Elementary Architects Cover - FAEAfaea.org/FAEAApps/(X(1)S(3qvnbad341hro1hnfjbbvl1z... · Week One:...

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Visual Arts Lesson Plan Teacher's Name:Linda Crawley

Page 1

3 - Drawing:St Basil's CathedralTitle:3 Grade Art

Big Ideas: Benchmark #: NGSSS Descriptions:Incorporate ideas from art exemplars for specified time periods and cultures. Skills, Techniques and

ProcessessVA.3.S.1.3:

Integrate the structural elements of art and organizational principles of design withsequential procedures and techniques to achieve an artistic goal.

Skills, Techniques and Processess

VA.3.S.2.1:

Use diverse resources to inspire artistic expression and achieve varied results. Skills, Techniques and Processess

VA.3.S.1.2:

Compare techniques used by peers and established artists as a basis for improving oneísown work.

Critical Thinking and Reflection

VA.3.C.2.2:

I can manipulate positive and negative space in my work of art.

Objectives / Learning Goals:

Course Name:

I can create depth in my drawing

I can create artworks inspired by other cultures.

1.

2.

3.

Create drawings that demonstrate an awareness of space.Key Learnings:

Materials / Instructional Resources:Vocabulary:

Common Core:

ArchitectureCulturePositive SpaceNegative SpaceOverlap

PPT - Architecture Around the World

12X18" white drawing paperpencilblack markercolored pencil

Speaking and Listening - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

A13. Use of Illustrations/Diagrams A9. One-on-oneInstruction with Teacher and Teacher Assistant

ELL Strategies:

3 Class PeriodsLength:

Create artworks inspired by imagination, personal experiences, different time periods, cultures, and community with anawareness of copyright laws.Explore artworks from individuals, groups and cultures.

ArtDatabase http://168.213.3.12/fmi/iwp/cgi?-db=ArtDatabase&-load...

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Page 2

Week One: Show PPT Architecture Around the World. Discuss how architecture style vary in different cultures. Look at specific shape on St. Basil's Cathedral. Look at the overlapping. Introduce positive and negative space.

Week Two: Review St. Basil's. Review positive/negative shapes. Go back to PPT and look closely at pattern and texture on the onion domes of St. Basil's.

Week Three: Look at colors of the cathedral.

Instructional Delivery of Project

Week One: Demonstrate drawing the shapes that comprise the style of St. Basil's. Focus on pointing out positive/negative and overlapping to show depth.

Week Two: Demonstrate adding texture and pattern to the domes.

Week Three: Demonstrate using colored pencil to complete the artwork.

Week One: Students begin drawing. Teacher circulates and assists as needed

Week Two: Students add pattern and texture to the drawing with black marker. Teacher circulates and assists as needed

Week Three: Students add color. to the drawing. Teacher circulates and assists as needed

Week One: Students complete basic shapes.

Week Two: Students complete pattern and texture.

Week Three: Students complete the drawing

Students title the work and write which art elements/principles they used on the back of the artwork.

Explicit Instruction:

Modeling-Demonstration:

Guided Practice:

Independent Student Work:

Reflection / Closure:


Course Name:


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Teacher observation, participation in classroom discussion, evisence of learning goals in completed project, written piece on back of artwork

Assessment / Evidence of Learning:

Rubric / Scale to Measure Learning Goals:Objectives: 3 2 1 0I can manipulate positive and negative space in my work of art.

I can create depth in my drawing

I can create artworks inspired by other cultures.

4Positive and negative space is varied, balanced and developed.

Positive/negative space shows variety of size.

Positive/negative space is simplistic.

No thought or planning to positive/negative space.

Depth created through overlapping, shading and size relationships.

Depth created through overlapping and shading.

Depth created through overlapping.

No depth created.

Able to verbalize in detail basic differences in architectural styles.

Able to verbalize basic differences in architectural styles.

Recognition of basic differences in architectural styles.

No understanding of differences in architectural styles.


Course Name:


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Page 1

5 - Watts Tower: PrintmakingTitle:5 Grade Art

Big Ideas: Benchmark #: NGSSS Descriptions:Identify sequential procedures to engage in art production. Skills, Techniques and

ProcessessVA.5.S.2.2:

Analyze works of art that document people and events from a variety of places and timesto synthesize ideas for creating artwork.

Organizational Structure VA.5.O.2.1:

Discuss artworks found in public venues to identify the significance of the work within thecommunity.

Historical and Global Connections

VA.5.H.2.3:

Organize the structural elements of art to achieve visual unity. Organizational Structure VA.5.O.1.2:

I can create prints using varied layers of color for a unified composition.


Course Name:

I can discuss and respond to how artists and designers have made an impact on everyday life.

I can complete tasks in a specified time frame.

1.

2.

3.

Create prints using varied layers of color for a unified composition.Key Learnings:


Common Core:

ArchitectureSimon RodeaUrbanCityscapeArmitureMosaic

Architecture PPT - Watts Tower slideshttp://vimeo.com/6357875 - Reading Rainbow "The Wonderful Tower of Watts" (or the book)

Light blue construction paper 12X12Grey Constr. paper 4X12Black or dark grey temperaMat-board edges (for printing)Asst. tempera colorsq-tips, dabbers,etc

Reading - Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Writing - Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

A13. Use of Illustrations/Diagrams E7. Peer PairELL Strategies:

3 class periodsLength:

Discuss and respond to how artists and designers have made an impact on everyday life.

Interpret how art reflects and documents cultural trends and historical events.

Complete tasks in a specified time frame, utilizing sequential procedures and techniques, individually or within a group.


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Page 2

Week One: Introduce Simon Rodia and Watts Tower. Discuss his commitment to his vision, the execution and the location Watch Reading Rainbow video or read the book "Wonderful Tower of Watts". Discuss how the tower impacted the community in Los Angeles.

Week Two: Look at visual examples and close-ups of the parts of the towers in the PPT. Discuss the variety of heights, shapes and spacing. Discuss the ways an architect must understand the materials he/she works with and how they must hold up against wind, rain, etc.

Week Three: Review. Discuss the use of recycled "trash" for the mosaics on the towers.


Week One: Demonstrate creating a skyline by collaging cut paper. Discuss variety, contrast and repetition.

Week Two: Demonstrate printing a unique structure inspired by the Watt's Towers. Demonstrate using mat-board scraps to print the linear parts of the towers.Cardboard can be "bent" or "curved" to give a 3-dimensional effect. Use other found objects for extra details.

Week Three: Demonstrate adding colorful mosaic details with a small dabber or q-tip. Demonstrate writing a short artist statement about the Watt's Tower as it relates to their own artwork.

Week One: Students assemble and glue cityscape at the bottom of the page. Teacher circulates and assists as needed.

Week Two: Students stamp their interpretation of the Towers. Teacher circulates and assists as needed.

Week Three: Students add embellishments tot he Towers. Teacher circulates and assists as needed.

Week One: Students complete the cityscape.

Week Two: Students complete the stamped design of the Towers.

Week Three: Students complete the colorful embellishments.

Students write a short artist statement in their art journal.



Guided Practice:




Course Name:


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Participation in classroom and one on one discussions, teacher observation, evidence of learning goals in completed artwork, artist statement.


Rubric / Scale to Measure Learning Goals:Objectives: 3 2 1 0I can create prints using varied layers of color for a unified composition.

I can discuss and respond to how artists and designers have made an impact on everyday life.

I can complete tasks in a specified time frame.

4Work is highly developed and well executed with strong understanding of composition techniques.

Work is strong and shows development towards strong composition.

Work show a basic understanding of composition techniques.

Work is sloppy, composition is weak and undeveloped.

High level of understanding, able to explain verbal/written the impact of artist and how it applies to their own works of art.

Strong participation and understanding of arts impact.

Some participation, basic understanding of arts impact.

No participation in discussions. No artist statement.

Artwork is complete to a high degree of proficiency, artist statement is personal and developed.

Artwork is complete. Artist statement is complete.

Artwork begun, but not quite completed. No artist statement.

Minimal work completed.No artist statement.


Course Name:


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Page 1

K - Popsicle Stick ArchitectsTitle:

0 Knd Grade Art

Big Ideas: Benchmark #: NGSSS Descriptions:Create works of art to document experiences of self and community. Organizational Structure VA.K.O.3.1:

Explore art processes and media to produce artworks. Skills, Techniques and Processes

VA.K.S.1.1:

Identify real and imaginary subject matter in works of art. Innovation, Technology and the Future

VA.K.F.1.2:

I can create a unique blueprint plan of my art building.


Course Name:

I can create a unique and creative building using mixed media.

I can use good craftsmanship in my work of art.

1.

2.

3.

Create artwork based on planned ideas from imagination, real life, self, and community.Key Learnings:


Common Core:

ArchitectArchitectureBlueprintsFunctional

book - Roberto the Insect Architect, other Architecture title as available

popsicle sticks (8 per student)paintpapergluemarkers, colored pencils

A8. Modeling E7. Peer PairELL Strategies:

3 class periodsLength:

Recognize that art is all around me.

Experiment with various media to develop creative risk-taking skills through exploration and critique.

ArtDatabase http://168.213.3.12/fmi/iwp/cgi?-db=ArtDatabase&-loadframes

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Page 2

Day 1: Read Roberto the Insect Architect. Discuss architecture and building. Show actual blueprints. Discuss the planning of the structure.

Day 2: Review. Look over blueprints. Discuss. Look at personal blueprint from last week.

Day 3: Discuss architectural details (siding, brick, stone, windows, casements, doors, tile roof, shingles, etc). Discuss craftsmanship.


Day 1: Demonstrate painting one side of the popsicle sticks with bright colors. Each student paints 8. If time allows, demonstrate tracing a clean dry popsicle stick on blueish paper with a blue pencil as faux blueprint.

Day 2: Demonstrate selecting personal color choices from the painted sticks. Arrange following blueprint plan. Glue in place. Model craftsmanship.

Day 3: Demonstrate working with marker AND colored pencil to add details to their artwork. Model craftsmanship.

Day 1: Students work, teacher circulates. Day 2: Students work, teacher circulates. Day 3: Students work, teacher circulates.

Day 1: Students complete painting of sticks and work on their blueprints.Day 2: Students complete the construction of their "House".Day 3: Students work to add detail and unique characteristics to their work of art.

Title you unique "house".



Guided Practice:



K - Popsicle Stick ArchitectsTitle:0 Knd Grade Art

Course Name:


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Participation in discussions (one on one and whole group), teacher observation, evidence of learning goals in completed project.


Rubric / Scale to Measure Learning Goals:Objectives: 3 2 1 0I can create a unique blueprint plan of my art building.

I can create a unique and creative building using mixed media.

I can use good craftsmanship in my work of art.

4Imaginative and multiple (3+) solutions to the blueprint plan of the building.

Blueprint plan shows planning and 1 or 2 original ideas.

Blueprint plan is basic, little detail.

Work not recognizable as a building or structure.

Multiple (3+) unique and creative ideas are executed. Strong balance of media.

1 - 2 unique ideas are executed, all media are employed within the work of art.

Building is recognizable, lacks original thought, mixed media choices limited (in color or variety).

Building is not recognizable, no original thought, confusing execution of idea, copied from example/peers.

Art work is neatly and carefully assembled. High level of technical skill.

Art work shows a good degree of attention to craftsmanship, neat gluing, control pf drawing tools.

Work is average in construction and execution. Gluing at times messy, some scribbling

Work is sloppy, falling apart and lacks basic technical skill.

K - Popsicle Stick ArchitectsTitle:0 Knd Grade Art

Course Name:


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Sample 2 ID: 21398

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Sample 1 ID: 11398

K - Popsicle Stick ArchitectsTitle: 0 Knd Grade Art Course Name:

Sample 3 ID:31398 Sample 4 ID:41398

Sample #4 Description:

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Sample #3 Description:

Sample #1 Description: Sample #2 Description:


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