4th Grade- Cartoon Self Portraits (Caricatures)

Lesson Plan for

Elementary Art

Teacher: Mr. Cooper-Davis Grade: 4^th Quarter: Week:

Fine Art Standard(s) 25.A.2d 26.A.2e

Performance Descriptor(s) Identify and describe the elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story. Describe the relationships among media, tools/technology and processes.

Objectives:

· TLW explain what happens when light hits an object · TLW define the word exaggerate · TLW recognize some of the styles used in cartooning · TLW create a cartoon style self portrait

· TLW practice various basic art room procedures · TLW demonstrate each art room procedure · TLW recall the 3 art room rules

	Formative Assessment	Summative Assessment
	· Check students for participation + daily working attitude (points earned)- visual	Scoring Guide used in “Cartoon Self Portraits”

Student Learning Opportunities:

Strategies

Student Learning Activities

· Games/ group activities · Pre-teaching · Visuals · Individual Experimentation/ Activities/ Projects

· Review Art Room Procedures : “Hand does the Talking”, “Freeze/Thaw” , “Ready to Work” feeling · Students will be working with / reviewing these procedures each art class Through September · Review/ Intro to cartoons (slide show) especially focusing on caricatures- what they exaggerate/ how to do it · Go over project requirements/ teaching scoring guide. · Students may begin drawing on their large sheets (remind them to draw lightly- they only get one sheet)

Resources (Materials/Texts/Visuals/Technology):

pencils, crayons, colored pencils, markers, paper, TV, Computer, digital images

Misc:

“Cartoon Self Portraits”: Students will be creating a cartoon version of themselves. Students should exaggerate at least 3 of their facial features in their cartoons. At least 5 colors should be used in their finished cartoon. Backgrounds should also be included (could include favorite things/ their house/ friends etc

3rd Grade- Cubist Self Portrait Collages

Lesson Plan for

Elementary Art

Teacher: Mr. Cooper-Davis Grade: 3rd Quarter: Week:

Fine Art Standard(s) 25.A.1d 26.A.1e 27.B.2

Performance Descriptor(s) Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. Identify and describe how the arts communicate the similarities and differences among various people, places and times.

Objectives:

· TLW identify the style of cubism · TLW explain why artists were creating art works in the cubist style · TLW will create a finished Self Portrait collage in the Cubist style

· TLW practice various basic art room procedures · TLW demonstrate each art room procedure · TLW recall the 3 art room rules

	Formative Assessment	Summative Assessment
	· Check students for participation + daily working attitude (points earned)- visual	· Teaching Scoring Guide used in “Cubist Self Portrait Collages”

Student Learning Opportunities:

Strategies

Student Learning Activities

· Games/ group activities · Visual · Individual Experimentation/ Activities/ Projects

Review Procedures : “Hand does the Talking” /“Freeze/Thaw”/“Ready to Work” / “Clean Up”/ · What is Cubism? Show slides of various works: ask students what they see/ think of the works · Introduction to Cubism: (slide show) Artists breaking up (cutting up) the picture or their subject matter (what they were looking at)- often times showing multiple views of the same thing. · Show slides of various artists working in the Cubist style/ how could you draw or paint an object in the cubist style? What would you do to it? · Introduction to Cubist Self Portrait Collage: Students will be creating a skewed self portrait using a number of different pictures of other people’s faces/ faces should be cut up- pieces should be no bigger than a pink pearl eraser (not cutting out entire hairdos or pieces of faces)- entire eyes ok- not lips or noses/ need to cut out portions of them to fit in our drawn areas · Students being drawing portion of Self Portrait. Drawings need to be big- head oval shape must be the size of 2 hands put together/ need to have a background drawn- Review of Contour drawing- only drawing inside and outside lines NO DETAILS OR SHADING/ - There needs to be room in between the lines to fit magazine cut out pieces · Demo cutting and gluing: cut pieces do not need to be cut carefully/ but they should be small and should overlap slightly (No white space) Glue Dots should be used- only 1 or 2 dots should be used · Once Drawings are complete, students may begin to look for other portraits + begin cutting – Pictures of importance/ pieces not glued should be put in their (passed out) art folders to be saved for next class

Resources (Materials/Texts/Visuals/Technology):

pencils, paper, magazines, scissors, glue, mirrors, TV, Computer, digital images

Misc:

“Cubist Self Portrait Collages”: Students will first be creating large self portrait drawings (including a background of their choosing). The will then begin looking through magazines & begin piecing together their own faces + backgrounds using parts from other photographs. The portraits need to match up completely. They will tend to be slightly off and skewed. Students will need to use a combination of at least 4 faces, and at least 4 combined elements in their background. The entire page must be used. The white of the paper should not be showing.

3rd Grade- Cereal Ad Pitch (Box & Cylinder)

Lesson Plan for

Elementary Art

Teacher: Mr. Cooper-Davis Grade: 3rd Quarter: Week:

Fine Art Standard(s) 25.A.1d

Performance Descriptor(s) Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.

Objectives:

· TLW recall the 3 types of line · TLW explain how to properly draw a cylinder and box · TLW create their own advertisement pitching their brand of cereal

· TLW practice various basic art room procedures · TLW demonstrate each art room procedure · TLW recall the 3 art room rules

	Formative Assessment	Summative Assessment
	· Check students for participation + daily working attitude (points earned)- visual ·	· Scoring Guide used in: “Cereal Ad Pitch”

Student Learning Opportunities:

Strategies

Student Learning Activities

· Games/ group activities · Visual · Individual Experimentation/ Activities/ Projects

· Review Art Room Procedures : “Hand does the Talking”, “Freeze/Thaw” , “Ready to Work” feeling · Students will be working with / reviewing these procedures each art class Through September · Review the Box and Cylinder · Introduction to advertisement- show various ads for products/ cereal box designs · Students will be creating their own cereal box designs (go over teaching scoring guide/ requirements) Students will first come up with some ideas on scratch paper- when OK’d they will receive their large papers

Resources (Materials/Texts/Visuals/Technology):

pencils, crayons, markers, colored pencils, scratch paper, 12X18” paper, digital images, computer, TV

Misc:

“Cereal Ad Pitch”: Students will be using their prior knowledge about creating cylinders and boxes to create their own ad pitch to sell their brand of cereal. Students will be graded heavily on neatness and craftsmanship (this will be a slick advertisement). They must design their own box of cereal and include a bowl of cereal plus 2 other breakfast foods of their choice. Items should be sitting on some sort of table or counter. Designs should include at least 4 colors. Students need to come up with at least one slogan about their cereal. Students also need to design their boxes to appeal to kids. How can you get kids to want this cereal? Free prizes? Toys inside? Games on back?

3rd Grade- Space Age Lava Lamps (Oil Pastels)

Lesson Plan for

Elementary Art

Teacher: Mr. Cooper-Davis Grade: 3rd Quarter: Week:

Fine Art Standard(s) 25.A.1d

Performance Descriptor(s) Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.

Objectives:

· TLW recall the 3 types of line · TLW complete drawing exercises emphasizing the cylinder and box · TLW create a drawing of a lava lamp using their knowledge of cylinders

· TLW practice various basic art room procedures · TLW demonstrate each art room procedure · TLW recall the 3 art room rules

	Formative Assessment	Summative Assessment
	· Check students for participation + daily working attitude (points earned)- visual · Correctly identifying lines in nature and Art works (points earned)	· Scoring Guide used in: “Space Age Lava Lamps”

Student Learning Opportunities:

Strategies

Student Learning Activities

· Games/ group activities · Visual · Individual Experimentation/ Activities/ Projects

· Review Art Room Procedures : “Hand does the Talking”, “Freeze/Thaw” , “Ready to Work” feeling · Students will be working with / reviewing these procedures each art class Through September · Introduce/ Review the Box and Cylinder- students drawing for the packet/ step by step/ examples on the board/ Demo- how to change these into various objects. · Once students have the hang of both- Intro to Space age Lava Lamps (Slide Show to show what they look like). Students will need to create their own lava lamp using their knowledge of creating cylinders

Resources (Materials/Texts/Visuals/Technology):

pencils, crayons, markers, colored pencils, paper, digital images, computer, TV, black construction paper, oil pastels

Misc:

Space Age Lava Lamps: Students will create crazy cylinder shapes- using contour lines. Curves on top must match curves on bottom. Students need to use at least 2 colors for their lava.

2nd Grade- Seasonal Tree Paintingm (Tempera Paint)

Lesson Plan for

Elementary Art

Teacher: Mr. Cooper-Davis Grade: 2nd Quarter: Week:

Fine Art Standard(s) 25.A.1d 26.B.1d

Performance Descriptor(s) Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordina­tion, building and imagination.

Objectives:

· TLW describe the difference between deciduous and evergreen trees · TLW explain the difference between symbols of trees and actual trees · TLW use prior knowledge to mix secondary colors · TLW describe how to create brown · TLW create a painting of realistic trees including deciduous and evergreens

· TLW practice various basic art room procedures · TLW demonstrate each art room procedure · TLW recall the 3 art room rules · TLW recall the correct procedures for Painting · TLW demonstrate the correct procedures for painting

	Formative Assessment	Summative Assessment
	· Check students for participation (points earned)- visual · Check students for Mastery, knowledge or no knowledge- visual · Review of past prior concepts	· Scoring Guide used in ”Seasonal Tree Painting”

Student Learning Opportunities:

Strategies

Student Learning Activities

· Games/ group activities · Visual · Individual Experimentation/ Activities/ Projects

· Review Art Room Procedures : “Hand does the Talking”, “Freeze/Thaw” , “Ready to Work” feeling · Trees: what are they? Where do we find them? How would you describe them? What is an easy way to tell someone about trees? (drawings? Pictures?) Talk about 2 types of trees: Evergreens and Deciduous/ how would we draw them? · Have students make quick drawings of trees- stop/ show slideshow: what actual trees look like: parts of the trees: trunk, branches (large to small) and leaves (have them do this on the board) · Introduction to project: Tree Painting- Students will be creating a painting of at least 3 trees- need to include 2 types/what trees look like in the fall · Next week: introduction to Art monitor Jobs/ practicing painting set up and clean up. · DAY 2- Review: 2 types of trees: Evergreens and Deciduous/ how would we draw them? · Demo: mixing the secondary colors, using the brushes- will be working with the tempera paint/ Make sure students understand how to take paint from their pallets and put it in their mixing pallets to make the secondary colors. They must wash their brushes out each time that they get a new color from the pallets. (Demonstrate all)/ show how to paint various types of leaves- difference between leaves and needles · Set up every one for painting- students finished with their trees may begin painting: students will be painting leaves and needles today- if finished they may make brown for their trunks.

Resources (Materials/Texts/Visuals/Technology):

Paper, pencils, digital images, computer, TV, Tempera Paint, Painting Cart

Misc:

”Seasonal Tree Painting”: Students will create at least 3 trees using tempera paint. Both evergreens and deciduous trees must be shown. Trees need to be shown in the fall season. Trees should be built up using trunks, larger branches and then smaller ones. Leaves should be added individually. Students need to be able to mix green, orange and brown.