I Saw a Dragon
My artwork is colorful and it is very detailed. I added a little door into the stump. I also added a wand a few spots away from the stump (I added it because I wanted to). My house and my door and my path are all rainbows. My house is the true rainbow, but my door and my path are colorful. I made my mom and dad and me. I am right next to the stump, and my mom and dad are next to a rosebush. My picture represents ‘surprise’ because I would be surprised if I saw a dragon and a unicorn in my yard.
-Rita, 2nd Grade
Students learn how objects can represent an idea (or serve as symbols), and they focus on the Renaissance as a period in which artists often used symbols to tell a story or convey a message. During discussion, students learn how objects can serve as symbols, conveying specific meanings that an artist wants to share. While making art, they use symbols to create an artwork with personally significant meaning. Students finish with colored pencils.
Paper, pencils, erasers, pens, scissors, colored pencils and other coloring supplies of choice Lesson 2: (optional) Tablets or computers
Lesson 2: (optional) The Clip Art Book : A Compilation of More Than 5,000 Illustrations and Designs by Gerard Quinn (Or use a similar book with line-based images for students to copy.)
photocopy 1
Lesson 2: (optional) Copies of popular book pages &/or printouts from clip-art websites
Lesson 1: Trading card sheet with symbols & instructions (one per student, although you could have them share instructions)
Lower_Trading_Cards___Instructions.pdf
L1.L.Group_1_Trading_Cards___Instructions.pdf
Lesson 1: Drawing ABC sheet for reference
Lesson 5: Artist Statement Worksheet
© info: Doodles Academy presents both public domain artworks and works that are protected by copyright in their videos and lessons. The latter are used in accordance with fair use principle, as the images are only being used for educational purposes. If you are the copyright holder of the work of art used for Doodles-Academy.org and do not agree that the use of your image is a fair use, please contact us by email.ELA STANDARDS
WRITING
W.1.2 Write informative/explanatory texts in which a topic is named, some facts are supplied, and a sense of closure is achieved. (Lesson 5: writing an artist’s statement)
SPEAKING AND LISTENING
SL.1.1a Follow agreed-upon rules for discussions. (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.2.1a Follow agreed-upon rules for discussions (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.1.1b Build conversational skill by responding to comments through multiple exchanges. (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.2.1b Building conversational skill by linking peer comments. (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.1.1c Ask questions to clear up confusion about the topics and texts under discussion. (Lessons 1-5: student artwork presentations)
SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. (Lessons 1-5: student artwork presentations)
SL.1.2 Ask and answer questions about key details in a text that is read aloud or about information presented orally &/or through other media. (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.2.2 Recount or describe key ideas or details from a text that is read aloud or from information presented orally &/or through other media. (Lessons 1, 2 and 4: discussing the inspiration image, Lessons 1-5: student artwork presentations)
SL.1.3 Ask and answer questions about a speaker’s message to gain additional information or clarification. (Lessons 1-5: student artwork presentations)
SL.2.3 Ask and answer questions about a speaker’s message to gain additional information, clarification or deepen understanding of a topic. (Lessons 1-5: student artwork presentations)
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, while speaking audibly and in coherent sentences. (Lessons 1-5: student artwork presentations)
SL.1.5 Add appropriate drawings or other visual displays to descriptions to better clarify ideas, thoughts, and feelings. (Lessons 1-5: student artwork presentations)
SL.2.5 Create audio recordings of stories or poems; add appropriate drawings or other visual displays to stories &/or the recounting of experiences to better clarify ideas, thoughts, and feelings. (Lessons 1-5: student artwork presentations)
Creating:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.2.1a: Use observation and investigation in preparation for making a work of art. (lesson 1 & 2, learning symbols about and drawing from linear images)
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.1a: Explore uses of materials and tools to create works of art or design.
VA:Cr2.1.2a: Experiment with various materials and tools to explore personal interests in a work of art or design. (Lesson 1-5, exploring a particular emotion with a variety of materials)
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.2a: Discuss and reflect with peers about choices made in creating artwork (Lesson 1-5, during the artist presentations)
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re8.1.1a : Interpret art by categorizing subject matter and identifying the characteristics of form. (Lesson 1-5, during discussion of the inspiration image, particularly after learning about representative symbols)
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
VA:Cn11.1.1a : Understand that people from different places and times have made art for a variety of reasons. (Lesson 1-5, studying Renaissance artists)
VA:Cn11.1.2a: Compare and contrast cultural uses of artwork from different times and places. (Lesson 1-5, studying Renaissance artists)
Line, shape/form, color
Language Arts (potential of linkage to plays or studies on other Renaissance subject matter) Science (could look at the properties of the pigments that Renaissance artists used) Music (could connect to Renaissance music) Geography (could look at European culture and how it was influenced by location)
|
|
|
