Sarah Blue (GT Intern) and Kristy Jacks (MAP)

Topic: Art Concept: Types of art and artists over different time periods Big Ideas: CULTURE, CHANGE, and RELATIONSHIPS

Essential Questions:  Why do art styles change through history?  How do different artists evoke different emotions and feelings through their art?  How does time and culture affect styles of art?

Essential Understandings:  Art styles change through history.  Different artists evoke different emotions and feelings through their art.  Culture and time affect styles of art.

Assessments:  Students will produce a final art project for Parent’s Day.  Students will do quick assessments like a 3-2-1 or an Exit card at the end of the lesson so I can quickly see that they learned something  Students will be assessed through observation  Students will be assessed through conversations  Students will be assessed through their final portfolio Sarah Blue (GT intern) and Kristy Jacks (MAP)

SEW Menu-Type I, II’s, III’s for Art Unit GRADES 2-3 SEW Art Studio

Type 1

 Explore the art interest center in the room with easels, pastels, art books, art pictures, and many more art related things to spark you interest in the subject of art.  Listen to classical music while you close your eyes for ten minutes. Think about what colors and shapes the music makes you think about.  Touch and observe different textures to understand how textures are important in all forms of art.  Observe the color wheel and think about how colors go together to have an understanding of primary and secondary colors.  Visit the art reading center. Choose a book that sparks your interest about art and explore the book. Read materials on art in the interest center so you can be an art expert.  Think of many, varied, and unusual tools that an artist uses in order to broaden your thinking about the career of an artist.  Find out about the process of making pottery by exploring pictures of the firing process to be familiar with it before the guest speaker comes to demonstrate a lesson.  Explore examples and/or pictures of various types of art. Students participate in a class discussion about how the pictures make them feel because art has great connections with feelings and emotions.  Discover the many, varied, and unusual types of paintings from different eras. Write down things you noticed about the different art in different eras to see if change occurred or they stayed the same.  Explore Getting to Know the World’s Greatest Artist book series to discover the answers to these questions. Name one unusual fact about Vincent Van Gogh. What type of art is Georgia O’Keeffe famous for painting? Answer these to become more familiar with some of the worlds greatest artists.  Look at and closely observe the different parts of an easel. Practice learning how to set up an easel like an artist so you can experience the craftsmanship of an artist at work.  Have Mr. McNeal, an art major from Montevallo, demonstrate how to prepare clay for the wheel so you can become more familiar with the pottery process.  Play art charades and act out how the art makes you feel to connect art with emotions and feelings. See if some people feel different or the same as others.  Observe the still life of fruit in a bowl and draw what you see to practice a still life drawing and become familiar with this type of art.  Examine and discuss the different posters of art in the interest center. Then vote for your favorite painting. The votes will be tallied for a class favorite to spark interest and excitement in the class.  Listen to the teacher read When Pigasso Met Mootise by Nina Laden. Discuss the differences and similarities between Picasso and Matisse’s works of art to see how different artists from the same ear still had a different style of art. Why is this?  Add information to your class web about art. Add any new information you have learned about art to the web to see the ever expanding knowledge of the class from the beginning to the end.  Explore a print by Monet and Degas. Use a Venn Diagram to compare and contrast the two types of art. Is one more realistic? Do this to become familiar with styles of art.  Examine the two mystery items in the interest center. Write down what the two items do and place in the mystery item box. This will be used to spark interest and wonder in the classroom.  Have an artist come and discuss tips and pointers on their craft. Do an example painting in front of the class on a canvas. This is to show how an artist really paints a picture.  Play art classification memory. Use cards in the interest center from Smart Art by Patricia and Stephen Hollingsworth. Use the cards in the interest center to classify what category each piece of art falls under.  View art video about Impressionism to spark interest and introduce that art form.  Look at pictures in magazines of flowers. Compare these flowers to Georgia O’Keeffe’s big, bold, bright flowers. Think about how she got her ideas to paint flowers.  Close your eyes and listen to a story about Monet and painting his water lilies. What would you do if you were a frog on a lily pad while you saw Monet paint?  Observe the art classification cards and read what the three types mean. Look at the interest cards of the six examples and classify them into one of the three groups. Look at the answer on the back.  Feel the texture squares on the interest center table. Close your eyes and imagine what each one could be. What color do you think this texture is and why?  Observe art cards on the interest center table. Which one is a Matisse painting and which one is a Monet? How can you tell? What is the difference in the style of paintings? Type 2’s-Art

 Think of many, varied, and unusual things to transform this outline of a pallet into  Listen to guest speaker, Becky Blue, while she teaches you about the art of Mosaics. Mosaic your own piece of art.  Think of many, varied, and unusual functions of a paintbrush or easel.  Listen to a story about Matisse and Picasso. Learn about how they both created collages in different ways. Think of many varied and unusual examples of collages you could make.  Mix paint colors together to see the results of red and blue make purple and so on. What secondary colors can you make? Do this to become familiar with the color wheel, primary colors and secondary colors.  Learn about Van Gogh’s style of art with thick paint and swirly lines. Create your own landscape picture depicting his style.  Evaluate differences and similarities between artists of different ages and think about what effect time has on art.  Make a lava lamp out of oil, water, and food coloring to discover how colors mix together to make other colors. Take home a lava lamp in a coke bottle.  Forecast what effects varying degrees of temperature will have on firing pottery before Mr. McNeal discusses his craft.  Think of many, varied, and unusual examples of ways to create a sculpture out of pipe cleaners and foil.  Experiment different amounts of water using water color paints. Students will see the varied shades of color when applying more or less water.  Create African masks out of cardboard and different crafts. Talk about the time period and how time affects the ever- changing styles of art from long ago until present times.  Think of the many, varied and unusual ways to design a finger painting creation of your own.  Help the teacher create a class mural to present on parents day to show all of the different styles learned throughout the weeks. Each group paints a different type of art.  Create a seascape of using salt and paints. This will make the painting have the effect of a dark, stormy sea.  Forecast the effects that salt may have on a painting.  Use your communication talents to describe the feelings you felt about Picasso and Matisse’s art after reading When Pigasso Met Moostise by Nina Laden.  Use pointillism to create your own pop art of a coke can or one of your choice. Read about Andy Worhol and his pop art.(Chicken Noodle Soup Can)  Create your own pinch pot with clay and then to be fired in University Kiln.  Create your own coil pot with clay and paint with glaze. It will be fired in a University kiln.  Construct Monet’s Water Lilies painting by using tissue paper and paints.  Create a piece of modern art of your own.  Create a sunflower Van Gogh stand up plate on a Chinet plate. Make a stand for it and spray clear spray paint on it. Use it as a decorative piece.  Think of the many, varied and unusual examples of shapes that Kandinsky could have used in his paintings besides circles. Create a repetitive shaped painting of your own.  Use your planning talent to plan a mobile. Make a hanging mobile to replicate Alexander Calder’s creations. Use pipe cleaners, cardboard and other materials to have a better understanding of geometric shapes.  Use the decision making talent to create an impressionist piece of artwork (Styles in History, Impressionists, Monet)  Replicate the artwork of famous cubist, Picasso. Draw a picture of a person. Cut the picture into different shapes and redistribute them to make artwork like Picasso to explore the style of Cubism.  Use planning talent to plan and create a mini-museum exhibit for your parents to visit so they can see what you learned at the three weeks at SEW.  Use your decision making talent to decide on what type of art you will create for your final art museum piece.( Impressionism, bark, splatter paint, water color, sculpture…)  Use planning talent to create a Museum Brochure/Program for Parents Day.  Use planning talent to arrange the room for the Museum for parents day.  Use P.T. talent to think of many, varied, unusual functions or uses for a paintbrush.  Use your P.T. Talent Think of all the varied, many, unusual designs for a collage/sculpture/pinch pot.  Use your P.T. talent Think of many, varied, and unusual topics for your product for Parents Day.  Use your P.T. Talent to think of many, varied, and unusual examples of careers in art.  Use your forecasting talent to make many, varied predictions about the causes of firing a piece of pottery  Use your forecasting talent to make many, varied predictions about the effects of art not being in this world.(if impressionist era never existed what would be the effects on art today?)  Choose a large photograph from a magazine. Cut the picture up into squares. Give each a square to reproduce into a bigger picture. Put all pics together like a puzzle when finished.  Read about Jackson Pollock. Do a splatter painting art project like one of his. What would you name yours? Why?  Read about Grandma Moses and folk art. Recreate a picture of your own with a scene showing many things going on at once just like Grandma Moses did in her. Think of the many, varied and unusual examples of scenes that your Grandma Moses painting could display.  Read about Calder. Use your PT talent to think of many, varied and unusual designs for your standing mobile.  Create a picture with the colors and shapes you think about after listening to classical music just as Kandisnky did with his paintings.  Read the three mystery picture clues on the board everyday at the beginning of class (10 min.). Look around the room to figure out what famous work of art it is. Place your guess with your name and the paintings name in the mystery picture box.(shoe box)  Create a seascape of using salt and paints. This will make the painting

have the effect of a dark, stormy sea.

 Forecast the effects that salt may have on a painting.  Use your communication talents to describe the feelings you felt about

Picasso and Matisse’s art after reading When Pigasso Met Moostise by

Nina Laden.

 Use pointillism to create your own pop art of a coke can or one of your

choice. Read about Andy Worhol and his pop art.(Chicken Noodle Soup

 Create your own pinch pot with clay and then to be fired in University

 Create your own coil pot with clay and paint with glaze. It will be fired

in a University kiln.

 Construct Monet’s Water Lilies painting by using tissue paper and paints.

 Create a piece of modern art of your own.

 Create a sunflower Van Gogh stand up plate on a Chinet plate. Make a

stand for it and spray clear spray paint on it. Use it as a decorative

piece.

 Think of the many, varied and unusual examples of shapes that

Kandinsky could have used in his paintings besides circles. Create a

repetitive shaped painting of your own.

 Use your planning talent to plan a mobile. Make a hanging mobile to

replicate Alexander Calder’s creations. Use pipe cleaners, cardboard

and other materials to have a better understanding of geometric shapes.

 Use the decision making talent to create an impressionist piece of

artwork (Styles in History, Impressionists, Monet)

 Replicate the artwork of famous cubist, Picasso. Draw a picture of a

person. Cut the picture into different shapes and redistribute them to

make artwork like Picasso to explore the style of Cubism.  Use planning talent to plan and create a mini-museum exhibit for your

parents to visit so they can see what you learned at the three weeks at

 Use your decision making talent to decide on what type of art you will

create for your final art museum piece.( Impressionism, bark, splatter

paint, water color, sculpture…)

 Listen to artist, Becky Blue, teach the art of Mosaics. Mosaic your own

piece of art.

Type 3’s(from Kristy and Sarah)

 Prepare artwork (painting or fired pottery) for a gallery showing at the public library, the mall, the University’s art gallery in the Ferguson Center or a private gallery in Tuscaloosa.  Prepare artwork pages for a Big Book to be bound and/or published.  Create a mural for the pediatric ward of the local hospital.  Sell artwork for a fundraiser.  Make pieces of art to take to the elderly who are unable to go to a gallery and see artwork firsthand.