ALEX Resources

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Lesson Plans (1) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (20)


ALEX Lesson Plans  
   View Standards     Standard(s): [SS2010] GHS (3) 3 :
3 ) Describe ways the environment is affected by humans in Alabama and the world. (Alabama)

Examples: crop rotation, oil spills, landfills, clearing of forests, replacement of cleared lands, restocking of fish in waterways

•  Using vocabulary associated with human influence on the environment, including irrigation, aeration, urbanization, reforestation, erosion, and migration
[SS2010] GHS (3) 11 :
11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

•  Comparing maps of the past to maps of the present
[SS2010] ALA (4) 2 :
2 ) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama.

•  Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
•  Tracing on maps and globes, the routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa
•  Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture
[SS2010] USS5 (5) 1 :
1 ) Locate on a map physical features that impacted the exploration and settlement of the Americas, including ocean currents, prevailing winds, large forests, major rivers, and significant mountain ranges.

•  Locating on a map states and capitals east of the Mississippi River
•  Identifying natural harbors in North America
Examples: Mobile, Boston, New York, New Orleans, Savannah (Alabama)

[SS2010] USS5 (5) 2 :
2 ) Identify causes and effects of early migration and settlement of North America.

[ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 4 :
4) Demonstrate an understanding of the safe and proficient use of materials, tools, equipment, and studio space.

[ARTS] VISA (3) 10 :
10) Speculate about processes and purposes an artist used to create a work of art.

Example: Observe and compare similar themes in artwork from historical and contemporary eras.

[ARTS] VISA (3) 14 :
14) Create works of art based on observations of surroundings.

[ARTS] VISA (4) 4 :
4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

[ARTS] VISA (4) 5 :
5) Document, describe, and create real or imagined constructed environments.

Example: Design a futuristic art room, town, or planet.

[ARTS] VISA (4) 15 :
15) Through observation, infer information about time, place, and culture in which a work of art was created.

Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.

[ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 4 :
4) Demonstrate proper care and use of materials, tools, and equipment while creating art.

[ARTS] VISA (5) 10 :
10) Compare one's interpretation of a work of art with the interpretation of others.

[ARTS] VISA (5) 13 :
13) Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.

Subject: Arts Education (3 - 5), or Social Studies (3 - 5)
Title: Alabama's Pine Barren
Description:

Students will read a description of the pine barrens by Basil Hall and analyze the text by using the 3-2-1 strategy. Students will discuss the life and work of Basil Hall, including his travels and journaling in North America. They will observe how a camera lucida functions and debate whether using a camera lucida is "cheating" in art. Next, students will venture outside to create a sketch of their environment while appropriately utilizing materials. They will compare and contrast their products to the sketches of Basil Hall and critique each other's work. 

This lesson was created in partnership with the Alabama Department of Archives and History.




ALEX Learning Activities  
   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[SC2015] (3) 1 :
1 ) Plan and carry out an experiment to determine the effects of balanced and unbalanced forces on the motion of an object using one variable at a time, including number, size, direction, speed, position, friction, or air resistance (e.g., balanced forces pushing from both sides on an object, such as a box, producing no motion; unbalanced force on one side of an object, such as a ball, producing motion), and communicate these findings graphically.

Subject: Arts Education (3), Science (3)
Title: An Exploration of Balance with Alexander Calder
Description:

Students will construct hanging mobiles in the style of Alexander Calder using coat hangers and assorted materials while exploring the principles of balanced and unbalanced forces.

This activity was created as a result of the Arts COS Resource Development Summit.




ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ELA2015] (3) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

[ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ELA2015] (5) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: English Language Arts (3 - 5), Arts Education (3 - 5)
Title: Transforming Negatives to Positives
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson20.html
Description:

Students will analyze Edmund Teske's photographs that use montages and double exposures.  Using a 35mm camera, students will create double exposure photographs.  Students will take pictures of landscapes, the teacher will rewind the film, and students will then take classmates' pictures on the same roll of film.  Students will cut printed photographs in half and draw the other half of their faces using colored pencils.  They will compose a diamonte poem based on their artwork.  



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (4) 14 :
14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (3 - 5)
Title: Rainsticks
URL: https://sargentart.com/lesson-plan/rainsticks/
Description:

Students will identify why rainsticks are used, how they are made, and who made them. They will make and decorate an imitation rainstick.  



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

Subject: Arts Education (3)
Title: Art You Can Play With
URL: https://sargentart.com/lesson-plan/art-you-can-play-with/
Description:

Students will demonstrate three clay techniques--slab, pinch pot, push-pull--while building a cave and animal family.  They will paint the clay once it has dried.  



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 13 :
13) Use learned vocabulary to evaluate artwork based on given criteria.

Subject: Arts Education (3)
Title: Patterns in Nature
URL: https://sargentart.com/lesson-plan/patterns-in-nature/
Description:

Students will analyze the works of Henri Matisse, Paul Klee, and Wassily Kandinsky. They will review line, shape, form, color, and texture. They will sketch a variety of leaves through observation. They will color the leaves with oil pastels. They will apply a watercolor wash and glitter to accent the drawing.  



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 6 :
6) Refine artwork in progress by adding details to enhance emerging meaning.

Example: Decide what details need to be added to make their artwork clearer.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

Subject: Arts Education (3 - 4)
Title: Portraits in the Style of Gustav Klimt
URL: https://sargentart.com/lesson-plan/portraits-in-the-style-of-gustavklimt/
Description:

Students will analyze examples of Gustav Klimt's artwork. They will do a gesture sketch of a model and use characteristics of Klimt's background techniques to complete the portrait.  



   View Standards     Standard(s): [ARTS] MUS (2) 10 :
10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Example: Identify dynamic changes in Haydn's Symphony No.

94, "Surprise," through movement.

[ARTS] MUS (2) 18 :
18) Apply personal and expressive preferences in the evaluation of music for specific purposes.

[ARTS] MUS (3) 11 :
11) Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo).

Example: Experiment with dynamics and articulation and discuss how they change the impact of a piece.

[ARTS] MUS (3) 18 :
18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and intent.

[ARTS] VISA (2) 2 :
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

Subject: Arts Education (2 - 3)
Title: The Music of Oceans
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_The_Music_of_Oceans.pdf
Description:

Students will identify the four oceans using a globe. They will sing the Oceans song and listen to Claude Debussy's Le Mer. Students will use watercolors to show their emotional response to the music. They will identify the dynamics of the music and use those terms to describe the oceans.  



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 6 :
6) Create artist statements using art vocabulary.

Subject: Arts Education (3 - 5)
Title: Introducing the Art Form of Collage
URL: https://www.oercommons.org/authoring/56875-introducing-the-art-form-of-collage/view
Description:

Students will explore and identify collages. They will use magazine pages, cards, etc to create their own collage. Using art vocabulary, they will write an "artist statement."



   View Standards     Standard(s): [ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (1) 2 :
2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[ARTS] VISA (2) 2 :
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Subject: Arts Education (K - 5)
Title: 7 Color-Mixing Activities to Try With Watercolor
URL: https://theartofeducation.edu/2021/03/17/7-color-mixing-activities-to-try-with-watercolor/
Description:

The article includes seven activities to practice mixing colors - glazing lines, transparent shape diagrams, color bias color wheels, washable markers drips, watercolor pencil layering, monochromatic layers, and color mixing chart.



   View Standards     Standard(s): [ELA2015] (3) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

[ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ELA2015] (5) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

[ARTS] MUS (3) 16 :
16) Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes.

[ARTS] MUS (4) 16 :
16) Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] MUS (5) 16 :
16) Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: English Language Arts (3 - 5), Arts Education (3 - 5)
Title: Beethoven's Thoughts
URL: http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Beethoven_s_Thoughts_Matic.pdf
Description:

Students will listen to Ludwig van Beethoven's 5th Symphony and write a descriptive essay about how the music influenced them. They will create watercolor artwork while listening to the music. 



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 13 :
13) Use learned vocabulary to evaluate artwork based on given criteria.

Subject: Arts Education (3)
Title: Balancing Shapes and Making Them Pop With Color!
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-2.pdf
Description:

Students will name colors and identify complementary colors using a color wheel.  They will cut organic and geometric shapes and make a collage.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 3 :
3) Describe and use steps of the art-making process while creating works of art/design.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

[ARTS] VISA (3) 14 :
14) Create works of art based on observations of surroundings.

Subject: Arts Education (3)
Title: Exaggerated Textures for Still Life
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-3.pdf
Description:

Students will analyze shapes, objects, and textures in still-life paintings.  They will draw exaggerated shapes and lines.  They will cut shapes from the textural drawings and make a collage.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 5 :
5) Individually or collaboratively construct representations of places that are part of everyday life.

Examples: Create a two-dimensional or three-dimensional model of school, home, bedroom, or neighborhood.

View and discuss Van Gogh's Bedroom.

[ARTS] VISA (3) 14 :
14) Create works of art based on observations of surroundings.

Subject: Arts Education (3)
Title: Figures in Action
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-5.pdf
Description:

Students will collaborate to choose sketches to use as a template for a wire sculpture.  They will use wire to create a three-dimensional human form.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.    



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 6 :
6) Refine artwork in progress by adding details to enhance emerging meaning.

Example: Decide what details need to be added to make their artwork clearer.

Subject: Arts Education (3)
Title: Elaborating on an Idea to Develop a Character
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-6.pdf
Description:

Students will analyze characters in paintings.  They will imagine a character and make a sketch of it.  They will make a monotype or an oil pastel drawing of the character.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   



   View Standards     Standard(s): [ARTS] VISA (3) 1 :
1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (3) 6 :
6) Refine artwork in progress by adding details to enhance emerging meaning.

Example: Decide what details need to be added to make their artwork clearer.

[ARTS] VISA (3) 12 :
12) Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

Example: Discuss the differences between Meret Oppenheim's Object and an everyday cup.

Subject: Arts Education (3)
Title: Creating Attention With Scale and Size
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Third-Grade-Lesson-7.pdf
Description:

Students will make a preliminary drawing of a scene of their choice.  They will enlarge one object to create attention.  They will use watercolor pencils to create a final drawing.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   



   View Standards     Standard(s): [ELA2015] (3) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

[ELA2015] (4) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

[ELA2015] (5) 24 :
24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 2 :
2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Subject: English Language Arts (3 - 5), Arts Education (3 - 5)
Title: Still Life Photography: Daily Life
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson34.html
Description:

Students will analyze a still-life photograph.  They will gather objects with a variety of shapes and textures to produce a still-life piece. They will arrange the objects for balance and experiment with light sources.  They will sketch their design and then photograph the items.  They will compose a descriptive poem about their still-life photograph.  



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (3 - 5)
Title: And Then What Happened?
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson27.html
Description:

Students will analyze A Storm on the Mediterranean Coast and A Calm at a Mediterranean Port by Claude-Joseph Vernet.  They will choose to paint a stormy or calm landscape.  They will use colored pencils to draw objects in the foreground and middle ground.  They will use watercolors to paint the sky.    



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (3 - 5)
Title: My Story Collage
URL: https://www.oercommons.org/authoring/57312-my-story-collage/view
Description:

Students will collect mementos and pictures that are meaningful to them.  They will use these pictures, magazine pictures, and/or scrap pieces of paper to create a collage. 



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 3 :
3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Subject: Arts Education (3 - 5)
Title: Resist Painting
URL: https://www.oercommons.org/authoring/57563-resist-painting/view
Description:

Students will analyze resist paintings.  They will use oil pastels to draw a vase, stems, and flowers.  They will use watercolors to create the resist wash filling all empty space with color.  



   View Standards     Standard(s): [ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

Subject: Arts Education (3 - 4)
Title: The Elements of Art: Texture
URL: https://www.nga.gov/education/teachers/lessons-activities/elements-of-art/texture.html
Description:

Students will analyze different artwork to identify texture.  They will use different media and tools to create various textures. 



   View Standards     Standard(s): [ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (1) 1 :
1) Engage collaboratively in exploration and imaginative play with art materials.

Examples: Work with partner or small group to create an artwork.

Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.

[ARTS] VISA (2) 2 :
2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

[ARTS] VISA (3) 2 :
2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[ARTS] VISA (4) 3 :
3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 1 :
1) Combine ideas to develop an innovative approach to creating art.

Subject: Arts Education (K - 5)
Title: NGAKids Art Zone
URL: https://www.nga.gov/education/kids-app.html
Description:

NGAKids Art Zone is a free iPad app.  It includes eight interactive activities, a sketchbook, and a personal exhibition space.  The activities are designed for children to use independently. 



ALEX Classroom Resources: 20
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