Elementary Curriculum Map Visual Art First Grade

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Elementary Curriculum Map – Visual Art – First Grade

Unit: Line

Text: SRA Art Connections CTEM: SBPR Connections

Learning Goal: The student will create

an artwork by using a variety of line types.

Essential Questions/Understandings:

Why do lines have meaning? Why do we associate horizontal lines with being restful?

NGSSS/Benchmarks/Common Core:

VA.1.S.1.2: Use varied processes to develop artistic skills when expressing personal thoughts, feelings, and experiences.

VA.1.F.1.1: Use various art media and real or imaginary choices to create artwork. VA.1.S.1.3: Create works of art to tell a personal story

VA.1.S.1.4: Use accurate art vocabulary to communicate ideas about art. VA.1.H.1.2: Discuss suitable behavior expected of audience members.

VA.1.H.2.2: Identify objects of art that are used every day for utilitarian purposes. VA.1.F.2.1:

VA.1.H.2.3: Identify placed in which artworks may be viewed by others. MACC.K12.MP.5: Use appropriate tools strategically.

MACC.K12.MP.6: Attend to precision.

MACC.K12.MP.7: Look for and make use of structure.

Recognizes and used the elements of art and the principles of design

Develops beginning skills in the use of art tools and processes

Understands and uses art vocabulary

Vocabulary Resources Activities Scale Touchpoints/Assessment

Straight Zigzag Curved Curled Dotted Thick Thin Smooth Rough Solid Broken Visual Artists: Albrecht Dürer, Wassily Kandinsky, Lessons: Introduction , 1,2,4,6 Projects:

• Jasper John’s Abstract Line Designs (Lesson in Angel)

• Create a drawing of your favorite quiet outdoor place using calm lines.

• Draw people in

movement and at play.

4.0: In addition to Score 3.0, the student produces high

quality/creative work and applies all skills stressed in class.

3.0: No major errors or omissions and student made an

effort to apply skills for creating a quality artwork using a variety of lines.

2.0: No major errors or omissions regarding the simpler

details and processes, and applies some of the skills expected for using lines in art.

1.0: With help, a partial understanding of the vocabulary

and process for using lines. Work of inconsistent quality.

0.0: Even with help, no understanding of how to use

lines. Work shows little effort.

Identifies types of lines in an artwork and the feeling lines can create in an artwork Creates an artwork using a variety of lines

Demonstrates proper use of pencils, crayons, markers, etc. Correctly uses the vocabulary associated with the elements of art.

Art is H.O.T. (Higher Order Thinking) Analysis – Albrecht Dürer “Rhinoceros” 1515

• Describe the different types of lines you see in this artwork. (Describe) • Why are some parts empty of line and other parts full of line? (Analysis) • What do you think the rhinoceros would feel like if you touched it?

Why?(Interpretation)

• What do you think people thought about this image in the year 1515? (Interpretation)

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Elementary Curriculum Map – Visual Art – First Grade

Unit: Shape

Learning Goals: The student understands

that objects are represented by shapes (free form or geometric) which are defined by outlines. The students will create an artwork using free-form and geometric shapes.

Essential Questions/Understandings: How does an artist choose a particular shape to represent an object?

VA.1.O.1.1: Identify and use the structural elements of art and organizational principles of design to support artistic development.

VA.1.H.1.3: Describe ways in which artists use their work to share knowledge and life experiences.

VA.1.S.2.1: Practice correct use of tools with various art media, techniques and processes.

VA.1.O.2.1: Create imagery and symbols to express thoughts and feelings VA.1.H.1.1: Discuss how different works of art communicate information about a particular culture.

LACC.1.SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Free-form shape Geometric shape Outline Still life Visual Artists: Henri Rosseau, Jacob Lawrence, Pablo Picasso, Paul Cézanne Lessons: Introduction, 1,2,3,4,6 Projects: • Crayon-resist fish • Texture rubbings shape

collage

• Black glue free-form flower

• Still life construction paper collage • Picasso Painted

self-portrait (lesson in Angel)

4.0: In addition to Score 3.0, the student produces

high quality/creative work and applies all skills stressed in class.

3.0: No major errors or omissions and student

made an effort to apply skills for creating a quality artwork using a variety of shapes.

2.0: No major errors or omissions regarding the

simpler details and processes, and applies some of the skills expected for using shapes in art.

1.0: With help, a partial understanding of the

vocabulary and process for using shapes. Work of inconsistent quality.

0.0: Even with help, no understanding of how to

use shapes. Work shows little effort.

Identifies the type of shapes – geometric and free-form Creates an artwork using a variety of geometric/free form shapes to create a landscape, still life, etc. Demonstrates proper use of scissors, glue and paint. Correctly uses the vocabulary associated with shape.

Art is H.O.T. (Higher Order Thinking) Art Criticism - “The Equatorial Jungle” by Henri Rousseau

• What kinds of shapes were used to create this painting? ( Describe) • Why would the artist leave such a small area of sky? (Analysis) • Why would Rousseau create leaves that are so large? (Analysis) • Is this a realistic jungle painting? (Interpret)

• What kind of feeling do you think the artist had about this jungle? (Interpret) • Was Rousseau successful in creating the feeling? (Judgment)

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Elementary Curriculum Map – Visual Art – First Grade

Unit: Color

Learning Goals: The student will learn the

color wheel, the 3 primary and the 3

secondary colors. The student will use either primary or secondary colors in an artwork.

Essential Questions/Understandings: How can color in an artwork express feelings?

VA.1.C.3.1: Identify vocabulary that is used in both visual art and other contexts. VA.1.C.2.2: Use various media or techniques to learn how changes affect the completed work.

VA.1.S.1.1: Experiment with art processes and media to express ideas.

VA.1.S.2.1: Practice correct use of tools with various art media, techniques and processes.

VA.1.S.2.2: Describe the steps used in art production VA.1.S.3.2: Discuss the qualities of good craftsmanship.

LACC.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small/large groups.

Color wheel Rainbow Primary color Secondary color Genre painting Light colors Dark Colors Visual Artists: David Hockney, Thomas Hart Benton Lessons: Introduction, 1 & 6 Projects: • Use a rainbow of color to create an image. • Mixing primary paint colors to create secondary colors.

4.0: In addition to Score 3.0, the student produces

high quality/creative work and applies all skills stressed in class.

3.0: No major errors or omissions and student made

an effort to apply skills for creating a quality artwork using primary/secondary colors.

2.0: No major errors or omissions regarding the

simpler details and processes, and applies some of the skills expected for using primary/secondary colors.

1.0: With help, a partial understanding of the

vocabulary and process for using primary/secondary colors. Work of inconsistent quality.

color. Work shows little effort.

Identifies primary, secondary, light and dark colors

Creates an artwork using primary and secondary colors. Demonstrates the proper use of and understanding of painting media.

Correctly uses the vocabulary associated with color

Art is H.O.T. (Higher Order Thinking) Analysis – “Hollywood Hills House” by David Hockney 1982

• Describe the colors within this work of art. ( Describe)

• Categorize the primary and secondary colors in this work of art. ( Describe)

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Elementary Curriculum Map – Visual Art – First Grade

Unit: Form and Space

Learning Goal: The student will be

able to fill spaces with forms and shapes to create an artwork. The student will understand the difference between form and shape.

How does and artist create forms from shapes?

VA.1.F.3.2: Follow directions for completing classroom tasks in a specified timeframe to show early development of 21st-century skills.

VA.1.S.3.1: Practice skills and techniques to create with two-and/or three-dimensional media

VA.1.S.3.3: Demonstrate safety procedures for using art tools and materials. VA.1.O.3.1: Use personal symbols in artwork to document surroundings and community.

VA.1.C.3.2: Distinguish between artwork, utilitarian objects, and objects from nature. VA.1.F.1.2: Identify how classmates solve artistic problems.

VA.1.F.3.1: Describe the use of art to share community information.

LACC.1.SL2.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Develops beginning skills in the use of art tools and processes Understands and uses art vocabulary

Height Width Depth Form Space Geometric form Free-form form Visual Artists: Alexander Calder Frank Stella Lessons: Introduction, 1,3,5 Projects: • Construction paper mobile. • Clay animal sculpture • 3D found object building

effort to apply skills for creating a quality artwork using form or space.

details and processes, and applies some of the skills expected for using form or space in an artwork.

and process for form and space. Work of inconsistent quality.

0.0: Even with help, no understanding of how to use form

or space in an artwork. Work shows little effort.

Identifies different types of forms and can describe space Creates a clay sculpture or pinch pot to show form. Creates a mobile to show shape/form

Demonstrates the proper clay techniques

Correctly uses art vocabulary in describing their own artwork.

Art is H.O.T. (Higher Order Thinking) Analysis – Alexander Calder, “Big Red” 1959

• What kinds of lines and shapes do you see in this artwork (Describe) • Why are the shapes spaced as they are? ( Analysis)

• Why did the artist name this mobile “Big Red”? (Interpretation) • Does this mobile look like it works? ( Evaluation)

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Elementary Curriculum Map – Visual Art – First Grade

Unit: Texture, Pattern, and Rhythm

Learning Goal: The student will be able to

identify and create texture, pattern and rhythm in works of art.

Essential Questions/Understandings:Why would an artist want to add texture, pattern and/or rhythm to works of art?

VA.1.C.1.1: Create and discuss works of art that convey personal interests. VA.1.C.1.2: Gather clues to help interpret and reflect on works of art. Va.1.C.2.1: Describe visual imagery used to complete artwork.

VA.1.S.1.2: Use varied processes to develop artistic skills when expressing personal thoughts, feelings, and experiences.

VA.1.S.1.4: Use accurate art vocabulary to communicate ideas about art. VA.1.S.1.3: Create works of art to tell a personal story.

VA.1.S.1.1: Experiment with art processes and media to express ideas.

LACC.1.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Carving Collage Motif Pattern real texture rhythm visual texture weaving Visual Artists: John Singleton Copley Winslow Homer Barbara Zook Peachey Lessons: Introduction 1, 2, 4, 5 Projects: • Collage with different textures • Self-portrait crayon resist • Printed pattern design • Paper weaving

effort to apply skills for creating a quality artwork effectively using pattern or rhythm.

details and processes, and applies some of the skills expected for using pattern and rhythm in an artwork.

and process for creating pattern/rhythm. Work of inconsistent quality.

pattern/rhythm in an artwork. Work shows little effort.

Identifies the types of textures in an artwork using correct vocabulary.

Creates an artwork with real/visual textures, a textured collage, texture in a self-portrait, etc.

Creates an artwork that uses repeated patterns to create a rhythm.

Demonstrate proper use of scissors, glue, etc.

Art is H.O.T. (Higher Order Thinking) Analysis – John Singleton Copley “Mrs. Ezekiel Goldthwaite “1771

*Describe the textures of the lady and the objects within the painting. (Describe) • Why would the artist create a dark background? ( Analyze)

• Why is the lady dressed like she is? (Interpret) • Where is the light coming from? ( Analyze)

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Elementary Curriculum Map – Visual Art – First Grade

Unit: Balance, Emphasis and Unity

Learning Goal: The students will learn

about and apply balance, emphasis and unity in their works of art.

How does an artwork achieve unity?

VA.1.S.2.1: Practice correct use of tools with various art media, techniques, and processes.

VA.1.S.3.2: Discuss the qualities of good craftsmanship.

VA.1.C.3.2: Distinguish between artwork, utilitarian objects, and objects from nature.

VA.1.O.2.1: Create imagery and symbols to express thoughts and feelings VA.1.C.1.2: Gather clues to help interpret and reflect on works of art. VA.1.H.2.1: Compare artworks from different cultures, created over time, to identify differences in style and media.

VA.1.H.3.1: Identify connections between visual art and other content areas. VA.1.S.3.4: Identify and be respectful of artwork that belongs to others and represents their ideas.

Balance Emphasis Landscape Mask Mola Sculpture unity Visual Artists: Leonardo da Vinci Rene Magritte Marc Chagall Stuart Davis Lessons: Introduction 1,3,5, Projects: • T-Shirt design • Landscape collage • Imaginary animal

effort to apply skills for creating a quality artwork effectively using emphasis and balance.

details and processes, and applies some of the skills expected for using emphasis and balance in an artwork.

and process for creating emphasis and balance. Work of inconsistent quality.

emphasis/balance in an artwork. Work shows little effort.

Identifies the type of balance and the area of emphasis in an artwork.

Creates an artwork using a specific type of balance with a definite area of emphasis. Demonstrates understanding of the vocabulary through the creation of an artwork. Demonstrate proper use of materials.

Art is H.O.T. (Higher Order Thinking) Analysis – Rene Magritte, Time Transfixed 1938

• Describe what you notice first in this painting? ( Describe) • What made you notice that first? (Analyze)

• Why did the artist give it the title “Time Transfixed”? ( Interpret)