ALEX Classroom Resource

  

Joan Miró

  Classroom Resource Information  

Title:

 Joan Miró

URL:

 https://www.nga.gov/education/teachers/lessons-activities/pre-k/joan-miro.html

Content Source:

 Other
National Gallery of Art
Type: Learning Activity

Overview:

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

Content Standard(s):
Arts Education
ARTS (2017)
Grade: K
Visual Arts
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings.
  • Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay.
  • Work with a partner to create works of art.
  • Working in small groups, use recycled materials to create artworks.
  • 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.
  • Read the book Lines that Wiggle by Candace Whitman to explore different styles of line.
  • Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.
  • Use symbols to help tell a personal or make-believe story.
  • Manipulate art media to create textures and patterns.
  • Identify and use organic and geometric shapes to create works of art.
  • Show respect for self and others while making and viewing art.
  • Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors.
  • Use patterns in designing colored stripes on the shirt of a person you know.
  • Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking.
  • Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header.
  • Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Arts Education
ARTS (2017)
Grade: K
Visual Arts
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?"

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.
Arts Education
ARTS (2017)
Grade: K
Visual Arts
14) Create art that tells a story about a life experience.

Example: Create an artwork showing a personal experience.

Unpacked Content
Artistic Process: Connecting
Anchor Standards:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Process Components: Interpret
Essential Questions:
EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?
Concepts & Vocabulary:
  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking
Skill Examples:
  • Create an artwork showing a personal experience.
  • Distinguish among paintings, drawings and sculptures.
  • Describe what they see in a selected work of art and how it makes them feel.
  • Make connections between their personal experiences to what they see in works of art.
  • Discuss as a class why people make and enjoy works of art.
  • Explore their environment and experiences for art-making ideas.
Arts Education
ARTS (2017)
Grade: 1
Visual Arts
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 2: Organize and develop artistic ideas and work.
Process Components: Reflect, Refine, Continue
Essential Questions:
EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education
ARTS (2017)
Grade: 1
Visual Arts
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?
Concepts & Vocabulary:
  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue
Skill Examples:
  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.
Tags: draw, Joan Miro
License Type: Custom Permission Type
See Terms: https://www.nga.gov/notices/terms-of-use.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Partnered Event: ALEX Resource Development Summit
Accessibility
Comments

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  This resource provided by:  
Author: Tiffani Stricklin
The event this resource created for:ALEX Resource Development Summit