Rhyming Animals

RHYMING ANIMALS

RHYMING ANIMALS

Learning Description

Students will learn about rhyming families by creating “cut-outs” of animals inspired by the artist, Henri Matisse, combined with a rhyming word.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create rhymes using Matisse-inspired cut-outs.

Essential Questions

  • How can I create a rhyme using Matisse-inspired cut-outs?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ELAGSEKSL1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

ELAGSEKSL4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Grade1:  

ELAGSE1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ELAGSE1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

ELAGSE1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Arts Standards

Kindergarten & Grade 1:

VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAK&1.CR.2 Create works of art based on selected themes.

VAK&1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VAK&1.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy. 

VAK&1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.I.1.1 Engage in daily opportunities for play and exploration to foster a sense of curiosity, develop the disposition of inquisitiveness, and begin to verbally articulate “I wonders” about ideas of interest.

K.RL.2.1 Recognize and produce rhyming words

K.C.MC.1.1 Explore and create meaning through play, conversation, drama, and storytelling.

K.C.MC.3.2 Use appropriate props, images, or illustrations to support verbal communication.

Grade 1:  

1.I.1.1 Translate “wonderings” into questions that lead to group conversations, explorations, and investigations.

1.RL.9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. 

1.C.MC.1.1 Explore and create meaning through conversation, drama, questioning, and story-telling. 

1.C.MC.3.1 Explore and compare how ideas and topics are depicted in a variety of media and formats.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 3: I can improve and complete artistic work using elements and principles.

Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

 

Key Vocabulary

Content Vocabulary

Rhyme – Words that have the same middle sound.

Arts Vocabulary

Geometric shape – One of the seven elements of art; a two-dimensional object such as a square, triangle, or circle.

Cut-outs/collage - An image created using a combination of pieces of paper or images.

 

Materials

  • Construction paper
  • Glue sticks
  • A variety of geometric shapes such as circles, squares, rectangles, and triangles

 

Instructional Design

Opening/Activating Strategy

  • Show students an image of Henri Matisse’s, The Horse, the Rider, and the Clown. Ask students to find things that they recognize in this image (colors, shapes, etc.).
  • Tell students that they will be learning about how the artist, Henri Matisse, created this artwork using paper and scissors.
  • Explain to students that there are different kinds of shapes in art:  geometric, organic, and free-form. Show students the different types of shapes.
  • Ask students to practice creating geometric shapes using their hands or arms.
  • Ask students to identify the types of shapes in Matisse’s, The Horse, the Rider, and the Clown.

 

Work Session

  • Explain that the artist, Henri Matisse, created images by cutting out pieces of paper and putting them together to make images. 
  • Show students several examples of Matisse’s cut-outs.
  • Show students Matisse’s, The Snail, as an example. Ask students if they can see the snail in the image.
  • Tell students that they will be creating cut-outs like Matisse that combine an animal with a rhyming word.
  • Go over a family of words that rhyme with an animal such as a cat, dog, frog, etc.
  • Show students how to use geometric shapes to create an animal. 
  • Ask students to combine the animal with a word that it rhymes with to create a cut-out like Matisse.

Closing Reflection

  • Ask students to write the two words that they showed in their artwork (i.e. cat and hat) in a complete sentence with correct grammar, such as “The cat wears a hat.” 
  • Students will conduct a gallery walk to see each other’s artwork and see the different words that their animal rhymes with.

 

Assessments

Formative

  • Student discussion of rhyming families
  • Student identification of a word that rhymes with the given animal

 

Summative

  • Student “cut-outs” of animal and word that it rhymes with - student artwork should demonstrate that students understand that some words have the same median sounds.

 

Differentiation

Acceleration: Students should come up with their own animal and a word that it rhymes with instead of the provided animal and words that it rhymes with to create their artwork.

Remediation: Provide students with the animal and the word that it rhymes with; after students have created this artwork, ask them to identify another word that rhymes with the animal and the word it rhymes with. Ask students to add this word to their artwork.

 ADDITIONAL RESOURCES

Rhyming Animals presentation 

Types of Shapes handout

Optional supporting text: Henri’s Scissors by Jeanette Winter

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

 Ideas contributed by:  Katy Betts

 Revised and copyright:  September 2023 @ ArtsNOW

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Exploring Organisms with Crayon-resist Painting

EXPLORING ORGANISMS WITH CRAYON-RESIST PAINTING

EXPLORING ORGANISMS WITH CRAYON-RESIST PAINTING

Learning Description

Discover the world of organisms as students explore an art-making technique known as crayon-resist painting. Students will demonstrate their understanding of organisms, their structures and their needs through this unique style of painting.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: Visual Arts & Science
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can sort organisms into groups

  • I can identify similarities and differences between different types of organisms.

  • I can create a watercolor-resist painting that visually demonstrates an organism of my choice.

Essential Questions

  • What are the types of organisms?

  • How are organisms visually similar and different?

 

Georgia Standards

Curriculum Standards

Kindergarten:

SKL2: Students will compare the similarities and differences in groups of organisms.  a. Explain the similarities and differences in animals. (Color, size, appearance, etc.)  b. Explain the similarities and differences in plants. (Color, size, appearance, etc.)  

 

Grade 1: 

S1L1: Obtain, evaluate, and communicate information about the basic needs of plants and animals.a. Develop models to identify the parts of a plant—root, stem, leaf, and flower.

  1. Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).

Arts Standards

Kindergarten:

VAK.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VAK.CR.2 Create works of art based on selected themes.

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

 

Grade 1: 

VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning. 

VA1.CR.2 Create works of art based on selected themes. 

VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

 

 

 

South Carolina Standards

Curriculum Standards

Kindergarten: 

Standard K.L.2: The student will demonstrate an understanding of organisms found in the environment and how these organisms depend on the environment to meet those needs. 

 

Grade 1: 

Standard 1.L.5: The student will demonstrate an understanding of how the structures of plants help them survive and grow in their environments.

 

 

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

 

Key Vocabulary

Content Vocabulary

  • Plant - Any member of the kingdom Plantae, comprising multicellular organisms that typically produce their own food from inorganic matter by the process of photosynthesis 
  • Animal - Any member of the kingdom Animalia, comprising multicellular organisms that have a well-defined shape and usually limited growth, can move voluntarily, actively acquire food and digest it internally, and have sensory and nervous systems that allow them to respond rapidly to stimuli
  • Organism - Any individual living entity that can carry out life processes independently

Arts Vocabulary

  • Crayon-resist - The process of using an oil-based crayon or pastel as a drawing tool prior to covering with watercolor paint
  • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent
  • Line - One of the seven Elements of Art; it is a mark made by a pointed tool such as a brush, pen or stick; a moving point
  • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width; artists use both geometric and organic shapes
  • Space - How the Elements of Art are organized in an artwork; it is used to create the illusion of depth; space can be two-dimensional, three-dimensional, negative and/or positive
  • Contrast - An arrangement of opposite elements in a composition to create visual interest

 

Materials

    • Crayons (or oil pastels)
    • Watercolor paints 
    • Soft paint brushes 
    • Water cups 
    • Paper towels
    • Images of plants and animals 
    • Bristol board paper or watercolor paper
    • Digital artwork of Henri Rousseau  
    • Index card or small piece of blank paper
    • Pencils

     

     

    Instructional Design

    Opening/Activating Strategy

    • Students will draw their favorite type of animal on an index card. This should be a quick drawing. Ask a few students to share what their favorite animal is and why.
    • Ask a student to remind the class what an organism is. Explain that the animal that students drew is a type of organism.

     

    Work Session

      PRE-WORK: 

      • Have pictures of a plant and tree and two different types of animals for students to compare and contrast.
      • Create labels for types of organisms and post them on the walls.
      • Have pictures of the artwork of Henri Rousseau ready to show students.

       

      WORK SESSION: 

      • Begin by asking students to identify groups of organisms. 
        • Write them on the board. Under each type, ask students to list types of organisms that one could find in these groups.
        • Facilitate a discussion by asking students to discuss similarities and differences that may be found within these groups.  
      • Display a visual of a plant and a tree. 
        • Ask students to make the shape of a plant or tree with their arms. 
        • Then ask students to identify how the two organisms are similar and different. 
        • Next, display visuals of two animals and ask the same question. 
        • Discuss lines, shape and color of the different organisms.
        • Tell students that they are going to create a painting of an organism.  
      • Introduce the artwork of Henri Rousseau, folk artist, to students. 
        • Ask students to identify the organisms they recognize in the paintings.
        • Discuss similarities and differences between the organisms.   
      • Leaving the visuals projected for students to see, have students make a sketch of one of the organisms on a sheet of tag board or watercolor paper.
        Grade 1: Students should select a plant and focus on portraying how the structures of plants help them survive and grow in their environments and the needs of a plant.
        • Encourage students to use the whole page.
        • Using crayons, have students color in their picture going over all pencil lines. 
      • Introduce the process of crayon-resist painting and demonstrate the technique by drawing with crayons before applying wet watercolor wash on top.
        • Students will follow the teacher's example by painting on top of their crayon drawings using a “wash” technique with watercolor paints. The crayon will “resist” the watercolor.
        • Encourage students to use a contrasting color to the ones they used in their crayon drawing so that their artwork will stand out. This will create contrast and emphasis.

       

      Closing Reflection

      • Ask students to sort their artwork into categories of organisms by taping their artwork under the label of their group of organisms posted around the room.
      • Finally, students will discuss similarities and differences that can be observed between the groups of organisms depicted.

      Assessments

      Formative

      Teachers will assess students’ understanding by observing the discussion of the characteristics of groups and types of organisms and students’ ability to compare and contrast groups and types of organisms.

       

       

      Summative

      CHECKLIST: 

      • Students can sort organisms into groups.
      • Students can identify similarities and differences between different types of organisms.
      • Students can create a watercolor-resist painting that visually demonstrates an organism.

       

       

       

      Differentiation

      Acceleration:

      • Students will create a crayon-resist painting showing the needs of their chosen organism (water, light, etc.).
      • Students can write a description of their organism to accompany their artwork.

      Remediation:

      • Reduce the number of images of Rousseau’s artwork. Help the student label at least three organisms they can see in the painting. Ask the student to select one of the three organisms to draw.
      •  

       ADDITIONAL RESOURCES

       

      *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

      Ideas contributed by: Darby Jones and Debi West. Updated by Debi West and Katy Betts.

      Revised and copyright:  May 2024 @ ArtsNOW

       

       
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      Collaborative Kandinsky

      COLLABORATIVE KANDINSKY

      Collaborative Kandinsky

      Learning Description

      Students will review some of Kandinsky’s works to find shapes. Students will create a collaborative piece of art using shapes and lines that is inspired by the artwork of Wassily Kandinsky.

       

      Learning Targets

      GRADE BAND: K-1
      CONTENT FOCUS: Math
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can identify different types of shapes and lines.
      • I can use different types of shapes and lines to create an original artwork.

      Essential Questions

      • How can you utilize visual images to learn math concepts?
      • How can you create an original work of art using a variety of shapes and lines?

       

      Georgia Standards

      Curriculum Standards

      Kindergarten: 

      K.GSR.8 Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.

      Grade 1: 

      1.GSR.4 Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

      1.GSR.4.1 Identify common two dimensional shapes and three dimensional figures, sort and classify them by their attributes and build and draw shapes that possess defining attributes.

      1.GSR.4.2 Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.

      Arts Standards

      Kindergarten: 

      VAKMC.3 Selects and uses subject matter, symbols, and/or ideas to communicate meaning. 

      VAKPR.1 Creates artworks based on personal experience and selected themes.

      VAKPR.2 Understands and applies media, techniques, and processes of two-dimensional works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills. 

      VAKAR.1 Discusses his or her own artwork and the artwork of others. 

      Grade 1:

      VA1MC.3 Selects and uses subject matter, symbols, and ideas to communicate meaning. 

      VA1PR.1 Creates artworks based on personal experience and selected themes. 

      VA1PR.2 Understands and applies media, techniques, and processes of two-dimensional works of art (drawing, painting, printmaking, mixed media) using tools and materials in a safe and appropriate manner to develop skills. 

      VA1AR.1: Discusses his or her artwork and the artwork of others.

       

      South Carolina Standards

      Curriculum Standards

      Grade 1:

      1.NSBT.1.c. Read, write and represent numbers to 100 using concrete models, standard form, and equations in expanded form1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to: a. add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup)

      Arts Standards

      Grade 1:

      Anchor Standard 3: I can act in improvised scenes and written scripts.

       

      Key Vocabulary

      Content Vocabulary

      Place Value - The value of where the digit is in the number, such as units, tens, hundreds, etc.

      Arts Vocabulary

      Statue (Statues) - An actor frozen in a pose.

      Tableau (Tableaux) - A group of actors frozen to create a picture.

       

      Materials

      Plus (+) and equal (=) sign placards that can stand on the floor (one possibility – written with marker on an inverted file folder - or part thereof – and capable of standing like a tent).

       

      Instructional Design

      Opening/Activating Strategy

      Letter Statues
      Introduce or review what a statue is – an actor in a frozen pose. Explain that the students will make letter statues with their bodies. Call out one letter at a time and have them make the letters. Use a drum, another percussion instrument, or clapping to cue the statues. Encourage students to be creative, using full body, limbs, fingers, etc., and exploring the possibilities of standing, kneeling, sitting, lying down, etc., as appropriate for the classroom space. Use observational language to comment on the different ways in which students use their bodies to create the statues.

       

      Work Session

      Number Statues

      • Repeat the process with numbers (single digits). After exploring multiple possibilities, inform students that they will focus on making number statues that use their whole bodies, and for which they will remain standing. Practice standing number statues.
      • Ask students how they would make a statue of a number up to 100. Elicit from them, or guide them to, the idea of working in pairs or trios.
      • Introduce or review what a tableau is – a group of actors frozen in a picture. Explain that tableaux often create pictures with characters and settings, but the tableaux today will be of numbers and number sentences.
      • Invite two, and then three, volunteers to model creating a tableaux up to 100. Ask students what each digit in a multiple-digit number represents. Introduce or review the concept of place value. Ensure that students understand that the digit to the left represents a higher place value than the digit to the right, and identify the units: ones, tens, and hundreds places.
      • Have students work in pairs to create a 2-digit number tableau (full-body, standing). Have them work together to say the name of the number together out loud. After creating a number, have them switch positions and say the name of the number with the digits switched. Move among the pairs to confirm that they are expressing each number correctly.
      • If students have grasped the 2-digit numbers and are ready for 3-digit numbers, have them repeat the process in trios. Each trio can explore all the possibilities with their three digits (if the digits are all different, e.g., 1, 2, and 3, there will be six permutations: 123, 132, 213, 231, 312, 321.)
      • Introduce the idea of moving from number tableaux to addition sentence tableaux.
      • Invite three students to model a simple addition sentence tableau, e.g., 3 + 4 = 7. Have the students assume their positions, and then have them speak the sentence together. (Note: this is an opportunity, if relevant, to introduce or reinforce the Commutative Property of addition by having the addends switch places.)
      • Provide plus and equal sign tent cards and have students work in trios to create addition sentence tableaux.
      • Use the same process, first modeling and then having the students work in small groups, to move into more complex addition sentences: adding two 1-digit numbers that result in a 2-digit sum (e.g., 5 + 7 = 12), adding a 1- and a 2- digit number together, without and then with sums that require making a new ten (e.g., 31 + 7 = 38, and then 29 + 3 = 32), and then adding two 2-digit numbers, without and then with sums that require carrying to the tens and hundreds places (e.g., 45 + 12 = 57, then 24 + 19 = 43, then 74 + 38 = 112).

      Teaching Tips:

      • As appropriate to the class, use established addition strategies (counting on, making ten, etc.) to calculate sums, and advance only as far in the sequence of complexity as the class can manage.
      • This may be a lesson that is done over time. The first step may best be suited for when single digit addition is taught, then adding 2-digit addition as the concept is taught, and so on.

       

      Closing Reflection

      Ask students: How did you use your bodies to create letter and number statues and addition sentence tableaux? Which were more challenging, letter statues or number statues? How do we determine the name and value of a 2- or 3-digit number? How did you determine your place or role in the number sentence?

       

      Assessments

      Formative

      • Students will identify shapes and describe where they are in Kandinsky’s artwork through group discussion.
      • Students will be able to explain the difference between two-and three-dimensional shapes.

       

      Summative

      • Student collaborative artwork with required shapes and lines
      • Student scavenger hunt/checklist for closing/reflection

       

      Differentiation

      Acceleration: After the assessment, have the students practice combining two or more simple shapes to create a different shape.  Example:  You can combine two triangles to make a rectangle.

      Remediation: Provide students with a printed copy of the types of shapes as a visual guide. Provide a visual guide for the types of shapes and lines that the student is required to include in their part of the artwork.

       ADDITIONAL RESOURCES

      *This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

       Ideas contributed by: Carolynn Stoddard.  Updated by Katy Betts

       Revised and copyright:  August 2022 @ ArtsNOW

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