Explore Writing Through Painting 4-5

EXPLORE WRITING THROUGH PAINTING

EXPLORE WRITING THROUGH PAINTING

Learning Description

Discover the possibilities of visual expression with your students by allowing them to create a landscape or cityscape artwork illustrating their dream vacation spot! Students will work collaboratively in small groups to write a narrative that incorporates each artwork’s location.

 

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 a landscape/cityscape artwork that has a background, middle ground, and foreground.
  • I can effectively write about my artwork using sensory and descriptive language.
  • I can contribute to writing a well-organized collaborative narrative.

Essential Questions

  • How can art-making become a catalyst for the writing process?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

 

Grade 5: 

ELAGSE5W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

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, and processes 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, and processes 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: 

ELA.4.C.3.1 Write narratives developing real or imagined experiences. When writing: a. establish a situation and setting; b. introduce a narrator and/or characters; c. organize a plot structure; d. use narrative techniques such as dialogue, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence events; and f. provide an ending that follows from the narrated experiences or events.

 

Grade 5: 

ELA.5.C.3.1 Write narratives to develop real or imagined experiences. When writing: a. establish a situation and setting; b. introduce a narrator and characters; c. establish a plot structure; d. use narrative techniques such as dialogue, precise words, descriptive language, and sensory details to develop events, setting, and characters; e. use a variety of transitional words and phrases to sequence the events; and f. provide an ending that follows logically from the narrated experiences or events.

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
  • Descriptive details - Vivid and specific pieces of information that paint a clear picture in the reader's mind
  • Sensory language - Words and descriptions that appeal to the five senses: sight, sound, smell, taste, and touch

Arts Vocabulary

  • Landscape - A depiction of a large area of natural scenery, typically encompassing various elements such as mountains, hills, valleys, rivers, forests, and fields
  • Cityscape - A depiction of an urban area, featuring buildings, streets, and other structures typically found in a city
  • Background - The part of a landscape that is farthest from the viewer
  • Middle ground - The part of a landscape that is between the background and foreground
  • Foreground - The part of a landscape that is closest from the viewer

 

Materials

  • Mixed-media paper
  • Drawing materials of choice - colored pencils, markers, pastels, etc.
  • Pencils
  • Destination/location categories written or printed on paper to be posted around the room (e.g., beach, city, mountains, etc.)
  • Poster paper and markers
  • Optional: Watercolor paints, paint brushes, water buckets, small water cups, paper towels, and craft roll paper or newspaper to cover desks/work area and tape to secure

 

Instructional Design

Opening/Activating Strategy

Pre-work: Post location spot categories along with large poster paper around the classroom. 

 

Classroom Tips: If using watercolors, cover students’ work area. Have students share paint and water supply in 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.

 

  • Project images of different places around the world that people like to visit. Have students silently observe for at least 30 seconds.
  • Then, ask them to close their eyes for a minute and imagine their dream vacation spots… places they might visit if they could travel anywhere in the world!
  • Have students open their eyes. Tell them that posted around the room are names of places (keep them generic so that if students select a specific place like Cancun, they can identify with the larger category of “beach”). Tell students to move to the location category that their destination best fits in.
    • Have students group themselves at their locations into groups of 3-4.
    • In their groups, students should generate a list of adjectives and descriptive phrases describing the location. Have students record their adjectives on poster paper located at the location spot.
    • Provide time for students to share.

 

Work Session

  • Tell students that they will be creating a landscape/cityscape of their location. Students can use school devices to look up images for reference.
  • Show students a diagram of a landscape artwork. Identify the background, middleground, and foreground.
    • Discuss how things that are supposed to be farthest away appear smaller than things are supposed to be closest to the viewer. This is called perspective in art.
  • Pass out mixed-media paper to students. Have them fold it into fourths (fold hotdog style and then fold again hotdog style). The top fourth will be the sky, the next fourth will be the background, the next fourth will be the middle ground, and the bottom fourth will be the foreground.
  • Direct students to lightly sketch an image that illustrates their dream destination onto their paper using the sections for the background, middle ground, and foreground.
  • Have students add color to their artwork to bring it to life.
    • Students can use any medium–colored pencils, pastels, markers, watercolor, tempera paint, etc.
    • If watercolors are available to students, have students watercolor the sky and use drawing tools, such as colored pencils, for the land. Watercolors can be blended easily to create a sunset/sunrise effect that students will love incorporating into their art!
      Teacher tip: If using watercolors, allow students to practice on scratch paper before painting on their artwork. 
  • Once students have completed their artwork, they will use descriptive and sensory language to write about their location; remind them of the adjectives that they generated at the beginning of the lesson.
  • Assign students to work in collaborative groups of 3-4. Each student in the group should have created their artwork about a different location.
  • Have students work collaboratively to write a narrative about a character(s) who travels to each location.
    • Discuss the components of a narrative, including setting, plot, and characters.
    • Students should share their descriptive writing with each other to bring the locations to life.
    • Once students have created a general outline of the narrative including all plot points, including a conclusion to the story, have students work independently to write a full narrative based on what the group generated.
    • Have students engage in peer review in their groups and revise their work.

 

Closing Reflection

  • Provide time for students to share narratives and artwork. Discuss the similarities and differences between the stories.
  • Have students reflect on the process by identifying one personal grow and one personal glow.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, use of descriptive language, discussion of the components of a landscape, participation in artmaking process, and conferencing with students during the writing process.

 

Summative

CHECKLIST

  • Students can create a landscape/cityscape artwork that has a background, middle ground, and foreground.
  • Students can effectively write about their artwork using sensory and descriptive language.
  • Students can write a well-organized collaborative narrative that incorporates the location of each group member’s artwork.

 

DIFFERENTIATION 

Acceleration: 

  • Have students research and create a presentation on their location of choice.
  • Have students research and create a presentation on a famous landscape artist (Paul Cezanne, Edward Mitchell Bannister, Georgia O’Keefe, Van Gogh, Robert S. Duncanson, etc.). Or, create a landscape in the artist’s style.

Remediation: 

  • Allow groups to work collaboratively to write one single narrative rather than individual narratives.
  • Provide a graphic organizer to help students structure their writing.

 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. Updated by: Katy Betts.

Revised and copyright: August 2024 @ ArtsNOW

 

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Exploring Adjectives Through Art and Creative Writing

EXPLORING ADJECTIVES THROUGH ART AND CREATIVE WRITING

EXPLORING ADJECTIVES THROUGH ART AND CREATIVE WRITING

Learning Description

Describing artwork can be a great way to help students use more adjectives!  Adjectives support students in using descriptive language to create interesting and unique stories. In this lesson students will have the opportunity to do both!

 

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 use adjectives to describe a piece of art.
  • I can use art as an inspiration to write a creative story.

Essential Questions

  • How can adjectives help me describe a piece of art? 
  • How can art stimulate my imagination and help me write a creative story?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAKR6 The student gains meaning from orally presented text.  

ELAKW1 The student begins to understand the principles of writing. 

ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature.  

ELAKLSV1 The student uses oral and visual skills to communicate.  

Grade 1:

ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. 

  1. Recognizes and uses graphic features        

and graphic organizers to understand text. 

ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature.

ELA1LSV1 The student uses oral and visual strategies to communicate. 

Grade 2: 

ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. 

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.  

ELA2LSV1 The student uses oral and visual strategies to communicate. 

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. a. Create works of art emphasizing one or more elements of art and/or principles of design. 

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art. e. Develop manual dexterity to develop fine motor skills. 

VAK.MC.3: Selects and uses subject matter, symbols, and/or ideas to communicate meaning. 

VAK.PR.1 Participate in appropriate exhibition(s) of works of art to develop identity of self as artist. 

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. a. Create works of art emphasizing one or more elements of art and/or principles of design. 

  1. Create works of art that attempt to fill the space in an art composition.

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

  1. Explore spatial relationships.

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

VA1.PR.1 Participate in appropriate exhibition(s) of works of art to develop identity of self as artist.

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.W.MCC.3.1 3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened.

K.W.L.4.5 With guidance and support, use adjectives.

K.W.MC.1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.

Grade 1:

1.W.MCC.3.1  Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure. 

1.W.L.4.5 Use adjectives and adverbs.

1.W.MC.1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups

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

Narrative - A story or sequence of events and experiences. 

Adjective - Words that describe or modify another person or thing in the sentence. 

Illustration - A picture or diagram that helps make something clear or attractive. 

Arts Vocabulary

Line - A mark made by a pointed tool such as a brush, pen, or stick; a moving point

Color - One of the seven elements of art; it is created by light. There are three properties of color: Hue (name), value (shades and tints), and intensity (brightness)

Shape - A flat, enclosed area that has two dimensions, length and width

Texture - Describes the feel of an actual surface

 

Materials

  • Picture of artwork 
  • Pencil 
  • Paper 
  • Colored pencils/crayons/markers

 

Instructional Design

Opening/Activating Strategy

Project an image. In pairs, have students identify 10 things that they see in the image. Have students switch pairs and identify 10 more things that they see. Repeat one final time.  Reflect with the students on how the task became more difficult with each round.  Point out some examples in rounds 2 and 3 in which students began to include more detail, describing the attributes of what they saw (using adjectives).

 

Work Session

Process 

  • Start the lesson by reviewing adjectives. Using the image from the activator, name a few adjectives that can be seen in the image. Focus adjectives around the elements of art - color, types of lines and shapes, and texture.
  • Show students a work of art or illustration from a story. The illustration should be vivid and colorful if possible (not abstract). This will help the students identify many adjectives to use in describing the image. 
  • Older students will write their adjective on a sticky note. The teacher will ask students to take turns sharing their adjectives that describe the artwork. Students will place the sticky note on the board next to the image of the artwork. They will share where they see the adjective in the artwork when it’s their turn to put their sticky note on the board. For younger students, have them take turns coming up to the board and pointing out where they see the adjective that they used to describe the artwork. The teacher can write these words on the board. 
  • Next, have the students close their eyes and imagine what is happening in the picture. Ask the students the following questions to guide their imagination. 
    • Who are the people or objects in the artwork? 
    • What are the characters doing in the image? 
    • Where are the characters going? 
    • When did this happen? 
    • Have the students focus on Who, What, When, and Why as they will have to use their creativity and imagination to write a creative story using the artwork as a starting point. 
  • Explain that students will be writing a story based on the artwork. Students will fill out a graphic organizer to plan their story. Set a minimum number of adjectives that students should include in their story to make the story more interesting and capture the readers’ interest. 
  • Students will then generate drawings of their own to illustrate their stories.

Closing Reflection

Have students engage in small group story time. Students will share their stories and illustrations with each other. Students should use adjectives to describe each other’s stories and illustrations.

 

Assessments

Formative

  • Check for understanding through student discussion of artwork using adjectives and explaining where students see them. 
  • Creative story planning graphic organizer

 

Summative

Students will demonstrate mastery of learning concepts through their illustrations and creative stories based on original artwork.

 

Acceleration: 

Gifted Modifications and Extensions:  Follow steps 1-3 of the original lesson and then finish the lesson with these modifications: Give students a series of adjectives and have them create their own piece of artwork. When done creating their artwork, have the students close their eyes and imagine what is happening in the picture. They will then write an imaginative writing piece answering the questions who, what, when and where in their writing.  

Remediation: 

Follow steps 1 and 2. Next, using a graphic organizer, work as a group to name adjectives that describe the picture. Invite students to use the adjectives as they write or dictate sentences about the picture. 

*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: Greg Sena. Modifications, Extensions, and Adaptations Contributed by:  Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas.  Reviewed by Debbie Frost. Updated by Susie Spear Purcell and Katy Betts

Revised and copyright:  August 2022 @ ArtsNOW

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Famous African Americans and Visual Art 2-3

FAMOUS AFRICAN AMERICANS AND VISUAL ART

FAMOUS AFRICAN AMERICANS AND VISUAL ART

Learning Description

Explore the artist Jacob Lawrence and learn about his bold artistic style while studying the life of the famous American, Dr. Martin Luther King, Jr.*. Document history by creating a series of paintings to illustrate the struggles and triumphs of Dr. King just as Jacob Lawrence documented the important events in African American history.

*This lesson can also be adapted to teach about the life of other important African American figures.

 

Learning Targets

GRADE BAND: 2-3
CONTENT FOCUS: Visual Arts, Social Studies & ELA
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify important events in Dr. Martin Luther King, Jr.’s life.
  • I can visually represent important events in Dr. Martin Luther King, Jr.’s life using the style of Jacob Lawrence. 
  • I can describe the style of Jacob Lawrence’s artwork.

Essential Questions

  • How can you use Jacob Lawrence’s style of painting to document the lives of historical figures?
  • Who is Dr. Martin Luther King, Jr. and what are important events in his life?

 

Georgia Standards

Curriculum Standards

Grade 2:

Social Studies

SS2H1 Describe the lives and contributions of historical figures in Georgia history. 

  1. Martin Luther King, Jr. (civil rights)

 

ELA

ELAGSE2W2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Arts Standards

Grade 2:

VA2MC.3: Selects and uses subject matter, symbols, and/or ideas to communicate meaning.  

VA2CU.2: Views and discusses selected artworks.  

VA2PR.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.  

VA2C.1: Applies information from other disciplines to enhance the understanding and production of artworks. 

 

South Carolina Standards

Curriculum Standards

Grade 2:

Social Studies

Standard 1: Utilize the college and career skills of a historian to study the continuity and changes over time in the United States.

2.H.1 Identify and compare significant historical events, moments, and symbols in U.S. history.

 

ELA

WRITING - Fundamentals of Writing

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 Explore print and multimedia sources to write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

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.

 

Key Vocabulary

Content Vocabulary

  • Narrative - A story or sequence of events and experiences
  • Dr. Martin Luther King, Jr. - A prominent American civil rights leader, clergyman, and social activist who played a key role in the American civil rights movement

Arts Vocabulary

  • Line - One of the seven Elements of Art; 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
  • Color - One of the seven Elements of Art; it is created by light; there are three properties of color: Hue (name), Value (shades and tints), and Intensity (brightness)
  • Primary Colors - A hue from which all other colors can be mixed: red, yellow, and blue

 

  • Secondary Colors - A hue mixed from two primary colors, such as orange, green, and purple
  • Neutral Colors - Black, white, gray, brown

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Display one of Jacob Lawrence’s paintings on the board. 
  • Without giving students any information about the artwork, ask students to write a short description of what they think is going on in the painting. 
    • Students should explain what they see in the image that helped them come to this conclusion.
    • Allow students time to share with a partner.
    • Ask a few students to share their ideas with the class.
  • Tell students the name of the artist, name of the painting, and a description of what is going on. 
    • Ask students how their interpretations are similar or different to the actual description of the painting.

 

Work Session

  • Tell students that they will be painting in the style of Jacob Lawrence in this lesson.
    • Lawrence is among the best-known twentieth century African American painters. 
    • Lawrence concentrated on depicting the history and struggles of African Americans.  
    • Lawrence used tempera paints. 
    • Direct students’ attention toward Lawrence’s use of vivid color, expressive style, flat shapes, use of entire space, and the series format to convey a story. 
    • Optional: 
      • Ask students to take turns coming up to the board and outlining the major shapes in different paintings.
      • Provide printed copies of one of the paintings; have students outline the major shapes in the painting.
    • Ask students how the description and the painting are connected just as an illustration in a book is connected to the text on the page.
  • Tell students they are going to become artists like Jacob Lawrence. As a class, they will create a series of paintings that depict the life of Dr, Martin Luther King, Jr. 
    • Use a graphic organizer to sequence the important events in his life. 
    • Next, instruct the students to do a simple sketch or illustration of each event.
    • Instruct the students to use pencil to make a sketch of their assigned event before painting. 
    • Remind students to:
      • Introduce their topic (the event) at the beginning of the paragraph 
      • Use facts and definitions that they learned from the lesson to inform the reader about the event
      • Describe how they showed those facts in their painting
      • Include a conclusion sentence
    • Read a biography of Dr. Martin Luther King, Jr., and discuss the life of Dr. King with the class. 
    • Arrange students into groups of two to three students. Assign each group an event in Dr. King’s life. 
    • Students will create a painting of the event in the style of Jacob Lawrence (remind students of Lawrence’s use of vivid color, line and geometric shape). 
    • After students finish painting, they will write a description of their painting on an index card describing what part of Dr. King’s life is pictured. 
  • Have students arrange the paintings in chronological order.
  • Display the paintings as a series that illustrates the life of Dr. King.   

Classroom Tips: Cover students’ work area with butcher paper. Have students share paint and water supply on their work area. Fill 2 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. 

 

Closing Reflection

  • Allow students time to engage in a gallery walk to view all of the artworks. 
  • Facilitate a class discussion around how each group portrayed the event in the style of Jacob Lawrence.

 

Assessments

Formative

Teachers will assess students’ understanding by observing students’ discussion of the style of Jacob Lawrence’s work and students’ identification and visual depiction of important events in Dr. King’s life.

 

Summative

CHECKLIST

  • Students can identify important events in Dr. Martin Luther King, Jr.’s life.
  • Students can visually represent important events in Dr. Martin Luther King, Jr.’s life through painting using the style of Jacob Lawrence.
  • Students can accurately describe and write about an event in Dr. Martin Luther King, Jr.’s life using relevant details through a well-organized paragraph.

 

Differentiation

Acceleration:

After reading the biography, students will research other events in the life of Dr. Martin Luther King, Jr. using internet or library resources. Students will pick one event in his life to depict through a picture in the style of Jacob Lawrence. Once each student has created a picture, the student will write a paragraph describing the picture and the event. They will work together to create a chronological/numeric timeline to represent the events in the life of Dr. King.

Remediation:

ESOL Modifications and Adaptations: To prepare the ESOL students for the painting assignment, the ESOL teacher will read to students Story Painter: Life of Jacob Lawrence by John Duggleby and show how a series of paintings can tell a story. The ESOL teacher should also utilize photographs and images to help student comprehension when reading the biography of Dr. King (such as Happy Birthday, Martin Luther King).

Special Education Modifications and Adaptations: Read an age appropriate book about Dr. Martin Luther King Jr. (such as Happy Birthday, Martin Luther King). The teacher will provide cards with pictures and text that describe the life of Dr. King based on the book of choice. Students will work as a group to sequence the cards in story order. Provide geometric shaped templates and straight edges for students to use as they draw pictures in the style of  Jacob Lawrence. Students will accompany drawings with one or two sentences that they write or dictate.

ADDITIONAL RESOURCES

  • “Martin Luther King Jr.’s Life in Pictures.” CNN, www.cnn.com/interactive/2018/04/us/martin-luther-king-jr-cnnphotos/. Accessed 26 June 2023.

 

*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: Whitney Jones. Modifications, Extensions, and Adaptations Contributed by:  Peggy Barnes, Candy Bennett, Lindsey Elrod, Jennifer Plummer, and Vilma Thomas.  Reviewed by Michael Miller. Updated by Whitney Jones Snuggs and Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

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Gotta HAND It To Our Artists K-1

GOTTA “HAND” IT TO OUR ARTISTS

GOTTA “HAND” IT TO OUR ARTISTS

Learning Description

In this lesson, students will create a “self-portrait” to show who they are in a unique way! Rather than a standard self-portrait with traditional facial features, students will trace their hand adding colored patterns on the inside. These patterns will be inspired by the art of the Ndebele ([NDI] + [BEL] + [EE]) people to represent what makes them unique. Students will then add writing to explain their “self-portrait”.

 

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 artwork inspired by the artwork of the Ndebele people.

  • I can use visual art to tell others about myself

  • I can use the elements of line, shape, and color to create a unique artwork.

  • I can explain my artwork through writing.

Essential Questions

  • How can art be used to tell about oneself?

  • How are lines, shapes, and colors used to create art?

 

Georgia Standards

Curriculum Standards

Kindergarten:

ELAGSEKW2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

 

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

 

ELACCKSL5:  Add drawings or other visual displays to descriptions as desired to provide additional detail.

 

Grade 1:

ELACC1W2:  Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

 

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

 

ELACC1SL4:  Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.  

 

ELACC1SL5:  Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

 

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.

 

VAK.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

 

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

 

VA1.CN.1 Investigate and discover the personal relationships of artists to community, culture, and the world through making and studying art.

 

VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

 

South Carolina Standards

Curriculum Standards

Kindergarten

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 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply information about the topic.

 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.2 Practice the skills of taking turns, listening to others, and speaking clearly.

1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.

 

Grade 1

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 Explore print and multimedia sources to write informative/explanatory texts that name a topic, supply facts about the topic, and provide a sense of closure. 

 

COMMUNICATION - Meaning and Context

Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

1.2 Practice the skills of taking turns, listening to others, and speaking clearly.

1.4 Participate in conversations with varied partners about focused grade level topics and texts in small and large groups.

 

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

 

 

Key Vocabulary

Content Vocabulary

  • Ndebele Tribe - A Bantu ethnic group in Southern Africa, primarily found in Zimbabwe and South Africa. They are known for their distinctive artistic traditions, particularly their colorful beadwork and house painting

Arts Vocabulary

  • Elements of Art - The fundamental components that artists use to create visual works
  • Line - An element of art that defines space, contours and outline
  • Shape - A two-dimensional enclosed object
  • Color - An art element with three properties: hue, value and intensity; reflected or absorbed light; warm colors (red, orange, yellow); cool colors (blue, green, violet)
  • Self-Portrait - A visual representation of oneself
  • Pattern - One of the principles of design; the repetition of specific visual elements such as line or shape
  • Value - The lightness or darkness of a color

 

Materials

     

     

    Instructional Design

    Opening/Activating Strategy

    • Using an image of Ndebele artwork, ask students to work collaboratively to engage in the See, Think, Wonder protocol. 
      • First, students will identify what they see in the image. Emphasize that they should make objective observations about the artwork (i.e. lines, colors, shapes, 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.

     

    Work Session

      • Discuss the importance of a handprint, thinking about how each hand print is unique, just as each person is unique. 
      • Ask students to choose three things about themselves that make them unique.
        • Allow students to pair share; model for students how to take turns.
        • Ask several students to volunteer to share one thing about their partner that makes them unique.
      • Tell students that they will be using the art of the Nbedele people to inspire a “self-portrait” that shows what makes them unique.
        • Have students follow along with this chant saying: 

      Ndebele, Ndebele,  

      With their hands they made their art! Colors, lines and shapes,  

      These are the elements from which to start!
      Rhythm-ong ©

      • Show students on a map where the Ndebele people are from–primarily South Africa and Zimbabwe.
      • Facilitate a brief discussion about the art of the Ndebele Tribe, looking closely at their colored patterned artworks. 
        • Direct students to describe the types of lines used to create patterns. 
        • Then, ask students to describe the color combinations that the artists use.
      • Pass out paper. Demonstrate to students how to trace their hand with a pencil onto their paper. Students will go over their hand outline in black marker. Assist students with this task as needed.
      • Using black markers, students will create a line design inside the hand. Project an image of the art of the Nbedele people to remind students of the types of pattern and lines they used in their art.
      • Tell students to select three colors–one for each characteristic that makes them unique. 
      • Students will then begin the coloring process. Tell students to color in the spaces between the black lines with the colors they selected, paying close attention to each individual shape created. Encourage students to “paint” with their markers by coloring their “brush strokes” in the same direction.
      • Students will then embellish their art with oil pastel blending techniques using a cool (green, blue, violet) or warm (red, orange, yellow) color palette. They will go around the hand with their darkest value color first (red or violet), medium value (orange or blue), then lightest value (yellow or green) to create a “glow”. 
      • Finally, students will write complete sentences (as age appropriate) to tell about each color and why they used it.

       

      Closing Reflection

      • In small groups or with a partner, students will present their artwork to their classmates. 
        • Students should share how the artwork of the Ndebele people influenced their pattern choices.
        • Students should share the colors they used and why they selected them.

      Assessments

      Formative

      Teachers will assess student understanding through student discussions of the art of the Nbedele people; students’ use of line, shape, color and pattern; and students’ ability to select colors that have personal meaning.

       

       

      Summative

      CHECKLIST

      • Students can use the elements of line, shape, and color to create a unique artwork. 
      • Students can use the characteristics of the artwork of the Ndebele people to inspire their artwork.
      • Students can use visual art to tell others about themselves.
      • Students can explain their artwork through writing.

       

       

       

      Differentiation

      Acceleration: 

      • Have students add expressive words or vocabulary words into the artwork. These words can be hidden or obvious and give each piece a more individual feel. 
      • Teachers can also tie this lesson in with Australian Aborigines art or prehistoric handprint art.

      Remediation: 

      • Allow students to orally explain their artwork rather than writing about it. 
      • Provide sentence starters for students.
      • Provide a hand outline template for students to use rather than tracing their own hands.

       

       ADDITIONAL RESOURCES

       

      • Classroom Tips: Using markers as opposed to paint, makes this lesson very doable in any classroom setting. The success lies in teaching your students how to appropriately “paint” with markers keeping their “strokes” going in the same direction.
      • Images of Ndebele artwork
      • Khan, Gulshan, et al. “Ndebele Art.” Getty Images, www.gettyimages.com/photos/ndebele-art. Accessed 26 June 2023.

      *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 and updated by: Debi West and Katy Betts

      Revised and copyright:  May 2024 @ ArtsNOW

       
      Back to Modules

      Impersonating Picasso 4-5

      IMPERSONATING PICASSO

      IMPERSONATING PICASSO

      Learning Description

      In this lesson, students will explore the life and inspirations of the artist Pablo Picasso and the different periods of his art. They will use this knowledge to recreate their favorite Picasso piece or create an original artwork inspired by what they learned. Students will then apply opinion writing techniques to persuade their classmates to purchase their artwork.

       

      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 convey meaning through my art.
      • I can use color to reflect a personal “period” of art.
      • I can use art terms to tell someone why they should purchase my art.
      • I can support the reasons why someone should buy my artwork with relevant details.
      • I can explain my personal art “period” and why I chose particular colors and subjects in my art.

      Essential Questions

      • What inspired the different periods of Picasso’s art?
      • How does color and style communicate meaning in art?

       

      Georgia Standards

      Curriculum Standards

      Grade 4: 

      ELAGSE4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

       

      ELAGSE4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

       

      ELAGSE4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

       

      Grade 5: 

      ELAGSE5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

       

      ELAGSE5RI3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

       

      ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

      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, and processes 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, and processes 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: 

      ELA.4.AOR.1.2 Determine and explain how figurative language impacts meaning and contributes to the reader’s experience.

       

      ELA.4.C.1.1 Write arguments to make a claim about a topic. When writing: a. introduce a topic and state an opinion about the topic; b. provide reasons supported by facts from a credible source(s); and c. group ideas logically using transitional words and phrases; and d. provide a concluding statement or section.

       

      Grade 5: 

      ELA.5.AOR.2.2 Explain the development of a stated or implied central idea over the course of an informational text.

       

      ELA.5.C.1.1 Write arguments to make a claim about a topic. When writing: a. introduce a topic and make a claim about the topic; b. include reasons that are supported by facts from a credible source(s); c. develop an organizational structure in which ideas are grouped logically; d. use transitions to link and structure ideas; and e. provide a concluding statement or section.

      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

      • Opinion writing - A form of writing in which the author expresses their personal beliefs, thoughts, or feelings about a particular topic or issue
      • Informational text - A type of nonfiction writing that conveys facts, details, and information about a particular subject
      • Biography - A detailed account of a person's life, written by someone else

      Arts Vocabulary

      • Mood - A state or quality of feeling at a particular time
      • Cubism - The name given to the painting style invented by Pablo Picasso and Georges Braque between 1906 and 1914. Cubists used multiple views of objects to create the effect of their three-dimensionality, while acknowledging the two-dimensional surface of the picture plane.
      • Abstract - Non-objective art, art that utilizes shape, color and texture, without representing real objects
      • Organic/free form shapes - Shapes without straight lines; irregular shapes
      • Geometric shapes - Precise and regular shapes that are defined by mathematical principles
      • Color - The element that is produced when light, striking an object, is reflected back to the eye. It is one of the fundamental elements of art and plays a crucial role in creating mood, expressing emotion, and conveying messages. Color in art can be understood and manipulated through various properties:
        • Hue: The name of a color (e.g., red, blue, yellow).
        • Value: The lightness or darkness of a color.
        • Saturation (or intensity): The purity or brightness of a color

       

      Materials

       

      Instructional Design

      Opening/Activating Strategy

      Teacher note: This lesson uses Pablo Picasso as the artist of study, but any established artist can be used as a substitute.

       

      • Project two images of Pablo Picasso’s artworks from different periods in his career side by side on the board, such as “The Visit (The Two Sisters)” and “Seated Harlequin”.
      • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
        • First, students will identify what they see in the images. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.). Direct students’ observations to both the similarities and differences between the images.
        • Next, ask students to identify what they think about the images. Emphasize that students should be creating inferences using visual evidence from the images. Direct students’ conversation towards what Picasso might have been trying to convey (mood).
        • Finally, ask students what they wonder about the images.
      • Facilitate a class-wide discussion around students’ observations, inferences, and questions.

       

      Work Session

      Part 1 – Building Background

      • In guided reading groups (or as a whole group), read and discuss the life of Pablo Picasso.
      • Share the following biographical information with students.
        • Picasso was born Oct 25, 1881, in Malaga, Spain.
        • Picasso’s father was a painter and recognized that Picasso was much better than him by the time he was 13.
        • Picasso’s paintings often depicted and mirrored his life and what he observed.
        • Picasso settled in Paris in 1904. He was fascinated by the city’s Bohemian streets. He often expressed human suffering by portraying blind figures and beggars in his paintings.
        • It was at this time that he also experienced the death of a close friend. Because of this, he started using various shades of blue in his work for the next few years.
          • This period was called Picasso’s Blue Period (1901-1904).
          • Show students an image of one of the paintings from his Blue Period, such as “The Old Guitarist”. Ask students what they think the mood of the painting is and why. Ask them how color plays a role in the mood.
        • In 1905-06, Picasso met Fernande Olivier, the first of many companions to influence the theme, style, and the mood of his work.
        • This happy relationship changed his palette to pinks and reds, bringing in distinctive beige or "rose" tones. The subject matter also is less depressing. This period became known as his Rose Period.
        • Here are the first appearances by the circus performers and clowns, which he visited several times a week, and appear often in later stages of his career.
          • Show students an image of one of the paintings from his Rose Period, such as “Acrobat and Young Harlequin”. Ask them how the warm colors in this painting create a different mood that the blues in “The Old Guitarist”.
        • In late 1906, Picasso started to paint in a unique manner that was inspired by Cezanne’s flattened depiction of space and his friend Georges Braque.
        • Picasso began to express space in strongly geometrical terms.
          • Show students an image of a painting from his Cubist Period, such as “Three Musicians”. Ask students how the figures look different in this image than in the previous two images that they looked at.
        • These initial efforts at developing this almost sculptural sense of space in painting are the beginnings of Cubism.
        • By the late '30s, Picasso was the most famous artist in the world. He was called upon to depict the brutality of fascist aggression in the Spanish Civil War with his monumental "Guernica" painting. Many other paintings from this period reflect the horror of war.
        • Pablo Picasso died on April 8, 1973.

       

      Part 2 – Creating Artwork

      • View several different pieces of Picasso’s artwork from the different periods or go back to the three works that students looked at in the previous session, and discuss how they are different and why (students should recognize the Rose Period, Blue Period, and Cubist Period of his work).
      • Discuss how tone and color change the “mood” of a piece of artwork and discuss how it conveys a message.
      • Discuss geometry in Picasso’s cubist artwork and how he found beauty in the oddity of the shapes.
        • How does cubism relate to 3-D objects and paintings?
        • What effect do you think he was trying to achieve?
      • Tell students that they will be creating art inspired by Picasso.
      • There are three variations to the artwork students can create:
        • Option 1: Ask students to think of something in their own personal life that they would like to represent. Have students create their own “art period” and give it a color. Remind students how color reflects mood, so the colors they choose should reflect the mood of what they are representing.
        • Option 2: Have students recreate one of Picasso’s pieces. They will reinterpret it using their own “art period”, like Picasso’s Blue Period. Have students analyze how their interpretation is different and changes the mood of the artwork.
        • Option 3: Have students draw a person using geometric shapes. Then have them cut it up and glue it in collage style to represent the cubist style.

       

      Part 3 – Persuasive Writing

      • Tell students that many famous artists whose work is worth millions of dollars now, originally were not popular and often struggled to make a living.
      • Tell students that they will be writing to persuade an important art collector to purchase the piece of artwork they just created.
        • Students’ writing should:
          • Include several reasons why someone should buy their artwork supporting them with relevant details.
          • Use the art concepts that they used, such as the personal “art period”, Cubism, geometric shapes, etc.
          • Explain their personal “art period” and why they chose particular colors and subjects in their piece.
          • Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition, etc.).
          • Structure ideas in a well-organized format.
          • Include a conclusion.

       

      Closing Reflection

      • Students should share their artwork with a partner. Their partner will imagine themselves to be a wealthy art collector. They will try to persuade their partner to purchase their artwork using the information in their writing. Students should not read their artwork but should focus on communication skills through conversation.
      • Debrief the process with students and ask if anyone was persuaded to purchase the artwork. Ask them to explain why.
      • Finish the lesson with two “glows” and a “grow”. Ask students to identify two things they did well/were proud of themselves for and one thing they would like to do differently next time they do a lesson like this.

       

      Assessments

      Formative

      Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of the life and background of Pablo Picasso to determine students’ comprehension, discussion of Picasso’s artworks from different periods, individual artmaking process, and conferencing with students during the writing process.

       

      Summative

      CHECKLIST

      • Students can convey their meaning through their art.
      • Students can explain the reasons why someone should buy their artwork supporting them with specific reasons and using the art concepts that they used, such as the personal “art period”, Cubism, geometric shapes, etc.
      • Students can explain how they conveyed meaning in their artwork.

       

      DIFFERENTIATION 

      Acceleration: Encourage students to research famous artists to see who was known for creating both 2-D (such as drawing and painting) and 3-D (such as sculpture) art pieces (including but not limited to artists such as DaVinci, Van Gogh, and Jackson Pollock. They can create a digital presentation, such as a PowerPoint, that shows pictures of the artist’s 2-D and 3-D art. Students can then reinterpret their 2-D artwork in a 3-D style that reflects one of the chosen artists.

      Remediation: When presenting information about Picasso, provide the students with video as well as books for the more visual/auditory learners. Have the vocabulary terms posted visually for the students, with examples of each. When creating the artwork, use developmentally-appropriate terms to describe the mood of the artwork.

      ESOL Modifications and Adaptations: ESOL students will need to look at the additional artwork on the different artists and discuss the mood (feeling in the art work) and period (time from when the artwork was created) to make sure they understand the context. For the opinion writing piece, the students will orally persuade someone to purchase the piece of artwork created by the student.

       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: Whitney Jones. Modifications, Extensions, and Adaptations Contributed by: Candy Bennett, Patty Bickell, Vilma Thomas, and Lori Young. Reviewed by Debbie Frost. Updated by: Katy Betts.

      Revised and copyright: August 2024 @ ArtsNOW

       

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