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Fine Arts


Assessment/Activity Worksheet



LEVEL:

One (K-2)

Strand:

I. Perform

Standard:

1. Apply skills and knowledge to perform in the arts.




(VPAA:C1,C2, C3, C4, C5, P1, P2, P4, R1,R4)

Benchmark:

ART.VA.I.1(L1) Identify and use various materials and techniques to

communicate ideas.



Assessment (before, during, after):
Before:

The teacher will identify the colors of the rainbow through the acronym Roy G. Biv and introduce the primary (red, blue, yellow) and secondary colors (orange, purple, green). The supplies needed for this project are paper, brushes, paint, and paper.

The teacher will introduce students to the work of Henri Matisse and show examples of his work.

During:

Students can paint the rainbow by applying dots of color along the flat edge of a four inch foam brush to drag across a sheet of paper. The loaded brush should convey a rainbow if it is applied to the paper with even pressure in an arc. Advanced students can make the secondary colors by blending the primaries on the paper with their brush.

Henri Matisse is very well known for his late career collage work. His work was inspired by the human figure and the rhythm of music. Students can make collage artwork based on the work of Matisse by cutting out colorful shapes representing figures in motion or specific activities. These shapes will be glued to a piece of paper in a meaningful and artistic composition that alludes to the concept of visual rhythm.


After:

Post test: Students should be able to identify the primary and secondary colors either from sight or in a written exam. Students should be able to identify the artist Henri Matisse from examples of his artwork.



Project Rubric: (Use if applicable) Cutting accuracy and creative intent can be measured from finished projects.




Learning Activities/Facts/Information:

Henri Matisse (1869-1954) French painter extraordinaire


Resources:

Tempera paint

Scissors

Crayons


Pencils

Henri Matisse images/web site



New Vocabulary: Acronym, primary colors, secondary colors, collage


Fine Arts

Assessment/Activity Worksheet



LEVEL:

One (K – 2)

Strand:

I. Perform


Standard:

1. Apply skills and knowledge to perform in the arts.




(VPAA:C1,C2, C3, C4, C5, P1, P2, P4, R1,R4)

Benchmark:

ART.VA.I.2(L1) Identify and use materials safely and responsibly.






Assessment (before, during, after):
Before:

Teacher presents materials used for specific art project.



During:

Teacher leads students in proper care and usage of supplies:

Brushes should be held between thumb and forefinger halfway up the handle.

Whether they are placed in a cup of water, dipped into the paint or loaded with paint applied to paper, brushes need to be utilized with minimum pressure and great care.

Markers can stain skin and clothes and should be capped tightly when not in use so they will last longer. Crayons are easily broken and need to be handled with care. Paint can stain skin and clothes and unless it is finger paint, only belongs on the end of a paintbrush or decorating the surface of a work of art.

After:

Proper clean-up of supplies and materials. Since art supplies are a valuable classroom resource with a limited quantity, they must be treated with great care. In many situations art is offered as an elective to a majority of the student body, so consequently more people are dependent upon having reliable and well maintained supplies.






Learning Activities/Facts/Information:

Cloze test of procedures and rationale for a safe, clean, and orderly work space.


Resources:





New Vocabulary:


Fine Arts

Assessment/Activity Worksheet



LEVEL:

One (K – 2)

Strand:

I. Perform

Standard:

1. Apply skills and knowledge to perform in the arts.




(VPAA:C1,C2, C3, C4, C5, P1, P2, P4, R1,R4)

Benchmark:

ART.VA.I.3(L1) Compare, explore, recognize and demonstrate the

elements of art to communicate ideas related to personal experiences.


Assessment (before, during, after):

Before:

The teacher will display the names of a wide range of human emotions on the board. Students will contribute their understanding of the terms as well as share their own experiences and responses to the different emotional states.



During:

The way an artist manipulates paint on a surface can project a sense of the mood of the person doing the painting. Color choices and shapes employed help convey these differing ideas. The teacher will lead a lesson about shapes and colors and how they communicate feelings.

They teacher will show students a range of colors and ask them to identify colors with their feelings at the moment and ask students to defend their reasons. The teacher will show students the difference between shapes with hard edges as opposed to those with blurry edges, as well as the differences between organic and geometric shapes. Shapes, like colors, can have different emotional connotations. The students will be charged with identifying colors, shapes and edges that convey a sense of how they feel at this moment in time.

After:

The teacher can arrange student artwork in small groupings to be considered individually and as part of the group. Students can reflect and talk about their work and the work of others in respectful and thoughtful terms. The teacher can lead a discussion as to what reaction is elicited in the viewer in response to work generated in class.




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