First Grade

First Grade—

Connections: Storytelling

Character: the friends with a focus on the Scarecrow-

Theme for Grade: the search for learning

 

 

Unit 1 Title: Munchkin land, Glinda (society):

Rationalee: In the search for learning, the first step is to learn about your surroundings and how to understand them.

Theme: What is the story of my world?

Cultural References:

a. Map Making: Elizabeth Lecourt

b. Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

c. Turtel Onli, Cool Globe

Art Activities:

 

 

1^st  Grade Lesson Plan

Date 9-15-10

Name Julie Crowder

 

I. Topic: What is the story of my world?

• Content Area : Maps

• Content Statement/Concept Statement: Map Making: Elizabeth Lecourt

 

II. Objectives / Expected Learner Outcomes

Students will look at an artist who uses maps to create works of art

The student will use a map ofRichmondthat they have altered to create a self reflective piece.

 

III. Standards of Education

• Related National Standards for Visual Arts Education

Students use visual structures and functions of art to communicate ideas

• Related Virginia Visual Arts Standards of Learning

1.1 The student will recognize and discuss various solutions to a single art problem. 

1.15 The student will view works of art and describe similarities and differences between them.

 

IV. Student Group Targeted

• Grade Level and group : 1^st  Grade

• Prerequisite skills/knowledge: cutting, folding

 

V. Time Required

1-2 45 minute sessions

 

VI. Materials and Resources

maps

wax crayons peeled

Oil pastel

Chalk pastel

 

VII. Itinerary and Strategies

(Select and explain the strategies appropriate for this lesson.)

• Key terms/vocabulary to be introduced: maps, repurposing

• Motivation and explanations: Have Children look maps and then at the art of Elizabeth LeCourt and discuss it. Have them respond visually to the work.

• Demonstration/guided practice: Create a work of art inspired by repurposed maps. Alter map before using.

• Student independent practice/activity: Students will create their own image based on how they connect this to their own lives.

 

 

1. After reading Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst we will discuss our school, and both who makes it up, or what it looks like on the inside, and what it looks like from the outside. Then we will collect old tests and dittoes, dye them and let them dry. Ten we will create collages using the dyed old tests, dittos and writing samples to create self portraits.
2. After looking at Turtel Onli’s cool globe, we will look at a real globe. Then students will discuss what goes on a globe, where countries are located, and what a globe means. Then they will create an accurate globe using balloons and papier Mache with collage continents and then add their own cartoons to the globe that give it personal meaning.

Assessment: Students will participate in an active discussion about maps and locations and refer to how their artwork ties in to the ideas that we learned about.

Connector: As a class write a short story about secret maps shared between friends

 

Unit 2 Title: Scarecrow, Tin man, Lion (friendship):

Rationalee: In the search for learning, the second step is to learn what friendship is, so that we can develop trust and then learn more, together.

Theme: When did I know we were friends?

Cultural References:

a. loyalty creates friends: Horton Hatches the Egg by Dr. Seuss 

b. loneliness creates friends: Owen & Mzee: The True Story of a Remarkable Friendship by Isabella Hatkoff, Craig Hatkoff,

c. love creates friends: The Velveteen Rabbit by Margery Williams 

Art Activities:

1. After reading Horton Hatches the Egg by Dr. Seuss we will discuss how we meet our friends and why loyalty in friendship is important. We will look hold a bird’s nest in our hands with tiny fragile eggs in it. Then we will think of relationships in nature that require loyalty, such as hatching an egg, or putting honey in a hive and create drawings in chalk pastel of misfit animal groups accomplishing these goals.
2. After reading Owen & Mzee: The True Story of a Remarkable Friendship by Isabella Hatkoff, Craig Hatkoff, we will discuss how friends are often very different, but come get along anyway. We will hold a turtle shell in our hands and think about the fragility of friendship. Then we will look at photographs of very small animals and very large ones, and create drawings in chalk pastel of a pair who has one very large and one very small animal
3. After reading The Velveteen Rabbit by Margery Williams we will discuss the meaning of beauty and what our truly loved stuffed animals, blankets and dolls look like. We will look at two stuffed rabbits, one new one old and well worn. We will compare our idea of beauty to our own most loved possessions. Then we will create chalk pastel portraits of our most loved possessions either from life or from photographs.

Assessment: Students will participate in an active discussion about friendship and how we know someone is our friend and refer to how their artwork ties in to the ideas that we learned about.

Connector: As a class write a short story about friends and metamorphosis.

 

Unit 3 Title: Bewitched Trees, Poppies (nature):

Rationalee: In the search for learning, the third step is to ask ourselves about change. What does it mean, why does it happen, should we be scared of it, so that when change comes in our lives we can move past it.

Theme: How do things metamorphoses?

Cultural References:

          a. butterfly: The Very Hungry Caterpillar by Eric Carle 

          b. hibernation: The Secret of the first one up Iris Hiskey. 

          c. seed growth: One Little Seed Elaine Greenstein

Art Activities:

1. After reading The Very Hungry Caterpillar by Eric Carle we will examine how caterpillars change into butterflies. We will look at real caterpillars in terrariums and real butterflies pressed under glass. Then we will talk about the ways in which we change over time as well. Then we will create a painted collage of a butterfly. Each paper we make and use will represent a different quality that we possess and that changes over time, such as patience, ability to control our temper, and skills.
2. After reading The Secret of the first one up Iris Hiskey. We will discuss hibernation and which animals hibernate. We will put on bear ears and lie down in a quiet dark art room on blankets and listen to recordings of bears snoring in their caves. We will discuss naps and how they make us feel better and sleeping and how it makes us feel. Then we will create a mural of hibernating animals that we will share with our community.
3. After reading One Little Seed Elaine Greenstein we will look at the three stages of plant growth pressed under glass, and then we will discuss the change that occurs in plants, going from seed to seedling to flower, and fruit. Then we will talk about the relationship that we have with fruits, and plants, how they feed animals and us and how we need them. Then we will design a lovely garden as a group, and plant it outside of the school, and tend to it.

Assessment: Students will participate in an active discussion about metamorphosis and nature and refer to how their artwork ties in to the ideas that we learned about.

Connector: As a class write a short story about metamorphosis and rules.

 

Unit 4 Title: The Wizard (power)

Rationalee: In the quest for learning, the fourth step is learning the rules. Who makes them? Why are they important? What if we disagree with them? What is our role in their creation and adoption?

Theme: Who makes rules?

Cultural References

a. home: Peter’s Chair Ezra Jack Keats

b. community: Peter and the Wolf folk tale

c. country: The Emperor’s New Clothes Hans Christian Anderson

Art Activities:

1. After reading Peter’s Chair Ezra Jack Keats we will try to fit in a baby chair, ride on a baby bike, put on a baby sweater. Then we will discuss our parents’ rules for us and why they might make them. Then we will create a relief print of yourself breaking a rule that makes sense, such as; don’t sit in a chair that’s too small for you.
2. After reading Peter and the Wolf folk tale we will discuss why Peter should have done what the town asked of him. We will discuss the rules of our community and why we should follow them. Then we will think of a rule we like and create a drawing of ourselves in India ink on tissue paper printed manila paper following that rule
3. After reading The Emperor’s New Clothes Hans Christian Anderson we will discuss the rules of society, and talk about how some of them might not be good rules. Then we will think of rules that we don’t like, and create a better rule and create a print of it in action using glue and string, and tinfoil.

Assessment: Students will participate in an active discussion about rules and how we know if they are good or bad rules and refer to how their artwork ties in to the ideas that we learned about.

Connector: As a class write a short story about rules and creativity.

 

Unit 5 Title: The Witch (wonder)

Rationalee: In the search for learning, the 5^th step is to use our creativity to improve our knowledge and learning. Through creativity we can create metaphors to help us understand big problems that we can’t wrap our heads around.

Theme: What is Creativity?

Cultural References:

a. personal creativity: The Weaving of a Dream Marilee Hayer

b. group creativity: Weaving Wonders: Spiders in Your Backyard (Backyard Bugs) by Loewen, Nancy, Peterson, and Rick

c. community creativity: Mayan Weaving: A Living Tradition by Ann Stalcup

Art Activities:

 

First Grade – Friendship

Lesson One – Paper Weaving

                             I.            Topic

1. Curriculum Theme: The search for learning
2. Unit Theme: Friendship
3. Concept Statement:  Through friendship and developing trust, we can learn more, together.

                         II.            Objectives

1. The student will understand how a weaving is created.
2. The student will create a weaving out of paper.

                     III.            Standards of Education

1. VA Visual Arts SOL 1.10: The student will use motor skills to weave, tear, and otherwise manipulate art materials.

                     IV.            Student Group Targeted

1. First Grade

                         V.            Time Required

1. One class period – 45 minutes

                     VI.            Materials and Resources

1. Book: The Goat in the Rug by Charles L. Blood
2. Woven pieces (baskets, rugs, clothes, etc)
3. Assorted color paper
4. Markers
5. Rulers
6. Scissors

                 VII.            Key Terms and Vocabulary

1. Weaving – interlaced materials
2. Warp – the material going lengthwise
3. Weft – the material woven through the warp

             VIII.            Itinerary and Instructional Strategies

1. Questioning Strategies / Discussion (10 minutes):  We will read the book The Goat in the Rug and discuss the two friends worked together to create a weaving.  We will look at examples of woven pieces.
2. Demonstration / Guided Practice (5 minute):  Demonstrate how to cut strips of paper and weave them together.
3. Student Independent Practice / Activity (25 minutes): Students will use markers to create a design across a whole sheet of paper.  They will cut their paper into strips and exchange half of their strips with someone at their table.  They will create weavings using the two sets of strips (their own and their neighbors’).

                     IX.            Clean-Up / Checking for Understanding (5 minutes): After students have thrown away their paper scraps, ask them to volunteer in pairs to show their weavings. 

                         X.            Evaluation Strategies

1. When showing examples of weavings, ask the students to point out the warps and the wefts.
2. While students are in Independent Practice, walk around, making sure they are weaving correctly.
3. While students are sharing their weavings in pairs, have them discuss how they worked together to create their weavings.

 

 

1. After reading Weaving Wonders: Spiders in Your Backyard (Backyard Bugs) by Loewen, Nancy, Peterson, and Rick we will discuss how we can learn from nature to be creative, and that this creates a friendship between us. We will look at a real spider spinning a web in a terrarium. Then in groups of two we will weave friendship bracelets together and trade them with one another.
2. After reading Mayan Weaving: A Living Tradition by Ann Stalcup we will look at woven rugs and bags from different cultures and discuss group efforts and styles of weaving. We will talk about group creativity. Then we will create a group weaving with materials that we decide on together of a subject we choose together.

Assessment: Students will show what they have learned in their artwork, by demonstrating the ability to weave, and make creative decisions about colors and textures.

Connector: As a class write a short story about creativity and the self.

 

Unit Title: Ruby Slippers (Self knowledge):

Rationalee: In the search for learning, the last step is learning your strengths, limitations and personal attributes. In this way you can see what holds you back from learning even more.

Theme: How do I know that I am myself?

Cultural References:

a. Qualities: The Ugly Duckling Hans Christian Anderson clay

b. Growth: Where the Wild Things Are by Maurice Sendak 

c. Personality: Ferdinand the BullMonroeLeaf

Art Activities:                             

1. After reading The Ugly Duckling Hans Christian Anderson we will examine two eggs, one that belongs to a duck, and one that belongs to a swan, then we will look at a real duckling and a real swan baby, or a photo of both and compare them. Then we will look at photos of the grown birds and compare and contrast them. Then we will talk about our own differences and the awkwardness we grow out of. Then we will create works in clay of a duckling or swan baby emerging from an egg.
2. After reading Where the Wild Things Are by Maurice Sendak we will open a box of monster costume parts and put on big furry paws and capes and march around the room whistling and making strange quiet noises of our own choosing. Then we will sit down and discuss the noises we chose for ourselves and why. We will talk about our unique disposition and then create drawings on slabs of clay of the monsters we imagined ourselves to be.
3. After reading Ferdinand the Bull Monroe Leaf we will walk out to the rose garden and smell real roses, and talk about what it means for someone to prefer the smell of roses to fighting, and what we prefer ourselves. Then we will think of things that we prefer to do rather than fight, and construct symbols of them out of cardboard and then paint them.

Assessment: Students will effectively use the material techniques that they have been taught such as score and slip, or effective use of color mixing in their completed project.

Connector: As a class write a short story about the self in culture.

 

Kindergarten

Kindergarten:

Connections: Creativity

Character for Touring Oz: The friends with a focus on Dorothy

Theme for Grade: The Search for Self

 

 

Unit 1 Title: Arrival in Munchkin land, Glinda, (Society).

Rationale: In the quest for self, one learns about identity from others, the parents, the immediate community, and the larger community. We will look at these first in order to help establish what some of the possibilities for ourselves are.

Theme: Who is my community?

Cultural References:

a. Home: Are You My Mother? by Philip D. Eastman

b. school: It’s hard to be Five Jamie Lee Curtis

c. city: Wow, City Robert Neubecker

 

 

Kindergarten Lesson Plan

Date 9-15-10

Name Julie Crowder

 

I. Topic: Who is my community?

• Content Area : Are you my mother

• Content Statement/Concept Statement: We identify first with our mothers, and can isolate what makes them special to us.

 

II. Objectives / Expected Learner Outcomes

The student will listen to a story about mothers

Students will create a mother drawing using an animal as a metaphor for their mother.

 

III. Standards of Education

• Related National Standards for Visual Arts Education

Students use visual structures and functions of art to communicate ideas

• Related Virginia Visual Arts Standards of Learning

 K.1 The student will create works of art that represent personal solutions to art problems.

K.5 The student will make a work of art that depicts a specific animal or plant. 

 

 

IV. Student Group Targeted

• Grade Level and group : Kindergarten

• Prerequisite skills/knowledge: coloring, drawing

 

V. Time Required

1 45 minute sessions

VI. Materials and Resources

crayons

markers

paper

 

VII. Itinerary and Strategies

(Select and explain the strategies appropriate for this lesson.)

• Key terms/vocabulary to be introduced: mother, metaphor, various animals

• Motivation and explanations: We will read Are you My Mother and then create a work of art using an animal as our mother.

• Demonstration/guided practice: I will draw an animal as  my mother and then discuss animals and how they might remind us of people.

• Student independent practice/activity: Students will create their own drawing.

• Closure: We will discuss their successes as a class.

 

 

1. After reading the book It’s hard to be Five Jamie Lee Curtis, students will discuss as a group the biggest challenges in school, and create drawings in black permanent marker and watercolor of themselves overcoming those challenges.

 

 

Kindergarten – Community

Lesson Three – Fingerprint Cities

Topic

Curriculum Theme: The search for self

Unit Theme: Society

Concept Statement:  We can learn about our own identity from others by looking at others such as our family, our school community, and the larger community.

Objectives

The student will be able to state different careers that people choose.

The student will create an image depicting various careers.

Standards of Education

VA Visual Arts SOL K.2: The student will express ideas and feelings through the creation of works of art.

Student Group Targeted

Kindergarten

Time Required

One class period – 45 minutes

Materials and Resources

1. Book: Wow! City! by Robert Neubecker
2. Images of various career people in their uniforms
3. Drawing paper
4. Markers
5. Ink pads

Key Terms and Vocabulary

Community – a group of interacting people

Career – job

Uniform – what some people have to wear to work to show what job they have

Itinerary and Instructional Strategies

Questioning Strategies / Discussion (10 minutes):  We will read the book Wow! City! and discuss what careers we read about.  We will look at images of different people working and discuss what they do and what uniforms they wear.

Demonstration / Guided Practice (5 minute):  Demonstrate different ways to draw a city background.  Demonstrate how to create portraits of people using our fingerprints.  Give the fingerprint people uniforms to show their career.

Student Independent Practice / Activity (25 minutes): Students will create a background image of a city and add fingerprint people wearing uniforms.

Clean-Up / Checking for Understanding (5 minutes): While students are using baby wipes to clean off their fingertips, volunteer students will share and discuss their artwork with the class.

Evaluation Strategies

When talking about the different careers and uniforms, ask the students why that uniform might be important for that job.

While students are in Independent Practice, walk around, making sure they are adding uniforms to their fingerprint people.

While students are sharing their Fingerprint Cities, have them name each career they illustrated.

 

 

Assessment: Students will participate in an active discussion about how their artwork ties in to the ideas that we learned about.

Connector: Creativity: Have each student write a poem about friendship and community.

 

 

 

Unit 2 Title: Scarecrow, Tin man, Lion (friendship):

Rationale: In the search for self, the next step is identifying your friends. Who can you trust? How do you know? What are good qualities to look for in a friend? These qualities will help you determine what qualities are best for you to possess.

Theme: How do I know who is true my friend?

Cultural References:

a. What is a friend? Frog and Toad are Friends Arnold Lobel

b. What is a good friend? Best Best Friends Margaret Chodos-Irvine

c. How can I be a good friend to my community? Adventures in Walnut Grove Dana Lehman

Art Activities:

1. After reading Frog and Toad are Friends by Arnold Lobel, students will discuss as a class how we know frog and toad were friends? Then we will examine real frogs and toads in terrariums, and create chalk pastel drawings of frogs and toads doing things together which show friendship.
2. After reading Best Best Friends Margaret Chodos-Irvine, students will discuss as a class how we know who our best friend is, if we have one. We will then create chalk pastel drawings of best friends showing kindness to one another.
3. After reading Adventures in Walnut Grove Dana Lehman students will discuss how communities function and how to be a friend to the community. Then we will look at small taxidermied animals of the forest, or visit a petting zoo and create chalk pastel drawings of woodland creatures behaving as friends.

Assessment: Students will participate in an active discussion about what they learned about animals and friendship and how their artwork ties in to the ideas that we learned about.

Connector: Creativity: Show a work of art that depicts friends in nature.

 

 

Unit 3 Title: Bewitched Trees, Poppies (nature):

Rationale: In the quest for self, the next step in finding yourself is in seeing yourself in nature, and seeing your relationship to nature.

Theme: What is my relationship to nature?

Cultural References:

a. animal: Stella Luna by Janell Cannon 

b. vegetable: The Lorax by Dr. Seuss 

c. mineral: Stone Soup by Marcia Brown

Art Activities:

1. After reading Stella Luna by Janell Cannon, students will discuss nocturnal animals and their qualities. They will discuss what qualities they share with nocturnal animals. They will discuss what their relationship to animals should be. Then we will examine taxidermied bats and Luna moths under glass. Then they will create Styrofoam prints of nocturnal animals.
2. After reading The Lorax by Dr. Seuss we will discuss as a group the relationship that we share with trees, and what we can do to show friendship towards plants and trees. We will blow ink into trunks of trees and then we will go outside into the garden and collect small leaves of different kinds and make prints from the leaves on our tree trunks
3. After reading Stone Soup by Marcia Brown we will discuss our relationship to rocks. We will discuss how the rock in the story brought the town together. Then we will then cut out symmetrical pots we designed with folded paper and create a vegetable print of stone soup using organic shaped sponges for the stone in the soup. .

Assessment: Students will participate in an active discussion about how their artwork ties in to the ideas about nature that we learned about.

Connector: Creativity: Sing a song about families in nature.

 

Unit 4 Title: the wizard (power)

Rationale: In the search for self, the next step is taking a closer look at our families. By examining the relationships in our families, we can better assess what our personality is. We can see what arguments we get in, what our flaws and our gifts are, and start to see ourselves in the negative spaces between our siblings, our mothers, and our fathers.

Theme: What is my relationship to my family?

Cultural References:

a. mother/grandmother: Goodnight Moon by Margaret Wise Brown 

b. father/grandfather: Curious George and the birthday Party by H.A. Rey 

c. siblings: Arthur series by Marc Tolon Brown 

Art Activities:

1. After reading Goodnight Moon by Margaret Wise Brown we will discuss the old woman whispering hush, and who she represents. We will talk about the calm and safe feeling of a room when our mother or grandmother or female role model is in it. Then we will create paper collages of our own mothers and grandmothers and female role models putting us to bed.
2. After reading Curious George and the Birthday Party by Hans Augusto Rey we will discuss George’s adoptive father. We will taste frosting. We will discuss what our male role models teach us about ourselves. We will discuss how families can look very different from one another. Then we will create wall paper collages of birthday cakes with ourselves on one side, and our father figures on the other.
3. After reading Arthur’s Family Vacation by Marc Tolon Brown we will discuss the relationship between Arthur and his sister. We will talk about our own siblings and our relationship with them. Then we will create magazine collages of our siblings.

Assessment: Students will participate in an active discussion about family relationships and how their artwork ties in to the ideas that we learned about.

Connector: Read a short play about families and personal feelings.

 

Unit 5 Title: the witch (wonder)

Rationale: In the search for self, the next step is to identify what is truly your personality and what are your emotions.

Theme: How do I feel?

Cultural References:

a. The way I feel by Janan Kaine

b. The Monster at the end of This Book Jon Stone

c. When You are Happy Eileen Spinelli

Art Activities:

1. After reading The way I feel by Janan Kaine we will discuss the range of emotions that we have. Then we will look in the mirror and draw 9 thumbnail self portraits in pencil using 9 different facial expressions.
2. After reading The Monster at the end of This Book Jon Stone we will talk about difficult to control emotions. Then we will look in the mirror and create a self portrait in marker that focuses on one extreme facial expression such as anger.
3. After reading When You are Happy Eileen Spinelli we will talk about kindness, and what makes us happy. Then we will look in the mirror and create a self portrait in crayon that focuses on a calm facial expression such as happiness or love.

Assessment: Students will participate in an active discussion about how their feelings and how their artwork ties in to the ideas that we learned about.

Connector: Create a group drawing about personal feelings and self knowledge.

 

Unit 6 Title: Ruby Slippers (self knowledge)

Rationale: In the quest for self, once you have identified who you are, the last step is to move past your own insecurities and be proud of who you are.

Theme: Who am I?

Cultural References:

a. All by Myself (Look-Look) by Mercer Mayer

b. I Like Myself! by Karen Beaumont

c. Who am I? Suzanne Mulcahy and Patty O’Rourke

Art Activities:

1. After reading All by Myself (Look-Look) by Mercer Mayer we will talk about all of the things that we know how to do, and how this helps us know who we are. Then we will pick one activity that we know how to do, such as comb our hair or tie our shoes, and press that object or tool that helps us to do that into a slab of clay, fire it and glaze it.
2. After reading I Like Myself! by Karen Beaumont we will talk about things about us that are unusual and what we like about our unusual qualities. Then we will make coils of clay, and using letter stamps, press words into them that describe our unusual features, such as freckles, red hair, and soft voice. Then we will fire and glaze these coils.
3. After reading Who am I? Suzanne Mulcahy and Patty O’Rourke we will discuss how the characters knew who they were based on their personalities, and how we can know who we are. Then we will create clay self portraits using pinch pots as our faces and adding the details of our personalities.

Assessment: Students will participate in an active discussion about how their personalities and how their artwork ties in to the ideas that we learned about.

Connector: Tell a brief story about map making and the self.