KINDERGARTEN

Culture UNIT

Unit Name: Prehistoric Art and the first artists

Description of the unit: Students will learn about the first art forms ever created. students will create artworkS reinforcing knowledge of lines and shapes that combined create simple pictures And symbols similar to those found in the caves of Lascaux France. Students will explore and experiment with stencils (and their own hands) to learn about positive and negative space.

STAGE 1-DESIRED RESULTS

competencies/Standards: KINDERGARTEN

What are the CCSS standards/content standards/learning progressions?

CREATING

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
- VA:Cr1.1.Ka—Engage in exploration and imaginative play with materials.
- VA:Cr1.2.Ka—Engage collaboratively in creative art-making in response to an artistic problem.
Anchor Standard 2: Organize and develop artistic ideas and work.
- VA:Cr2.1.Ka—Through experimentation, build skills in various media and approaches to art-making.
- VA:Cr2.2.Ka—a. Identify safe and non-toxic art materials, tools, and equipment.
- VA:Cr2.3.Ka—Create art that represents natural and constructed environments.
Anchor Standard 3: Refine and complete artistic work.
- VA:Cr3.1.Ka—Explain the process of making art while creating.

PRESENTING/PRODUCING

Anchor Standard 4: Select, analyze, and interpret work for presentation.
- VA:Pr4.1.Ka—Select art objects for personal portfolio and display, explaining why they were chosen.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
- VA:Pr5.1.Ka—Explain the purpose of a portfolio or collection.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
- VA:Pr6.1.Ka—Explain what an art museum is and distinguish how an art museum is different from other buildings.

RESPONDING

Anchor Standard 7: Perceive and analyze work.

- VA:Re.7.1.Ka—Identify uses of art within one’s personal environment.
- VA:Re.7.2.Ka—Describe what an image represents.

Anchor Standard 8: Interpret intent and meaning in artistic work.

- VA:Re8.1.Ka—Interpret art by identifying subject matter and describing relevant details.

Anchor Standard 9: Apply criteria to evaluate artistic work.

- VA:Re9.1.Ka—Explain reasons for selecting a preferred artwork.

CONNECTING

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

- VA:Cn10.1.Ka— Create art that tells a story about a life experience.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

- VA:Cn11.1.Ka— Identify a purpose of an artwork.

MEANING

Understandings: (U)

What kinds of long term independent accomplishmnets are expected?

Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
All artists through history have an innate impulse to create.
Artists take inspiration from their environments.
Artists create Art about everyday life.
The first Artists created Art using natural materials found in nature.

Essential Questions: (Q)

How will these questions provoke and engage student's thinking?

How do Artists express ideas through Art?
How do Artists use pictures to communicate?
How do artists tell stories with pictures?
How has art been used throughout history to tell stories or to show us what people in other times and places considered important?

STUDENTS WILL KNOW...

(KNOWLEDGE) NOUN PHRASES

History of Cave Art and the first artists
Prehistorical man created similar symbols in cave paintings in different places around the world
Different types of lines and shapes
- horizontal, vertical, diagonal, wavy, spiral, curved, broken, dotted, zig-zag
- Simple shapes circle, square, rectangle, triangle

STUDENTS WILL BE ABLE TO...

(SKILLS) VERB PHRASES

Combine lines and shapes to create simple pictures
Identify symbols from images of Cave Art.
Interpret art by identifying subject matter and describing relevant details.
Describe what an image represents.
Create art that tells a story about a life experience.
Explain how paintings and drawings help convey significant ideas and events, and how people today understand the past from putting together stories and history from these images.
Explain how pictures function as symbols, recognizing the way in which the relationship between pictures and words allows images to convey meaning.
Analyze and organize a series of images in a way similar to that of putting together words to form a story and gain knowledge about the past.

STAGE 2-ASSESSMENT/OTHER EVIDENCE

PERFORMANCE TASK: (T)

HOW WILL MEANING MAKING AND TRANSFERABLE SKILLS BE DEMONSTRATED? DOK 3-4

Students will create a drawing, painting, or sculpture inspired by the images found in prehistoric cave paintings by combining shapes to create a recognizable image.
Students will use symbols to show meaning and subject in their artwork.

OTHER EVIDENCE: (OE)

WHAT TASKS/ACTIVITIES DETERMINE WHETHER DESIRED RESULTS ARE BEING ACCOMPLISHED? DOK 1-2

Recognize shapes and lines present in Cave paintings
Infer meaning about what the cave paintings were trying to communicate.
Label or recognize images in Cave Art.

STAGE 3-LEARNING PLAN

UNIT VOCABULARY

VOCABULARY

Prehistoric Art
Cave Paintings
Lascaux France
Primitive Art
Relief
Positive and Negative space
Symbols

Elements of Art

Line
- Zig zag
- curved
- dotted
- spiral
- wavy
- broken
- horizontal
- vertical
- diagonal

Hook:

Read the story The Cave Painter of Lascaux

The Cave Painter of Lascaux

REQUIRED LEARNING ACTIVITIES:

Activity 1. Introduction to the Era of Cave Painting

Begin by asking students to think about where they have seen pictures that communicate specific information to people, such as directions. Guide the discussion to include international symbols frequently seen, such as: no smoking, handicapped, man, woman, no parking, etc.Ask students to think about why these pictures work well (e.g., people who can't read the language can still understand what is being communicated). You can also invite students to think about how they might tell someone who isn't here about something important, if the student can't write and the person they want to communicate with doesn't have a telephone or email. What if the student was moving to another area, and wanted to leave behind information about his or her house and neighborhood for a family moving into the house who didn't speak English? How can you give information or tell a story without using words? What story might a picture tell? After students have the opportunity to talk about how to communicate when written and spoken language are unavailable, discuss how every picture tells us something, and that some pictures' meanings are more obvious than others.