instructional guidelines - saisd. file · web viewcollege prep vocabulary resources...

Art – Grade 2 Week 1 Unit of Study: Emphasis Fourth Grading PeriodTEKS Grade 2 (Content)

1 A identify similarities, differences, and variation among subjects, using the senses. 3 A identify simple ideas expressed in artworks through different media. 3 B identify the use of at in everyday life.

TEKS Grade 2 (Skills and Processes) 2 A invent images that combine a variety of colors, forms and lines. 2 C increase manipulative skills, using a variety of materials to produce drawings, paintings,

prints, and constructions.

Vocabulary Resources Instructional Guidelines

SAISD © 2004-05 ESL of 1

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pWord Wall jewelry

Bilingual Word Wall joyeria

Scott Foresman Art

Unit 5 – Art of All Sizes Lesson 4 – Emphasis in

Jewelry Studio – Make Trade-

beads

Supplemental Resources:Art Print 17,18,19Fine Art TransparencyInstructional PrintsUnit-by-Unit Resources:Rubric 5

Optional Resource:

Internet ResourcesCarmine’s introductions to line and shapeThe Artist’s ToolkitVisual Understanding in Education

Scott Foresman online tour

Reading/Writing and the Visual Arts: Research and Correlations

Project Rubric

The teacher will use resources and Before, During, and After strategies to: guide students as they examine a variety of jewelry facilitate tools and materials needed for clay

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

CRigor

Relevance

1. Why do you think this pendant was worn?

2. How would you create emphasis in a piece of jewelry?

3. Which bead of the pendant shows emphasis? Explain.

Identify and describe emphasis in jewelry.

Express ideas by showing emphasis in an original artwork using clay trade-beads.

Critic original artwork by self and peers.

Compare and Contrast Group Discussion Questions Discussions Graphic Organizer Reading Process Primary Resources

Assessment Students demonstrate understanding of jewelry and trade-beads through classroom discussions. Students will complete a clay necklace using handmade trade-beads. Students will identify and recognize ideas original artworks.

Before: EngageTrade-beadsHave students study the images in the text.

During: Check for Understanding

Have students the possible intent of the artist.

After: Evaluate

Have students discuss how trade-beads were used in different countries instead of money.

Technology Connection For lessons and activities, click on:Hands on activities and moreWEB LINKS


http://www.sanford-artedventures.com/play/play.html

http://www.scottforesman.com/tours/

http://www.vue.org/

http://www.vue.org/

http://www.artsconnected.org/toolkit/explore.cfm

http://www.sanford-artedventures.com/play/lineshape/zigzags.html


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Scott Foresman Art Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students work on a larger piece of clay.

Art – Grade 2 Week 2 Unit of Study: Book Making Fourth Grading PeriodTEKS Grade 2 (Content)

1 A identify similarities, differences, and variation among subjects, using the senses. 1 B identify color, texture, form, line, and emphasis in nature and in the human-made

environment. 4 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others.

TEKS Grade 2 (Skills and Processes) 2 A invent images that combine a variety of colors, forms and lines 2 B place forms in orderly arrangement to create designs. 2 C increase manipulative skills, using a variety of materials to produce drawings, paintings,




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pWord Wall book designer computer art

Bilingual Word Wall disenador de

libros arte de

computadora

Scott Foresman Art

Unit 5 – Art of All Sizes Lesson 5 – Artists Design

Books Studio – Made a Zigzag

Book


Optional Resource:




Project Rubric

The teacher will use resources and Before, During, and After strategies to: directs student as they examine a variety of book designs organize materials and tools and demonstrate zigzag bookmaking techniques



CRigor

Relevance

4. What is the emphasis of this book cover?

5. What will you draw on the front and back covers?

6. Do you think the art and the title work well together? Explain.

Identify and describe the bookmaking process.

Demonstrate how to make a zigzag book.



Assessment Students demonstrate understanding of bookmaking through classroom discussions. Students will create a zigzag book. Students will identify ideas in original artworks.

Before: EngageBook DesignerHave students study the illustrations on page 172.


Have students describe the components of the cover design.

After: Evaluate

Have students explain why text and image are important for the cover design.

Technology Connection For animal and other reproducible picture: Family Works Coloring PagesWEB LINKS


http://www.princetonol.com/family/coloringbook/


http://www.vue.org/

http://www.vue.org/




Spec

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During: Check for Understanding Have students partner with another student for help on the folding.

Art – Grade 1 Week 3 Unit of Study: Emphasis Fourth Grading PeriodTEKS Grade 2 (Content)

1 A identify similarities, differences, and variation among subjects, using the senses. 4 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others

TEKS Grade 2 (Skills and Processes) 2 C increase manipulative skills, using a variety of materials to produce drawings, paintings,

prints, and constructions. 4 A express ideas about personal artworks.



Col

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pWord Wall miniature

Bilingual Word Wall minuatura

Scott Foresman Art

Unit 5 – Art of All Sizes Lesson 6 – Artist Make

Miniatures Studio – Make a Surprise

Egg


Optional Resource:




Project Rubric

The teacher will use resources and Before, During, and After strategies to: question students as they examine details in a variety of miniature art facilitate and demonstrate construction techniques



CRigor

Relevance

7. Why do you thing the artist created this artwork in this way?

8. What surprise will you put inside?9. What colors, shapes, and lines will

you use to create emphasis? Explain.

Identify and describe the miniature art.

Express ideas by using emphasis in an original artwork using clay.



Assessment Students demonstrate understanding of miniatures through classroom discussions. Students will complete an original artwork that illustrates emphasis. Students will identify and describe ideas and intent in original artworks.

Before: EngageMiniaturesHave students study the images on pages 176 and 177.


Have students discuss the relationship between the two images.

After: Evaluate

Have students discuss how the objects in the two images would look compared to them.

Technology Connection WEB LINKS



http://www.vue.org/

http://www.vue.org/




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During: Check for Understanding Have students use a magnifying glass to examine their objects.

Art – Grade 2 Week 4 Unit of Study: Weaving Fourth Grading PeriodTEKS Grade 2 (Content)






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pWord Wall weaving fabric

Bilingual Word Wall tejido tela

Scott Foresman Art

Unit 6 – Types of Artworks Lesson 1 – Weaving Studio – Weave Paper

Supplemental Resources:Art Print 21, 22, 23Fine Art TransparencyInstructional PrintsUnit-by-Unit Resources:Rubric 6

Optional Resource:




Project Rubric

The teacher will use resources and Before, During, and After strategies to: question students as they examine variety woven materials facilitate and demonstrate paper weaving techniques



CRigor

Relevance

10. How did the weaver use color?11. What colors will you weave?12. How could you use your paper

artwork?

Identify and describe ways of weaving.

Express ideas by weaving paper.



Assessment Students demonstrate understanding of weaving through classroom discussions. Students will complete a woven paper that illustrate pattern and variety. Students will identify and describe ideas and intent in original artworks.

Before: EngageHave students study the images in the textbook.


Have students list the different colors, patterns, and textures they see in the weavings.

After: Evaluate

Have students discuss the uses of woven materials.

Technology Connection

WEB LINKS



http://www.vue.org/

http://www.vue.org/




Spec

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During: Check for Understanding Have students use a pre-cut paper for their weaving.

Art – Grade 2Week 5 Unit of Study: Sculpture Fourth Grading PeriodTEKS Grade 2 (Content)






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pWord Wall medium sculpture

Bilingual Word Wall medio escultura

Scott Foresman Art

Unit 6 – Types of Artworks Lesson 2 – More Fun with

Sculpture Studio – Make a Wire

Sculpture


Optional Resource:




Project Rubric

The teacher will use resources and Before, During, and After strategies to: question students as they examine a variety of sculptures of different media facilitate and demonstrate wire sculpture techniques



CRigor

Relevance

13. Why do you think Calder used a combination of organic and geometric shapes?

14. What techniques will you use to create interesting lines?

15. How did the artist put everything together to give you one idea?

Identify and describe sculptures that show an artist's style and medium.

Express ideas by making a wire sculpture using wire.



Assessment Students demonstrate understanding of sculpture through classroom discussions. Students will complete a wire sculpture. Students will identify and describe ideas and intent in original artworks.

Before: EngageMediumHave students study the images on pages 192 and 193.


Have students compare the sculptures and list the types of lines and shapes that they see.

After: Evaluate

Have students discuss the different materials used to create the sculptures.

Technology Connection Carmine’s introductions to line and shapeWEB LINKS




http://www.vue.org/

http://www.vue.org/




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During: Check for Understanding Have students partner with another student to help with the cutting and bending.

Art – Grade 2 Week 6 Unit of Study: Headdress Fourth Grading PeriodTEKS Grade 2 (Content)


environment. 4 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others





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pWord Wall clay

Bilingual Word Wall barro

Scott Foresman Art

Unit 6 – Types of Artworks Lesson 3 – Celebrate

with Art Studio – Make a

Headdress


Optional Resource:

Internet ResourcesCarmine’s introductions to line and shapeThe Artist’s ToolkitVisual Understanding in EducationScott Foresman online tour


Project Rubric

The teacher will use resources and Before, During, and After strategies to: direct student as they examine a variety of headdresses organizes materials and tools needed for the paper sack headdress



CRigor

Relevance

16. Where is the emphasis in this headdress?

17. Who will wear your headdress?18. Why did you decorate your

headdress in the way that you did?

Identify and describe artworks used in festivals and celebrations.

Express feelings by making a headdress that demonstrates knowledge of lines, shape, and color.



Assessment Students demonstrate understanding of headdresses through classroom discussions. Students will complete paper sack headdress using line, shape, and color to create emphasis. Students will identify and describe ideas and intent in original artworks.

Before: Engage Functional or Decorative Have students study the images on pages 196 and 197.


Have students discuss who would wear the headdresses.

After: Evaluate

Have students discuss important people that might wear a headdress.


Spec

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During: Check for Understanding Have students use large pencils, markers, or paint brushes to decorate their headdress.



http://www.vue.org/

http://www.vue.org/




Art – Grade 2 Week 7 Unit of Study: Masks Fourth Grading PeriodTEKS Grade 2 (Content)


environment.

TEKS Grade 2 (Skills and Processes) 2 A invent images that combine a variety of colors, forms and lines 2 C increase manipulative skills, using a variety of materials to produce drawings, paintings,




Col

lege

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pWord Wall mask

Bilingual Word Wall mascara

Scott Foresman Art

Unit 6 – Types of Artworks Lesson 4 – Mask for

Expression Studio – Make a Sack

MaskSupplemental Resources:Art Print 21, 22, 23Fine Art TransparencyInstructional PrintsUnit-by-Unit Resources:Rubric 6

Optional Resource:




Project Rubric

The teacher will use resources and Before, During, and After strategies to: question students as they examine a variety of masks facilitate tools and material for mask construction



CRigor

Relevance

19. How would you feel if you wore this mask?

20. What type of mask will you make?21. How did you use lines, shapes, and

colors to make the mask interesting?

Identify and describe masks as a form of expression.

Express feelings by creating a sack mask.

Identify ideas and intent in original artwork by self and peers.


Assessment Students demonstrate understanding of masks through classroom discussions. Students will use lines, shapes, and colors to decorate an original mask. Students will identify and describe ideas and intent in original artworks.

Before: EngageHave students study the images on pages 202 and 203.


Have students compare and contrast the images based on the lines, shapes, colors, and function.

After: Evaluate

Have students explain how they would feel if they were wearing the masks.

Technology Connection Carmine’s introductions to line and shapeWEB LINKS




http://www.vue.org/

http://www.vue.org/




Spec

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duca

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During: Check for Understanding Have students use large crayons or pencils to create their images.

Art – Grade Week 8 Unit of Study: Community Art Fourth Grading PeriodTEKS Grade 2 (Content)

1 B identify color, texture, form, line, and emphasis in nature and in the human-made environment.

4 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others





Col

lege

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pWord Wall theme

Bilingual Word Wall tema

Scott Foresman Art

Unit 6 – Types of Artworks Lesson 5 – Community

Art Studio – Make an Art

TrainSupplemental Resources:Art Print 21, 22, 23Fine Art TransparencyInstructional PrintsUnit-by-Unit Resources:Rubric 6

Optional Resource:




Project Rubric

The teacher will use resources and Before, During, and After strategies to: question students as they examine a variety of community art demonstrate techniques and facilitate materials



CRigor

Relevance

22. What do you think the artist wanted people to know about this artwork?

23. What found objects will you put on your train?

24. Tell how you decorations fit the theme of your artwork?

Identify and describe artworks in the community.

Express ideas by creating an art train.

Identify ideas and intent in original artwork by self and peers.


Assessment Students demonstrate understanding of community art through classroom discussions. Students will create an art train using found objects. Students will identify and describe ideas and intent in original artworks.

Before: EngageCommunity ArtHave students study the images on pages 206 and 207.


Have students discuss the theme of the artworks.

After: Evaluate

Have students discuss what type of artwork they would like to see in their favorite park or school.




http://www.vue.org/

http://www.vue.org/




Spec

ial E

duca

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During: Check for Understanding Have students partner with another student.

Art – Grade 2 Week 9 Unit of Study: Artist Preparation for Exhibit/Art Contest/Evaluation Fourth Grading PeriodTEKS Grade 2 (Content)

3 A identify simple ideas expressed in artworks through different media. 4 A express ideas about personal artworks. 4 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others

TEKS Grade 2 (Skills and Processes) 1 A identify similarities, differences, and variation among subjects, using the senses. 1 B identify color, texture, form, line, and emphasis in nature and in the human-made

environment. 2 C increase manipulative skills, using a variety of materials to produce drawings, paintings,


C Vocabulary Resources Instructional Guidelines


olle

ge P

rep

Scott Foresman Art The teacher will use resources and Before, During, and After strategies to: clarify concepts, materials and methods used to create art explain and demonstrate selection and preparation procedures



CRigor

Relevance

25. How can you use one motif to create a pattern?

26. Why must we keep the clay project covered while it is being worked on?

27. Why do you think this is your most successful work?

Demonstrate knowledge of line, shape, pattern, texture, and color.

Demonstrate skills and techniques for creating; sculpture, painting, clay, jewelry.

Select and prepare completed artworks for exhibitions and contests.


Assessment Students demonstrate understanding of art concepts and techniques through classroom discussions,

demonstrations and written examinations. Students will participate in the selection and framing of the artworks in preparation for exhibits and art contests.

Before: Art concept: techniques, materials?Have students study key words.

During: Check for UnderstandingHave students use correct art vocabulary.

After: EvaluateHave students select one of their artworks and explain personal ideas.

Technology Connection

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During: Check for Understanding Have students respond orally and/or partner them with a fellow student.


instructional guidelines - saisd. file · web viewcollege prep vocabulary resources...

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