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Unit Name: Expressive use of color and shape
Unit Name: Expressive use of color and shape
Description of the unit:
Description of the unit:
STAGE 1-DESIRED RESULTS
STAGE 1-DESIRED RESULTS
competencies/Standards: 2nd grade
What are the CCSS standards/content standards/learning progressions?competencies/Standards: 2nd grade
CREATING
CREATING
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.2a—Brainstorm collaboratively multiple approaches to an art or design problem.
VA:Cr1.2.2a—Make art or design with various materials and tools to explore personal interests, questions, and curiosity.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.2a—Experiment with various materials and tools to explore personal interests in a work of art or design.
VA:Cr2.2.2a—Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.
VA:Cr2.3.2a—Repurpose objects to make something new.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.2a—Discuss and reflect with peers about choices made in creating artwork.
PRESENTING/PRODUCING
PRESENTING/PRODUCING
Anchor Standard 4: Select, analyze, and interpret work for presentation.
VA:Pr4.1.2a—Categorize artwork based on a theme or concept for an exhibit.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.2a—Distinguish between different materials or artistic techniques for preparing artwork for presentation.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
VA:Pr6.1.2a—Analyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities.
RESPONDING
RESPONDING
Anchor Standard 7: Perceive and analyze work.
VA:Re.7.1.2a—Perceive and describe aesthetic characteristics of one’s natural world and constructed environments.
VA:Re.7.2.2a—Categorize images based on expressive properties.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re8.1.2a—Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re9.1.2a—Use learned art vocabulary to express preferences about artwork.
CONNECTING
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.2a—Create works of art about events in home, school, or community life.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
VA:Cn11.1.2a—Compare and contrast cultural uses of artwork from different times and places.
MEANING
MEANING
Understandings: (U)
What kinds of long term independent accomplishmnets are expected?Understandings: (U)
Creativity and innovative thinking are essential life skills that can be developed.
Colors and shapes can be used to create artworks that show mood, feeling and emotion.
Certain colors can be connected with specific feelings (such as blue with sadness).
There are a variety of different approaches to any one subject matter.
Essential Questions: (Q)
How will these questions provoke and engage student's thinking?Essential Questions: (Q)
Can tints and shades change the mood of an artwork and if so, how?
How does creating art enrich people's lives?
How do artists use color to express emotions?
Why do artists follow or break from established traditions?
How can the use of colors and shapes add to the expressive qualities of a work?
STUDENTS WILL KNOW...
(KNOWLEDGE) NOUN PHRASESSTUDENTS WILL KNOW...
Artists use color and shapes to express feelings, mood and emotions in artwork.
Colors can be mixed to create new colors.
How to use color and shape to create an artwork that shows mood and emotion.
Subject matter can come from a variety of different sources.
What a landscape is and how to create one.
Various ways of creating space in a composition using aerial perspective.
STUDENTS WILL BE ABLE TO...
(SKILLS) VERB PHRASESSTUDENTS WILL BE ABLE TO...
Interpret art by identifying the mood suggested and describing relevant subject matter and characteristics.
Compare and contrast artwork based on the use of color and shape.
Recognize the difference between imaginative and realistic use of color.
Recognize the difference between realistic and exaggerated shapes.
Identify primary and secondary colors and know how to mix primary colors to make secondary colors.
Mix a variety of different tints and shades.
Make color choices based on expressing specific feelings, emotions or ideas.
Compare images that represent the same subject.
Use art vocabulary to describe 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
Tint, shade and tone
Neutral Colors
Value
Depth
Warm and Cool Colors
Horizon Line
Background, Foreground, Middle Ground
SUGGESTED ARTISTS
SUGGESTED ARTISTS
Pablo Picasso
Fauvists: Henri Matisse, Maurice de Vlaminck, Andre Derain
Alma Thomas
Charles Burchfield
Richard Diebenkorn
Arthur Dove
Piet Mondrian
Amedeo Modigliani
HOOK:
HOOK:
REQUIRED LEARNING ACTIVITIES:
REQUIRED LEARNING ACTIVITIES:
RECOMMENDED LESSONS:
RECOMMENDED LESSONS:
Warm and Cool Moodscapes
Artist Trading Cards
RESOURCES, INFORMATIONAL TEXTS, AND DIGITAL TOOLS
RESOURCES, INFORMATIONAL TEXTS, AND DIGITAL TOOLS
COMMON MISCONCEPTIONS:
COMMON MISCONCEPTIONS:
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