Unit Standards, Goals, and Objectives
FOCUSING LENS
Transformation and Relationship
UNIT STRANDS
Kindergarten
Comprehend
1. Artists and viewers recognize characteristics and expressive features within works of art (K)
2. Personal feelings are described in and through works of art (K)
Reflect
1. Identify that art represents and tells the stories of people, places, or things (K)
2. Artists interpret connections to the stories told in and by works of art (K)
Create
1. Create two- and three-dimensional work of art based on personal relevance (K)
Transfer
2. Artists and viewers contribute and connect to their communities (K)
First Grade
Comprehend
1. Works of art express feelings (1)
2. Art represents and renders the stories of people, places, or things (1)
Reflect
1. Visual arts provide opportunities to respond to personal works of art and the art of others (1)
Create
1. Create art to communicate ideas, feelings, or emotions (1)
Transfer
1. Visual arts relate experiences to self, family, and friends (1)
ENDURING UNDERSTANDINGS
1. Artists convey their identities by constructing visual stories
2. Artists explore media to discover the properties of materials
3. Artists employ the characteristics and expressive features of art to enhance their visual storytelling
4. Observation allows artists to recognize patterns and transformation
5. Artistic intent is decided by the artist, but viewers of art interpret art’s meaning
INQUIRY QUESTIONS
LESSON ALIGNMENT
1. Earth Art:
2. Combobulate a Crazy Creature:
3. Guess My Emotion:
4. Batik My Life:
Transformation and Relationship
UNIT STRANDS
Kindergarten
Comprehend
1. Artists and viewers recognize characteristics and expressive features within works of art (K)
2. Personal feelings are described in and through works of art (K)
Reflect
1. Identify that art represents and tells the stories of people, places, or things (K)
2. Artists interpret connections to the stories told in and by works of art (K)
Create
1. Create two- and three-dimensional work of art based on personal relevance (K)
Transfer
2. Artists and viewers contribute and connect to their communities (K)
First Grade
Comprehend
1. Works of art express feelings (1)
2. Art represents and renders the stories of people, places, or things (1)
Reflect
1. Visual arts provide opportunities to respond to personal works of art and the art of others (1)
Create
1. Create art to communicate ideas, feelings, or emotions (1)
Transfer
1. Visual arts relate experiences to self, family, and friends (1)
ENDURING UNDERSTANDINGS
1. Artists convey their identities by constructing visual stories
2. Artists explore media to discover the properties of materials
3. Artists employ the characteristics and expressive features of art to enhance their visual storytelling
4. Observation allows artists to recognize patterns and transformation
5. Artistic intent is decided by the artist, but viewers of art interpret art’s meaning
INQUIRY QUESTIONS
- What changes happen to nature? What happens in fall? Spring?
- Do drawings always have to be on paper? How can we “draw” with 3D nature materials?
- Why do creatures live where they do?
- What would this creature feel like if you could touch it? How could you represent that texture with these art materials?
- How would you feel in this completely red room? How about in this all yellow room?
- Which line is more calming to you: this sharp, jagged line or this smooth, wavy line?
- What was something fun that happened? What was something scary that happened?
- How do you think the glue made that white line?
LESSON ALIGNMENT
1. Earth Art:
- By exploring natural materials, TSWBAT discover their properties and construct a temporary work of art (Bloom’s: create, analyze, apply; Standard: create, reflect; GLE: 2.1, 3.1 (1), 2.2, 3.1 (K); Art Learning: ideation, materials/techniques, C&EF of art; Numeracy: sorting, organizing, counting, weighing, shapes; Literacy: adoption of personas (e.g. bowerbird) to explain reasoning (e.g. nest making)
- After learning about Andy Goldsworthy and animal architecture, TSWBAT take on a different role to tell a story/purpose about their art making (Bloom’s: apply, create; Standard: reflect, transfer; GLE: 2.1 (1), 4.1 (1), 2.1 (K), 2.2 (K); Art Learning: historical/multicultural, reflection; Literacy: storytelling)
- Drawing upon their existing knowledge of weather’s effect on nature, TSWBAT envision and predict what would happen to earth art if it were left outside in various weather conditions (Bloom’s create; Standard: comprehend; GLE: 1.1 (K), 1.1 (1); Art Learning: materials, reflection/assessment; Literacy: cause and effect)
- Given the choice to work in different centers, TSWBAT experiment with materials to choose the appropriate material(s) to execute their intended outcome (Bloom’s: apply; Standard: comprehend, reflect; GLE: 2.1 (1), 1.1 (K); Art Learning: C&EF, materials; Literacy: envisioning, predicting; Numeracy: trial-and-error, cause-and-effect)
2. Combobulate a Crazy Creature:
- Given a variety of textured materials, TSWBAT assess the properties of each material (e.g. provides warmth, is spiky for defense) and select materials that will give their creature abilities (Bloom’s: understand, analyze, apply; Standard: create, reflect; GLE: 2.1, 3.1 (1), 2.2, 3.1 (K); Art Learning: ideation, materials/techniques, C&EF of art; Literacy: talking about choices, sequence/planning; Numeracy: cause and effect)
- After learning about animals, people, machines, plants, and contemporary artists, TSWBAT choose characteristics based on function and aesthetic appeal to include in their creature (Bloom’s: understand, analyze, apply; Standard: create, reflect; GLE: 2.1, 3.1 (1), 2.2, 3.1 (K); Art Learning: ideation, materials/techniques, C&EF of art; Literacy: talking about choices, storytelling, sequence/planning; Numeracy: cause and effect)
- After investigating images of composite animals in centers, TSWBAT combine their prior knowledge with their favorite aspects of the images in order to envision their own unique creature (Bloom’s: create; Standard: comprehend, reflect, create; GLE: 2.1 (1), 1.1 (K); Art Learning: ideation, historical/multicultural, materials, reflection; Literacy: envisioning; Numeracy: shapes, parts to whole)
- By joining different elements of animals, machines, plants, and/or humans, TSWBAT construct a unique creature in 2D or 3D form (Bloom’s: apply, create; Standard: create; GLE: 3.1; Art Learning: C&EF, materials, reflection, assessment; Literacy: envisioning; Numeracy: shapes, parts to whole)
- After their creature is complete, TSWBAT explain, describe, name, or tell a story about their creature to reflect on process, form, texture, or other aspects of art and art making (Bloom’s: understand, evaluate; Standard: reflect, comprehend, transfer; GLE: 1.2, 2.1, 4.1 (1), 1.1, 2.1, 2.2, 4.1 (K); Art Learning: C&EF, conceptual, reflection, assessment; Literacy: storytelling, describing; Numeracy: sequence of events (timeline, process))
- Taking into consideration the characteristics of their composite animal and their knowledge about animal habitats, TSWBAT design and construct an appropriate habitat for their creature (Bloom’s: apply, create; Standard: comprehend, reflect, create; GLE: 1.2, 3.1 (1), 2.2, 3.1 (K); Art Learning: historical/multicultural, materials, C&EF)
3. Guess My Emotion:
- Given an image of a facial expression, TSWBAT assess the emotion (e.g. happy, sad, angry, goofy) by describing it in one word (Bloom’s: evaluate, analyze, understand; Standard:comprehend; GLE: 1.1, 1.2 (1), 1.1, (K); Art Learning: ideation,, C&EF of art; Literacy: relating pictures with words, communicating )
- After learning about warm/cool colors and complementary/monochromatic color schemes TSWBAT create a collage in a color scheme representative of their emotion (Bloom’s: apply, analyze, create; Standard: create, comprehend; GLE: 3.1, 1.1 (1), 1.1, 1.2 (K); Art Learning: ideation, historical/multicultural, materials/techniques, C&EF of art; Literacy: planning, storytelling; Numeracy: combining, opposites)
- After seeing examples of how artists use shapes/lines in their artwork, TSWBAT cut out a shape with a contour line that is representative of their emotion (Bloom’s: apply, analyze, create; Standard: comprehend, create; GLE: 3.1, 1.1, (1), 1.1, 3.1 (K); Art Learning: ideation, historical/multicultural, materials, reflection; Literacy: envisioning; Numeracy: shapes, parts to whole)
- After looking at the finished pieces, TSWBAT infer the emotion in other’s artwork using color and shape to explain/defend their choice (Bloom’s: understand, apply, evaluate; Standard: reflect, comprehend, transfer; GLE: 1.2, 1.1, 2.1, 4.1 (1), 1.1, 1.2, 2.2, 4.1 (K); Art Learning: C&EF, conceptual, reflection, assessment; Literacy: inferring, describing; Numeracy: matching (emotion with art))
4. Batik My Life:
- Having brainstormed real-life events, TSWBAT incorporate these real-life events into their artwork through drawing (Bloom’s: analyze, evaluate, create; Standard: comprehend, reflect, create, transfer; GLE: 1.2, 2.1, 3.1, 4.1 (K), 1.2 , 3.1, 4.1 (1); Art Learning: ideation, historical/multicultural, reflection/transfer; Literacy: telling stories through images, talking about art; Numeracy: selecting)
- Given a glue bottle, TSWBAT trace a drawn image on fabric (Bloom’s: apply, analyze, create; Standard: create, comprehend; GLE: 3.1, 1.1 (1), 1.1, 1.2 (K); Art Learning: ideation, materials/techniques, C&EF of art; Literacy: telling stories through art; Numeracy: shapes, lines)
- Given the three primary colors, TSWBAT combine them to make the three secondary colors (Bloom’s: understand; Standard: comprehend, create; GLE: 3.1 (K, 1), Art Learning: materials/techniques; Literacy: color mixing vocabulary; Numeracy: combining, ratios)
- With the primary and secondary colors, TSWBAT select and apply color to their batik fabric (Bloom’s: apply; Standard: create; GLE: 3.1 (K, 1); Art Learning: materials/techniques, ideation, C&EF; Literacy: telling stories through art; Numeracy: filling in shapes with color)
- Looking at the batik quilt, TSWBAT talk about the narrative in their batik and infer about others’ batiks to tell stories about art (Bloom’s: analyze, evaluate, create; Standard: reflect, transfer; GLE: 1.1, 1.2, 2.1, 2.2 (K), 1.1, 1.2, 2.1, 3.1 (1); Art Learning: reflection/transfer, assessment/evaluation, C&EF; Literacy: telling stories through art, using art vocabulary to discuss art)