Social Studies - SVSU · Web viewAssessment/Activity Worksheet. LEVEL: Two (Grades 3-5) Strand: I. Perform Standard: 1. Apply skills and knowledge to perform in the arts. (VPAA:C1,

Fine ArtsAssessment/Activity Worksheet

LEVEL: Two (Grades 3-5)

Strand: I. Perform

Standard: 1. Apply skills and knowledge to perform in the arts.

(VPAA:C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.I.1(L2) Use materials, techniques, media, technology, and

processes to communicate ideas and experiences.

Assessment (before, during, after):

Before: Identify material used in art production, via a guided brainstorming activity. Pretest the students’ knowledge of the color wheel, primary and secondary colors, and elements and principles of art.

Line, shape, movement, texture, color Shape: 2-dimensional Form: 3-dimensional Rainbow analysis

During: 1. Generate a color wheel with primary colors on a paper plate (secondary colors made

from blending primary colors). Divide the plate into six equal sections and fill in the three primary colors with an empty space between them. Blend primary colors together to make the secondary colors and fill in the corresponding sections with these colors.

2. Demonstrate line variety through the drawing activity Crazy Head O’Hair. On a standard sheet of paper, draw an oval shape on the center bottom third of the paper to serve as the head for this project. Draw lines coming out from the top of the oval shape to represent hair. After the teacher has demonstrated some examples of different kinds of lines (thin, thick, scribbles, wavy, cross-hatching, etc.), students will add hair to the top of their egg head model. Students should also add eyes, a nose, and mouth to help center their frame of reference.

3. Create a mobile (cutting shapes with scissors): Students will identify and draw basic geometric shapes (circle, triangle, rectangle, etc.) on a sheet of construction paper. Students will cut out the shapes and share the pieces with other students to generate variety. Working in small groups of three or four, the students will punch a single hole in the cut out shape and tie yarn of various lengths to each one of the

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shapes. One wire coat hanger per group will serve as the support structure for the Calder inspired mobile that will be the final project.

After: The color wheel must be “true” (complementary colors with the correct secondary color between them, i.e. green should be between yellow and blue) if primary colors are to be related to complementary colors.

Project Rubric:Is your color wheel “correct”?Did you utilize a variety of six different and unique lines in your hair-do-drawing?

Learning Activities/Facts/Information:

1. There are ten million kinds of lines in the world, one for each follicle of hair in the human head.

2. Alexander Calder is called the father of the mobile. How do you think he came up with the idea for this art object? Does Calder’s artwork remind you of anything in the world? What and why?

Resources:

Paper, scissors, construction paper, crayons, and color pencils. Wire coat hanger, yarn, and hole punch.

www.calder.org

New Vocabulary: primary colors, secondary colors, color wheel, line variety, mobile, Alexander Calder

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http://www.calder.org/



Strand: I. Perform


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.I.2(L2) Use art materials safely and responsibly with

environmental awareness.


Recycled Art

Before: Pre-test for student awareness of recycling, environmentalism, and good stewardship of the planet.

During: Make a sculpture out of recycled materials. Chakia Booker is an African American artist who makes art out of used automobile tires among other things. Students will be expected to bring in some object from home that would have been destined for the trash heap. Examples of objects may include an old shoe, paper towel tube, old magazines, newspapers, utensils, small appliances, or anything small that is not fragile or dangerous with the potential to be turned into an object of art with some ingenuity, glue, and paint.

After: Create a recycling program for the classroom and the school. Businesses exist that offer recycling buyback programs for schools, churches, and businesses. Students can create a program within the school to help organize, separate, and minimize the amount of refuse generated on a daily basis.

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1. Students should be able to identify recyclable materials in their communities.

2. Students will bring in one or more objects that would otherwise be discarded to make into an art object.

Resources:

New Vocabulary: recycle, found art, good stewardship, Alexander Calder

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Strand: I. Perform


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.I.3(L2) Introduce and incorporate the elements of art and the

principles of design.


Principles and Elements of Art Picture

Before: Pre-test students’ understanding of the elements of art (line, shape, color, form, texture, value, and space) and the principles of art (unity, rhythm, variety, balance, harmony, gradation, movement, and contrast).

During: Go over what each element and principle are. Show pictures and point out the use of the elements and principles. Then, students will use colored pencils to draw and color a picture that has a strong use of at least two elements and two principles. The teacher and other students should be able to identify which elements and principles were used just by looking at the picture.

After:Students’ work will be displayed for the class to walk around and view each piece of art. On post-it notes, students will write down which elements and principles they think the student artist chose to use and then will stick the note on the wall above the artwork. When all students are finished with the art walk, each student will put up a post card underneath their art that states which elements and principles they used. Finally, the teacher will facilitate a class discussion on the results.

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1. Review elements and principles.2. Show examples of artwork with strong use of

elements and principles.3. Students design a picture that has strong use of at

least two elements and two principles.4. Students display their artwork and classmates will

try to determine which elements and principles were used in each drawing.

Resources:

Drawing paper, colored pencils, and examples of pictures

New Vocabulary: Elements of art: line, shape, color, form, texture, value, spacePrinciples of art: unity, rhythm, variety, balance, harmony, gradation, movement, contrast

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Strand: I. Perform


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.I.4(L2) Prepare, present, and collaboratively evaluate personal

artwork.


Matting Artwork

Before: Show students examples of matted work. Show the same work matted in different colors and ask students which color mat looks best with the picture and why.

During: The teacher facilitates a discussion on why one color looks better than another. Have students choose either a mat with a color that is complimentary to the main color in the picture or a mat to accent a small amount of color in the picture. The students will chose which mat they think looks the best. Then, show the students how to use a ruler to measure and make sure the picture is centered. Use rubber cement to glue the outer edges on the back of the picture and place it in the center of the mat. Smooth the edges to secure the picture. After demonstrating this, the students will use sticky tack to attach their artwork to the mat.

After:Students will display their artwork on the wall and walk around to view other students’ work. The teacher will then lead a discussion about each picture, whether or not the artist made the best choice of color for the mat, and how to evaluate the artwork. After critiquing the art, students will decide if they like their choice or if the class picked a better color. Then the students will cut the mat so it has a two-inch frame on each side of their artwork. Finally, students will attach their picture to their final choice of color for their mat using rubber cement. All artwork will then be displayed around the school.

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1. Have a variety of construction paper out. Each student will select a previous work of art that uses color.

2. Discuss complimentary colors and accent colors.

3. Demonstrate how to measure and cut the paper two inches bigger on all sides.

4. Demonstrate how to center the picture on the mat.

5. Demonstrate how to apply rubber cement and properly glue the paper in the center of the mat.

Resources:

Students’ previous artwork, colored construction paper, and rubber cement

New Vocabulary: matting, complimentary colors, accent color

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Strand: II. Create

Standard: 2. Apply skills and knowledge to create in arts.

(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.1(L2) Synthesize the knowledge of materials, techniques and

processes to create artwork.


Combined Clay Pieces

Before: From previous lessons, students have learned how to make a pinch, slab, coil, and sculpture piece.

During: Students will make a clay piece combining three of the four clay processes (pinch, slab, coil, or sculpture).

After:Students will glaze their clay piece using at least two colors.

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1. The teacher will show students several different pieces of ceramics that are made with combined processes by passing around examples or through showing a PowerPoint of examples.

2. Students will make a ceramic piece that is either functional or decorative. They must use at least three of the four processes in their design (slab, coil, pinch, and sculpture).

3. Once the piece is completed and fired, students will finish it with at least two different colors of glaze.

Resources:

Kiln, clay, glaze, clay tools

Example ceramic pieces or PowerPoint of examples

New Vocabulary: kneading, glaze, coil, slab, pinch, sculpture

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Strand: II. Create


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.2(L2) Synthesize knowledge of elements of art and principles

of design to communicate ideas.


Comic Strip

Before: Review the elements and principles of art. Discuss material usage and effect. The employment of the elements and principles of art will be organized and implemented through a series of design projects. Students need to be familiar with the concepts of package design, advertising, and sequential art storytelling, as in a comic strip from the Sunday funnies.

During: Students will make a journal out of folded paper with a construction paper cover. The journal functions as a source of note taking and idea recording.

Make an advertisement for an imaginary product. Create a poster to promote the product that applies art elements for an eye-catching effect.

Make a comic strip/storyboard on a sheet of paper. A single sheet divided into eight equal squares makes for a comic strip format. The progression of time is suggested by individual drawings changing from upper left box to bottom right.

After: Artwork will be displayed and critiqued. The comic strip will be critiqued for “readability” and the advertisement for product promotion.

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1. Share comics with students and discuss the various components of a comic strip.

2. Share advertisements with students and discuss the elements used to grab consumers’ attention.

3. Students will create their own comic strip and advertisement.

4. Students will display their work and critique the work of others.

Resources:

Catalogs, posters, and comic books

New Vocabulary: comic strip

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Strand: II. Create


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.3(L2) Analyze subject matter, symbols and ideas artists use

to express and communicate in the arts.


Symbols

Before: Leading questions: What is the definition of a “symbol”? Where do we see symbols in the world? How do we see and respond to symbols?

During: Print out a variety of corporate symbols without the names or titles of the companies. As a class, the students will try to name as many as possible. Discuss what makes the symbols recognizable. Color? Shapes?

If you had to make a symbol for yourself or your family, what would you include?Students will write down ideas and explain why they would include each part.

Create a symbol that represents you or your family on a 12x12 white poster board. The symbol must have some sort of shape, a color theme, and a slogan.

After: Students will share their symbols, explain to the class why the used each part, and share what the symbol represents.

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1. Show a PowerPoint of symbols. Explain what makes them recognizable.

2. Discuss how the logos or symbols are used over and over (on signs, shirts, hats, product labels, etc.) to make their product or business more recognizable.

3. Make a list of symbols that could represent your family.

Resources:

New Vocabulary: symbol, logo

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Strand: II. Create


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.4(L2) Select, analyze, and reflect on subject matter,

symbols, and ideas to express and communicate in the arts.


Frida Kahlo

Before: Frida Kahlo used many symbols in her artwork. These symbols reflected her history, family, and interests. Introduce the artist Frida Kahlo to the students. Have them point out and interpret what symbols she used.

During: Students will make a self-portrait and include five symbols that represent their life.

After:Students will either share their artwork and explain the symbols, or complete a reflective writing describing the symbols they used and what they mean.

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1. Students will listen to a PowerPoint presentation of Frida Kahlo.

2. Students will watch a short movie on the life of Frida Kahlo.

3. Students will learn to recognize the symbols Frida Kahlo used.

4. Students will create a self-portrait in the style of Frida Kahlo, including five symbols to represent their life.

Resources:

www.fridakahlo.com

http://www.mommymaestra.com/2011/07/frida-kahlo-lesson-plans-activities.html

New Vocabulary: Frida Kahlo, symbol, self-portrait

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http://www.fridakahlo.com/



Strand: Create

Standard: Apply skills and knowledge to create in arts.

(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.5(L2) Analyze artwork created in different cultures; consider,

discuss, and debate ideas behind artwork creation.


Prehistoric Art

Before: How old is art making? Who makes art and for what reason?

During: Show pictures of prehistoric cave drawings. The students will create a cave style drawing inspired by these pictures. Attach brown paper from a large roll onto the wall (wrinkle it up first) and cut it to look like a cave (you may need more than one depending on the size of the class). Have students use their finger to paint their picture on the paper cave wall and then have them place their hand in paint on a plate to leave their handprint by their drawing.

Show students examples of North American Indian art on animal skin or teepees. Students will make an art project inspired by the indigenous cultures of North America. Take a paper bag and cut it out to look like an animal skin. Soak the bag in water and wrinkle it up then hang it up to dry. Students will use paint or crayons to draw their North American Indian art on their paper animal skin.

After:Students will display their work and walk around to see the stories being told in each student’s artwork.

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1. Students will learn about prehistoric and Native American cultures through viewing their artwork.

2. Students will create their own artwork that is inspired by artwork of the past.

Resources:

Paper bags, large paper roll, crayons, paint

Pictures of prehistoric cave drawings and Native American artwork

New Vocabulary: culture, prehistoric, indigenous

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Strand: II. Create


(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)

Benchmark: ART.VA.II.6(L2) Incorporate the uses of different technologies to show

artistic expression through an original artwork.


Recreating Vincent Van Gogh’s Artwork

Before: Show students a couple pieces of Vincent Van Gogh’s artwork and ask if the students recognize the art. Share the history and artwork of Vincent Van Gogh.

During:Students will create a still life of flowers in the style of Vincent Van Gogh. The students will use watercolors to paint what they see. After the paint dries, they will use a black Sharpie marker to draw the actual still life on top of the watercolor shapes. This will help them with the skill of drawing what they see rather than making the image up.

After:After the paintings are completed, share the process and materials that Van Gogh used with the students. Explain a few of his pieces of art and the thought process he used while creating them.

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1. Students will learn to recognize artwork by Vincent Van Gogh.

2. Students will watch a short film about Van Gogh.3. Students will create artwork in the style of Van

Gogh.4. Students will talk about the differences in materials

they used compared to what he used.

Resources:

www.gardenofpraise.com/art19.htm

http://makingartfun.com/htm/f-maf-art-library/van-gogh-biography.htm

New Vocabulary: Vincent Van Gogh, Post-Impressionism, still life

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http://www.gardenofpraise.com/art19.htm

http://www.gardenofpraise.com/art19.htm


LEVEL: Two

Strand: III. Analyze

Standard: 3. Analyze, describe, and evaluate works of art.

(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.III.1(L2) Reflect and discuss the visual structures and functions

used in personal artwork.


Personal Artwork

Before: If you created a drawing of someone in your family, would it mean as much to a stranger as it does to you? This is because you have a personal attachment to that person. Color choices and use of lines can reflect how you may feel about a certain subject or person.

Show the students some portraits done with the intention of expressing emotion. First discuss the lines and colors used, and describe what the artist’s intent was as an example. Then, show another piece and have the students describe what the artist’s intent was.

During:Students will create a portrait of a family member. This will be a meaningful piece to the individual student. In the background, they are to use lines and colors to represent this person.

After:Students will share their artwork with the class and describe why they used the colors and lines they did in the background. Students will also write about the family member that they created this art piece on.

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1. Artwork can be more meaningful to one person than to another.

2. Colors and lines can represent feelings.3. Is there a person in your family or a friend that you

care a lot about?

Resources:

New Vocabulary: personal artwork

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(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.III.2(L2) Recognize that art may be functional, purely

decorative, may have cultural significance or serve a multitude of

purposes.


Building in Clay: Functional and Decorative Works

Before: Discuss similarities and differences between clay pieces that are functional and those that are only for decoration. Show a PowerPoint of examples of these different forms of clay pieces (Example: Functional purposes could include cups, bowls, candle holders, vases, etc., and decorative purposes could include relief tiles, sculpture, etc.).

During:Show premade examples of decorative clay pieces and functional clay pieces. Demonstrate how to make the functional pieces that you plan on having the students make. Then, students will form a pinch bowl, slab cup, or coil candle holder. Repeat this activity by demonstrating how to make decorative pieces, such as relief tiles or sculpture animals, and have students make one of these as well.

After:Students will glaze their pieces and display them in a display case (if available) or any other safe display location.

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1. Discuss the similarities and differences between functional and decorative clay pieces.

2. Demonstrate to students each of the clay processes that you plan on having them make.

3. After firing the pieces, demonstrate how to glaze the pieces properly (number of coats needed, cover all the white, etc.).

Resources:

PowerPoint presentation, clay examples, clay, clay tools, glaze, kiln

New Vocabulary: knead, air bubbles, pinch, slab, coil, relief, sculpture, glaze, score, slip

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(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.III.3(L2) Examine and respect different responses to artwork

from divergent cultures from around the world.


Art Around the World

Before: Show students different types of artwork from around the world (PowerPoint presentation).

During:In pairs, students will select a region from a teacher-created list and will research the art in that area. Each pair will be assigned to a different area of the world/country. Then the students will use the Internet to research artwork and the culture of the region. Students will compile the information into a poster, PowerPoint, or other approved format to share what they learned with the class.

After:Students will present examples of the artwork from their chosen country, show the artwork they made, and discuss what they learned about the art and the country through making their artwork.

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1. Show students how to either make a PowerPoint of the examples or how to make a poster depending on what is available for them.

2. Discuss some of the choices available to the individual groups as they find out about the artwork from their chosen country and what supplies are available for them to work with.

Resources:

Wide variety of art supplies based on what the individual projects are from around the world.

New Vocabulary: Will vary based on the groups presentation; students can make a list of new words they learned and have a class list at the end after the presentations.

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(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.III.4(L2) Critique one or more pieces of artwork using technical

terms.


Description of Art Using Elements and Principles

Before:In a PowerPoint, show students a variety of paintings that use the elements and principles of art. Make sure the variety of art chosen incorporates all of the elements and principles throughout the PowerPoint.

During:Break students up into groups of three to five students and assign each group a painting. Together they will analyze the painting and discuss each of the elements and principles that are present in the painting.

After:Each group’s painting should be in a PowerPoint to be shared with the class. The group will come up and discuss their painting’s use of elements and principles to describe it. Following each group, the teacher will lead a short discussion to see if the rest of the class agrees with the group’s analysis of the elements and principles.

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1. The teacher will review the elements and principles of art.

2. Students will learn how to describe artwork using art terms.

Resources:

A variety of printed examples of paintings

New Vocabulary: Elements: color, texture, form, space shape, line, value Principles: movement, unity, harmony, variety, balance, contrast, proportion, rhythm

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(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.III.5(L2) Develop a sensitivity and understanding of how

personal experiences can influence the development of artwork.


Abstract Images

Before:Post a variety of abstract artwork on the wall or board that represents an emotion or a feeling. Take cards that have the name of each painting on it and place them on the wall; take one down at a time and have students vote on what painting it would go to. Do this one name card at a time. Give students a chance afterwards to change any if they think it should be changed. Let them know any that are wrong and give them a chance to change the ones that are wrong. Then move any name cards that are incorrect to the right place.

During:Place a variety of themes for abstract art on a piece of paper; do not put any with the same theme as examples that were shown to the class. (Lonely, frightened, angry, energetic and so on.) Cut the out the theme titles, place them in a container, and let students pull one out as the theme they will paint about. Give each student an 8x10 or 11x14 piece of watercolor paper; they can paint in watercolor, tempera, or acrylic paint depending on what is available. Without using any real objects, they are to create a painting that expresses that feeling or emotion. Discuss warm and cool colors with them so that they can use the different colors to influence the feeling from their painting. Students are not to tell anyone what their theme is.

After:Students will display their work on the walls. The teacher will have a list of the painted themes and students will vote on which theme corresponds with each painting. Once each painting has been discussed, the students that have their painting labeled correctly will go up and take it to their seat. If any are remaining, have the students go over them again and decide where to move the labels. Repeat this process until all students have their paintings.

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1. Students will learn to work with color to present a mood or feeling (warm and cool colors, variety of colors).

2. Students will learn to work with lines to create a feeling in their work (soft curving lines creating relaxing feeling and sharp jagged lines for fast hectic feeling and so on).

Resources:

Examples of abstract paintingsAbstract painting themesWatercolor paper Paint (watercolor, tempera, or acrylic)Paintbrushes

New Vocabulary: abstract, warm colors, cool colors

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Strand: IV. Analyze in Context

Standard: 4. Analyze and describe the arts in their historical, social, and cultural

contexts. (VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.IV.1(L2) Examine customs and traditions of various cultures

and times.


Native American Indian Masks

Before: Present a PowerPoint that shows examples of a variety of different Native American Indian Masks from the different tribes in the United States. Go over what types of materials the different tribes used, what images were used to influence the look of their masks, who wore the masks, and what kind of ceremonies the masks were used in. Discuss what is being done today to preserve the masks and the Indian rights to the masks.

During:Have students sketch their idea for their mask while keeping in mind what their mask would represent and what kind of ceremony it would be used for. (Sketch in color, reminding students to choose colors that can be found in nature and would have been available to the Indians in times past). Show students how to build the base in which the mask will be built on using newspaper wadded up and taped in place to form the face structure. (Mold) With plaster cloth orPaper Mache’, layer the mold with two to three layers covering all of the base. Using a long strip, go around the base of the mask to make it even and cover the ends of the layers. Let piece dry over night, then remove the dry mask from the base form. Take another long strip that you cover the bottom edge with, half on outside and half on the inside. Have students strengthen any area that looks or feels weak. Students will paint their main color on the complete mask. Let dry over night.The next day, students will draw their design on their mask and paint it the appropriate colors. Let dry over night.Have students decorate with feathers, beads, shells, weave for hair, raffia, leather strips, and other natural items used by the Native American Indians.

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After:Poke a hole on both sides of the mask to run elastic string through so that students can wear the mask. On large rolled paper, create images that would make you feel like you were back during the time when Indians were free to roam the country and would have been part of an Indian village or camp (tepees, trees, fire pit, hills, mountains, rivers, etc.). Tape these images up on the wall so you can get the feel of being at an Indian ceremony. Have students wear their masks and create an Indian ceremony (perhaps bring in food that would have been eaten by the Indians such as corn, cornmeal, corn nacho, dried meat and fish, berries, apples, etc.).


1. Students will learn about the history of Native American Indian Mask and their ceremonies.

2. Students will learn about the process of building a mask to be 3D.

Resources:

PowerPoint created by teacher on Native American Indians’ masks, ceremonies, and foods

Supplies:Plaster cloth or Paper Mache’News PaperMasking tapePaintFeathersBeadsRaffiaWeaveLeather strips

New Vocabulary: potlatch ceremony, false-face mask, medicine man, custom, tradition, culture

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LEVEL: Two




Benchmark: ART.VA.IV.2(L2) Examine and identify the materials, customs and

traditions of various cultures, times and places.


Before: Students will learn about the Japanese Sumi-e painting. Discuss with the students the history, culture, and traditions of the Japanese people.

During:Students will create a Sumi-e inspired piece with watercolor on rice or tissue paper. Using a rubber eraser or a rubber block, students will create their own stamp for the bottom right hand corner. Students will use a symbol from the Japanese culture in their stamps.

After:Celebrate the Japanese culture by throwing a party. Use food, music, and other items from the Japanese culture.

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1. Students will listen to a Japanese story.2. Students will learn to recognize Japanese Sumi-e

work.3. Students will learn about the history and culture of

the Japanese people.4. Students will locate Japan on the map.

Resources:

New Vocabulary: Sumi-e

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LEVEL: Two




Benchmark: ART.VA.IV.3(L2) Evaluate the interrelationship of history, economy,

trends, and events in the production and studying of works of art.


Before: Pop art was introduced in the 1960’s. Andy Warhol was one of the founders of the pop art movement. His artwork focused on mass production and consumerism. Andy Warhol would make prints of everyday objects that you could buy in a grocery store. His artwork included items such as Campbell’s soup and Coca-Cola. He liked the idea that even the richest man would be using the same product as a poor man. He would display his artwork one after another to resemble a grocery store.

Give some more background information on Andy Warhol, show his artwork, and talk about the events going on in the 60’s and 70’s.

During:Students will bring in a product and create a painting of an everyday object that they could find in a grocery store. They are to include bright colors and bold lines in their artwork.

After:Students will show their artwork to the class along with the original product.

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1. Students will listen to a PowerPoint presentation on Andy Warhol.

2. Students will learn about mass production.3. Students will learn about the pop art movement.

Resources:

Pictures of Andy Warhol’s artwork

New Vocabulary: pop art, Andy Warhol, mass production

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LEVEL: Two

Strand: V. Analyze and Make Connections

Standard: 5. Recognize, analyze, and describe connections among the arts;

between the arts and other disciplines; between the arts and everyday life.

(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.V.1(L2) Analyze the various uses of art globally, in media,

business, technology and industry.


Sales and Advertisement

Before:Show students images (posters) that represent CD covers for musicians and advertisements for businesses, games, or products. Discuss the designs and techniques used (images, color, lettering, etc.).

During:Students are to pick:

A favorite musician and design a CD cover. A place of business to design a poster to advertise it. A favorite game to design a cover or a poster for. A product of some type to design an advertisement poster for.

After:Put work up and have students go around and discuss the variety of designs. Does it work? Should something else have been included? Does it positively represent what is being advertised?

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1. Students will look at how images are used to sell a game, product, musician, or business.

2. Students will create an image to sell a product, game, musician, or business that they like.

Resources:

PowerPoint of advertisements and other product images

Drawing paper and colored pencils

New Vocabulary:

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LEVEL: Two

Strand: V. Analyze and Make Connections

Standard: 5. Recognize, analyze, and describe connections among the arts;

between the arts and other disciplines; between the arts and everyday life.

(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.V.2(L2) Identify various careers in the visual arts.


Careers in the Arts

Before:Discuss the various careers connected to the arts. Have students name jobs that they think would require some sort of artistic ability. Write these jobs on the board.

During:Discuss the cake decorating field and show some clips from the Food Network. Bring in sugar cookies (they can be just one shape or you can give them some choices), frosting, some of the decorating disposable frostings, new paint brushes, and food coloring. Give the students criteria for decorating the cookie and have the students draw out a design for their cookie. After the design is approved, the students will decorate their cookies. (You could make it a contest and have prizes).

After:Pick your winners and state why they won based on the criteria. Then eat up!

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1. Students will learn about different careers related to the arts.

2. Students will learn about cake decorating. 3. Students will decorate cookies.

Resources:

Food Network video clips, sugar cookies, variety of frosting, new paint brushes, and food coloring

New Vocabulary:

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LEVEL: Two

Strand: Analyze and Make Connections

Standard: Recognize, analyze, and describe connections among the arts; between

the arts and other disciplines; between the arts and everyday life.

(VPAA: C2, C3, C4, C5, P2, P3, R1, R2, R3, R4)

Benchmark: ART.VA.V.3(L2) Understand and use comparative characteristics of the

visual arts and other disciplines.


Imagery

Before:Read descriptive poems and/or songs aloud to the students. The students will describe a picture that they can visualize to go along with the song or poem.

During:Let students pick a song or poem that they like or provide a list of descriptive songs and poems for them to pick from. Students will write down any images that come to mind as they read the song or poem and sketch out ideas. Next they will put these images together in a collage. Show students how to blend with colored pencils and have them color their images. Then, students will write their song or poem on their poster. Have the students think about an image that they can put it onto as they are creating their images so that they can try to make the words become part of the work.

After:Attach work to colored construction paper and hang it on wall to display. Have students go around and look at the work on display. Discuss whether they think the images go well with the song or the poem; ask them to suggest any other images they might include.

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1. Students will learn to about description and imagery.

2. Students will take the written word and put it into an image.

Resources:

Descriptive songs and poems,18 x 24 inch drawing paper, colored pencils

New Vocabulary: descriptive, imagery

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Documents

Social Studies - SVSU · Web viewAssessment/Activity Worksheet. LEVEL: Two (Grades 3-5) Strand: I. Perform Standard: 1. Apply skills and knowledge to perform in the arts. (VPAA:C1,