Art can help link all subject areas. It is helpful to link as many subject areas together as possible. Meaningful integrated curriculum must have a focus, theme or idea. Art helps students think outside of the box. Art helps students understand the concept that everyone views things differently. In science and math, there are formulas and methods for specific ways of doing things in those subjects. There is not much room for a students own way of thinking in those subjects. Art helps students to use their imagination. Since teachers have to meet standards, students are not always given the opportunity to use their imagination with their work. Art helps students express themselves. Art helps connect a wide variety of subject in a variety of ways.
Family Portrait Contours:
Title: Coil Pots
Unit: African Art Unit
Grade Levels: 2nd-3rd
Medium: Model Magic
Suggested Time: 2 class periods
2.A.5 Modeling: Build a form using a coil technique
3.B.3 Create a container (e.g. paper box, clay pot, fiber basket)
Elements of Art: Texture, Shape, Form
Principles of Design: Repetition, Pattern, Unity
Materials and Equipment: Model Magic and a hard, flat surface
General Vocabulary: Coil, three-dimensional, additive sculpture
For students who are gifted: Have the student paint their model magic pot and build their pot at least 6 inches tall and have at least 8 coils.
Title: Watercolor Resist Landscape
Unit: African Art
Grade Level: 3rd-5th grade
Suggested: 1 and a half days
- 1B3 Apply paint in even strokes to create a watercolor wash
- 3A5 Create an original outdoor scene to show the illusion of space
Elements of Art: Color and Space
Principles of Design: Balance and Unity
Materials and Equipment: 12X18" multimedia paper, pencils, crayons, watercolors, paint brush, water, cups, references, computer, internet
General Vocabulary: background, middle ground, foreground, horizon line
1. Read a book about animals in Africa.
2. Tell the students that they will be learning how to work with watercolors and how to draw a landscape.
3. Tie in artists who have done these types of paintings and show examples of paintings.
- Give the students their 12X18" multimedia paper
- Explain to the students that they need to draw 3 animals in this landscape. 1 animal in the foreground, 1 in the middle ground and 1 in the background.
- Have the students start drawing their picture with the pencil
- Next, have the students go over their pencil marks with a crayon
- After the students have completed the outline with crayon, have the students start painting with watercolors
4. Demonstrate an example of what you want in the painting
Demonstrate how to make washes with the watercolors
5. Walk around the room and check on the pencil drawing before the students move on to the crayon drawing
6. Drawing with pencil, outlining with crayon, painting with watercolors and critiquing their own paper
7. Have the students critique their own paper the next day.
Content: The student included 3 animals in the landscape and used watercolors effectively.
Creativity: The student had unique animals, unique placement of the animals and used unique washes with the watercolors.
Craftsmanship: The student pressed hard enough with the crayon that the watercolor resisted the wax. The student did not have any white spaces on the painting.
Completion: The student completed the painting on time and completed the self-critique.
Assessment should be a very important aspect in planning lessons. One of the main objectives of assessment is to gauge and improve the students learning. Assessment can also help to further improve the teachers way of teaching. Formative assessment is one way to assess students. Formative assessments occur throughout the lesson or unit. Most of the time, formative assessments are not graded. Summative assessment usually occurs after the lesson or unit. The teacher uses this to see where the student's achievement is at this point. Summative assessment is also a way for students to show what they have learned. Summative assessments are usually used for reporting student achievement as well. It is very important to assess students so that you can help them in the best way possible.
By Arne Besser
This is a picture of an ice cream parlor on the street corner. The building has white siding with the corners black brick. There are two women standing outside of the parlor. There is a sign outside in the middle of the building that appears to light up. This picture contains many horizontal and vertical lines. There is not a wide variety of color in this piece. This piece appears to be balanced because the focal point is in the center. There is some contrast between the black of the brick and the cream colored building. There is use of geometrical shapes.
This piece seems to tell many stories. This is a picture of an ice cream parlor and eatery on the corner in a town. At first look, I got a positive feeling from looking at this piece. After studying this picture for awhile, I got a negative feeling. The colors in this picture also depict good and bad. I like this picture because it makes me think of small towns. I have always loved small towns and buildings like this.
When planning lessons for your students, it is important that you think about how meaningful it is from the student's perspective. Teachers also need to think about how they will integrate the enduring ideas, key concepts, and essential questions. It is important to think about a way to engage students in a way that they can answer why they are learning something and what it means. I also think that it is important that students become researchers and problem solvers. It is good to get the students thinking on their own and develop their own ideas. When teachers give students the answers all of the time or just have the students answer yes or not questions, the student never thinks outside of the box. Teachers should want students to learn how to learn. This is made possible in many ways, but it can be done through reflection and how they got to the finished product. When teachers are planning instruction, it is also important that they provide opportunities for students to apply what they have learned. This is helpful to the student when they can relate what they have just learned to the real world. This can also help the students figure out why they are leaning something. Students need to be aware of why they are being asked to do or learn something.
Title: Maasai Color Wheel Necklace
Unit: African Art
Grade Level(s): 3rd-4th
Medium: Mixed Media
Suggested Time: 1 class period
- The student will design wearable art; jewelry
- The student will create works of art that reflect community cultural traditions
- The student will identify the arrangement of colors on a color wheel
Elements of Art: Line, Color, Shape
Principles of Design: Pattern, Balance, Unity
Materials and Equipment:
- Red, yellow, blue colored pencils
- Sturdy paper plates
- Primary and Secondary markers
- Black Marker/Sharpie
- Single hole punch
General Vocabulary: Primary, Secondary, Color Wheel, Maasai, tribe, analogous
1. Walk into class wearing the necklace.
2. Today you will learn about the Maasai tribe and the color wheel.
3. Show students videos about the Maasai tribe.
Show the students a map where the Maasai tribe are located.
Have the students work on the color wheel worksheet.
Show the students how to mix colors with the colored pencils.
Explain to the students that they will be making a necklace.
Instruct the students on how to begin the necklace.
4. Demonstrate to the students that they need to section off their paper plate with a pencil.
Show them how to transfer the color wheel in the correct order on the paper plate.
Demonstrate to the students not to color on the lip of the paper plate.
5. Have the students give a thumbs up if they understand.
Walk around the room while the students are sectioning off their paper plate to make sure they understand.
6. Show the students where to cut the paper plate once they are done coloring the color wheel.
Show the students how to cut the square out of the circle once they are done with the previous.
Show the students where to punch the holes in the square and how long of a piece of yarn they need.
7. Have the students cut out the circle out of the middle of the paper plate.
Have the students cut a square out of the circle that they cut.
Have the students staple the square to the bottom of the paper plate and punch holes in the square and add yarn.
Have the students use a black marker to create a pattern around the outside of the paper plate.
8. Ask the students what they learned from the lesson.
Ask the students to give you a thumbs up or thumbs down if they enjoyed the lesson.
Ask the students to give you feedback about what they liked and what they did not.
It is important to know specific artists and artwork to put into your curriculum, but it is not the most important aspect of the curriculum. It is more important that teachers and educators look at the big picture. A good way to think about what to put in the lesson would be to ask yourself what you want the students to walk away with at the end of your lesson. What you want the students to learn should be how you plan the lesson. When creating curriculum, it is better to leave the specific choices to each individual teacher. Each teacher is different and they all have a different way of teaching. When designing curriculum, it is important to keep in mind all of the key understandings of art. It is also important to keep in mind that the curriculum is relevant. The curriculum needs to match up with art standards and convey something to the students. The curriculum also needs to guided by diversity.
1. 1st: Use observation and investigation in preparation for making a work of art.
2. 3rd: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
3. 3rd: Create personally satisfying artwork using a variety of artistic process and materials.
1. 3rd: Paint lines and fill in shapes with even color using tempera.
2. 2nd: Clean paint brush before changing colors.
3. 2nd: Paint lines with control of the brush.