A Day With Dali 2-3

A DAY WITH DALI

A DAY WITH DALI

Learning Description

Students will look at the print, “Persistence of Memory” by Salvador Dali and talk about what they see. Students will discuss the importance of foreground, middle ground and background in a painting. Students will then visually draw a creative clock ticking throughout the day, utilizing the sky to tell morning, afternoon and evening as the hands on the clocks move!

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can tell and write time using an analog clock.
  • I can create landscape artwork that communicates different times of day using color.

Essential Questions

  • How can landscape art help us understand time?

 

Georgia Standards

Curriculum Standards

Grade 2: 

2.MDR.6.1 Tell and write time from analog and digital clocks to the nearest five minutes, and estimate and measure elapsed time using a timeline, to the hour or half hour on the hour or half hour.

 

Grade 3: 

3.MDR.5.2 Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock.

Arts Standards

Grade 2: 

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA2.CR.2 Create works of art based on selected themes.

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 3: 

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA3.CR.2 Create works of art based on selected themes.

VA3.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 2: 

2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m.

 

Grade 3: 

3.MDA.1 Use analog and digital clocks to determine and record time to the nearest minute, using a.m. and p.m.; measure time intervals in minutes; and solve problems involving addition and subtraction of time intervals within 60 minutes.

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 5: I can interpret and evaluate the meaning of an artwork.

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

 

Key Vocabulary

Content Vocabulary

Analog clock - A timekeeping device that displays the time through a traditional face with a numbered dial and moving hands

Arts Vocabulary

  • Landscape -
  • Foreground - In a 2-D composition, the visual plane that appears closest to the viewer
  • Middle ground - In a 2-D composition, the visual plane located between both the foreground and background
  • Background - In a 2-D composition, the plane in a composition perceived furthest from the viewer
  • Scale - A succession of sizes in proportional steps; visually, as objects move forward in space, they appear larger

 

Materials

    • Mixed media paper
    • Pencils
    • Colored pencils, markers, or crayons
    • Glue sticks
  • Optional - Oil pastels
  • Optional - Brads and scissors to create moving clock hands

 

Instructional Design

Opening/Activating Strategy

  • Project an image of Salvador Dali’s painting, “The Persistence of Memory”.
  • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.). Discuss objects in the painting, specifically the melting clock.
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image. Ask what inferences students can make about the melting clock (time).
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.

 

Work Session

    • Tell students that this painting is an example of a landscape painting. A landscape painting is an artistic depiction of natural scenery such as mountains, valleys, trees, rivers, and forests. It shows a wide expanse of space, rather than an up-close look at a natural image, such as a flower.
      • Landscapes have a foreground, middle ground, and background to create the illusion of space on a two-dimensional surface. Show students the landscape diagram.
      • Artists use scale, size, and proportion to further the illusion. They do this by making things that are supposed to be farthest from the viewer the smallest and things that are supposed to be the closest to the viewer largest.
      • Look at the painting again. Ask students to identify the background, middle ground, and foreground.
      • Ask them to find examples of how Dali used size, scale, and proportion to create the illusion of depth.
    • Tell students that they are going to create their own landscape art showing time.
    • Pass out drawing paper. Have students fold it in half, hotdog style and then fold it in half again hotdog style, so that there are four equal sections.
      • Tell students that the bottom fourth will be the foreground, the second to bottom fourth will be the middle ground, the next fourth will be the background, and the sky will be the top fourth.
      • Have students lightly sketch out a landscape that has a background, middle ground, and foreground.
    • Next, tell students that in their artwork they will show three times of day using color–morning, day, and night.
      • Have students divide their landscape into thirds by lightly sketching two vertical lines from the top to the bottom of their paper to create three sections–the left section will be for morning, the middle section for day, and the right section for night.
      • Show students photos of morning, day, and night, and ask students to make observations about the colors that they see.
      • Have students add color using colored pencils, markers, and/or crayons.
  • Optional: Have students outline their work with Sharpie pen or marker for emphasis.
      • Optional: Have students embellish their art by adding light touches of oil pastel to blend and create a “glow”.

Next, students will draw three circles on a separate sheet of paper, one for each section of the landscape. Each circle will be a clock that shows the time of day represented in each section. Have students represent the time of day on each of their clocks, cut them out, and glue them into the appropriate section on their artwork.
(Alternatively, have students create a clock that is not attached to their artwork. The hands of the clock can be created with brads. Students can move the clock into different sections of their artwork and correspondingly change the time represented on the clock.)

 

Closing Reflection

  • Have students conduct a gallery walk to observe each other’s artwork.
  • Have students select a couple artworks to look at and record the time shown on the clocks in each section of their classmates’ artwork.
  • Facilitate a group discussion and debrief the process. Encourage students to identify a “grow” and a “glow” for themselves.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of landscape artwork, work on landscape art, and ability to identify different times of day using an analog clock.

 

Summative

CHECKLIST

  • Students can tell and write time using an analog clock.
  • Students can create landscape artwork that communicates different times of day using color.
  • Students can create landscape artwork that creates the illusion of depth on a 2D surface using a background, middle ground and foreground.

 

DIFFERENTIATION 

Acceleration: Have students write a narrative to accompany their landscape. The narrative should start at the time of day represented in the morning section and end at the time of day represented in the night section.

Remediation: Have students create landscape artwork for one time of day. Then, have students arrange their artwork from the earliest time of day represented to the latest time of day represented.

 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: Debi West. Updated by: Katy Betts.

Revised and copyright: July 2024 @ ArtsNOW

 

A Perfect Sacred CIRCLE 4

A PERFECT SACRED CIRCLE

A PERFECT SACRED CIRCLE

Learning Description

In this lesson, students will use angles, geometric shapes and symmetry to analyze and create mandalas, an ancient type of visual art originating in India.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use a protractor to make angles.
  • I can use line, shape, and color to create an interesting mandala design that demonstrates symmetry and pattern.
  • I can explain how math can be used to create visual art.

Essential Questions

  • How is math used to create visual art?
  • What are angles?

 

Georgia Standards

Curriculum Standards

Grade 4:

4.GSR.7: Investigate the concepts of angles and angle measurement to estimate and measure angles.

 

4.GSR.8: Identify and draw geometric objects, classify polygons based on properties, and solve problems involving area and perimeter of rectangular figures.

 

Grade 5: 

5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.

Arts Standards

Grade 4: 

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA4.CR.2 Create works of art based on selected themes. 

 

VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

 

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 5: 

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA5.CR.2 Create works of art based on selected themes. 

 

VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

 

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures. 

 

4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines. 

 

4.G.3 Recognize right triangles as a category, and identify right triangles. 

 

4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line symmetric figures and draw lines of symmetry.

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

  • Symmetry - The quality of being made up of exactly similar parts facing each other or around an axis 
  • Protractor - An instrument for measuring angles, typically in the form of a flat semicircle marked with degrees along the curved edge 
  • Geometric shapes - Figures or forms that have a specific form and structure, defined by a set of points and lines
  • Angles - A measure of the amount of turn or rotation between two intersecting lines, line segments, or rays

Arts Vocabulary

  • Mandala - A geometric figure representing the universe in Hindu and Buddhist symbolism; the artform originated in India
  • Symmetrical balance - The quality of being made up of exactly similar parts facing each other or around an axis
  • Analogous colors - Colors that are next to each other on the color wheel
  • Complementary colors - Two colors across from each other on the color wheel
  • Primary colors - Colors from which all other colors are made: Red, yellow and blue
  • Complementary colors - Colors made by combining two primary colors: Orange, violet and green
  • Neutral colors - Brown, tan, black, gray and white

 

Materials

  • Mandala examples
  • Protractors
  • Pencils and erasers
  • Square paper
  • Rulers 
  • Colored pencils or marker
  • Digital image of a Color Wheel

 

Instructional Design

Opening/Activating Strategy

*This strategy can be in partner and individual work. 

 

  • Project an image of Tibetan monks creating a sand mandala
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the mandala. 
    • Next, ask students to share their observations with a partner.
    • Project, write or say several mathematical terms such as geometric shapes, angles, fractions and symmetry. Ask students to now describe the image in these terms. 
    • Next, ask students to share their observations with a partner.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions. Draw students’ attention to how the artist uses line and shape to make the mandala (observations could include circles within circles, repeating designs, etc.).
  • Explain to students that mandala art is an art form that dates back to 500 BCE in India. 
  • Tell students that they will be creating their own mandalas using mathematical concepts.

 

Work Session

USING A PROTRACTOR TO CREATE A MANDALA

  • Provide students with a blank sheet of paper. Teach students how to use a protractor including the degrees, and increments shown on it.
  • Pass out a printed copy of a mandala to students (one per every two students). 
    • With a partner, have students measure and label the angles that they see in the mandala.
    • Allow students to check their work by projecting a key on the board after students have finished labeling image.
  • Tell students that they will practice using what they learned about using a protractor to create their own mandala.
  • Pass out square paper to students.
  • Demonstrate how to find the center by folding the paper into fourths. 
  • Tell students to use their rulers to draw a horizontal line through the center point of their paper. This will be the reference point for their angles. 
    • Ask students what angle this makes–students should respond with 180˚. 
  • Provide students with requirements for the angles that they should include in their mandalas, such as at least four 45˚ angles, 20 1˚ angels.

 

INCORPORATING PATTERN, SHAPE AND SYMMETRY:

  • Once students have finished, return to the image of mandala. Ask students to describe the lines and shapes that they see. Students should notice the use of geometric shapes and that the lines and shapes create patterns.
  • Ask students to describe how symmetry is used in the design.
  • Students should then fill their mandalas with lines and shapes to create patterns (this can be an additional set of requirements–types of polygons students should use to create patterns).
    • Remind students that their mandalas should demonstrate symmetry.

 

ADDING COLOR:

  • Return to the image of the mandala one last time. Ask students to make observations about the colors. 
  • Show students an image of a Color Wheel and discuss types of color schemes: Complementary, analogous, primary, secondary and neutral. 
  • Students should then add color to their mandalas using colored pencils or markers.

 

Closing Reflection

  • Students should present their mandals to a partner explaining how they used pattern, shape, and angles to create it.
  • Conduct a gallery walk so that students can see how their classmates used math to create their artwork.
  • Facilitate a discussion around the process of creating mandalas and how math is used in visual art.

 

Assessments

Formative

Teachers will assess students by observing students’ responses during mandala analysis and students’ use of a protractor during the practice session.

 

Summative

CHECKLIST: 

  • Students can use a protractor accurately to make angles. 
  • Students can use line, shape, and color to create an interesting mandala design that demonstrates symmetry and pattern.
  • Students can explain how they used math to create their mandala.

 

Differentiation

Acceleration: 

  • Incorporate numerical patterns to generate designs for mandalas.
  • Have students conduct an independent study on the history of mandalas focusing on how math is used in the design.
  • Challenge students to use fractions to create concentric squares in their design.

 

Remediation: 

  • Allow students to create mandalas with a partner.
  • Instead of having students draw their own angles for the mandala, provide a template of a mandala and have students measure and record the pre-drawn angles.

 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: Carolyn Stoddard. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

Adventure Island 2-3

ADVENTURE ISLAND

ADVENTURE ISLAND

Learning Description

Discover the possibilities of creative writing by making visual imagery that will inspire your students in new and exciting ways! The idea of a treasure map has long been a topic of excitement for young people. Allow your students to generate their own treasure map that will inspire a creative writing session!

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use line and shape to symbolize features on a map.
  • I can write a fictional narrative that has a setting, characters, and all parts of a plot that is inspired by my treasure map.
  • I can use descriptive language to help my audience visualize my narrative.

Essential Questions

  • How can the creation of visual imagery be the catalyst for creative writing?

 

Georgia Standards

Curriculum Standards

Grade 2: 

ELAGSE2W3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

 

Grade 3: 

ELAGSE3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

Arts Standards

Grade 2: 

VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA2.CR.2 Create works of art based on selected themes.

VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 3: 

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA3.CR.2 Create works of art based on selected themes.

VA3.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 2: 

ELA.2.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish and describe character(s) and setting; b. sequence events and use temporal words to signal event order (e.g., before, after); and c. provide a sense of ending.

 

Grade 3: 

ELA.3.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish a setting and introduce a narrator or characters; b. use temporal words and phrases to sequence a plot structure; c. use descriptions of actions, thoughts, and feelings to develop characters; and d. provide an ending.

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 5: I can interpret and evaluate the meaning of an artwork.

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

 

Key Vocabulary

Content Vocabulary

  • Narrative - A story or sequence of events and experiences
  • Setting - Where a story takes place
  • Characters - Individuals, animals, or entities that take part in the action of a story, play, novel, movie, or any other narrative form
  • Mood - The emotional atmosphere or feeling that a literary work
  • Map - A plan or outline of a given geographic area
  • Compass rose - A figure on a map, chart, or compass that displays the orientation of the cardinal directions—north, east, south, and west—and their intermediate points
  • Legend - A guide that explains the symbols, colors, and lines used on a map

Arts Vocabulary

  • Line - The path of a moving point
  • Texture - The way something feels or looks like it feels
  • Shape - A two-dimensional figure; a closed line
  • Negative space - The background of an artwork; “empty” space
  • Positive space - The subject of an artwork

 

Materials

  • 9” x 12” watercolor paper or other thick paper
  • Fine point sharpies
  • Markers or colored pencils
  • Baking sheets
  • Unsweet tea for staining paper

 

Instructional Design

Opening/Activating Strategy

  • Begin by playing a musical excerpt from “Indiana Jones and the Raiders of the Lost Ark” or other adventure movie soundtrack. While the music is playing, ask students to write down adjectives to describe what they are hearing.
  • Allow time for students to share their adjectives. Ask students what the mood of the music is.
  • Tell students that they will be using their imaginations to tell an adventure story based on a treasure map that they will create.

 

Work Session

Session 1: Creating Treasure Maps

  • Pre-work: This can be done as a station for students in preparation for the artwork. Fill a rectangular baking pan with luke-warm/room temperature tea. Have students soak their paper in the tea for at least three minutes. Then remove, and let dry. 
  • Look at some examples of treasure maps. Ask students to notice the features and symbols on the maps.
    • Ask students to observe the lines, shapes, and textures that they see on the maps. Ask students how these are used to symbolize a feature, such as a river.
    • Ask students how the space is used. Is there much negative space (empty space)? How are features connected together? With a line?
  • Have students work with a partner or small group to generate a list of possible features to use on their maps to describe their adventures. Features could include a winding river, shadowy forest, creepy castle, scary rocks, soft sand, shiny treasure, etc.
    • Ask groups to share their ideas; create one large collaborative list for the class.
    • Ask groups to choose eight features to include on their map. They should then create a symbol for each feature.
  • After they have generated a list of at least eight symbols, pass out their pre-treated map paper.
  • Next, allow students to draw the features they wish to include onto their final pre-stained papers. This can be done with pencils and extra fine point Sharpie markers before being colored in.
    • Ask students to think about the placement and scale of the items as they sketch their own map.
    • Students can add color with markers or colored pencils.
    • Students should then draw a legend on their maps.
    • Next, have students draw a compass rose on their maps to guide adventurers to the island.
  • Finally, students can crumple their maps and tear the edges to create an aged effect.

 

Session 2: Narrative Writing

  • Tell students that they will be writing narratives using their treasure maps as inspiration. The narrative should follow the adventures of a character or characters who follow the map in search of treasure.
  • Ask students for examples of stories that involve characters following a map to treasure or going on an adventure.
  • Remind students of the mood of the music students heard at the beginning of the lesson. Optional: Play music from the activator while students plan their narratives.
  • Students will collaborate with their groups to create a character or characters and plot for their narrative. Students will then individually write their narratives.
  • Remind students to use descriptive language to help their reader visualize the adventure.
  • Students will engage in the peer review process and edit and revise their work.

 

Closing Reflection

  • Provide time for students to share their maps and narratives.
  • Discuss how students used lines and shapes to symbolize features on their map.
  • Finish by having students complete a reflection using a “grow” and a “glow” about their work.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of maps and features, map creation, collaboration with groups to create a narrative, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can use line and shape to symbolize features on a map.
  • Students can write a fictional narrative that has a setting, characters, and all parts of a plot that is inspired by their treasure maps.
  • Students can use descriptive language to help their audience visualize their narrative.

 

DIFFERENTIATION 

Acceleration: During the writing process, students will brainstorm a variety of descriptive language that can be turned into similes and metaphors to explain the features on their maps. They will incorporate these into their final writing.

Remediation: Provide the students with a list of adjectives to choose from while listening to the music from the activator and a sample pool of map symbols and features to choose from to create their maps. The students will then be shown an example of a written narrative of an adventure map before they begin writing their own descriptive narratives.

ESOL Modifications and Adaptations: Preview vocabulary: Narrative, illustration, and map. Have students work with a partner. The length of the written narrative can be modified according to the student’s language level.

 

*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: Joy Patty. Modifications, Extensions, and Adaptations Contributed by: Candy Bennett, Patty Bickell, Vilma Thomas, and Lori Young. Updated by: Katy Betts.

Revised and copyright: August 2024 @ ArtsNOW

 

ART HISTORY INSPIRATIONS 4-5

ART HISTORY INSPIRATIONS

ART HISTORY INSPIRATIONS

Learning Description

In this lesson, students will learn about how art documents our world through art history. Students will select an artist who inspires them, research them and create an artwork using collage, painting or drawing that is inspired by that artist.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create artwork inspired by an artist of my choice.
  • I can identify and explain the subject matter and style of my selected artist.
  • I can write an expository paragraph relating important information about my selected artist.

Essential Questions

  • How do artists reflect the historical and/or social context in which they create art?
  • How can visual art be used to inspire new artworks?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

 

ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Georgia Department of Education April 29, 2015  Page 30 of 40 All Rights Reserved c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

 

Grade 5: 

ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  1. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Georgia Department of Education April 29, 2015  Page 37 of 40 All Rights Reserved e. Provide a concluding statement or section related to the information or explanation presented.

 

ELAGSE5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Arts Standards

Grade 4: 

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA4.CR.2 Create works of art based on selected themes. 

 

VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

 

VA4.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy. 

 

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 5: 

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA5.CR.2 Create works of art based on selected themes. 

 

VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

 

VA5.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy. 

 

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

WRITING - Meaning, Context, and Craft

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use information from multiple print and multimedia sources; c. group related information in paragraphs and sections; d. include formatting, illustrations, and multimedia to aid comprehension; e. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; g. use paraphrasing, quotations, and original language to avoid plagiarism; h. link ideas within categories of information using words and phrases; i. use precise language and domain-specific vocabulary to inform or explain the topic; j. develop a style and tone authentic to the purpose; and k. provide a concluding statement or section related to the information or explanation presented.

 

Grade 5: 

WRITING - Meaning, Context, and Craft

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use relevant information from multiple print and multimedia sources; c. provide a general observation and focus; d. group related information logically; e. use credible sources; f. include formatting, illustrations, and multimedia to aid comprehension; g. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; h. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; i. use paraphrasing, quotations, summarizing, and original language to avoid plagiarism; j. link ideas within and across categories of information using words, phrases, and clauses; k. use precise language and domain-specific vocabulary to inform or explain the topic; l. develop a style and tone authentic to the purpose; and m. provide a concluding statement or section related to the information or explanation presented.

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 5: I can interpret and evaluate the meaning of an artwork.

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

 

Key Vocabulary

Content Vocabulary

  • Expository writing - A form of writing that aims to explain, describe, inform, or clarify information to the reader
  • Research - The systematic investigation and study of literary, linguistic, or rhetorical topics to gather information, develop understanding, and support arguments or interpretations

Arts Vocabulary

  • Art history - The history and development of visual arts, including painting, sculpture, architecture, and other forms of artistic expression
  • Painting - The practice of applying pigment to a surface, such as canvas, paper, wood, or walls, to create an image, design, or expressive composition
  • Collage - An art form that involves assembling various materials, such as paper, fabric, photographs, and other objects, onto a surface to create a unified composition
  • Drawing - An artform that involves creating images, designs, or representations using various tools to mark a surface, typically paper

 

Materials

    • White mixed media paper cut into circles
    • Paint (tempera or acrylic)
    • Brushes
    • Water cups
    • Drawing materials such as graphite, charcoal, markers, colored pencils, etc.
    • Scraps of colored paper for collaging
    • Glue 
    • Scissors 
    • Pencils with erasers
    • Computers/student devices with Internet access
    • Digital copy of the Elements of Art to project for students
  • For optional extension at end of lesson: Epoxy varnish

 

Instructional Design

Opening/Activating Strategy

*Classroom Tips: Cover students’ work area. Have students share paint and water supply on the work area. Fill two buckets with water–empty one by filling student water cups 1/3 full, then use it to dump dirty water in; the second bucket will be your fresh water supply as needed. 

 

  • Display an image of Washington Crossing the Delaware by Emanuel Leutze. Do not show students the title of the painting.
  • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine. 
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.). 
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image. 
    • Finally, ask students what they wonder about the image. 
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Provide the name of the painting and tell students that it depicts George Washington as a general during the Revolutionary War.  
  • Tell students that visual art documents history. This painting is just one example.
    • Ask students to reflect on why historical paintings were made. Students may reflect on how technology has changed the way we document history and culture (e.g., personal cameras and smart phones weren’t invented yet, etc.). 

 

Work Session

ART HISTORY RESEARCH

  • Review the Elements of Art with students: Line, shape, color, texture, value, form, and space.
    • Arrange students in small groups. Assign a different element of art to each group. Have each group see if they can identify how the element of art is used in the painting, Washington Crossing the Delaware.
  • Tell students that they will select an artist that intrigues and inspires them (see “Additional Resources” below).
  • Students will research the artist and write an expository paragraph. 
    • Students should include the following information: 
      • The artist’s name
      • The years he/she lived
      • Where he/she is from
      • At least two interesting facts about the artist
      • What was going on in the world at the time he or she was making art
      • What the topic or subject of the artwork is (portraits, landscapes, abstract, ect.)
      • Description of the artist’s style–students should reference two or three of the elements of art in their descriptions to describe the art.
      • Why they picked the artist/what intrigued or inspired them about the artist.
      • Teachers can add any additional information to requirements.
    • The paragraph must have an introduction and conclusion. Students should use descriptive details and transitional words and phrases to make their writing flow.

 

CREATING ARTWORK INSPIRED BY ART HISTORY

  • Next, students will create a piece of artwork that is inspired by their artist. 
  • Pass out circle paper. Students should add an original drawing, painting, or collage that is inspired by the artist. Students should include the name of the artist somewhere in their artwork.
  • Tell students to use their artist’s style and subject matter as inspiration. For example, if a student picked Jacob Lawrence, their artwork would probably depict people by using bold colors and lines and geometric shapes.

 

Optional extension:

  • Once students have completed their artwork, students can glue their artwork onto their stools or chairs. 
  • Students will paint a color around the rim of their stools or chairs to “frame” it and seal them with an epoxy varnish. 
  • Students can adhere their paragraphs under the stool or chair with hot glue.

 

Closing Reflection

 

  • Students should either share in small groups or share with the class how their artwork was inspired by the artist that they researched.
  • Provide an opportunity for students to conduct a gallery walk and view each other’s work.
  • Allow students to reflect on the process by having them identify and share “two grows and a glow” with a partner.

 

Assessments

Formative

Teachers will assess students’ learning through observing students discussion of George Washington Crossing the Delaware, conferencing with students during the research and writing process, and asking students how their artwork is inspired by their artist during the art-making process.

 

 

Differentiation

Acceleration: 

  • Incorporate Social Studies content by having students select an artist from a particular geographic region and/or time period that they are studying in class.
  • Students can compare and contrast German-American painter, Emanuel Leutze’s version of Washington Crossing the Delaware to African American painter, Jacob Lawrence’s version created about 100 years later. Students can analyze Lawrence’s painting through the historical context at the time it was created. Resource: Can a Painting Tell More Than One Story? #MetKids Looks at Washington Crossing the Delaware
  • Have students arrange their artwork in historical order.
  • Expand the expository paragraph into a full essay.

 

Remediation: 

  • Choose one artist or art movement to study as a class and conduct research in small groups, chunking it so that different groups are responsible for different information. 
  • Provide a graphic organizer to help students structure their writing.

 ADDITIONAL RESOURCES

*Teacher note: Teachers should review artists/movements prior to allowing students to research independently. Some material may not be appropriate for children.

 

  • Where to find artists on Google Arts and Culture: Artists
  • Where to find art movements on Google Arts and Culture: Movements
  • Where to find artwork based on historical events on Google Arts and Culture: Historical events
  • Where to find artwork based on historical figures on Google Arts and Culture: Historical figures
  • Where to find artwork based on geographical location on Google Arts and Culture: Geographical location

 

*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: Debi West. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW