art grade 1 prepared by€¦ · 1.3.2.d.4 1.3.2.d.5 1.4.2.a.1 identify the basic elements of art...

Midland Park Public Schools

Art

Grade 1

Prepared by:

Katharina Grammer

Superintendent of Schools:

Marie C. Cirasella, Ed.D.

Approved by the Midland Park Board of Education on

February 4, 2020

Born on Date: September 2014

Revised Date: August 2019


Art Course Description: The First Grade students will have art for one full period each week in the art room. They are requested to bring a smock to protect their clothing during messier projects. They will have an opportunity to look at the work of a variety of artists and to try out different materials during the course of the school year as they work on both 2 and 3-dimensional art projects. While the skills are covered during the year, the artists and cultures change to provide variety.

Suggested Course Sequence: Unit 1: What Do Artists Do: 6 classes Unit 2: Prints: 6 classes Unit 3: Many Things: 3 classes Unit 4: Around the World: 5 classes Unit 5: Series: 4 classes Unit 6: Different Cultures: 5 classes Unit 7: Mixed Media: 6 classes Unit 8: Drawing from Nature: 7 classes

Pre-Requisite: Student will have completed Kindergarten Art.


Unit # 1- Overview Content Area: Art

Unit Title: Unit 1: What do artists do?

Grade Level: Art / Grade 1

Unit Summary: This unit will focus on types of art made by artists: portrait, self-portrait, still life and landscape.

Students will look at a variety of works by one artist, to learn and familiarize in a basic way of that artist’s style.

Unit # - Standards

Standards (Content and Technology):

NJSLS Standards:

1.1.2.D.1

1.1.2.D.2

1.2.2.A.1

1.3.2.D.1

1.3.2.D.4

1.3.2.D.5

1.4.2.A.1

Identify the basic elements of art and principles of design in diverse types of artwork.

Identify elements of art and principles of design in specific works of art and explain how they are used.

Identify characteristic theme-based works of dance, music, theater and visual art, such as artwork based

on the themes of family and community, from various historical periods and world cultures.

Create two and three dimensional works of art using the basic elements of color, line, shape, form,

texture and space, as well as a variety of art mediums and application methods.

Explore the use of a wide array of art mediums and select tools that are appropriate to the production of

works of art in a variety of art media.

Create works of art that are based on observations of the physical world and that illustrate how art is

part of everyday life, using a variety of art mediums and art media.

Identify aesthetic qualities of exemplary works of art in dance, music, theater, and visual art, and

identify characteristics of the artists who created them ( e.g. gender, age, absence or presence of

training, style, etc.)

21st century themes and skills (standard 9.1 or 9.2):

9.2.4.A.2

9.2.4.A.3

Identify various life roles and civic and work-related activities in the school, home, and community

Investigate both traditional and nontraditional careers and relate information to personal likes and

dislikes.

Career Ready Practices (CRP):

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP4. Communicate clearly and effectively and with reason.

CRP6. Demonstrate creativity and innovation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP12. Work productively in teams while using cultural global competence.

Educational Technology Standards:

8.1.2. A.1 - Identify the basic features of a digital device and explain its purpose.

8.1.2.A.4 - Demonstrate developmentally appropriate navigation skills in virtual environments ( i.e. games, museums)

Interdisciplinary Connection (Standard): 1 Graders will be exposed to art work, problem-solving scenarios, and

cooperative tasks aligned to the higher levels of Bloom’s Taxonomy. Lessons are presented to expand on the core courses

wherever possible.

NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively,

as well as in words

NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively.

NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually,

quantitatively, and orally.

NJSLSA.SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


Unit Essential Question(s):

● What are the different kinds of paintings artists

create?

● Where do artists get ideas for their paintings?

● How are landscape, portraits and still life paintings

different?

Unit Enduring Understandings:

● One artist can create different kinds of art, such

watercolor paintings, oil paintings and drawings.

● Artists get ideas for their artworks from the

places they live, the places they visit, family,

friends and their imagination.

● Artists use a variety of materials to paint.

Unit Learning Targets/Objectives:

Students will…

● Use materials and tools safely and correctly.

● Differentiate between portrait and self-portrait.

● Use specific art vocabulary to articulate ideas and describe artworks.

● Compare the varied uses of color in different paintings.

● Describe and identify the style Van Gogh, with his strokes of color.

● Draw using realistic lines.

● Draw a portrait, with efforts toward realistic proportions.

● Identify, define and create a landscape artwork.

● Identify, define and create a still life artwork.

● Work collaboratively with a partner.

Evidence of Learning

Formative Assessments:

Visual evaluations of on task in class efforts.

Class participation.

Discussion - Questions & Answers

Summative/Benchmark Assessment(s):

Completed Project

Class Discussions

Alternative Assessments:

Alternative mediums to implement project.

Collaborate with student partner on project and tasks.

One-on-one discussion.

Resources/Materials:

Computer, ELMO, Smartboard, websites, exemplar artworks, teacher made materials.

Tempera Paints

Liquid Watercolors

Paintbrushes

Oaktag White Paper 18” x 24”

Mixing plates

Oil Pastels

Chalk

Mirrors

Modifications:

● Special Education Student/504 ‐

Allow errors

Rephrase questions, directions, and explanations

Allow extended time to answer questions, and permit

drawing, as an explanation

● At-Risk Students -

Provide extended time to complete tasks

Consult with Guidance Counselors and follow I&RS

procedures/action plans


Accept participation at any level, even one word

Consult with Case Managers and follow IEP

accommodations/modifications

● English Language Learners ‐

Assign a buddy, same language or English speaking

Allow errors in speaking





Consult with classroom teacher(s) for specific

behavior interventions

Provide rewards as necessary

● Gifted and Talented Students- –

Provide extension activities

Build on students’ intrinsic motivations

Consult with parents to accommodate students’

interests in completing tasks at their level of

engagement

Suggested Pacing Guide

Lesson

Name/Topic

Lesson Objective(s) Time frame (day(s) to complete)

1x week - 45 minutes

1 Presentation

of Artists &

Exemplars

Introduction of different

painting subjects; Self-

Portraits, Portraits,

Landscapes, Still Lifes.

1 class

2 Landscape 2 classes

3 Self-Portraits 2 classes

4 Still life 2 classes

Teacher Notes:

Additional Resources:

www.metmuseum.org/explore/

www.vangoghmuseum.nl/en/stories

Van Gogh, by Mike Venezia, 1988.

Unit # 2- Overview

Content Area: Art

Unit Title: Unit 2: Printing


Unit Summary: Students will understand that the same word can be used in different ways - Print. They will be

introduced to early forms of printing and artists that made prints as well as seeing the tools used in the process. They will

understand how technologies change over time. They will use the computer and traditional art materials as they move

through the unit.

Unit # - Standards


http://www.metmuseum.org/explore/

http://www.vangoghmuseum.nl/en/stories


NJSLS Standards:

1.1.2.D.2

1.2.2.A.1

1.2.3.A.2

1.3.2.D.1

1.3.2.D.4

1.3.2.D.5

1.4.2.A.1




Identify how artists and specific works of dance, music, theater and visual art reflect, and are affected

by past and present cultures.







Identify aesthetic qualities of exemplary works of art in dance, music , theater, and visual art, and




9.2.4.A.2

9.2.4.A.3



dislikes.















wherever possible.


as well as in words







● What is printmaking?

● What is a print?

● How can words be used to mean different things?

● How did Johannes Gutenberg change and contribute

to printing?


● Printing is a term that has multiple meanings

even within the art room.

● Vocabulary changes and grows with new

inventions and technologies.

● Johannes Gutenberg was the first to make

printing commercially viable, printing for the

masses - many people.


Students will…

● Type full name on computer

● Use shift key to make an upper case letter.

● Use a mouse or maneuver touch pad.

● Send a document to print.

● Use a rubber stamper correctly to make repeated stamps.

● Create an object or scene using repeated stamps.

● Use up and down movement to print with sponges.

● Use shaped sponges to make prints with tempera paint.

● Follow instructions for set up, clean up and class task.




Observations.


Computer use.



Completed Projects

Class Discussions





Resources/Materials :

Computers, ELMO, Smartboard, websites, exemplar artworks, teacher made materials.

Rubber Stamps, Sponge Stamps.

Paper

Ink

Mixing Plates

Modifications:


Allow errors



























engagement


Lesson

Name/Topic



1 Presentation and

Introduction of Printing

1 class

2 Computer 2 classes

3 Stamping Printing 1 class

4

5

Sponge Printing

Stamp Rubbing

1 class

1 class

Teacher Notes:


Teacher and PowerPoint

https://www.hrc.utexas.edu/gutenberg-bible/

Image of exemplar artwork: Durer, Rhinoceros.

https://www.hrc.utexas.edu/gutenberg-bible/


Unit # 3- Overview

Content Area: Art

Unit Title: Unit 3: Many Things


Unit Summary: Students will explore how the artist gets ideas and how the paper surface is used to convey these ideas.

They will see how detail is used in painting as well as how the artist fills his page. They will see how observation of place

around the artist is used as part of the details in an artwork.

Unit # - Standards


NJSLS Standards:

1.2.2.A.1

1.3.2.D.1

1.3.2.D.4

1.3.2.D.5

1.4.2.A.1

1.4.2.B.3












Recognize the main subject or theme in works of dance, music, theater and visual arts.


9.2.4.A.2

9.2.4.A.3



dislikes.















wherever possible.


as well as in words







● What topics / subject matter do artist like to paint?

● How do artists show detail in their artworks?

● What is Inspiration for artists?

● What is the name of the style Childe Hassam

painting in?


● Artists choose to paint and create artworks of

many sources, subjects. Artists find “inspiration”

in many ways.

● Artists often find inspiration and want to paint

the place / location where they are, or have

visited.

● Many artists want to paint the nature around

them.



Students will…

● Recognize 4 paintings by Childe Hassam.

● Use an art technique that the artist Childe Hassam used.

● Make a picture based on Childe Hassam.

● Use Cray Pas Oil Pastels to create an Impressionist inspired artwork.

● Draw lightly with pencil to plan the design of the artwork.



Observations.


Computer use.



Completed Projects

Class Discussions







CrayPas Oil Pastels

Heavy White Paper

Pencils

Newspaper

Modifications:




Allow errors

























engagement


Lesson

Name/Topic



1 Introduction to Artist,

Childe Hassam and

American Impressionism,

and contemporary

Impressionist artist.

1 class

2 Demonstration & Practice

using Oil Pastels

1 class

3 Drawing 1 class

4

Artwork using

Impressionism after

looking at Hassam and

Hanson.

2 classes

Teacher Notes:

Paintings to be used as exemplars:

Coast Scene, Isles of Shoals

Celia Thaxter’s Garden


Avenue of the Allies


Teacher made PowerPoint

https://www.metmuseum.org/en/art/collection/search/14930

https://ncartmuseum.org/exhibitions/view/12597#

https://www.metmuseum.org/explore/childe.hassam/index.html

https://www.erinhansonprints.com/p/Dawn_Lights?col=Colors_of_the_Northwest

Unit # 4- Overview

Content Area: Art

Unit Title: Unit 4: Around the World


Unit Summary: Students focus on one country each year, primarily on the ancient artworks of that culture. Such as

China, Ancient Greece or Scandinavian Cultures. Students have an opportunity to use clay and / or modeling compounds

as they look at 3 dimensional objects, relief sculpture and jewelry.

Unit # - Standards


NJSLS Standards:

1.2.2.A.1

1.2.2.A.2

1.3.2.D.1

1.3.2.D.2

1.3.2.D.4

1.4.2.A.1

1.4.2.B.3



Identify how artists and specific works of dance, music, theater, and visual art reflect, and are affected




Use symbols to create personal works of art based on selected age-appropriate themes, using oral stories

as a basis for pictorial representation.



https://www.metmuseum.org/en/art/collection/search/14930

https://ncartmuseum.org/exhibitions/view/12597

https://www.metmuseum.org/explore/childe.hassam/index.html

https://www.erinhansonprints.com/p/Dawn_Lights?col=Colors_of_the_Northwest







9.2.4.A.2

9.2.4.A.3



dislikes.














wherever possible.


as well as in words








● How do people of different cultures express

themselves through art?

● What is a culture?


● Many cultures around the world use similar

materials and techniques but with different

designs and stories attached.


Students will…

● Use content appropriate vocabulary

● Participate in class discussions

● Understand terra cotta as a type of clay

● Use modeling compound to create a 3 dimensional art form.

● Make a relief sculpture

● Pose like the figures they see

● Compare verbally what they see to what they know of other cultures

● Make a choice of a figure they want to sculpt.

● Manipulate modeling compound to create a figure

● Paint the figure

● Mount the figure for presentation.

● Draw a dragon using pencil and oil pastels.



Observations.


Computer use.



Completed Projects

Class Discussions








Clay

Modeling compound clay

Plastic sheets

Clay tools

cardboard

CrayPas Oil Pastels

Heavy White Paper

Pencils

Newspaper

Modifications:


Allow errors



























engagement


Lesson

Name/Topic



1 Discussion of cultures and

exemplar artworks

1 class

2 Relief Sculptures 3 classes

3 Drawing Dragons 2 classes

Teacher Notes:

Artworks to be used as exemplars:



https://www.metmuseum.org/



Unit # 5- Overview

Content Area: Art

Unit Title: Unit 5 : Series


Unit Summary: Students have an opportunity to look at artwork that tells a story. The story can be historical,

biographical, or telling about everyday life. They will have an opportunity to work together to tell a story of their own

choosing through their artwork.

Unit # - Standards


NJSLS Standards:

1.2.2.A.1

1.2.2.A.2

1.3.2.D.1

1.3.2.D.2

1.4.2.A.1

1.4.2.B.3







Use symbols to create personal works of art based on selected age-appropriate themes, using oral stories







9.2.4.A.2

9.2.4.A.3



dislikes.











8.1.2.A.1 - Identify the basic features of a digital device and explain its purpose.




wherever possible.


as well as in words







● What does art tell us about our everyday life?

● What does art tell us about history?

● How does art help tell the story we want to tell?


● Artist use their work to tell about events, people,

and time periods that are important to them in

their lives.

● Historians use artwork to help understand past

events and time periods.

● People have different strengths and work the way

that is best for them.



Students will…

● Identify Jacob Lawrence as a Black American Artist

● Collaborate on the project

● Design a series of pictures that tell a story

● Use materials appropriately to tell a story

● Tell the story in sentence form to be displayed with the finished artwork images.

● Use materials and tools safely and correctly



Observations.


Computer use.



Completed Projects

Class Discussions







Paper

Pencils

Watercolor Pencils

Paintbrushes


Construction paper for mounting

Modifications:


Allow errors


























engagement


Lesson

Name/Topic



1 Discussion of Artist and

exemplar artworks

1 class

2 Series Demonstration &

Plan Drawings

2 classes

3 Series Project 3 classes


Teacher Notes:


Migration Series



Jacob Lawrence, Mike Venezia 1999


https://www.pem.org/exhibitions/jacob-lawrence-the-american-struggle

https://lawrencemigration.phillipscollection.org/

Unit # 6- Overview

Content Area: Art

Unit Title: Unit 6: Different Cultures


Unit Summary: this unit explores how people learn about time periods and history through art. It gives the students an

opportunity to use a variety of art materials as well.

Unit # - Standards


NJSLS Standards:

1.2.2.A.1

1.2.2.A.2

1.3.2.D.1

1.3.2.D.4

1.4.2.A.1

1.4.2.A.2








works of art in a variety of art mediums and art media.


https://www.pem.org/exhibitions/jacob-lawrence-the-american-struggle

https://lawrencemigration.phillipscollection.org/





Compare and contrast culturally and historically diverse works of dance, music, theater, and visual art

that evoke emotion and that communicate cultural meaning.


9.2.4.A.2

9.2.4.A.3



dislikes.














wherever possible.


as well as in words








● How are events in history documented?

● What does art tell us about history?

● What are some of the different materials used

throughout history?


● Art can be used to show how people dressed and

lived in time periods before the invention of

cameras.

● Art can be used to record interpretations of

historical events.

● Art can be a useful object as well as an art form.


Students will…

● Describe the difference between European clothing and Native American clothing based on observations of

paintings.

● Make a necklace / jewelry based on information from an artwork.

● Make a clay pinch pot.

● Paint the pinch pot with tempera paints. ● Make color decisions for pinch pots after looking at Native American artworks and crafts.



Observations.


Computer use.



Completed Projects

Class Discussions








Necklace craft materials - beads, string, scissors, tags

Clay

Clay tools

Tempera paints

Brushes

Board

paper towels

Modifications:


Allow errors


























engagement



Lesson

Name/Topic



1 Discussion of Artists

comparisons

1 class

2 Necklace / Jewelry 2 classes

3 Pinch Pot 2 classes

Teacher Notes:


Rubens and Rembrandt paintings



Newark Museum of Art, Native American collections

Montclair Art Museum, Native American collections

Unit # 7- Overview

Content Area: Art

Unit Title: Unit 7: Mixed Media


Unit Summary: Students will use a variety of materials to explore illustration. They will look at how illustrators work

and how it differs from other art forms.

Unit # - Standards


NJSLS Standards:

1.2.2.A.2




1.3.2.D.2

1.3.2.D.4

Use symbols to create personal works of art based on selected age appropriate themes, using oral stories





9.2.4.A.2

9.2.4.A.3



dislikes.














wherever possible.


as well as in words








● Where do illustrators get their ideas from?

● What is the difference between a fine artist and

illustrator?

● What is illustration?


● Illustrators give visual representations of the

written word.

● Illustrators often are asked to create an image for

advertising and commercial purposes.

● The purpose of an illustration needs to be

understood instantly with a clear message.


Students will…

● Understand illustrators use real locations as the background for their designs. ● Recognize that an illustration is a picture that explains words visually.

● Make a paper loom

● Weave on a paper loom

● Understand proportion as size relationships that can make a composition more realistic.

● Participate in class discussions.

● Draw animals.

● Follow instructions, set up and clean up.



Observations.


Computer use.



Completed Projects

Class Discussions








Modifications:


Allow errors


























engagement


Lesson

Name/Topic



1 Discussion of Illustration

and Artist, Beatrix Potter

1 class

2 Demonstration

Illustration drawing

2 classes


3 Demonstration

Weaving

3 - 4 classes

Teacher Notes:


Tales of Peter Rabbit, Beatrix Potter

Winnie the Pooh , Shephard



www.peterrabbit.com

Unit # 8- Overview

Content Area: Art

Unit Title: Unit 8: Drawing from Nature


Unit Summary: Students will look at the work and interests of an artist and focus on drawing from nature. Students will

draw by direct observation. Students will use art terms correctly to describe and discuss their drawings.

Unit # - Standards


NJSLS Standards:

1.1.2.D.2

1.3.2.D.1

1.3.2.D.2

1.3.2.D.4

1.4.2.A.1



texture, and space, as well as a variety of art mediums and application methods.

Use symbols to create personal works of art based on selected age appropriate themes, using oral stories




http://www.peterrabbit.com/


Identify aesthetic qualities of exemplary works of art in dance, music, theater, and visual art, and

identify characteristics of the artists who created them.


9.2.4.A.2

9.2.4.A.3



dislikes.














wherever possible.


as well as in words








● Why do some artists draw from nature?

● What does it mean to observe?

● Why do artists need to observe nature to draw

nature?

● What does it feel like observing and drawing nature?


● Observation for a drawing allows the artist to

include details that might otherwise be

overlooked.

● Observation used to draw creates an artwork that

is more realistic and reflective of the subject -

nature.


Students will…

● Look at and recognize artwork of a specific artist

● Understand drawing from life means looking at something as you draw.

● Draw an object in front of students.

● Look for color, line, shape, and texture in artwork.

● Make an artwork of a nature scape and possibly place themselves in their nature scape.

● Make small human figures in various poses using paper and masking tape.



Observations.


Computer use.



Completed Projects

Class Discussions








Modifications:


Allow errors


























engagement


Lesson

Name/Topic



1 Introduction to artists and

drawing from nature.

1 class

2 Demonstration

And practice drawing from

nature.

2 classes

3 Nature drawing

3 - 4 classes

4 Figure pose paper tape

sculptures

2 classes


Teacher Notes:


Leonardo DaVinci

Henri Matisse



art grade 1 prepared by€¦ · 1.3.2.d.4 1.3.2.d.5 1.4.2.a.1 identify the basic elements of art...

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