide more
balance in the design.
I had to change some things, but I liked the way it turned
out. It looked like my original idea.
It looked good. I liked it.
In talking about your art,
how does the end result match
75
what you had in mind?
Mrs. Miyasaki wanted us to use African designs. I
picked the triangle patterns because I thought they
looked more African. I used a lot of white because it
stood out on my dark background.
I picked the triangles because I liked them. The
teacher picked the colors.
Because I liked them.
Explain why you chose
the images, objects and
76
colors?
I really enjoyed this project because I like to paint. I did
get annoyed with the messy black paint, but I still
enjoyed making the mask. I thought painting the
patterns was difficult. I didn't like that part.
It was fun because I like to paint.
It was fun.
What was your experience
like in making this art
77
work?
If I had more time, I would have liked to add more
trees to the background. I would also have taken
my time on the watercolor part. I thought it was a
little too messy!
I would have added more things to the picture.
Nothing.
What would you have
done if you had more
78
time?
Instructions:
Respond to the questions using the art
rapid response cards.
Hold up the correct answer to the
question.
Do you answer questions in complete
sentences?
A. Yes
B. No
How much are the self- reflection
questions worth?
A. 10 points each
B. 5 points each
How many total points can you get
for rating yourself in the top
portion?
A. 50
B. 100