Embedded Files
Explore examples of Arts Integration and STEAM projects our artists completed this year.
Kindergarten:
Kindergarten:
Driving Questions:
How do artists use earth materials?
How can we use our hands as tools to manipulate materials and express ideas?
Standards:
SKE2. Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air).
VAK.CR.3.c. Create drawings and paintings with a variety of media.
VAK.CR.4.b. Experiment with clay to create forms (e.g. rolling, pinching, modeling).
VAK.CN.1.c. Discuss art from a variety of eras and world cultures.
IMG_2718.movArtists explored blending color with chalk pastel, and learned about the very first pigments made of rocks and minerals.
IMG_3255.movArtists learned about all the sources and forms of water on earth--rivers, lakes, oceans, rain, snow, even aquifers--before experimenting with watercolor tools.
IMG_2888.movClay is made from a type of soil, and is the oldest known art material. Artists had so much fun using their hands to form and model the clay.
First Grade:
First Grade:
IMG_3425.MOVDriving Questions:
How do artists design the objects for our everyday lives and future lives?
Standards:
VA1.CR.4.c. Create three-dimensional composition using traditional and/or contemporary craft materials and methods (e.g. paper sculpture, found object assemblage, jewelry).
VA1.CN.1.c. Recognize ways that artists are involved in communities and careers (e.g. architects, painters, photographers, interior designers, educators, museum educators).
Artists learned all about real-life robots and the types of tasks robots are best suited for. Then, students designed their own robots to perform specific functions before building them out of found objects.
Second Grade:
Second Grade:
Driving Questions:
How do artists communicate scientific information? How do artists help scientists?
Standards:
S2E1. Obtain, evaluate, and communicate information about stars having different sizes and brightness.
VA2.CR.3.c. Create art using basic spatial concepts (e.g. overlapping, horizon line, size).
VA2.CR.4.b. Create clay objects incorporating multiple clay techniques and methods (e.g. pinch, coil, slab, score, slip, join).
Artists learned about the climate and environment on different planets, and used their imaginations to draw what aliens might look like if they had to adapt to those conditions.
Then, artists sculpted their aliens out of clay. Figuring out how to balance the weight of their body parts was a challenge!
5th Grade:
5th Grade:
Artists learned about the difference between fine art and functional art and practiced various techniques for constructing 3D designs with cardboard.
Driving Questions: How do artists and designers determine goals for designing or redesigning objects, places, or systems?
How do artists collaborate?
Standards:
VA4.CR.4.b. Create open or closed form sculptures using selected methods/techniques (e.g. papiermâché, paper sculpture, assemblage, found object sculpture).
VA4.CR.5 Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.
VA4.CN.1.d. Investigate ways in which professional artists contribute to the development of their communities (e.g. architects, painters, photographers, interior and fashion designers, educators, museum educators).
4th Grade:
4th Grade:
We did a unit on the Science of Sound, going over amplitude and frequency as well as what sound waves look like and how they behave. We discussed how this applies to instruments and their size, and we took this knowledge to an experiment with glass containers and adding/removing water for them and how that affected the amplitude and frequency as well as the sound it made when they tapped them.
Driving Question:
Do bigger instruments produce waves with a high frequency or a low frequency?
Standards:
ESGM4.CN.1 b. Discuss connections between music and disciplines
outside the fine arts
ESGM4.CN.2 b. Discuss how sounds and music are used in daily
lives.
4th Science of Sound Vid.mp4Copy of 4th Science of Sound Vid 2.mp41st Grade:
1st Grade:
Students designed their own Rhythm People using their knowledge of those rhythms. They chose which rhythms they wanted on the front, then drew pictures of these rhythms combined into their person, chose colors they wanted their person to be, I provided them pipe cleaners and they constructed their person based on their design. Once they finished this, they also wrote an introduction for their Rhythm Person by filling in the blanks!
Standard:
ESGM1.PR.3 a. Read, notate, and identify quarter notes, quarter rests, and barred eighth notes using iconic or standard notation.
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