Taj Mahal
-Phoebe, 4th Grade
In this unit, student artists create a landscape of somewhere they have always wanted to see and visit. They then learn about how color can change the ‘mood’ of a painting, and they use the sky and weather to establish that mood in their painting.
Upper__Near_Far_LessonPacket_copy.pdf
Computers or devices that can access both a printer and GoogleMaps Streetview, printer paper, printer ink, printer, rulers, watercolor or heavyweight paper, pencils, erasers, sharpies, acrylic or tempera paint in red, yellow, blue, white, & black, brushes, water cups, rags.
Lesson 3: (for early finishers) UL3.HaikuHandout
Lesson 4: U.L4.Color Schemes (at least one every 2 students),
Lesson 5: Artist Statement Worksheet_U. (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
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) (Lesson 1-4, during discussion of the inspiration image; Lesson 1-5 during artwork presentations.)
SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (Lesson 1-4, during discussion of the inspiration image; Lesson 1-5 during artwork presentations.)
SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (Lesson 1-5 during artwork presentations.)
SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (Lesson 1-5 during artwork presentations.)
SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles. (Lesson 1-4, during discussion of the inspiration image; Lesson 1-5 during artwork presentations.)
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. (Lesson 1-4, during discussion of the inspiration image; Lesson 1-5 during artwork presentations.)
SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Lesson 1-5 during artwork presentations.)
SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (Lesson 1-5 during artwork presentations)
SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles. (Lesson 1-4, during discussion of the inspiration image; Lesson 1-5 during artwork presentations.)
SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (Lesson 1-4, during discussion of the inspiration image; Lesson 1-5 during artwork presentations.)
SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (Lesson 1-5, during artwork presentations.)
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. (Lesson 1-5, during artwork presentations.)"
Writing
W.3.2d: Provide a concluding statement or section. (Lesson 5, writing an artist's statement.)
W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Lesson 3, early finishers write a haiku; Lesson 5, students artists write an artist’s statement, both with worksheet guidance.)
W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Lesson 3, early finishers write a haiku, Lesson 5, students artists write an artist’s statement, both with worksheet guidance.)
W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Lesson 3, early finishers write a haiku; Lesson 5, students artists write an artist’s statement, both with worksheet guidance.)"
Math Standards
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. (Supporting this in Lesson 2, using rulers to draw their buildng or location.)
Anchor Standard 2: Organize and develop artistic ideas and work.
VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials. (Lesson 3-5, finishing their drawing using their choice of brushstrokes and color to depict mood and tone.)
VA:Cr2.1.4a: Explore and invent art-making techniques and approaches. (Lesson 3-5,leaning about and experimenting with different kids of brushstrokes and types of color schemes.)
VA:Cr2.1.5a: Experiment and develop skills in multiple art-making techniques and approaches through practice. (Lesson 3-5,leaning about and experimenting with different kids of brushstrokes and types of color schemes.)
VA:Cr2.3.4a: Document, describe, and represent regional constructed environments. (Lesson 1-2, finding a place/building they would like to visit and drawing it.)
VA:Cr2.3.5a: Identify, describe, and visually document places and/or objects of personal significance. (Lesson 1-2, finding a place/building they would like to visit and drawing it.)"
Responding:
Anchor Standard 7: Perceive and analyze artistic work.
VA:Re.7.1.5a: Compare one's own interpretation of a work of art with the interpretation of others. (Lessons 1-5, discussing the inspiration image.)
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re8.1.5a : Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed. (Lesson 1-5, discussing the inspiration image, specifically lesson 3’s inspiration image where they discuss mood)
VA:Re.7.2.3a: Determine messages communicated by an image. (Lessons 1-5, discussing the inspiration image.)
VA:Re.7.2.4a: Analyze components in visual imagery that convey messages. (Lessons 1-5, discussing the inspiration image.)
Line, color, value, space/perspective
Proportion/scale, balance, unity, emphasis
Language Arts (could study traveling narratives, or stories that take place in other countries or environments. could also assign a region for student to explore, while still letting them pick the place within that region)), Geography (could look at different geographical regions and what types of environments they have.)
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