I tried to take my imagination and make it into a place. I tried to not use realistic colors. And I tried to make it look like a fantasy. I added some mythical creatures and I made some the animals colors that they wouldn’t naturally be. And I made some of the things that wouldn't normally have features like faces, I made them have features. I tried to make the building simplistic yet detailed at the same time. i wanted it to be small, not huge. And I tried to put a lot of details into the small spaces. I was inspired by the bubbly Japanese Kawii style with lots of pastel colors and nothing too heavy.
-Piper, 5th Grade
In this unit, student artists draw and color their dream house. They build a structure & draw it using observation skills, adding details, and finishing with colors that help to describe it’s environment.
Sharp pencils, copy paper, large paper plate (paper, not styrofoam), dixie cups, paper plates, glue,12x18” drawing paper, eraser, oil pastels
Optional books: library books on a variety of architectural styles and/or tablets or computers for research (see: early finishers)
Lesson 5: Artist Statement (1 per student)
© 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
LANGUAGE
L.3.5a: Distinguish the literal and nonliteral meanings of words and phrases in context. (Lesson 4, introducing concepts of ‘warm’ and ‘cool’ colors.)
L.3.5b: Identify real-life connections between words and their use. (Lesson 4, introducing concepts of ‘warm’ and ‘cool’ colors.)
SPEAKING AND LISTENING
SL.3.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.) (Lessons 1-5, discussion following the ‘inspiration’ image & presentation of artwork.)
SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles. (Lessons 1-5, discussion following the ‘inspiration’ image & presentation of artwork.)
SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles. (Lessons 1-5, discussion following the ‘inspiration’ image & presentation of artwork.)
SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (Lessons 1-5, presentation of artwork.)
SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (Lessons 1-5, discussion following the ‘inspiration’ image & presentation of artwork.)
SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (Lessons 1-5, discussion following the ‘inspiration’ image & presentation of artwork.)
SL.3.1d: Explain their own ideas and understanding in light of the discussion. (Lessons 1-5, presentation of artwork.)
SL.4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. (Lessons 1-5, discussion following the ‘inspiration’ image & presentation of artwork.)
SL.5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (Lessons 1-5, discussion following the ‘inspiration’ image & presentation of artwork.)
SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (Lessons 1-5, presentation of artwork.)
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (Lessons 1-5, presentation of artwork.)
WRITING
W.4.2: Write informative/explanatory texts to examine a topic and convey ides and information clearly. (Lesson 5, writing an artist’s statement describing the reason and intent behind the project.)
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (Lesson 5, writing an artist’s statement describing the reason and intent behind the project.)
W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Lesson 5, writing an artist’s statement describing the reason and intent behind the project.)
W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Lesson 5, writing an artist’s statement describing the reason and intent behind the project.)
W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (Lesson 5, self-assessing their artwork through writing.)
Math Standards
Number & Operations - Fractions
4.NF.B.3.A: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. (Lesson 2, measuring and comparing sizes during observation drawing.)
Geometry
4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. (Lesson 2, measuring and comparing sizes during observation drawing.)
3.G.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. (Lesson 2, drawing their house made up of blocks.)
Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.3a: Elaborate on an imaginative idea. (Lesson 3, when adding details.)
VA:Cr1.1.4a: Brainstorm multiple approaches to a creative art or design problem. (Lesson 2, building a structure to the student’s specifications; Lesson 3, generating details to the student’s specifications after looking at examples of architecture; Lessons 4 & 5, creating a mood or tone using color to the student’s specifications.)
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.3a: Elaborate visual information by adding details in an artwork to enhance emerging meaning. *(Lesson 3, adding details; Lesson 4, finishing with color that shows environment.) *
VA:Cr3.1.5a: Create artist statements using art vocabulary to describe personal choices in art-making. (Lessons 4 & 5, writing and artist’s statement.)
VA:Cr3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly. (Lesson 1-5, during artwork presentations, then during work times.)
Responding: Anchor Standard 7: Perceive and analyze artistic work.
VA:Re.7.2.3a: Determine messages communicated by an image. (Lessons 1-4, inspiration images.)
VA:Re.7.1.5a: Compare one's own interpretation of a work of art with the interpretation of others. (Lessons 1-5, during discussion of the inspiration image.)
VA:Re.7.2.4a: Analyze components in visual imagery that convey messages. (Lessons 1-5, during discussion of the inspiration image.)
Line, Shape/Form, Color, Value, Texture
Proportion/Scale
Mathematics (measuring and comparing sizes), Social Studies (looking at different architectural examples), Geography (architectural examples from different countries)
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