Embedded Files
Unit Name:
Unit Name:
Description of the unit:
Description of the unit:
STAGE 1-DESIRED RESULTS
STAGE 1-DESIRED RESULTS
competencies/Standards: 1st grade
What are the CCSS standards/content standards/learning progressions?competencies/Standards: 1st grade
CREATING
CREATING
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.1a—Engage collaboratively in exploration and imaginative play with materials.
VA:Cr1.2.1a—Use observation and investigation in preparation for making a work of art.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.1a—Explore uses of materials and tools to create works of art and design.
VA:Cr2.2.1a—Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
VA:Cr2.3.1a—Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.1a—Use art vocabulary to describe choices while creating art.
PRESENTING
PRESENTING
Anchor Standard 4: Select, analyze, and interpret work for presentation.
VA:Pr4.1.1a—Explain why some objects, artifacts, and artwork are valued over others.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.1a—Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
VA:Pr6.1.1a—Identify the roles and responsibilities of people who work in and visit museums and other art venues.
RESPONDING
RESPONDING
Anchor Standard 7: Perceive and analyze work.
VA:Re.7.1.1a—Select and describe works of art that illustrate daily life experiences of one’s self and others.
VA:Re.7.2.1a—Compare images that represent the same subject.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re8.1.1a—Interpret art by categorizing subject matter and identifying characteristics of form.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re9.1.1a—Classify artwork based on different reasons for preferences.
CONNECTING
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.1a—Identify times, places, and reasons by which students make art outside of school.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
VA:Cn11.1.1a—Understand that people from different places and times have made art for a variety of reasons.
MEANING
MEANING
Understandings: (U)
What kinds of long term independent accomplishmnets are expected?Understandings: (U)
Texture is one of the elements of art and is part of the art vocabulary we need to know in order to understand and discuss the world of art.
Artists explore with the element of texture to create works of art.
We can find textures all around our environment.
An artist uses texture to create in many different styles including realistic and abstract.
Textures can be used to express emotions and communicate ideas.
Artists throughout history have used textures to create art.
Essential Questions: (Q)
How will these questions provoke and engage student's thinking?Essential Questions: (Q)
What is a mark?
How do different kinds of line change the way we perceive an image?
What is the difference between a scribble and a mark?
How can different elements of abstract art—lines, shapes, colors—provide different meanings or feelings for the viewer?
STUDENTS WILL KNOW...
(KNOWLEDGE) NOUN PHRASESSTUDENTS WILL KNOW...
Improve their perception of texture in art. Distinguish between actual texture and visual texture in their environment and in works of art. Discuss their thoughts and feelings of how artists used the element of texture in various styles of art. Understand that artists can use many different types of materials to create actual texture in their artwork. Understand that artists can use lines, shapes and colors to create visual textures in their artwork. Utilize a variety of methods and materials to apply the element of texture to create works of art. Make decisions on how to use the element of texture to express emotions or communicate ideas.
STUDENTS WILL BE ABLE TO...
(SKILLS) VERB PHRASESSTUDENTS WILL BE ABLE TO...
Students will be able to create artworks that evoke a specific emotion
Understand how lines can be expressive. • Differentiate a variety of lines.
Students will be able to view works
Recognize various styles of painting that artists use. of art and “decode” expressions of emotion within them—specifically looking at line, shape, and color
STAGE 2-ASSESSMENT/OTHER EVIDENCE
STAGE 2-ASSESSMENT/OTHER EVIDENCE
PERFORMANCE TASK: (T)
HOW WILL MEANING MAKING AND TRANSFERABLE SKILLS BE DEMONSTRATED? DOK 3-4PERFORMANCE TASK: (T)
OTHER EVIDENCE: (OE)
WHAT TASKS/ACTIVITIES DETERMINE WHETHER DESIRED RESULTS ARE BEING ACCOMPLISHED? DOK 1-2OTHER EVIDENCE: (OE)
STAGE 3-LEARNING PLAN
STAGE 3-LEARNING PLAN
UNIT VOCABULARY
UNIT VOCABULARY
VOCABULARY
VOCABULARY
SUGGESTED ARTISTS
SUGGESTED ARTISTS
HOOK:
HOOK:
REQUIRED LEARNING ACTIVITIES:
REQUIRED LEARNING ACTIVITIES:
RECOMMENDED LESSONS:
RECOMMENDED LESSONS:
ABSTRACT KANDINSKY
JACKSON POLLOCK INSPIRED
ABSTRACT COLLAGE
RESOURCES, INFORMATIONAL TEXTS, AND DIGITAL TOOLS
RESOURCES, INFORMATIONAL TEXTS, AND DIGITAL TOOLS
COMMON MISCONCEPTIONS:
COMMON MISCONCEPTIONS:
Page updated
Report abuse