ELEMENTARY VISUAL ARTS CURRICULUMAuthor Jessica WilsonTheme Music

Kindergarten Primary (3rd Grade) Intermediate (5th Grade)

Title Expression, line and music My Home Town (Collage) Dance Party!

Description By listening to instrumental music, students will explore expressive art through line, rhythm and color Students will begin by watching a video about how Kandinsky would paint to music and show examples of his work. Students will look at storytelling and narrative artwork by Emile Nolde and listen to scores from different movies and identifying the mood and story behind the music. Stu-dents will then create two different prints, one depicting the narrative based on the music and one using lines drawn expressively based on the music. Students will be able to explain the choices behind line and color while portraying the music they hear.

Students will make a painted paper collage using paper that they paint abstractly while listening to jazz music. They will also be cutting out and us-ing pictures from magazines to create a collage of their hometown. To make the painted papers, students will receive 2-3 different colors of con-struction paper. They will be using at least two colors of tempera paint applied directly to the pa-per from the jar and use a wide brush to cover the paper completely. While the paper is still wet (you may need to spray it so it doesn't dry too quickly), students will listen to jazz music and use a toothpick or stick of bamboo skewer to draw lines into the wet paint in response to the music. A scrap sheet of paper students will sketch out ideas for their home town using at least 3 build-ings. Students will cut these shapes out of the painted paper once it is dry. (Stencils can be used if necessary as well as precutting.) Students can begin cutting out images from magazines to add to their collage. After the shapes are laid out the way the student would like they can begin pasting images to the background. Students will be asked to describe their town and describe the choices they made in selecting images an placing them on the final paper.

Students will learn about line, shape color, and balance by using Keith Haring’s work as the basis for a collage about dancing. Students will explore motion and expression by dancing to specific mu-sic. After an introduction to Keith Haring and his work, the students will be divided into two groups, one group will dance and freeze in their pose when the music stops playing. The other group will choose a color of construction paper and draw the outline of there partner in the frozen po-sition. Then the two groups will switch so every-one has completed a drawing. After students are introduced to balance, proportion and overlap-ping, students will begin to cut out their figures and creatively arrange the figures on one white sheet of poster board. After they have pasted their shapes on the board they can add radiating or motion lines around their shape. Students will be able to explain why they placed figures where in order to attain balance and explain the reason-ing behind the colors that they chose.

Practice Studio Pract. 70% Crit/Hist Study 30% Studio Pract. 70% Crit/Hist Study 30% Studio Pract. 70% Crit/Hist Study 30%

Printmaking Expres-sive Line

Expressive ArtPrintmaking Study

PaintingExpressive Line

Expressive ArtStudy of Romare Bearden

CollageDrawing abstract fig-

Study of Keith HaringDance Study

ELEMENTARY VISUAL ARTS CURRICULUMDrawing using expressive line and narrative.

Symbolism Collage uresExpressive dancing

Objectives Students will be able to: Students will be able to: Students will be able to:

• Identify at least 3 feelings or moods associated with a particular song or clip of a song. VA:Pr6-K, a

• Use at least 2 variations of line in each print to convey a rhythm. VA:pr6-K, a

• Create a narrative in one of the prints, explaining the music that cov-ers the entire page. VA:Cr1-K

• Create expressive lines based on Jazz music using at least 2 different colors of paint. VA:Cr2-3, c.

• Combine at least 3 buildings with images from a magazine to portray the students home town. VA:Cr2-3, c.

• Students will compare and contrast their own home town collages with Romare Bearden’s The Block. VA:Pr5-3, a.

• Explore Dance and motion by drawing at least one outline of their classmate danc-ing. VA:Cr2-5, a

• Use at least 2 different methods of compo-sition (Overlapping, balance, Rhythm, Repetition, etc) to create a collaborative collage. VA:Cr2-5, a

• Students will describe at least two ways in which their contribution to the collage aid in the overall composition. VA:Re7-5, a

National Stan-dards

VA:Crl-K, a- Generate and conceptualize artistic ideas and work.

VA:Pr6-K, a- Convey meaning through the presentation of artistic work.

VA:Re8-K, a: Perceive and analyze artistic work.

VA:Cn10-K, a: Synthesize and relate knowl-edge and personal experiences to make art.

VA:Cr2-3, c- Individually and Collaboratively construct representation, diagrams, or maps of places that are part of the students’ every-day lives.

VA:Pr-6-3, a- Identify and explain how and where different cultures record and illustrate stories and history of life through art.

VA:Re8-3, a-Interpret art by analyzing use of media to create subject matter, characteris-tics of form and mood.

VA:Cn11-3, a- Recognize that responses to art change depending on knowledge of the time and place it was made.

VA:Cr2-5, a- Experiment and develop skills in multiple art-making techniques and ap-proaches through practice.

VA:Pr6-5, a- Cite evidence about how an ex-hibition in a museum or other venue presents an idea and provides information about a specific concept or topic.

VA:Re7-5, a- Compare one’s own interpreta-tion of a work of art with the interpretation of others.

VA:Cn10-5, a- Apply formal and conceptual vocabularies of art and design to see sur-roundings in new ways through art-making.

ELEMENTARY VISUAL ARTS CURRICULUMForms 2D 3D 4D 2D 3D 4D 2D 3D 4D

Frames Cultural Subj. Struct. PMod Cultural Subj. Struct. PMod Cultural Subj. Struct. PMod

ConceptualFramework Artwork Artist Aud. World Artwork Artist Aud. World Artwork Artist Aud. World

Key Artists Wassily Kandinsky, Hubert Tereszkiewicz, Julie Lonneman and Emil Nolde

Romare Bearden, Derek Gores, Pablo Pi-casso, Sergio Albaic

Keith Haring, Henri Matisse, Heather Han-son and Edward Degas

Key Artworks Wassily Kandinsky, A Village Street, Year Emil Nolde, Landscape (Red-Yellow-Green)

Romare Bearden, The BlockDerek Gores, Love and Only Love

Keith Haring, 6 figures dancing, Heather Hanson, Emptied gestures

ELEMENTARY VISUAL ARTS CURRICULUMKey Critical Questions (Dis-course)

1. How does Kandinsky use color to express emotion?

(Bright colors-vibrant emotion, dark-sad)

2. What are 2 ways you can alter a line to make it expressive.

(By making it darker or lighter, organic or geometric)

3. When you look at Kandinsky’s “A Village Street” how do the bright colors effect the narrative?

(Peaceful, lively, interesting)

4. Would Emil Nolde’s Landscape have the same effect if it was in black and white?

(No because it wouldn’t capture attention the same way, Yes because it's the same content.)

1. How does Derek Gores use color to make realistic collages?

(He uses colors found in magazines, images of skin to represent skin tones, blending of colors by placing them next to each other, si-multaneous contrast)

2. Why do you think Derek Gores choses to only use recycled magazines to make his artwork?

(He uses images from the media, re-contex-tualizing images)

3. In what ways has Romare Bearden used photomontage to help tell a story about his neighborhood.

(Different material for different buildings, peo-ple, streets)

4. Do you think this project would look differ-ent if we were listening to Opera instead of jazz? If so, why?

(Yes, Opera is slower, more dramatic)

1. How does Kandinsky think about rhythm and color when he places his figures onto the background?

(He uses overlapping and movement, gestu-ral figures)

2. How is Heather Hanson’s way of showing movement different than Haring’s?

(Heather show’s movement more literally by actually moving her body)

3. What do you think Keith Haring is trying to say by using these brightly colored people in his work?

(Diversity should be celebrated, people are different and exciting)

4. What other ways could either of these artists use to show movement and rhythm?

(Line, Repetition)

Vocabulary Discipline (Syntax) Discipline (Syntax) Discipline (Syntax)

Organic, Geometric, Printmaking, Symbols Rhythm, Photomontage, Collage Rhythm, Gestures, Balance, Movement

Academic Academic Academic

Narrative, Expression Narrative Expression Expression, Dance

ELEMENTARY VISUAL ARTS CURRICULUM

Language Modes

Read Write Listen Speak Read Write Listen Speak Read Write Listen Speak

Language Functions

compare/contrast, describe, interpret compare/contrast, describe, interpret analyze, compare/contrast, describe, inter-pret,

Assessments Formative Summative Formative Summative Formative Summative

Guided practice, checklist looking for understanding of ma-terial and attention to rules.

Verbal Assessment requiring students to describe how they used the music to in-fluence narrative and line.

Guided practice, checking for attention to rules and under-standing of pho-tomontage and col-lage

Verbal Assessment asking students to describe their deci-sion making process and reflect on how their collage was in-fluenced by music.Rubric assessing the craftsmanship and at-tention to minimun standard.

Guided Practice, checking to make sure students under-stand and can criti-cize Haring’s work

Group Critique requir-ing students to talk about why they placed their figure where they did and how it impacted the overall composition. Rubric assessing how well they fol-lowed the directions and how well they worked in a group.

Common Core State Stan-dards

CCSS.ELA-Literacy.SL.K.2Confirm understanding of a text read aloud or information pre-sented orally or through other media by asking and answering questions about key details and requesting clarification if some-thing is not understood.

CCSS.ELA-Literacy.RL 4.9Compare and contrast the treatment of simi-lar themes and topics and patterns of events in stories, myths and traditional literature from different cultures.

CCSS.ELA-Literacy.W.4.2. Write Informative/explanatory texts to examine a topic with facts, definitions, concrete details, quotations, or other information and exam-ples related to the topic.

ELEMENTARY VISUAL ARTS CURRICULUMIllustrative Art-work

Artwork Cita-tion

Wassily Kandinsky, A Village Street, Oil on Canvas

Romere Bearden, Jazz, Photomontage Heather Hanson, Empty Gestures, Charcoal on paper

ELEMENTARY VISUAL ARTS CURRICULUM

ELEMENTARY VISUAL ARTS CURRICULUM

ELEMENTARY VISUAL ARTS CURRICULUM

ELEMENTARY VISUAL ARTS CURRICULUM

ELEMENTARY VISUAL ARTS CURRICULUM