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ALEX Classroom Resources

ALEX Classroom Resources  

   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 (4) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[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 (3 - 5)
Title: Flora and Fauna as Figures of Speech
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson19.html
Description:

Students will analyze images from Joris Hoefnagel's Mira calligraphiae monumenta.  They will illustrate a figurative saying featuring an animal, such as a simile, metaphor, hyperbole, or personification. They will write the saying in ornate font and draw the animals using pens, colored pencils, or markers.   

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   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) 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 (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: English Language Arts (3 - 5), Arts Education (3 - 5)
Title: Giants of the Past
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson11.html
Description:

Students will explore ancient Roman history.  They will discuss and analyze different stories and images of statues.  They will create a statue and write a narrative about the sculpture.    

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   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 (4) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

Subject: Arts Education (3 - 5)
Title: Funky Illuminated Fairy Tales
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson06.html
Description:

Students will analyze illuminated manuscripts.  They will identify decorated initials, historiated initials, borders, illuminations, parchment, and scribe.  They will write a fairy tale and illustrate it in the style of illuminated manuscripts. 

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   View Standards     Standard(s): [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) 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 (4) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

Subject: Arts Education (2 - 4)
Title: Kandinsky Inspired by Music
URL: https://sargentart.com/lesson-plan/kandinsky-%c2%adinspired-by-music/
Description:

Students will analyze examples of Wassily Kandinsky's artwork focusing on shapes, lines, and colors. While listening to music, they will complete a nonobjective piece of art by cutting shapes, coloring around the shapes, and using lines.  

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   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 (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] 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 (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.

[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.

Students will listen to Antonio Vivaldi's Autumn and identify the instruments, tempo, and dynamics heard.  They will identify the emotions, colors, and visual imagery.  They will sketch and paint fall leaves.  They will discuss why leaves change colors.  

   View Standards     Standard(s): [ARTS] MUS (2) 17 :

17) Demonstrate knowledge of music concepts and how they support creators'/performers' expressive intent.

Example: Without prompting, play instruments to reflect dynamics in a piece of music.

[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) 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.

Students will listen to and analyze each movement of Antonio Vivaldi's The Four Seasons.  They will identify musical elements that represent each season.  They will use oil pastels to create a deciduous tree in all four seasons.  

   View Standards     Standard(s): [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] MUS (4) 18 :

18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] MUS (5) 18 :

18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[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 (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.

Students will listen to Ludwig van Beethoven's 6th Symphony.  They will identify the imagery portrayed by the music.  They will use oil pastel crayons to create a visual representation of the music.  

   View Standards     Standard(s): [ARTS] MUS (3) 19 :

19) Evaluate musical works and performances, applying established criteria, and describe appropriateness to the context.

Example: Write a review of a live musical performance.

[ARTS] MUS (4) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context.

Example: Write a detailed review of a live musical performance.

[ARTS] MUS (5) 19 :

19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music.

Example: Write a detailed review of a live musical performance including specific musical elements.

[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 (4) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Students will listen to and analyze Igor Stravinsky's Firebird Suite. They will make connections between the music and the Russian folktale, The Firebird. They will create pictures and write a poem about a firebird.     

   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.

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) 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) 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.

Students will recreate poses seen in paintings.  They will make a gesture drawing of a classmate in three different poses.  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.

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.

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.

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): [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) 3 :

3) Describe and use steps of the art-making process while creating works of art/design.

[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) 14 :

14) Create works of art based on observations of surroundings.

Students will analyze paintings of landscapes to identify horizons and overlapping shapes.  They will use watercolor painting techniques to create a landscape with a horizon and overlapping shapes.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [ELA2015] (3) 22 :

22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons. [W.3.1]

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W.3.1a]

b. Provide reasons that support the opinion. [W.3.1b]

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [W.3.1c]

d. Provide a concluding statement or section. [W.3.1d]

[ELA2015] (4) 22 :

22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.4.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. [W.4.1a]

b. Provide reasons that are supported by facts and details. [W.4.1b]

c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [W.4.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.4.1d]

[ELA2015] (5) 22 :

22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. [W.5.1a]

b. Provide logically ordered reasons that are supported by facts and details. [W.5.1b]

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). [W.5.1c]

d. Provide a concluding statement or section related to the opinion presented. [W.5.1d]

[ARTS] DAN (3) 3 :

3) Recognize choreographic devices to create simple movement patterns.

Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.

[ARTS] DAN (4) 1 :

1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or experiences.

[ARTS] DAN (5) 1 :

1) Develop content for choreography using ideas generated from a variety of prompts.

Examples: Spoken word, text, poetry, images, or nature.

[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 (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.

Students will observe dance movements in drawings and paintings.  Students will work in pairs and do simple gesture drawings of their partner in a dance pose. They will choose a sketch to make a new drawing and paint it with watercolors.  They will write a persuasive essay discussing the importance of dance in schools.  Students will work in groups to choreograph a short dance.    

   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 (4) 2 :

2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

Students will analyze the Pilgrim Flask, identifying that grotesque designs include both ugly and beautiful elements. They will sketch a design of the pilgrim bottle using pencils and a blue crayon.  Students will work in groups to create a grotesque door panel that includes symmetry. They will analyze a grotesque poem and compose a contradiction poem.  

   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) 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 (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[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 (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Students will analyze a photograph and photo collage of the Pearblossom Highway.  They will define and identify linear perspective, horizon line, and vanishing point.  They will draw a road through a desert landscape using one-point perspective.  They will complete the landscape using colored pencils.      

   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 (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.

Students will analyze Jacques-Louis David's painting The Sisters Zénaïde and Charlotte Bonaparte.  They will compose a fairy tale based on the painting.  They will illustrate a scene from their original fairy tale.  

   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 (4) 5 :

5) Document, describe, and create real or imagined constructed environments.

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

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Students will analyze paintings of landscapes, focusing on texture. They will sketch an imagined landscape. They will create textures using rubbings and write a letter to a friend or family member describing their landscape. The drawing will be glued to the front of a postcard with the letter on the back.   

   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 (4) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 3 :

3) Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.

Students will analyze two beds, Lit à Polonaise and Lit à Turque.  They will draw a bed using three-dimensional drawing techniques.  They will build and paint a three-dimensional model of the bed. 

   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 (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.

Students will discuss fairy tales by Hans Christian Andersen. They will sketch a character from one of the fairy tales. They will create a portrait using colored pencils, crayons, pastels, or watercolors. 

   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) 9 :

9) Identify and explain how and where different cultures record and illustrate stories and history through art.

Examples: Discuss Chauvet cave paintings, Diego Rivera's mural, The History of Mexico, or the Bayeux Tapestry depicting the events of the Norman Conquest.

[ARTS] VISA (4) 2 :

2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[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) 1 :

1) Combine ideas to develop an innovative approach to creating art.

Students will explore the history of quilts, uses of quilts, and quilt block patterns.  They will create a pattern for a collage quilt block.  Each student will complete one block to be used in the class quilt.  

   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) 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 (4) 12 :

12) Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

Example: Emanuel Leutze's Washington Crossing the Delaware River in 1776 and its relevance to the Revolutionary War.

[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) 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.

Students will analyze a self-portrait by Judith Leyster. They will write an "I Am" poem and create a monogram to sign their art.  

   View Standards     Standard(s): [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 (2) 6 :

6) Integrate art vocabulary while planning and creating art.

a. Elements of art: line, shape, neutral colors, value, texture.

b. Picture compositions: overlapping, background, horizontal, vertical orientation.

c. Colors in the color wheel: primary, secondary, warm and cool.

[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 (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

Students will analyze different types of shapes in Beasts of the Sea by Henri Matisse.  They will create a paper collage using geometric and natural shapes. 

   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 (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

Students will analyze the Astor Chinese Garden Court.  They will draw a picture of a landscape.  

   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 (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) 1 :

1) Brainstorm collaboratively to create a work of art.

[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 (4) 2 :

2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

Students will analyze a variety of artwork. They will make a list of problems and solutions to creating artwork.  Working in pairs, students will collaborate to create a piece of art. 

   View Standards     Standard(s): [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 (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) 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 (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.

Students will analyze the painting, Person in the Presence of Nature, by Joan Miró. They will create a creature that could live in the landscape in the painting. 

   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) 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.

Students will describe lines seen in art and photographs of animals.  They will create an animal drawing using a variety of lines - curved, straight, dots, dashes, spirals, and looping.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [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 (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 (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[MA2019] (3) 13 :

13. Demonstrate that a unit fraction represents one part of an area model or length model of a whole that has been equally partitioned; explain that a numerator greater than one indicates the number of unit pieces represented by the fraction.

[MA2019] (4) 15 :

15. Model and justify decompositions of fractions and explain addition and subtraction of fractions as joining or separating parts referring to the same whole.

a. Decompose a fraction as a sum of unit fractions and as a sum of fractions with the same denominator in more than one way using area models, length models, and equations.

b. Add and subtract fractions and mixed numbers with like denominators using fraction equivalence, properties of operations, and the relationship between addition and subtraction.

c. Solve word problems involving addition and subtraction of fractions and mixed numbers having like denominators, using drawings, visual fraction models, and equations to represent the problem.

Students will analyze the painting, Cakes, by Wayne Theibaud.  They will practice fractions and paint a decorated cake.  

   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 (4) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

Students will create scribble art.  They will use three colors to fill the space between the lines.  Students will compare and contrast each work.