Art Lesson plans
Specific
SOL:
See below
Focus Review
PreAssessment:
Kindergarten
Guided
Practice:
Discuss using finger prints to make a picture
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Students will create a picture using prints of their finger tips to create carious
insects such as a caterpillar and then create a nature habituate for the insedct to
live in.
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Objective
The
student
will be able
to:
Create a
picture
using prints
of their
fingers
Independent
Activity:
The students will produce a project on their own following the directions
given for the assignment.
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Evaluation/
Assessment
Homework
Students for
Enrichment or
Support
Completed project.
Oral quizzing and questioning
Evaluating artwork
Direct observation while students are working
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Students can expand their drawings by adding detail.
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Instructional Strategies
Activating prior knowledge
Identifying similarities/
difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing
feedback
Generating and testing
hypotheses
Cues, questions, advance
organizers
Differentiation
Structured small groups
Other ___________________
English
SOL
Social
Math Science
Studies
SOL
SOL
SOL
K.1 The student will create works of art that represent personal solutions to art problems.
K.2 The student will demonstrate self-expression through creation of works of art.
K.2
K.11
K.3.3 The student will identify and use line and line characteristics—straight/curved, thick/thin, long/short,
vertical/horizontal, and diagonal;
K.3.4 The student will identify and use shape—circle, square, triangle, rectangle, and oval
K.4
K.11
K.11
K.5 The student will make a work of art that depicts a specific animal or plant.
K.8
K.8 The student will identify spatial relationships—left, right, top, bottom, side, center, front, back, over, and under.
K.11 The student will demonstrate motor skills in painting, pasting, gluing, folding, cutting, modeling, printing, and
stamping.
K.12
K.11
K.12 The student will identify people who make art as artists (e.g., painters, sculptors, printmakers, architects, graphic
designers).
K.13 The student will identify the purposes for creating works of art.
K.1,K.2
K.6
K.8
Art Lesson plans
Specific
SOL:
See
below,
Focus Review
PreAssessment:
Fifth Grade
Guided
Practice:
Objective
Student
will
create a
landscape
painting
using
single
point
perspectiv
e
Independent
Activity:
Evaluation/
Assessment
Homework
Show examples of Renaissance artwork exhibiting linear perspective. Ask students what is the
common denominator between these works, are they painted abstract or realistically, what
makes them appear realistic? Do they show depth?
Define linear perspective and explain how it was created by Renaissance artists who were
hoping to achieve more realism in their painting. Go over the definitions involved - horizon line,
vanishing point, convergence lines, etc.
Fold paper in half length wise and then fold from corner to corner diagonally in both directions
Have students work lightly at first draw in the horizon line and the vanishing point and the
diagonals.
Have students create a street in the center of the paper and then draw buildings non one side of
the street using the diagonals and the rulers and on the other side they can draw trees or street
light using the diagonals .
Trace over all the lines with permanent marker a
Then paint using water colors
Students will create a work of art depicting a person a tree and a house
Completed project.
Oral quizzing and questioning
Evaluating artwork
Direct observation while students are working
Students can expand their drawings by adding detail.
Students for
Enrichment or
Support
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Instructional Strategies
Activating prior knowledge
Identifying similarities/ difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing
feedback
Generating and testing
hypotheses
Cues, questions, advance
organizers
Differentiation
Structured small groups
Other ___________________
Visual Arts SOL
En
g.
5.1 The student will synthesize information to produce works of art.
5.7
5.5 The student will use the principles of design, including proportion, rhythm, balance, emphasis, variety, contrast,
and unity, to express ideas and create images.
Soc.S
ci.
Math
Sci.
USI.3
5.6 The student will develop ideas for works of art by brainstorming, conducting research, and making preliminary
sketches.
5.6
5.10 The student will use linear perspective in a work of art
5.13
5.11 The student will emphasize spatial relationships in works of art.
5.15
5.12 The student will express ideas through artistic choices of media, techniques, and subject matter.
5.8
5.17 The student will describe and discuss various commercial art careers (e.g., product designer, fashion designer,
graphic artist, and photographer).
5.8
Art Lesson plans
Specific
SOL:
See below
Focus Review
PreAssessment:
Second Grade
Guided
Practice:
Discuss forms and how they are different from shapes.
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Have students draw an oval
Then two straight lines down the sides, then an oval at the bottom similar to the
oval at the top. Have students draw in a straw showing how light is refracted
through water. And using a cone create a drink umbrella.
draw a cube next to the glass as an ice cube melting. Draw a sphere and explain
how the three dimensional effect can only be achieved by shading. Draw a line
across the paper to create a table.
Draw a pyramid in the back ground discuss size relationships when drawing in
more details.
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Objective
Students
will
create a
picture
usuing
forms
placed
together
Independent
Activity:
Evaluation/
Assessment
Homework
Students for
Enrichment or
Support
The students will produce a project on their own following the directions
given for the assignment.


Completed project.
Oral quizzing and questioning
Evaluating artwork
Direct observation while students are working
Students can expand their drawings by adding detail.

Instructional Strategies
Activating prior knowledge
Identifying similarities/
difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing
feedback
Generating and testing
hypotheses
Cues, questions, advance
organizers
Differentiation
Structured small groups
Other ___________________
Visual Arts SOL
English
SOL
Social
Math Science
Science
SOL
SOL
SOL
2.1 The student will investigate various solutions to a single visual arts problem.
2.21
2.2 The student will incorporate unanticipated results of art-making into works of art.
2.3 The student will use literary sources to generate ideas for works of art.
2.1
2.7
2.4.2 The student will identify and use shapes—geometric and organic
2.22
2.5 The student will use environmental themes and historical events as inspiration for works of art.
2.2
2.9 The student will identify and use a variety of sources for art ideas, including nature, people, images, imagination, and
resource materials.
2.1
2.10 The student will create a three-dimensional work of art, using a variety of materials.
2.12 The student will recognize the careers related to the media they have studied.
2.20
2.11
2.13 The student will compare the art, artifacts, and architecture of other cultures with that of their own culture.
2.1
2.15 The student will identify art from other cultures, including Ancient Egypt, Ancient China, and American Indians (First
Americans).
2.2
2.19 The student will interpret ideas and feelings expressed in personal and others’ works of art.
2.11
Art Lesson plans
Specific
SOL:
See Below
Review painting procedures and introduce watercolor resist techniques.
Focus Review
PreAssessment:
Fourth Grade
Guided
Practice:
Objective
The
student
will be able
to:
Produce a
resist
painting
depicting
an animal
in its
environme
nt
Independent
Activity:
Evaluation/
Assessment
Homework
Students for
Enrichment or
Support
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Will do a step by step iguana
Student will create a individual setting for their iguana and then go over the iguana with
sharpie markers.
The students will then paint in their drawing with water based paint.
The student will be able to:
Produce a paper cut out painting depicting a silhouetted landscape at sunset.
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Completed project.
Oral quizzing and questioning
Evaluating artwork
Direct observation while students are working

Students can expand their drawings by adding detail.



Instructional Strategies
Activating prior knowledge
Identifying similarities/
difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing
feedback
Generating and testing
hypotheses
Cues, questions, advance
organizers
Differentiation
Structured small groups
Other ___________________
Visual Arts SOL
English
SOL
4.1 The student will research and generate ideas for creating works of art, using discussion.
4.1
4.3 The student will create a work of art that uses themes, ideas, and art forms from the past.
Social
Math Science
Science
SOL SOL
SOL
VS.1
4.4 The student will identify and use the characteristics of color, including hue, tint, shade, and intensity.
4.1
4.8 The student will identify positive and negative space in works of art.
4.2
4.12 The student will compare and contrast abstract and realistic works of art.
4.1
4.18 The student will analyze works of art based on visual properties.
4.2
4.19 The student will compare and contrast abstract, representational, and nonrepresentational works of art.
4.21
4.21 The student will support the selection of a work of art, using appropriate art vocabulary.
4.6
4.24 The student will discuss how personal beliefs influence responses to works of art.
4.1
4.25 The student will formulate questions about works of art.
4.6
4.26 The student will select a preferred work of art from among others and defend the choice, using appropriate art
vocabulary.
4.2
Art Lesson plans
Specific
SOL:
See Below
Focus Review
PreAssessment:
Discuss mask and their properties. Discuss their roles in various cultures throughout
time.
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discuss how the trunk is thick on the bottom and as the tree grows and gets higher, the
branches get small and thinner. I encourage the kids to think of the tree as an upside down
“Y”. demonstrate how to add branches with the crayon, concentrating on making the
branches narrower as they grow away from the trunk.
Next, have the student’s create “bark” by using either the black or brown crayon.
Adding the snow. With a small paintbrush, have the students paint big swathes of white paint
Guided
Practice:
across the bottom of the paper, going right over the tree trunk.. Next, have the student’s paint
small clumps of “snow” in the pockets of the tree branches.
Have students paint something red on their picture. It could be a scarf for a snowman, a red
First Grade
fox, a cardinal, whatever they want. adding snowflakes. My technique for splatter painting is
to use a medium sized brush, dipped in white paint. Then, holding it about 2″ above the
painting, tap with a finger.
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Objective
Students
will
create a
winter
scenne
Independent
Activity:
The students will produce a project on their own following the directions
given for the assignment.
Evaluation/
Assessment
Homework
Completed project.
Oral quizzing and questioning
Evaluating artwork
Direct observation while students are working
Students for
Enrichment or
Support
Students can expand their drawings by adding detail.
Instructional Strategies
Activating prior knowledge
Identifying similarities/
difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing
feedback
Generating and testing
hypotheses
Cues, questions, advance
organizers
Differentiation
Structured small groups
Other __________________
Visual Arts SOL
1.1 The student will recognize and discuss various solutions to a single art problem.
English
SOL
Social
Math Science
Science
SOL
SOL
SOL
1.11
1.3.4 The student will identify and use shape—geometric and organic
1.16
1.5 The student will create art from real and imaginary sources of inspiration.
1.2
1.6 The student will use past experiences and simulated situations as subject matter in works of art.
1.1
1.7 The student will demonstrate the ability to recognize size relationships.
1.19
1.8 The student will develop eye/hand coordination by drawing and constructing.
1.16
1.10 The student will demonstrate motor skills by weaving, tearing, and folding.
1.6
1.11 The student will recognize and describe how art is an integral part of one’s own culture.
1.13 The student will identify American cultural symbols and events depicted in art.
1.12
1.2
Art Lesson plans
Specific
SOL:
See below
Focus Review
PreAssessment:
Third Grade
Guided
Practice:
Objective
Students
will fold
cut and
glue
paper into
a visual
represent
ation of a
mask
Independent
Activity:
Discuss mask and their properties. Discuss their roles in various cultures throughout
time.
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Students fold a piece of construction paper and cut out a half of a circle. This will be
the base for their mask.
Students will cut out various shapes to represent the facial features of their mask
and attach them in the appropriate places.
Student will use at least two colors for each feature making one slightly smaller
than the other to create contrast and interest. The studnt mask will also contain
three d aspects.
Students will name and identify their mask representation.
Students will complete their project in the allotted time frame following the
directions in the guided practice
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Evaluation/
Assessment
Homework
Students for
Enrichment or
Support
Completed project.
Oral quizzing and questioning
Evaluating artwork
Direct observation while students are working
Students can expand their drawings by adding detail.

Instructional Strategies
Activating prior knowledge
Identifying similarities/
difference
Summarizing and note taking
Reinforcing effort/providing
recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives/providing
feedback
Generating and testing
hypotheses
Cues, questions, advance
organizers
Differentiation
Structured small groups
Other ___________________
Visual Arts SOL
Eng.
Soc.Sci.
Math
3.1 The student will identify innovative solutions used by artists to solve visual problems.
3.2 The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship.
3.3
3.9
3.4.3 The student will identify and use positive and negative space;
3.4.4 The student will identify and use balance—symmetry and asymmetry;
3.20
3.4.5 The student will identify and use pattern—extend the sequential structure, using motifs
3.24
3.5 The student will compare, contrast, and use organic and geometric shapes in works of art.
3.18
3.12 The student will identify and discuss common characteristics in various art careers (e.g., painter, sculptor, illustrator, visual art teacher).
Sci.
3.8