Enumclaw School District - FIR~ r GRADE ARTS CURRICULUM

Visual Art Sample Target Learning Art Standard Math Standard Art! Math Enduring UnderstandingAssessment Criteria Vocabulary

September - October Target: Names, finds, and AEL 1.1 concepts: N/A Art: Directional lines (vertical,makes three directions of vertical, horizontal, diagonal, horizontal, horizontal, and diagonal) can

Art Focus Lesson la: lines.diagonal line vertical, watercolor

represent features of observed

Line in Suildings objects and scenes.Criteria: Names, identifies,and uses vertical, horizontal,and diagonal lines in bUildingcontours.

september - October Target: Distinguishes the AfL 1.1 concepts: 1.3.A: Compare and Art: 3-D form has height, Width, anddifference between geometric 20 and 3D, shapes sort a variety of two additive sculpture, depth: Geometric shapes and

and geometric forms and three dimensional organicArt Infused Lesson Ib: 2-D shapes and 3-D forms. figures according to forms adhere to specific

3-D Geometric AfL 1.2 skills and their geometric Math: gUidelines and rules.Criteria: Matches 2-D and 3- techniques: cutting, attributes. 2-D, 3-D, add, circle,

Math Houses D objects (math additive sculpture cube, depth, form,geometric, height,

manipulatives) to pyramid, rectangle,corresponding columns on a shape, sphere, square,

labeled sorting sheet. triangle, width

November - December Target: Paints a non- AfL 1.1 concepts: N/A Art: Opposing colors on the colorrepresentational composition warm and cool colors, Cool colors, wheel (warm vs. cool) can draw

non-representational emphasis/dominance,Art Focus lesson 2a: of colored shapes. art non-representational art, attention to each other when

Color primary colors, placed together in a composition.Criteria: Creates shapes not AEL 1.2 skills and secondary colors,

Mixing/Fantastic related to representational techniques: painting tertiary colors, warm

Shapes in Painting subjects.to an edge/line, colorswatercolor painting

November - December Target: Identifies a AfL 1.1 concepts: 1.4.8: Use a variety Art: Use of nonstandard measurementnonstandard measurement size, geometric, of non-standard units dominance, height, tools can determine size.

Art Infused Lesson 2b: tool.organic to measure length length, nonstandard

(height, length) measurement, size,

Measurement: AfL 1.2 skills and template

Approximation andCriteria: Finds and uses techniques:

more than one everyday dominance, Math:

Precision object as a measurementapproximate Height, length,measurement nonstandard

tool. measurement, size

5

L:;ke WCJshington schoolOistndAtt Lessons in the clCJsstoom

FIRST GRADELINES IN BUILDINGS

Makes three directions of lines in art by using vertical, horizontal, anddiagonal lines in building contours and details in art.

? PROBLEM TO SOLVE What kinds of lines represent objects and scenes?

UNDERSTANDING Directional lines (vertical, horizontal, and diagonal) can represent features ofobserved obiects and scenes.

BRIEF DESCR1PTlON OF PROJECTStudents use vertical, horizontal, and diagonal lines to paint an image of a bUilding.

RESOURCESLWSD Shorewood Art Prints:Pierre Auguste Renoir, Monet Painting in hisGarden

Art Materials: 18x24 in. bogus paper (Alt:white construction paper), full-pan primarywatercolors, 3/4 in. flat or round watercolorbrushes

VOCABULARY

Art Literacy• bogus paper • directionality• diagonal• horizontal• vertical• watercolor

TARGET LEARNINGS AND ASSESSMENT CRITERIAKnowledge and skills: The student:

TL: Names and shows three directions of lines.AC: Names and shows vertical, horizontal, and diagonal lines by air­drawing.

TL: Names and finds three directions of lines.AC: Names and identifies vertical, horizontal, and diagonal lines inart and local buildings.

TL: Makes three directions of lines in art.AC: Uses vertical. horizontal, and diagonal lines in building contoursand details in art.

TL: Uses the whole picture plane.AC: Makes composition that fills page from edge to edge.

EVIDENCE OFLEARNING

Art: Paintingo names and showsvertical, horizontal, anddiagonal lines

o identifies vertical,horizontal, and diagonallines in art and buildings

o uses vertical,horizontal, and diagonallines in building contour

o uses vertical,horizontal, diagonal linesin building details

o fills page from edge toedge

INSTRVCTIONALSTRATEGIES FOR TEACHERS AND STUDENTS

1. Teacher: Demonstrates air-drawing lines: vertical, horizontal, and diagonal. Prompt: Remember that vertical isup and down; horizontal is across.. .back and forth; diagonal is from corner to corner ofthe room. Think about the

, different directions you use when you write letters and numbers.Student: Air-draws along with teacher.

2. Teacher: Guides students as they look at Renoir, Monet Painting in his Garden and asks students to findvertical, horizontal, and diagonal lines.

Student: Identifies and points to three directions of line.

3. Teacher: Leads discussion on places vertical, horizontal, and diagonal lines can be found in buildings.Student: Identifies places where three directions of lines can be found in buildings: Windows, doors, contours,towers, rooflines, etc.)

4. Teacher: Demonstrates painting the contour of a building using onlya choice of vertical, horizontal,and/or diagonal lines. Prompt: Make your bUilding so big that it touches the edge ofyour paper. Make yourbrushstrokes with your whole arm/ so that your lines move from edge to edge/ top to bottom/ side to side.

Student: Observes teacher demonstration. Student makes building contour.

ARTSTVDIO TIP:Restrict palette to primary watercolor pan colors

with no emphasis on miXing.

5. Teacher: Demonstrates using onlyvertical, horizontal, and/or diagonal lines to add building details(doors, Windows, etc.) Prompt: every time you make a line for your buildinfh make sure that it is either a vertica~

horizonta~ and/or diagonal line. Think about unusualplaces in a bUilding you might find these lines: sidinfh bricks/roofshingle~ molding/ etc.} Focus on leaving the same space between window~ etc./ just like you are careful withyour spacing when you write letters.

Student: Makes building details with only vertical, horizontal, and diagonal lines. EmbeddedAssessment:Criteria-based self evaluation: student assesses line by line as they are painting their bUilding.

LAKE WASHINGTON SCHOOLDISTRICT ART FRAMEWORKS

PRODUCTION: Art forms have basicelements.

ARTS ESSENTIAL LEARNINGSAEL 1.1 concepts: vertical, horizontal,diagonal lineWEL 1.3: attends to spacing anddirectionality from line to line as well aswithin a line

LESSON EXPANSIONUsing Georges Seurat, The ''MariaNat HonfleuJ;students look at the view outside the classroom

window and find vertical, horizontal, anddiagonal lines. Create a draWing of the different

directions of lines you seeout the classroom window.

; :

EVERYDAY CONNECTIONS: Home / Community References:: buildings, machinesr transportation:,. , ..

First Grade - Lines in Bui/dings

Lqke Wqshington school DistndArt Lessons in the clqssToom

FIRST GRADE - LlNES IN BUILDINGS

Target Learnings and Assessment CriteriaKnowledge and skills:The student:

TL: Names and shows three directions of lines.AC: Names and shows vertical, horizontal, and diagonal lines by air-drawing.

TL: Names and finds three directions of lines.AC: Names and identifies vertical, horizontal. and diagonal lines in art and local buildings.

TL: Makes three directions of lines in art.AC: Uses vertical. horizontal. and diagonal lines in buildings in art.

TL: Uses the whole picture plane.AC: Makes composition that fills page from edge to edge.

ASSESSMENTS CH ECKLlSTChecklist: Total Points: 5

Student Directional Line I Composition Totalpoints

1-5names and identifies uses vertical, uses vertical, fills page from

shows vertical, horizontal, and horizontal, and edge to edgevertical, horizontal, diagonal lines in diagonal lines

horizontal, and diagonal lines bUilding contours in buildingand diagonal in art and details

lines buildings1.2.3.4.5.6.7.8.9.10.ll.12.13.14.15.16.17.18.19.20.2l.22.23.24.25.26.TotalPercentageMean [.y, , ..' '/' .• 1 . '. • '.'Median '..... I '., ..... /. c' .",' " .; I' c' /

Teacher Comments: The most challenging aspect is to reinforce to the children to use the whole paper. Students enjoyed observingthe different lines in the artwork and especially in the buildings all around their neighborhood and school.

Lqke Wqshington schoolDistrictArt Lessons in the Clqssroom

Tell Me About Yout Art.!

Deal" First Gr'lde Pal"ents:

Today we found and made LINES IN BUILDINGS.

o Looking: We found vertical, horizontal, and diagonal lines in art and in buildings.

f) Tqlking: We identified more places where vertical, horizontal, and diagonal lines can befound in buildings. We talked about the directional lines we use when we write lettersand numbers.

C) Mqking: We filled our picture plane by painting a building using vertical, horizontal,and diagonal lines to make a bUilding contour. Then we added more directional lines forthe bUilding details.

Atfc;t Home

Together:You could look for vertical, horizontal, and diagonal lines in machines.

You could use vertical, horizontal, and diagonal lines to make an imaginary machine.

Questions to qsk:What directions of lines do you see in this machine?

What kinds of lines will you cl100se to use in your machine art?What kinds of lines did I choose to use when I drew my machine?

Oiredionqllines {verticq/, horizontq/' qnc/ c/1"4gonq/}Cqn represent feqtlJres ofohservec/ ohieds qnc/ scenes.

ARTS IMPACT LESSON PLANNING FORMAT

Arts-InfusedDisci lines:

Visual Arts and Math

3-D Geometric Math HousesMa Servais and Beverl Hardin -Buehler at Parkwood Elem.

Grade K-ELL Title:1------t----------------------------1Level: Author:

3-D additive sculpture from geometricforms

3-D additive sculpture from geometricforms

fxamples:

Enduring Understanding: 3-D form has height, width, and depth: Geometric shapes and formsadhere to s ecific uidelines and rules.

f--------------I---'------=-- --'----'---....,..--'-----------

Target Learnings and Assessment Criteria

Target: Distinguishes the difference between geometric 2-D shapes and 3-Dforms.

Criteria: Matches 2-D and 3-D objects (math manipulatives) to correspondingcolumns on a labeled sortin sheet.

Tar et: l'James eometric 2-D sha es and 3-D forms.Criteria: Places corresponding 2-D shapes and 3-D forms into labeled sections

on a math worksheet.Tar et:

Criteria:Makes an additive scul ture of eometric forms.Attaches a minimum of one cube, one rectangular box, one pyramid,and one s here to create a sin Ie scul ture.

Tar et: Cuts eometric sha es.Criteria: Cuts accurately along a traced line of a square, triangle, rectangle,

and/or circle sha e.

Instructional Strategies

Day One:1. The teacher will demonstrate the difference between 2-D shapes and 3-D forms.Students will identify 2-D shapes and 3-D forms in the classroom and then sort 2-D and 3-D objects(math manipulatives) to corresponding columns on a labeled sorting sheet. Prompts: A 2-D shape isflat like a piece of paper. A 3-D form has height, width, and depth like this globe. Embeddedassessment: Room scan and teacher checklist.

1

2. The teacher will define and demonstrate the difference between organic shapes (pre­teach organic shapes) and geometric shapes. The teacher will demonstrate the differencesbetween a square and a cube, a rectangle and a box, a triangle and a pyramid and finally, a circle anda sphere. The students will place corresponding 2-D shapes and 3-D forms into labeled sections on amath worksheet. Prompts: A square is flat like this piece of paper whereas a cube has height, width,and depth like the box. Embedded Assessment: Teacher checklist.3. The teacher will introduce the concept of additive sculpture. The students will attach aminimum of one cube, one rectangular box, one pyramid, and one sphere to create a single sculpture,a geometric math house. Prompts: Additive sculpture is when we add 3-D parts together to make asingle larger sculpture. Adding means the same thing in art as it does in math. EmbeddedAssessment: Student self assessment (student checklist).Note: teacher spray paint additive sculptures blackDay Two:4. Teacher demonstrates tracing and cutting techniques. Students will trace and accuratelycut geometric shapes from adhesive backed fun foam. Students will decorate their additive sculptureswith the fun foam shapes. Prompts: For good cutting put all fingers in the big hole and your thumbgoes in the little hole. The back of your fingers needs to face table. Pretend your scissors are analligator. Open the alligator's mouth wide. Now feed your fun foam to the alligator at the back of hismouth. When you need to turn to cut the shape move your fun foam, not your scissors. EmbeddedAssessment: Full class critique: children identify geometric shapes and forms on their sculptures;Teacher checklist.Vocabulary Resources:

Historical Art orPerformance

Classroom, VisualArts or PerformingArts Materials

WA EssentialLearnings

Visual Art: • Alexander Calder, • l"lath manipulatives AEL 1.1 concepts:

• additive sculpture Eagle, Olympic (2-D and 3-D) • 2-D and 3-D• organic Sculpture Park, • Math worksheets • geometric shapes

Seattle Art Museum, (2-D and 3-D) and formsArts-Infused: Seattle • Boxes, spheres and

• 2-D pyramids

• 3-D • Elmer's glue and

• add Scheduled Study poster tack AEL 1.2 skills and

• circle Visit: • Black spray paint techniques:

• cube • Scissors • cutting• depth • Pencils • additive sculpture• form • Templates of

• geometric geometric shapes

• height • Fun foam with Math/ReadingjWriting• pyramid adhesive back. GLE• rectangle • 1.3.2 Geometric• shape shapes• sphere

• square

• triangle

• width

2

Arts-Infused I Visual Arts and MathDisciplines:Grade I K- Title: 3-D Geometric Math HousesLevel: ELL Author: Mary Servais and Beverly Harding- BuehlerStudents MATH VISUAL ARTI MATH Total

Matches 2-D and Places Attaches a Cuts Points

3-D objects corresponding minimum of one accurately 4

(math 2-D shapes and cube, one along amanipulatives) to 3-D forms into rectangular box, traced line

corresponding labeled sections one pyramid, and of a square,I

columns on a on a math one sphere to triangle,labeled sorting worksheet. create a single rectangle,

sheet. sculpture. and/or circleshape.

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.TotalPercentage

3

....

Teacher Comments

Were there any studentsespecially challenged by conceptsin the lesson; what instructionalstrategies helped these students?Were there lesson dynamics thathelped or hindered learninQ?What classroom management

Itechniques supported studentlearning?Other comments:Family Communication: Students created a sculpture using art and math concepts. They

combined 2-dimensional shapes and 3-dimensional forms fromQeometrv in their art.

4

2-D Shapes

01__ ~o3-D Shapes

5

6

I Circle

0Sphere

---'

6 Triangle

---

Pyramid

7

Rectangle

_IBox

8

DSquare Cube

9

I

ARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts FoundationsVISUAL ARTS LESSON - Color Mixing/Fantastic Shapes in Painting

Artist-Mentor: Beverly Harding Buehler - Grade Levels: K - Second Grade: Third -Fifth Grade

Enduring UnderstandingOpposing colors on the color wheel (warm vs. cool) can draw attention to each other when placedtogether in a composition.Target: Fills a color wheel, ordering the colors: red-orange-yellow-green-blue-violet.

Criteria: On pre-drawn color wheel template (Grades K-2=6 sections; Grades 3-5=12 sections)paints three primary colors (red-yellow-blue) in designated sections, mixes two primary colorstogether to create secondary colors (oranqe-green-violet) and aligns on the color wheel, andmixes (Grades 3-5) one primary and one secondary color together to create tertiary!intermediate colors (red-violet/blue-violet. red-orange!yellow-ora nge, yellow-q reen/bl ue-green).

Examples:

Target: Paints a non-representational composition of colored shapes.Criteria: Creates shapes not related to representational subjects.

Target: Juxtaposes warm and cool colors for emphasis.Criteria: Paints selected shapes with warm color to emphasize, and paints rest of compositionwith cool color(s).

Teaching and Learning Strategies

1. Shows a color wheel and explains relative placement of colors on the wheel.Explains primary colors are those that cannot be mixed, and they are eqUidistant fromeach other on the color wheel. Guides students in marking R, V, B in appropriate places onpre-drawn color wheel templates. Prompts: Primary means first or original. Primary colors arethose that cannot be mixed from other colors/ they are the original three colors from which allother colors are made. On a color wheel primary colors are placed equal distance from eachother (on a six-pie color wheel there is one section between each primary color. On a 12-piecolor wheel there are three sections between each primary color). Mark your empty color wheelwith the letter~ Y, R/ and B for yello~ reel blue-equal spaces apart.Student: Labels each of the primary colors on the color wheel template.Embedded Assessment: Criteria-based teacher checklist (room scan)

2. Demonstrates secondary colors achieved when two primary colors of paint aremixed together. (Ways to demonstrate could include: mixing colors on paper in front of class,mixing small containers of paint or dye on overhead, or overlaying colored acetate shapes onthe overhead). Guides students labeling secondary colors in their appropriate places onthe color wheel, and filling them in with paint. Prompts: Ifprimary means first what doessecondary mean? Secondary colors are those that are made from mixing two primary colors.What color do you get when you mix yellow and red? Red and blue? Yellow and blue? On thecolor wheel each secondary color is placed right in the middle between the two primary colorsfrom which it is made. So which two primary colors are positioned on either SIde oforange?

Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - Color Mixing

(red andyellow) Green? (blue andyellow) Violet? (red and blue). Labels secondarysections.Mixes secondary colors andpaints onto corresponding section ofcolor wheel diagram.Embedded Assessment: Criteria-based self-assessment (using color wheel)

Grades 3-5 - See below.3. Demonstrates mixing tertiary/intermediate colors (six) Prompts: Tertiary meansthirtt and tertiary colors (also called intermediate colors) are made from mixing a primary and asecondary color together. A tertiary color is placed on the color wheel between the two colorsused to mix iC e.g. blue-violet is placed between blue (primary) and violet (secondary). We usethe word violet instead on purpose because when we mix intermediate color~ there is cleardifference between blue-violet andred-violeC for example. Asks students to approximate colorsonly since the print colors on the color wheel and the pigmented colors ofpaint are different.Student: Mixes intermediate colors and paints consistently in corresponding sections of the colorwheel.Embedded Assessment: Criteria-based self-assessment (using color wheel)

4. Shows color wheel divided in half to describe warm colors on one side and coolcolors on the other. Play new version of "Red Light, Green Light" to identify warm and coolcolors in the room. Prompts: There are lots ofways to describe color. One way is to describe its"temperature. //Gesturing to warm colors: Where do you find these colors in nature? (sun, fire,desert) These colors are called warm colors. Gesturing to cool colors: What cool things in naturehave these colors? (water, ice, shady trees). Revised "Red Light, Green Light" game: Instead ofleader calling out the expected prompts, the leader calls out "warm color" or "cool color." Whenthe leaders calls out a "warm color" the students find and touch something with a warm color inthe room. Vice versa for "cool color." The last person to find something the appropriate color totouch is "it" the next round.Student: Identifies warm and cool colors in their environment.Embedded Assessment: Criteria-based teacher checklist (room scan)

5. Guides students in analyZing art, looking for the ways warm and cool colors drawattention to each other: TAM: Fay Jones, Body Fires; SAM: Jacob Lawrence, The Studio,Native American, Tlingit, Yeih/ Nax1n; Arshile Gorky, How My Mother's EmbroideredApronUnfolds in My Life. Prompts: Where does your eye go first in this painting? Why do you think itgoes there first? Which colors seem to jump up atyou? Which seem to move back? Warmcolors often seem to advance or come fOlWard in a painting/ and cool colors often seem torecede. Can you find places in these paintings where this is true for you? When you place awarm and a cool color right next to each other, they draw attention to each other and create anarea ofemphasis or dominance in the painting. Can you find a place in one ofthese paintingsthat draws your attention-where the artists has placed warm and cool colors right next to eachother? (Remember that all people see color differently, so there may be different answers fromdifferent classmates.)Student: Participates in analysis of art.Embedded Assessment: Criteria-based teacher checklist (room scan)

6. Defines non-representational art. Facilitates students making non-representationalpaintings, juxtaposing warm and cool colors. Prompts: (looking at museum art-Gorky painting).Can you find anything in this painting you recognize? Art in which the artist uses colors andfantastic shapes that do NOTrefer to anything in life is called nonrepresentational. ''Represent''means to suggest something from life/ so ''non-representational''means the opposite. We aregoing to make non-representationalpaintings in which we will choose to emphasize certain

Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - Color Mixing

shapes bypainting them with warm color~ and then surround them with cool colors. A"rstlightly sketch fantastic shapes/ then paint.Student: Makes non-representational sketch and then paints by juxtaposing warm and colorcolors for emphasis.

7. Leads students through a critique process. Prompts: How did you give emphasis to oneofyour most fantastic shapes? How did you select your cool color for the space around it? HowdId you refine your painting before completing it?Student: Discusses finished painting with classmates.Embedded Assessment: Criteria-based teacher checklist; peer critique, reflection

Vocabulary Materials WA Essential Learnings & FrameworksArt: cool colors,emphasis/dominance, non­representational art,primary colors,secondary colors,tertiary colors, warmcolors

Museum: TAM: Fay Jones, Body Fires, SAM: JacobLawrence, The StudiO; Native American, Tlingit, Yeihl Nax'inArt: pencils, watercolor paint, small and medium roundbrushes, flat brushes, small wash brushes for watercolor,watercolor paper 9x12 in. for color wheels, 6x9 in. for studypaintingsClassroom: color wheel poster, individual color wheels,color wheel templates, rulers

AEL 1.1 concepts: warm and cool colors, non­representational artAEL 1.1.2principles oforganization:emphasis/dominanceAEL 1.2 skills and techniques: painting to anedge/line, watercolor painting

Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - C%r Mixing

ARTS IMPACT INSTITUTE LESSON PLANVISUAL ARTS LESSON - Color Mixing/Fantastic Shapes in PaintingPERSONAL ASSESSMENT WORKSHEET

Color Theory Composition and Emphasis/Dominance TotalStudent Correctly Correctly labels Correctly labels Creates non- Paints selected Fills 5/6

labels and mixes 3 and mixes 6 representational shapes (for backgroundand secondary tertiary colors, composition emphasis) with with cool colors

paints 3 colors, approximates warm colorsprimary approximates color wheelcolors color wheel (Grades 3-5)

Criteria-based Reflection Questions:Self-Reflection:Which colors were the greatest challenges to mix? What techniques dId you develop to mixcolors?

How did you choose which shapes to emphasis?

Peer to Peer: Which shapes seem to be emphasized or dominant in a classmates painting?

Name: Date: _

Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - C%r Mixing

ARTS IMPACT INSTITUTE LESSON PLANVISUAL ARTS LESSON - Color Mixing/Fantastic Shapes in Painting

ASSESSMENT WORKSHEET

Criteria-based Reflection Questions: (Note examples of student reflections.)Self-Reflection:Which colors were the greatest challenges to mix? What techniques did you develop to mixcolors?

Color Thea y Composition and Emphasis/Dominance TotalStudents Correctly Correctly labels Correctly labels Creates non- Paints selected Fills 5/6

labels and mixes 3 and mixes 6 representationaI shapes (for backgroundand secondary tertiary colors, composition emphasis) with with cool colors

paints 3 colors, approximates warm colorsprimary approximates color wheelcolors color wheel (Grades 3-5)

l.2,3,4,5.6,7.8.9,10,ll.12.13.14.15,16.17,18.19.20,21.22,23.24.25,26,27.28.TotalPercentaqe . .

How did you choose which shapes to emphasis?

Peer to Peer: Which shapes seem to be emphasized or dominant in a classmates painting?

Thoughts about Learning:What prompts best communicated concepts? Were there any lesson dynamics that helped or hinderedlearning?

Lesson Logistics:What classroom management techniques supported student learning?

Teacher: Date: _

Arts Impact Core I - Arts Foundations Summer Institute - Visual Arts - C%r Mixing

ARTS IMPACT FAMILY LETTER

VISUAL ARTS LESSON - Color Mixing/Fantastic Shapes in Painting

Dear Family:

Today your child participated in a visual art lesson. We learned about color mixing by creating a colorwheel. Then we painted a non-representational composition. Non-representation means thepainting doesn't refer to any subject in life, so the shapes and colors come from our imaginations.

• We made a color wheel, and painted the sections with three primary colors (red, blue, yellow)and three secondary colors (orange, green, violet). Tertiary colors are intermediate colorsthat can be created by mixing a primary and a secondary color together: red-orange and yelloworange, yellow-green and blue-green, and red-violet and blue-violet.

• We talked about how the color wheel shows us the warm colors grouped together on one sideand the cool colors grouped together on the opposite side. Warm colors are warm byassociation with warm objects (fire, sun, desert); cool colors are cool by association with coolobjects (ocean, forests, ice).

• We learned that warm colors often seem to come forward in a painting and that cool colorsseem to go back (recede). Artists can draw our attention to certain areas in their compositionsby placing warm colors right next to cool colors.

At home you could talk about all the different colors you used to decorate. Are they warm or coolcolors? Primary colors? Secondary colors? How do you draw attention to certain parts of your homewith colors?

Enduring Understanding

Warm and cool colors placed next to each othercan draw our attention and create an area of emphasis.

Arts Impact Core 1- Arts Foundations Summer Institute - Visual Arts - Color Mixing

Primary and Secondary Color wheel Template

Arts Impact Core I - Atts Foundations Summer Institute - Visual Arts - Color Mixing

Primary, Secondary and Internlediate/Tertiary Color wheel Template

Arts Impact Core I - Alts Foundations Summer Institute - Visual Arts - Color Mixing

T4comc; Schoo/OistnctAli c;ne! Mc;th Lessons in the C/c;ssfoom

FIRST GRADE

Me'lsurement: Approxim'ltion andPt'"ecisionSIZING THINGS UP WITH NONSTANOARO UNITS

? PROBLEM TO SOLVE How are measurements takenwithout a ruler?ENDURING UNDERSTANDING Use of nonstandardmeasurement tools can determine size.

Approximates the same object size more than once in

the same composition through the use of a template.Repeats the shape but doubles the size of an object in a

composition.

VOCABULARY

Art Math• dominance • height• height • length• length • nonstandard• nonstandard measurementmeasurement • size• size• template

Art Materials: Kraft paper, glue sticks,scissors, tagboard for template, 12 x 18 in.background paper in white sulfite

RESOURCESTPS Art Prints: Take SPrints: Abstract,Marsden Hartley, Chanties to the North

BRIEF DESCRIPTION OF PROJECTStudents compare and use different non-standard units to measure length. This lesson is best taught inmore than one session.

Math Resources: l\Jonstandard measurementtool (everyday household found objects)

TARGET LEARNINGS AND ASSESSMENT CRITERIAKnowledge and skills: The student:TL: Identifies a nonstandard measurement tool.

AC: Finds and uses more than one everyday object as a measurement tool.

TL: Measures image or object with a nonstandard measurement tool.AC: Records measurement using an everyday object.

TL: Repeats the size of an object in a composition.AC: Approximates the same object size more than once in the samecomposition through the use of a template.

EVIDENCE OF

LEAR.NINGMath Manipulativeso identifies more than onenonstandard measurementtool

o records measurementusing an everyday object

Art Collageo creates and uses atemplate

o approximates the sameobject size more than once

TL: Varlt:s t;]:1e ~I~~_of an object in a composition.AC: ~eat5 lhc;sJ:@Q~1l dOLJb~s the size of an object in acomposition.

TL: Creates one dominant shape through size.AC: Makes one object larger than other similar objects.

o repeats the shape butdoubles the size

o identifies dominantshape as largest object

INSTRUCTIONAL STRATEGIES FOR TEACHERS AND STUDENTS1. Teacher: Introduces Hartley's Chanties to the North Prompts: What do you notice about the sizes of thebirds? Are they all the same size? Let's measure and compare them. How can we measure them?(a ruler) Let'spretend that we don't have a ruler handy. Can we still measure the smallest and largest bird in the painting? Artistssometimes use nonstandardmeasuring tools just like we do in math. When you select a non-standard measurementtool remember it must be small enough to fit onto the objectat least once.

Student: Measures the birds in the painting by Hartley using a nonstandard measurement tool. Identifies morethan one nonstandard measurement tool and reports findings on a class graph. Embedded Assessment: Classcritique and reflection. What tools worked and what tools didn't work. Why did your numbers turn outdifferently? (choice of nonstandard measurement tool; care in measuring)

MATH LAB TIP:Measurement: In both art and math it is important to model and gUide students as they use standardand nonstandard measurement tools. Be sure to model lining up the ends of the tool with the preciseend of the object they are measuring. Consider the difference in common measuring tools (thumbs).

2. Teacher: Models using a template (pattern) instead of a thumb or paper clip as a standard ofmeasurement to repeat making the same size simple shape. Prompt: I want to make the same shape in thesame size more than once. First, I am going to make a guide. I will draw my shape on tagboard and then cut it out.Now I can make more than one in basically the same size and one in a larger size. I will need to think about both theheight and the width ofthe shape. Embedded Assessment: Criteria-based assessment: teacher checklist

Student: Creates a template of a shape and makes more than one of the same size. Makes one shape twicethe size of the original template.

3. Teacher: Guides students to create a collage with similar shapes made from a smaller template andone shape that is dominant because it is two templates high and two templates wide. Directs students tocreate only one object that is the largest. Prompts: Which birds do you think are the largest in the painting? Why dowe tend to look at the largest shapes first? Artists call this dominance. Sometimes they make one object large hopingto help viewers look at that object first In order to make something twice as large using a template, put a dot at thebottom ofthe template andat the top of the template. Now stack the template on top ofthe top dot Place anotherdot on top. Now you have doubled the height Now use the same process for doubling the width. Now draw the shapetwice as large within the dots.

Student: Make a collage of repeated sizes of the same shapes. Creates the same shape in the same sizes.Creates one shape that is largest and identifies it as the dominant shape.

TACOMA PUBLIC SCHOOL DISTRICTMATH AN DART CURRICULUM

Measurement: Approximation andPrecision • Estimates and measureslength using nonstandard units ineveryday situations in other disciplines.

ESSENTIAL LEARNINGSAEL 1.1 concepts: size, geometric,organicAEL 1.2 skills and techniques:dominance, approximate measurementAEL 2.3 applies a responding process:analysisMEL concepts: height, lengthMEL skJlls and techniques: nonstandardmeasurement

LESSON EXPANSIONFinds five things to measure. Measures objects

and records the largest object as dominant.Compares standard and nonstandard

measurements. What is the measurement with aruler? With a nonstandard measurement tool?

Return to the painting and measure with astandard measurement.

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EVERYDAY CONNECTIONS: Home / Community References: relative size of objects in the: natural and the constructed world

First Grade Lesson - Sizing Things Up with Nonstandard Units

T4comc; school DistrictArtc;nq Mc;th Lessons in the C/c;ssroomFIRST GRADE - SIZINC THINCS UP WITH NONSTANDARD UNITSTarget Learnings and Assessment CriteriaKnowledge and skills:The student:TL: Identifies a nonstandard measurement tool.

AC: Finds and uses more than one everyday object as a measurement tool.

TL: Measures image or object with a nonstandard measurement tool.AC: Records measurement using an everyday object.

TL: Repeats the size of an object in a composition.AC: Approximates the same object size more than once in the same composition through the use of atemplate.

TL: J one. tilE s.Lfc_of an object in a composition.AC: Repeals the shape but doubles (he size of an object in a composition.

TL: Creates one dominant shape through size.AC: Makes one object larger than other similar objects.

ASSESSMENTS CH ECKLISTChecklist: Total Points: 6

Student Math Skill and Size Dominance TotalMeasurement Technique Points

1-6identifies more records creates and approximates repeats a identifies

than one measurement uses a the same shape but dominantnonstandard using an template object size doubles shape as

measurement everyday more than the size largesttool obiect once obiect

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.TotalPercentaqeMeanMedianTeacher Comments:

T4comq Puhlic schoolOistrietArtqnc/ Mqth Lessons in the clqssroom

TellMe About YourArtqfJd Mqth/

Dear First Gr'1de Parents:

Today we studied math and art together. We considered ways we use nonstandard measurementtools in art and math.

o Looking and Talking: We looked at the birds in a painting by Hartley and consideredthe different sizes of birds. We found that the largest birds were dominant, the mostimportant image or the object we looked at first in the painting.

8 Using Me'lsurement: We used a variety of nonstandard measurement tools to measurethe birds in the painting (paper clips, thumbs, erasers, etc.). We repeated sizes and madeone shape double in size using a nonstandard measurement tool for art, a template.

e Making Art:: We made collages of shapes in the same and doubled sizes in ourcompositions. We used templates, a self-made pattern, to repeat the same size shapes. Wealso made the same shape large.

ArtqfJd Mqth qt Home

Together:You could find five things to measure at home using nonstandard measurements.

Together, look in the environment or at art and compare sizes of different or similar objects.

Questions to 'lsk:What tools did you use to measure?

Use of17017st417d4rd me4slJ/'emel7t toolsC4n determine size.