Week 1Unit of Study: Linefirst Grading Period

Art – Grade1

Week 1Unit of Study: LineFirst Grading Period

TEKS Grade 1 (Content)

1 A identify similarities, differences, and variation among subjects, using the senses.
1 B identify color, texture, form, line, and emphasis in nature and in the human-made environment.
4 B identify simple ideas about original artworks, portfolios, and exhibitions by peers and others.

/ TEKS Grade 1 (Skills and Processes)

2 A invent images that combine a variety of colors, forms and lines.
2 Cincrease manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
line
Bilingual Word Wall
linea / Scott Foresman Art
Unit 1 – Art In Your World

Lesson 1 – Line
Studio Lesson – Make Lines With String

Supplemental Resources:

Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 1

Optional Resources:

Internet Resources
Carmine’s introductions to line and shape
The Artist’s Toolkit
Visual Understanding in Education
Scott Foresman online tour
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:

question students as they examine line in their environment and in a variety of artworks
facilitate tools and materials needed for painting

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

What kind of lines do you see in the classroom?
How will you form a curved line with string?
Which lines do you like best?

Identify and describe line.
Express ideas by using line in their artwork.
Evaluate original artworks by self and peers..

Structured Overview
Discussions
Concept Mapping
Demonstrations
Creative Problem Solving
Primary Resources

Assessment
Students will identify and recognize art concepts (line) through classroom discussion.
Students will complete a painting with lines made of string.
Students will participate in a class critique of their original artworks.
Before:Engage
Quietly study the images for a few minutes.
Have students describe what they see in the painting.
During:Check for Understanding
Have students list the type of lines that they see in the image.
After:Evaluate
Have students describe and explain why they like certain lines best.
Technology Connection
Sketchbook Journal
Have students create a personal Sketchbook Journal and decorate the cover using their name.
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding

Have students use large crayons to create their paintings.

Art– Grade1

Week 2Unit of Study:MoodFirst Grading Period

TEKS Grade 1 (Content)

1 B identify color, texture, form, line, and emphasis in nature and in the human-made environment
4 A express ideas about personal artworks.
4 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others.

/ TEKS Grade 1 (Skills and Processes)

2 A invent images that combine a variety of colors, forms and lines
2 C increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
mood
Bilingual Word Wall
sentimiento / Scott Foresman Art
Unit 1 – Art In Your World

Lesson 2 – Mood
Studio Lesson – Draw a Feeling

Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 1
Optional Resources:

Internet Resources
Carmine’s introductions to line and shape
The Artist’s Toolkit
Visual Understanding in Education
Scott Foresman online tour
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:

direct studentsand question students as they explore mood in a variety of artwork
organizeand demonstrate the use of materials and tools

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

How do you think the people in this painting feel?
What kind of lines will you use to show this feeling?
How does this artwork make you feel?

Identify and describe different moods.
Demonstrate use of different lines to show emotion in and original artwork.
Describe, analyze, interpret, and judge artworks.

Structured Overview
Discussions
Concept Mapping
Demonstrations
Creative Problem Solving
Primary Resources

Assessment
Students will identify and describe different moods in a variety of artworks through classroom discussion.
Students will complete a drawing of themselves that expresses a mood.
Students will participate in a class critique of their original artworks.
Before:Engage
How do you feel?
Have students study the paintings on pages 22 and 23.
During: Check for Understanding
Have students discuss how the painting make them feel.
After:Evaluate
Have students discuss different ways artist can show different moods.
Technology Connection
For animal and other reproducible picture: Family WorksColoring Pages
Sketchbook Journal
Have students think about someone that does special things for them. Have students draw a special favor a friend did for them.
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding

Have students use a mirror to see how their faces change when they express different moods.

Art – Grade1

Week 3Unit of Study: ShapeFirst Grading Period

TEKS Grade 1 (Content)

1 B identify color, texture, form, line, and emphasis in nature and in the human-made environment.
4 A express ideas about personal artworks
4 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others

/ TEKS Grade 1 (Skills and Processes)

2 A invent images that combine a variety of colors, forms, and lines.
2 B place forms in orderly arrangement to create designs.
2 C increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
shape
Bilingual Word Wall
forma plana / Scott Foresman Art
Unit 1 – Art In Your World

Lesson 3 – Shape
Studio Lesson – Cut and Paste Shapes

question students as they view artworks that illustrate a variety of shapes
facilitate and demonstrate collage techniques

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

What shapes did the artist use in his picture?
What shapes will you need for your composition?
What is your favorite shape in your collage?

Identify and describe shapes.
Demonstrate ho to create a composition made of shapes.
Evaluate original artworks by self and peers.

Structured Overview
Discussions
Concept Mapping
Demonstrations
Creative Problem Solving
Primary Resources

Assessment
Students will identify and describe shapes in artworks and in their environment through classroom discussion.
Students will complete a collage using a variety of shapes.
Students will participate in a class critique of their original artworks.
Before:Engage
Shapes
Have students study the painting on page 26.
During: Check for Understanding
Have students discuss the different shapes the see in the picture.
After:Evaluate
Have students decide if the artist was successful in showing the mood of a parade.
Technology Connection
Sketchbook Journal
Have students arrange and glue precut shapes to make a collage of a family member or a friend.
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding

Have students use pre-cut shapes.

Art – Grade 1

Week 4Unit of Study:SubjectFirst Grading Period

TEKS Grade 1 (Content)

1 B . identify color, texture, form, line, and emphasis in nature and in the human-made environment.
3 B select artworks that show families and groups.
4 A express ideas about personal artworks.
4 Bidentity simple ideas about original artworks, portfolios, and exhibitions by peers and others

/ TEKS Grade 1 (Skills and Processes)

2 A invent images that combine a variety of colors, forms, and lines.
identity simple ideas about original artworks, portfolios, and exhibitions by peers and others.
2 C increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
collage
Bilingual Word Wall
collage / Scott Foresman Art
Unit 1 – Art In Your World

Lesson 4 – Artworks of Families
Studio Lesson – Make a Collage

question students as they view a variety of artworks and discuss subject
facilitate and demonstrate collage techniques

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

What are the family members doing in each artwork?
How did you make your collage special?
What shapes did the artist use to show the people?

Identify and discuss families as subjects.
Demonstrate an understanding of shapes by creating a collage.
Discuss their artwork during class critique.

Structured Overview
Discussions
Concept Mapping
Demonstrations
Creative Problem Solving
Primary Resources

Assessment
Students will identify and discuss subjects in artworks through classroom discussion.
Students will complete a collage using shapes that depicts a family.
Students will participate in a class critique of their original artworks.
Before:Engage
Families
Have students study the two paintings in the textbook.
During: Check for Understanding
Have students discuss what the families in the pictures and doing.
Have students discuss the family unit.
After:Evaluate
Have students decide on what type of shapes they can use in their collage.
Technology Connection
Sketchbook Journal
Have students discuss what their families like to do, what they like to celebrate, and draw a picture.
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding

Have students use pre-cut shapes for their collage.

Art – Grade 1

Week 5Unit of Study:ColorFirst Grading Period

TEKS Grade 1 (Content)

1 A identify similarities, differences, and variation among subjects, using the senses.
1 B . identify color, texture, form, line, and emphasis in nature and in the human-made environment.
4 Bidentity simple ideas about original artworks, portfolios, and exhibitions by peers and others

/ TEKS Grade 1 (Skills and Processes)

2 A invent images that combine a variety of colors, forms, and lines.
2 C increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.
4 A express ideas about personal artworks.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
colors
Bilingual Word Wall
colores / Scott Foresman Art
Unit 1 – Art In Your World

Lesson 5 – Color
Studio Lesson – Paint a Symbol

question students as they discuss color in a variety of artworks
facilitate and demonstrate painting techniques

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

What do the colors show about the mood of this painting?
What symbols do you see on the road?
What does your symbol stand for?

Identify and discuss primary and secondary colors.
Demonstrate understanding of painting technique as they express ideas by painting a symbol.
Discuss their artwork during class critique.

Structured Overview
Discussions
Concept Mapping
Demonstrations
Creative Problem Solving
Primary Resources

Assessment
Students will identify primary and secondary colors classroom discussion.
Students will complete a painting that illustrates an original symbol.
Students will participate in a class critique of their original artworks.
Before:Engage
Have students study the paintingon page36.
During: Check for Understanding
Have students point to the colors in the painting.
After:Evaluate
Have students discuss how the artist was able to show the fun of a children's party.
Technology Connection
.
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding

Have students select a classroom symbols.

Art – Grade 1

Week 6Unit of Study:Mixing ColorsFirst Grading Period

TEKS Grade 1 (Content)

1 A identify similarities, differences, and variation among subjects, using the senses.
1 B identify color, texture, form, line, and emphasis in nature and in the human-made environment.
4 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others

/ TEKS Grade 1 (Skills and Processes)

2 A invent images that combine a variety of colors, forms and lines
2 C increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.
4 A express ideas about personal artworks.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
primary colors
secondary colors
Bilingual Word Wall
colores primaries
colores secundarios / Scott Foresman Art
Unit 1 – Art In Your World

Lesson 6 – Kinds of Colors
Studio Lesson – Mix Colors with Paint

direct andguide students as they discuss primary and secondary colors in a variety of artworks
demonstrate and facilitate materials and tools

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

What two primary colors make green?
How are your colors different from your friends?
Which colors do you like best?

Identify and describe primary and secondary colors.
Demonstrate how to mix primary colors to paint secondary colors in an original painting.
Discuss their artwork during class critique.

Structured Overview
Discussions
Concept Mapping
Demonstrations
Creative Problem Solving
Primary Resources

Assessment
Students will identify and discuss primary and secondary colorsthrough classroom discussion.
Students will complete an original painting in which they mixed the secondary colors.
Students will participate in a class critique of their original artworks.
Before:Engage
What does the painting show?
Have students study the image on page 40.
During: Check for Understanding
Have students identify the colors in the painting.
After:Evaluate
Have students discuss what they thought the artist wanted to show in the painting.
Technology Connection
Sketchbook Journal
Have students draw an object they might see in the playground using primary and secondary colors.
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding

Have students explore what happens when they add different quantities of one color.

Art – Grade 1

Week 7Unit of Study:TextureFirst Grading Period

TEKS Grade 1 (Content)

1 A identify similarities, differences, and variation among subjects, using the senses.
1 B identify color, texture, form, line, and emphasis in nature and in the human-made environment.
4 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others.

/ TEKS Grade 1 (Skills and Processes)

2 A invent images that combine a variety of colors, forms and lines.
2 B identity simple ideas about original artworks, portfolios, and exhibitions by peers and others.
2 C increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
textures
Bilingual Word Wall
textura / Scott Foresman Art
Unit 2 – Look At Art

Lesson 1 – Animal Textures
Studio Lesson – Make a Texture Rubbing

Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 2
Optional Resources:

Internet Resources
Carmine’s introductions to line and shape
The Artist’s Toolkit
Visual Understanding in Education
Scott Foresman online tour
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:

lead students as they explore texture in their environment and artworks
demonstrate and facilitate a variety of media and tools

How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/

What interesting textures can you find outside?
What textures did your rub to make your animal?
What do you like best about this artwork?

Identify and describe textures.
Demonstrate how to use a variety of art media and tools to create different textures.
Discuss their artwork during class critique.

Structured Overview
Discussions
Concept Mapping
Demonstrations
Creative Problem Solving
Primary Resources

Assessment
Students will identify and describe real and pictorial texturethrough classroom discussion.
Students will complete a picture using texture rubbings.
Students will participate in a class critique of their original artworks.
Before:Engage
What do you see in this picture?
Have students study the image on page 53.
During: Check for Understanding
Have students discuss how the artist showed texture in his painting.
After:Evaluate
Have students discuss what the artist wanted people to know about the hen.
Technology Connection
For interactive explanations and examples, click on:
Carmine’s introductions to line and shape
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding

Have students use large crayons or pencils to create their images.

Art – Grade 1