WEEK SIX LESSON PLANS for the ART STUDIO
Thanks for taking time to check out what we are doing in the art studio. Also, thanks for keeping in mind that these are goals and plans, and sometimes there is a need to monitor and adjust as the days and weeks progress!
1st – 5th art
Springdale Public Schools: Walker/Shaw Elementary
Week Six: September 23-26 (No class Friday, the 27th)
1st
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2nd
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3rd
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4th
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5th
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Unit Name
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Space and Primary colors
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Primary and secondary color fall leaves (Andy Warhol Style)
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Tertiary colors
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Value Scale
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Color and Emotion
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Famous art work to show/discuss
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Edward Hopper Tables for Ladies
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Andy Warhol Marilyn Monroe
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Edward Hopper Compartment
C, Car 293
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Sketch of Nighthawks and House by the Railroad
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Nighthawks by Edward Hopper
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Minute by minute
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Review color wheel. Review primary colors (5 mins)
Show Table for Ladies and
search for primary colors. (5 mins)
Introduce space elements (front, back over, under, beside) (5 mins)
Distribute supplies (2 mins)
Guide students in placing leaves on (front back, over, under, beside)
the paper and tracing them. (23 mins)
Guide students in labeling which color will go where, primary colors
only (if time permits, if not continue next week)
Closure review of space elements and primary colors. Use student
examples (2 mins)
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Review primary and secondary colors. (5 mins)
Show Marilyn Monroe by
Warhol and discuss the color theory (5 mins)
Pass out supplies. (2 mins)
Divide paper into four parts by folding.
Trace the leaf in the four parts. Label the leaves with primary
colors and the background with secondary colors. (20 mins)
Begin coloring with color pencil (10 mins)
Closure – share which color combos students used (3 mins)
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Review primary, secondary and tertiary colors from the color wheel.
Ask where students saw tertiary colors this past week (5-8 Mins)
Distribute supplies. (2 mins)
Begin sketch of 3 ice cream cones (one primary, one secondary and one
tertiary) (20 mins)
Label the ice cream cones with which color will go where. (10 mins)
Collect papers (1 min)
Review tertiary colors, see if students can list them from the color
wheel (4 mins)
We will paint next time.
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Review the value scale. (1 min)
Review Hopper’s work, placing value on each section of the art. (2
mins)
Create a value scale on the back of a 12x18 piece of paper. (10 mins)
Use color pencils to add color to the value. (5 mins)
Sketch out a cityscape with a moon, and label parts of the sky to
create value around the moon. (22 mins)
Closure: (5 mins) Share out
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Review color and emotion from last week and discuss colors that we
found throughout the week and what emotions those colors made us feel. (5
mins)
Review Nighthawks and discuss how the subject matter and color
choice makes the painting feel lonely. (2 mins)
Silently list three emotions and color that we would like to make art
about. (4 mins)
Share with neighbors (2 mins)
Pick one and circle it (1 min)
Draw this subject matter on the other side of the paper, writing in
which colors will be used to evoke the emotion. (25 mins)
Closure: Share ideas (5 mins)
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SMART goal:
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Students will create a work art of using the fall leaves showing
primary colors and the element of space
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Students will create an artwork that represents primary colors in the
foreground and secondary colors in the background as related to the changing
of the leaf colors in the fall.
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Students will prepare a sketch of 3 ice cream cones (one for the
primary colors, one for the secondary colors and one for the tertiary colors)
and label the ice cream atop the cones according to primary, secondary or
tertiary colors.
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Students will create a sketch of a moonlight city, in which they will
assign the value of the night sky using numbers from their value scale.
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Students will select an emotion they want to communicate (something
that they have experienced), choose and sketch the subject matter/symbol for
that emotion and plan out the color scheme.
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Framework:
FOUNDATIONS
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VA.5.1.4 Identify primary colors
VA.5.1.7 Identify spatial relationships (front, back, over, under,
beside)
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VA.5.2.4
Distinguish between primary and secondary colors on the color wheel
and in works of art.
VA.5.2.5
Experiment with color mixing.
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VA.5.3.4 Identify color concepts and VA.5.3.5 experiment with color
mixing
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VA.5.4.4
Develop basic color theory (value)
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Framework:
CREATIVE
PROCESS
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VA.6.1.1
Practice representational mark making using various wet and dry
media.
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VA.6.2.1
Develop representational mark making skills using various wet and dry
media
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VA.6.3.1
Develop detailed imaginary drawing using mark making skills with
various wet and dry media
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VA.6.4.1
Create a detailed imaginary drawing using mark making with various
wet and dry media
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VA.6.5.11 Select subject matter, symbols and/or ideas to communicate
meaning (emotion
VA.6.5.13 Create artwork that communicates personal observations and
life experiences (emotions).
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Framework
REFLECTION
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Supplies
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12x18 paper
Cut out of fall leaves
Pencil
Eraser
Color pencils
Color wheel
Teacher example
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Cut out of fall leaves for tracing.
12x18 paper
Pencil
Eraser
Color pencils
Color wheel
Teacher example
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12x18 paper
Pencil
Eraser
Color wheel
Teacher example on document camera
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12x18 paper
Pencil
Color pencils
Eraser
Color wheel
Value scale video from YouTube
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12x18 paper
Pencil
Eraser
Color wheel
List of emotions from last week.
Access to shellymedlockportfolio.blogspot.com
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