Development of adaptable/transferable fine motor control and hand-eye coordination. Acquisition of media skills and processes necessary for life-long artistic learning and application. Focus Standards Addressed in this Unit: 9.1.C Production, Performance and Exhibition: Recognize and use fundamental vocabulary within the visual arts Important Standards Addressed in this Unit: 9.1.H Production, Performance and Exhibition: Handle materials, equipment and tools safely at work and performance spaces Misconceptions: Creating art takes long periods of time. All art materials are non-toxic. Lines are only straight. All shapes are geometric. Concepts/Content: Competencies/Skills: Description of Activities: Recognizes line variety and Recognizes, names, reproduces Create drawings using oil pastels, pencils, and uses different lines in and compares basic shapes. markers. artwork. Recognizes and repeats Creates texture art using rubbing technique. Becomes aware of spatial patterns. relationships: above and below, large and small, few and many, alike and different. Identifies elements of art and uses them to create works of art. Assessments: Create a Kandinsky inspired circle drawing using markers. Create a leaf rubbing using oil pastels. Create a self-portrait. Interdisciplinary Connections: Additional Resources: Reading, Writing, Speaking, Listening . PA Academic Standards for the Arts and Humanities 1.5 Quality of writing . The Incredible Art Department. 1.6 Speaking and Listening . Crayola website-activities and worksheets 1.8 Research . American Art Clay Co. Mathematics . Resources for Teachers. 2.2 Computation and Estimation Google Art Project. 2.3 Measurement and Estimation Artsonia-Children’s Online Art Museum. 2.9 Geometry Topal, Cathy Weisman. Children, Clay, and Sculpture — Children and Science and Technology Painting. Worcester, MA: Davis, 1992.
Development of adaptable/transferable fine motor control and hand-eye coordination. Acquisition of media skills and processes necessary for life-long artistic learning and application. Focus Standards Addressed in this Unit: 9.1.C Production, Performance and Exhibition: Recognize and use fundamental vocabulary within the visual arts Important Standards Addressed in this Unit: 9.1.H Production, Performance and Exhibition: Handle materials, equipment and tools safely at work and performance spaces Misconceptions: Creating art takes long periods of time. All art materials are non-toxic. Lines are only straight. All shapes are geometric. Concepts/Content: Recognizes line variety and uses different lines in artwork. Becomes aware of spatial relationships: above and below, large and small, few and many, alike and different. Identifies elements of art and uses them to create works of art. Competencies/Skills: Recognizes, names, reproduces and compares basic shapes. Recognizes and repeats patterns. Description of Activities: Create drawings using oil pastels, pencils, and markers. Creates texture art using rubbing technique. Assessments: Create a Kandinsky inspired circle drawing using markers. Create a leaf rubbing using oil pastels. Create a self-portrait. Interdisciplinary Connections: Reading, Writing, Speaking, Listening 1.5 Quality of writing 1.6 Speaking and Listening 1.8 Research Mathematics 2.2 Computation and Estimation 2.3 Measurement and Estimation 2.9 Geometry Science and Technology Additional Resources: . PA Academic Standards for the Arts and Humanities . The Incredible Art Department. . Crayola website-activities and worksheets . American Art Clay Co. . Resources for Teachers. Google Art Project. Artsonia-Children’s Online Art Museum. Topal, Cathy Weisman. Children, Clay, and Sculpture — Children and Painting. Worcester, MA: Davis, 1992.