ALEX Classroom Resources

ALEX Classroom Resources  
   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 (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Subject: Arts Education (K)
Title: Straight and Curved Lines in Letters
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson2.pdf
Description:

Students will identify curved and straight lines in letters.  They will use straight and curved lines to draw letters in their artwork. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 



   View Standards     Standard(s): [ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Subject: Arts Education (K)
Title: Textures All Around You
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson6.pdf
Description:

Students will use descriptive words that match textures in a mystery box.  They will describe textures in the school environment and artwork.  Assessment rubric, letter to parents, and lesson plan included in PDF. 



   View Standards     Standard(s): [ARTS] DAN (0) 20 :
20) Express something of interest within a work of art (visual, music, theatre, etc.) through movement.

Example: Use texture in a painting to inspire movement quality.

[ARTS] DAN (1) 15 :
15) Identify a movement or movement phrase that repeats to make a pattern within a dance.

[ARTS] DAN (2) 16 :
16) Observe or perform dance movements from a specific genre or culture and describe or demonstrate the movements.

[ARTS] MUS (0) 2 :
2) Generate musical ideas.

Example: Improvise rhythmic and melodic variations on given simple melodies.

[ARTS] MUS (1) 1 :
1) Create musical ideas for a specific purpose.

Example: Improvise four-beat patterns in question and answer form.

[ARTS] MUS (2) 3 :
3) Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 10 :
10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (2) 15 :
15) Compare and contrast cultural uses of artwork from different times and places.

Example: Australian Aboriginal dot paintings and Plains Indians pictographs.

Subject: Arts Education (K - 2)
Title: Navajo Weaving
URL: https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/lessons-and-activities/lessons/k-2/navajo-weaving/
Description:

Students will discuss key details from the book Ten Little Rabbits by Virginia Grossman.  They will compare Navajo blankets to the colors and patterns in the book.  They will perform movements following a pattern from the book.  Students will collaborate to create a movement pattern that relates to weaving.  



   View Standards     Standard(s): [ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 10 :
10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (1) 11 :
11) Compare and/or contrast similar images, subjects, or themes.

Examples: Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring.

[ARTS] VISA (2) 15 :
15) Compare and contrast cultural uses of artwork from different times and places.

Example: Australian Aboriginal dot paintings and Plains Indians pictographs.

[ARTS] VISA (3) 15 :
15) Recognize that responses to art change depending on knowledge of the time and place in which it was made and on life experiences.

[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) 12 :
12) Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.

Subject: Arts Education (K - 5)
Title: Comparing Past and Present
URL: https://philamuseum.org/doc_downloads/education/lessonPlans/11704_EDU_Lesson-Plan_MAY-2018_050118.pdf
Description:

Students will compare and contrast pieces of artwork that depict life in the past with modern-day objects. They can work as a class or in small groups. 



   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Subject: Arts Education (K)
Title: George Bellows
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/george-bellows.html
Description:

Students will analyze the painting, New York, by George Bellows. They will create their own cityscape using colored paper and oil pastels. 



   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 (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Subject: Arts Education (K)
Title: Louise Bourgeois
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/louise-bourgeois.html
Description:

Students will analyze the sculpture, Spider, by Louise Bourgeois.  They will build an animal sculpture using a lightweight wire. 



   View Standards     Standard(s): [ARTS] VISA (0) 5 :
5) Create and tell a story with art that communicates about a familiar person, place, or thing.

Example: Use symbols and details to help tell a story.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Subject: Arts Education (K)
Title: Mary Cassatt
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/mary-cassatt.html
Description:

Students will analyze the painting, Little Girl in a Blue Armchair, by Mary Cassatt.  They will paint a special place where they like to spend quiet time. 



   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

[ARTS] VISA (2) 3 :
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

[ARTS] VISA (2) 5 :
5) Create an artwork using found and/or recycled objects.

Examples: Use objects such as leaves, rocks, paper tubes, egg cartons, etc.
Use book A Day with No Crayons by Elizabeth Rusch.

[ARTS] VISA (2) 12 :
12) Interpret art by identifying the mood or feeling suggested by a work of art through subject matter and visual qualities.

Examples: Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.

Subject: Arts Education (K - 2)
Title: Joseph Cornell
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/joseph-cornell.html
Description:

Students will analyze Untitled (Medici Prince) by Joseph Cornell.  They will build a box using found objects and various art supplies.  



   View Standards     Standard(s): [ARTS] MUS (0) 15 :
15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

[ARTS] MUS (1) 16 :
16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

[ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Wassily Kandinsky
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/wassily-kandinsky.html
Description:

Students will analyze the painting, Improvisation 31 (Sea Battle), by Wassily Kandinsky.  They will listen to a piece of music and paint the melody, mood, and repeated patterns they hear. 



   View Standards     Standard(s): [ARTS] VISA (0) 5 :
5) Create and tell a story with art that communicates about a familiar person, place, or thing.

Example: Use symbols and details to help tell a story.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 5 :
5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

[ARTS] VISA (1) 10 :
10) Select and describe works of art that illustrate daily life experiences.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Jacob Lawrence
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/jacob-lawrence.html
Description:

Students will analyze the painting, Street to Mbari, by Joseph Lawrence.  They will draw and paint a scene where people gather.    



   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 (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Henri Matisse
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/henri-matisse.html
Description:

Students will analyze Beasts of the Sea by Henri Matisse.  They will create a piece of art using colored paper cut into different shapes.  



   View Standards     Standard(s): [ARTS] VISA (0) 5 :
5) Create and tell a story with art that communicates about a familiar person, place, or thing.

Example: Use symbols and details to help tell a story.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (0) 14 :
14) Create art that tells a story about a life experience.

Example: Create an artwork showing a personal experience.

[ARTS] VISA (1) 5 :
5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Joan Miró
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/joan-miro.html
Description:

Students will analyze the painting, The Farm, by Joan Miró.  They will imagine and draw their favorite place.  



   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Claude Monet
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/claude-monet.html
Description:

Students will analyze the painting, The Artist's Garden at Vétheuil, by Claude Monet. They will paint a garden scene. 



   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

[ARTS] VISA (2) 3 :
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

Subject: Arts Education (K - 2)
Title: Georgia O'Keeffe
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/georgia-okeeffe.html
Description:

Students will analyze the painting, Jack-in-the-Pulpit No. 3, by Georgia O'Keeffe.  They will examine a flower.  Then, they will draw and paint the flower. 



   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Subject: Arts Education (K)
Title: Raphael
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/raphael.html
Description:

Students will analyze the painting, Saint George and the Dragon, by Raphael. Students will create a mask with a brave animal face. 



   View Standards     Standard(s): [ARTS] VISA (0) 11 :
11) Distinguish between images and real objects
a. Describe what an image represents.

Example: Compare a photograph or painting of a vase to a real vase.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 5 :
5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Diego Rivera
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/diego-rivera.html
Description:

Students will analyze the painting, No. 9, Nature Morte Espagnole, by Diego Rivera. They will draw still life images of three objects.  Then, they will create a still life collage. 



   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 (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[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 (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Henri Rousseau
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/henri-rousseau.html
Description:

Students will analyze the painting, Tropical Forest with Monkeys, by Henri Rousseau.  Students will paint an imaginary jungle with animals. 



   View Standards     Standard(s): [ARTS] VISA (0) 2 :
2) Explore collaboratively in creative art-making.

Example: Work with a partner to create a project.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[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 (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Alma Thomas
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/alma-thomas.html
Description:

Students will analyze the painting, Pansies in Washington, by Alma Thomas. Students will create a color square.  Students can work independently or collaboratively. 



ALEX Classroom Resources: 18

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