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VISUAL LANGUAGE 1st GrAdE
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SUMMARY
“Learning to design is learning to see, an adventure that gets more and more captivating the further you go.” - Oliver Reichenstein
Visual Language I is a strategic sequenc-ing of educational visual arts exercises designed to develop visual literacy and communication skills in the most effective and efficient manner possible. Echoing the same rational sequence of skill building
Exercise Examples
www.davinciinitiative.orgnitiativehe
exercises from the celebrated Waichuliscurriculum (designed for the International Ani Art Academies) Visual Language I seeks to develop visual literacy and com-munication skills that will allow students to successfully interact and contribute to a global environment that is increasingly dependent on visual stimuli.
“Visual arts education is now understood as critical and necessary for success in a world that is making a paradigm shift to a global model requiring higher order thinking, creativity, problem-solving, and flexibility. Even Benjamin Bloom’s Tax-onomy of Learning Domains – a standard model for the classification of intellectual behaviors related to learning – has been revised and restructured to make “Creat-ing” the top of the hierarchy. The taxono-my now reflects not only the arts, in par-ticular, but also a relevance to 21st century work. Visual arts learning includes all three of Bloom’s domains of educational activities leading to higher order thinking.” -Darien Public Schools Art Department, Connecticut.
VISUAL L ANGUAGE I (K-3)Adapted from the Ani Art Academy’s Language of Drawing and Language of Painting Programs
L E S S O N P L A N S F R O M GRADES K-3/BASIC ART
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VISUAL L ANGUAGE I (K-3)
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• Acquisition of media skills and processes necessary for life-long artistic learning and application. • Development of adaptable/transferable fine motor control and hand-eye coordina-tion. • Development of the ability to depict, ana-lyze and interpret the world in visual form. • Development of creative and communi-cation skills so as to successfully express ideas through artistically proficient prod-ucts. • Identification and exploration of the scientific and psychological aspects of the art experience. • Development of problem-solving and critical-thinking skills.• Strengthening of creative thinking and inventiveness.• Development of a deeper understanding of human behavior, motivation, diversity, culture, and history.
intended to augment that creative experi-ence with focused practice so as to achieve the aforementioned objectives. (Please feel free to send any suggestions or feedback to [email protected]. Through con-structive feedback and input we hope to continue to improve on this early frame-work.)
www.davinciinitiative.org
OBJECTIVES
SPECIAL NOTE
This sequential framework that is Visual Language I (II, and III) should be viewed as an organic system that can be altered and/or augmented to fit the specific needs of the classroom. With this in mind, it is highly recommended that the Visual Lan-guage I exercises be assigned in the order that they are presented so as to maximize development.
Additionally, these exercises are not meant to displace any popular pre-existing art projects that provide a fun creative experi-ence for many, many students. The se-quential framework provided here is
STANDARDS
Kindergarten Literacy: CCSS.ELA-LIT-ERACY.RL.K.4, CCSS.ELA-LITERACY.RL.K.5, CCSS.ELA-LITERACY.RI.K.3, CCSS.ELA-LITERACY.SL.K.1, CCSS.ELA-LITERACY.SL.K.2, CCSS.ELA-LIT-ERACY.SL.K.3, Kindergarten Math: CCSS.MATH.CONTENT.K.CC.A.1, CCSS.MATH.CONTENT.K.G.A.2, CCSS.MATH.CONTENT.K.G.A.3, CCSS.MATH.CONTENT.K.G.B.4, CCSS.MATH.CONTENT.K.G.B.5, CCSS.MATH.CON-TENT.K.G.B.6
1st Grade Literacy: CCSS.ELA-LITERA-CY.RI.1.1, CCSS.ELA-LITERACY.RI.1.3, CCSS.ELA-LITERACY.RI.1.4, CCSS.ELA-LITERACY.RI.1.6, CCSS.ELA-LIT-ERACY.SL.1.1. , CCSS.ELA-LITERACY.SL.1.2, CCSS.ELA-LITERACY.SL.1.3, 1st Grade Math: CCSS.MATH.CON-TENT.1.G.A.1, CCSS.MATH.CON-TENT.1.G.A.2,
2nd Grade Literacy: CCSS.ELA-LITERA-CY.RI.2.4, CCSS.ELA-LITERACY.RI.2.7, CCSS.ELA-LITERACY.SL.2.1, CCSS.ELA-LITERACY.SL.2.3 2nd Grade Math: CCSS.MATH.CON-TENT.2.G.A.1,
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VISUAL L ANGUAGE I (K-3)
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STEPS:
www.davinciinitiative.org
See attached documentation.
3rd Grade Literacy: CCSS.ELA-LITERA-CY.RI.3.4, CCSS.ELA-LITERACY.SL.3.1, CCSS.ELA-LITERACY.SL.3.3, 3rd Grade Math: CCSS.MATH.CON-TENT.3.G.A.1
National Visual Arts Standards K-4: 1.a, 1.d, 2.c, 3.b,
MATERIALS
The materials for the Visual Language I exercises can be determined by classroom availability and the individual wishes of the teacher. Exercises may be carried out with plain paper, graphite pencil, crayon, marker, colored pencil, watercolor, acrylic, and construction paper of various colors. Additionally, some exercises may require glue, scissors and additional objects like paper plates. Please see individual exercise sheets for any specific materials required.
BASIC STRATEGY
The Visual Language I exercises echoes the same visual element chronology as Anthony Waichulis’ Language of Drawing and Language of Painting programs. The general sequence is as follows: DOT, LINE, SHAPE, VALUE, and COLOR. You may see COLOR and VALUE trade order fromKindergarten to third grade as some con-cepts essential to VALUE and COLOR are more complex and thus are not addressed until the latter.Visual Language I combines current day art projects found in most K-3 classrooms and infuses them with the LoD/LoP gener-al sequence of development. This strategy aims to successfully balance familiarity and tradition with focused practice and efficiency.
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VISUAL L ANGUAGE I , II , IIIAdapted from the Ani Art Academy’s Language of Drawing and Language of Painting Programs
“Learning to design is learning to see, an adventure that gets more and more captivating the further you go.”Oliver Reichenstein
The Visual Language program is a strategic sequencing of visual arts exercises designed to develop visual literacy and communication skills in the most effective and efficient manner possible. Echoing the same rational sequence of skill building from the celebrated Waichulis curricula, The Visual Language system seeks to develop visual literacy and communication skills that will allow students to successfully interact and contribute to a global environment that is increasingly dependent on visual stimuli.
Each grade repeats the same journey connecting dots with line, configuring lines into both shapes and values, marries value to shape to yield form, and then ignites each element with the magnificent contributions of color. Repetition is a key component for this learning model however great care was taken to embed it into a myriad of various arenas. For example, the earliest exercises in these K-12 adaptations place the same focus on dot-line repetition that is found in the successful Waichulis curricula--however--this repetitions is hidden in a number of matching challenges, connect-the-dot projects, guiding tracings and puzzles. Additionally, this variety presents significant opportunities for collateral contributions to other areas of study.
Visual Language I, II and III follows a theoretically sound process and rational sequence that is inherent to most successful educational systems. It is highly recommended that while teachers may customize the content of the individual sections, the overall hierarchy of development should remain intact. (Dot-Line-Shape-Value-Color-Form.)
Cover sheet will divide key sections for easy navigation and planning. Additional cover sheets for particular exercises may be added to help teachers understand why a certain project may be beneficial.
In addition, exercise sheets will contain a program version or “depth-route” indicator that will rate a particular exercise’s impact for better planning based on available classroom hours. While each grade follows the same sequential pattern of the Dot, Line, Shape, Value*, Color, Form* – worksheets will now contain a depth code of A,B, or C: “A” representing a course with minimal hours to invest, “B” representing intermediate, and “C” representing a robust course. This way teachers can effectively and efficiently strategize with a clear and quick reference based on their time.
* Value and Form are not introduced until 2nd grade.
‘Strengthening indicators’ can also be found on certain assignment pages. These indicators will suggest potential exercises within the overall curriculum (if applicable) that will allow a student to try their hand at an early activity that may better prepare the student for the marked challenge. (For example – on a particularly challenging grade 4 Line assignment sheet you may see a strengthening exercise recommendation for a Grade 3 exercise, Line section, Page 7.)
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VISUAL L ANGUAGE I , II , III
1st Grade
DOT LINESHAPEVALUECOLORFORM
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First Marks 1st Grade 3
dot
line
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Basic Line 1st Grade 4
straight
curved
zigzag
wavy
broken
spiral
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Basic Line 1st Grade 5
straight
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Basic Line 1st Grade 6
curved
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Basic Line 1st Grade 7
wavy
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Basic Line 1st Grade 8
zigzag
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Basic Line 1st Grade 9
broken
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Basic Line 1st Grade 10
spiral
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With a straight line, connect the dots that match.
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Connect the Dots 1st Grade 11
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Connect the Dots 1st Grade 12
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Connect the Dots 1st Grade 13
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Connect the Dots 1st Grade 14
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Connect the Dots 1st Grade 17
With a straight line, connect the dots that match.
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Connect the Dots 1st Grade 18
With a straight line, connect the dots that match.
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Connect the Dots 1st Grade 19
With a straight line, connect the dots that match.
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Connect the Dots 1st Grade 22
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Connect the Dots 1st Grade 23
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GeneralExample
The Connect-the-Dots portion of this Lesson Plan framework can use any
Connect-the-Dots exercises of increasing difficulty that the teacher
deems appropriate. The following examples were acquired online.
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Connect the Dots 1st Grade 25
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Connect the Dots 1st Grade 26
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Connect the Dots 1st Grade 27
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Connect the Dots 1st Grade 28
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Connect the Dots 1st Grade 29
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Connect the Dots 1st Grade 30
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VISUAL L ANGUAGE I , II , III
1st Grade
DOT LINESHAPEVALUECOLORFORM
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Basic Shape 1st Grade 32
triangle
square
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Connect the dots along the lines to reveal a shape.
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Basic Shape 1st Grade 33
diamond
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Basic Shape 1st Grade 34
circle
oval/ellipse
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Connect the dots along the lines to reveal a shape.
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heart
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Basic Shape 1st Grade 35
Connect the dots along the lines to reveal a shape.
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pentagon
crescent
1
2
3
45
1
2
3
4
Basic Shape 1st Grade 36
Connect the dots along the lines to reveal a shape.
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Basic
Sha
pe 1
st G
rade
37
Prac
tice
thes
e ba
sic sh
apes
.
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Basic
Sha
pe 1
st G
rade
38
Prac
tice
thes
e ba
sic sh
apes
.
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Basic
Sha
pe 1
st G
rade
39
Prac
tice
thes
e ba
sic sh
apes
.
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Basic
Sha
pe 1
st G
rade
40
Prac
tice
thes
e ba
sic sh
apes
.
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Basic
Sha
pe 1
st G
rade
41
Prac
tice
thes
e ba
sic sh
apes
.
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VISUAL L ANGUAGE I , II , III
1st Grade
DOT LINESHAPEVALUECOLORFORM
42
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Basic Color 1st Gradecolor
YellowYellow orange
orangered orange
redred Purple
Purple Blue Purple
BlueBlue Green
GreenYellow Green 43
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Basic Color 1st Gradecolor
YellowYellow orange
orangered orange
redred Purple
Purple Blue Purple
BlueBlue Green
GreenYellow Green 44
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color Basic Color Mixing 1st Grade
M I X I N G45
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co
lor
M I
X I
N G
Basic
Col
or M
ixin
g 1s
t Gra
de
46
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Basic Color 1st Grade
GeneralExample 47
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GeneralExampleBasic Color 1st Grade 48
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GeneralExampleBasic Color 1st Grade 49
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1 2 3 4
Color by numbersBear
GeneralExampleBasic Color 1st Grade 50
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Color by numbersGingerbread Man
1 2 3 4
GeneralExampleBasic Color 1st Grade 51
![Page 56: VISUAL LANGUAGE 1st GrAdE - Mrs. Lowery's ART Studiobaloweryartstudio.weebly.com/uploads/5/8/2/1/58210205/visual_lang… · Visual Language I is a strategic sequenc-ing of educational](https://reader034.vdocuments.site/reader034/viewer/2022043007/5f943869e0a08165133ca901/html5/thumbnails/56.jpg)
Color by numbersFlower
1 3 4 52 6
GeneralExampleBasic Color 1st Grade 52
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Color by numbersMonsters
1 3 4 52 6 7 8GeneralExampleBasic Color 1st Grade 53
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Picture FindGeneralExampleBasic Color 1st Grade 54
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Picture FindGeneralExampleBasic Color 1st Grade 55
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Emotions
GeneralExampleBasic Color 1st Grade 56
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Trace and Color 1st Grade 57
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Trace and Color 1st Grade 58
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Trac
e an
d C
olor
1st
. Gra
de59
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Trace and Color 1st Grade 60
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Trace and Color 1st Grade 61
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fun
wit
h s
hape
s ex
erci
se in
stru
ctio
ns
You
will
nee
d:Sh
eets
of W
hite
or C
olor
ed C
onst
ruct
ion
Pape
rSc
issor
sPa
per p
late
sG
lue
or G
lue
Stic
kC
rayo
ns, M
arke
rs, o
r Pen
cils
The
follo
win
g pr
ojec
ts a
re m
eant
to b
e co
mpl
eted
in
a se
quen
ce o
f inc
reas
ing
diffi
culty
. Com
plet
ed
proj
ect i
llust
ratio
ns o
n th
e ex
erci
se sh
eet a
re
prin
ted
smal
l to
cons
erve
spac
e.
Inst
ruct
ions
:Cu
t alo
ng th
e da
shed
line
s. A
rran
ge c
ut o
ut sh
apes
on
any
colo
r pap
er y
ou w
ish u
sing
the
illus
trat
ion
as a
gui
de. G
lue
shap
es o
nto
the
pape
r. Fo
llow
an
y ad
ditio
nal i
nstr
uctio
ns fo
und
on th
e ex
erci
se
shee
t. F
or e
xam
ple,
som
e pr
ojec
ts m
ay re
quire
co
lorin
g, tr
acin
g, a
nd d
raw
ing.
Opt
iona
l sup
plie
s:St
raw
sG
litte
rLe
aves
Bran
ches
G
oogl
y ey
es
Not
e:A
ll of
the
exer
cise
s can
be
subs
titut
ed w
ith co
nstr
uc-
tion
pape
r ins
tead
of p
rinte
r pa
per.
Teac
hers
can
dra
w
outli
nes o
f the
shap
es.
62
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Cut a
nd A
ssem
ble
1st.
Gra
de
Cut
out
the
shap
es o
ut o
f any
col
or c
onst
ruct
ion
pape
r you
cho
ose.
A
dd
any
ele
men
ts y
ou c
hoos
e.
63
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Cut
out
the
shap
es o
ut o
f any
col
or c
onst
ruct
ion
pape
r you
cho
ose.
Ad
d a
ny e
lem
ents
you
cho
ose.
Cut a
nd A
ssem
ble
1st.
Gra
de
64
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Cut a
nd A
ssem
ble
1st.
Gra
de 65C
ut o
ut th
e sh
apes
out
of a
ny c
olor
con
stru
ctio
n pa
per y
ou c
hoos
e. A
dd
any
ele
men
ts y
ou c
hoos
e.