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Learning Activities (1) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (16)

ALEX Learning Activities  
   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

Subject: Arts Education (K)
Title: Expressing Feelings Using Colors
Description:

The teacher will read My Many Colored Days by Dr. Seuss or use an online video to show the book being read aloud. The students will color printouts of each animal in the story and use color to show their mood on a person-shaped printout. Students will cut and glue the printouts to craft sticks to create stick puppets, then use the stick puppets to retell the story to a partner.

This activity was created as a result of the Arts COS Resource Development Summit.



ALEX Learning Activities: 1

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ALEX Classroom Resources  
   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (2) 3 :
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

Subject: Arts Education (K - 2)
Title: Finding the Animals: A Visual Exploration of Art
URL: http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson21.html
Description:

Students will analyze Jan Brueghel's painting The Entry of the Animals into Noah's Ark focusing on shape, color, and texture.  They will choose their favorite animal and draw it using color and lines to imitate the texture of the animal's skin, feathers, or fur.  


   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

Subject: Arts Education (K)
Title: A Glittery, Starry Night
URL: https://sargentart.com/lesson-plan/a-glittery-starry-night/
Description:

Students will analyze Vincent van Gogh's Starry Night.  The students will finger paint the sky using tempera paint and glitter paint.  They will use construction paper and oil pastels to create the building, ground, and trees, causing a three-dimensional effect. 


   View Standards     Standard(s): [ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Subject: Arts Education (K)
Title: Straight and Curved Lines in Letters
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson2.pdf
Description:

Students will identify curved and straight lines in letters.  They will use straight and curved lines to draw letters in their artwork. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 


   View Standards     Standard(s): [ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 6 :
6) Share and talk about the art they are creating.

a. Use art vocabulary: line, shape, color, and pattern.

Example: Use the book Lines that Wiggle by Candace Whitman.

Subject: Arts Education (K)
Title: Line Stations
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson3.pdf
Description:

Students will create straight, curved, and zigzag lines using a variety of materials.  They will describe the art they are creating. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 


   View Standards     Standard(s): [ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

Subject: Arts Education (K)
Title: From Shapes to Animals
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson4.pdf
Description:

Students will use circles, squares, rectangles, and triangles to create an animal character.  They will add details with colored pencils.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 


   View Standards     Standard(s): [ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 4 :
4) Identify safe and non-toxic art materials, tools, and equipment while sharing.

Example: Scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.

Subject: Arts Education (K)
Title: Straight-Sided Shapes in Collage
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson5.pdf
Description:

Students will identify basic straight-sided shapes like rectangle, triangle, and square.  They will cut straight-sided shapes and use them to make a collage.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.    


   View Standards     Standard(s): [ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 4 :
4) Identify safe and non-toxic art materials, tools, and equipment while sharing.

Example: Scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay.

Subject: Arts Education (K)
Title: Textures in Clay
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson7.pdf
Description:

Students will make imprints in a clay tile using a variety of textures.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  


   View Standards     Standard(s): [ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

Subject: Arts Education (K)
Title: Making My Own Colors
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson9.pdf
Description:

Students will mix two primary colors to create a secondary color. They will create a pattern of shapes and make a monoprint.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  


   View Standards     Standard(s): [ARTS] MUS (0) 1 :
1) Explore and experience music concepts.

Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.

[ARTS] VISA (0) 1 :
1) Engage in self-directed exploration and imaginative play with art materials.

a. Use motor skills to create two-dimensional art.

Examples: Finger painting, watercolors, paper collage, and rubbings.

b. Use motor skills to create three-dimensional art.

Examples: Rolling, folding, cutting, molding, pinching and pulling clay.

[ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

Subject: Arts Education (K)
Title: Patterns
URL: http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/kindergartenlesson10.pdf
Description:

Students will identify visual and auditory patterns.  They will create a stamp using a block and adhesive foam.  They will make a pattern using the stamp and paint.  Assessment rubric, letter to parents, and lesson plan included in PDF. 


   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Subject: Arts Education (K)
Title: George Bellows
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/george-bellows.html
Description:

Students will analyze the painting, New York, by George Bellows. They will create their own cityscape using colored paper and oil pastels. 


   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

[ARTS] VISA (2) 3 :
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

[ARTS] VISA (2) 5 :
5) Create an artwork using found and/or recycled objects.

Examples: Use objects such as leaves, rocks, paper tubes, egg cartons, etc.
Use book A Day with No Crayons by Elizabeth Rusch.

[ARTS] VISA (2) 12 :
12) Interpret art by identifying the mood or feeling suggested by a work of art through subject matter and visual qualities.

Examples: Talk about color qualities and composition in Pablo Picasso's The Old Guitarist.

Subject: Arts Education (K - 2)
Title: Joseph Cornell
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/joseph-cornell.html
Description:

Students will analyze Untitled (Medici Prince) by Joseph Cornell.  They will build a box using found objects and various art supplies.  


   View Standards     Standard(s): [ARTS] MUS (0) 15 :
15) Demonstrate how a specific music concept is used in music.

Example: Respond with purposeful movement to the steady beat of a piece of music.

[ARTS] MUS (1) 16 :
16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.

Example: Move in response to repeated phrases music and justify choices made.

[ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Wassily Kandinsky
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/wassily-kandinsky.html
Description:

Students will analyze the painting, Improvisation 31 (Sea Battle), by Wassily Kandinsky.  They will listen to a piece of music and paint the melody, mood, and repeated patterns they hear. 


   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Subject: Arts Education (K - 1)
Title: Claude Monet
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/claude-monet.html
Description:

Students will analyze the painting, The Artist's Garden at Vétheuil, by Claude Monet. They will paint a garden scene. 


   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (1) 12 :
12) Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

[ARTS] VISA (2) 3 :
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

Subject: Arts Education (K - 2)
Title: Georgia O'Keeffe
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/georgia-okeeffe.html
Description:

Students will analyze the painting, Jack-in-the-Pulpit No. 3, by Georgia O'Keeffe.  They will examine a flower.  Then, they will draw and paint the flower. 


   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (0) 12 :
12) Interpret art by identifying subject matter and describing relevant details.

Example: Answer questions such as, "What do you see?" or "How does this art make you feel?"

Subject: Arts Education (K)
Title: Raphael
URL: https://www.nga.gov/education/teachers/lessons-activities/pre-k/raphael.html
Description:

Students will analyze the painting, Saint George and the Dragon, by Raphael. Students will create a mask with a brave animal face. 


   View Standards     Standard(s): [ARTS] VISA (0) 3 :
3) Build skills by following a sequence of steps to create art that expresses feeling and ideas.

Examples: Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods.

[ARTS] VISA (1) 3 :
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

[ARTS] VISA (2) 3 :
3) Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle.
Create a real or imagined home.

[ARTS] VISA (3) 3 :
3) Describe and use steps of the art-making process while creating works of art/design.

Subject: Arts Education (K - 3)
Title: A Unique Drawing Experience
URL: https://kinderart.com/art-lessons/drawing/unique-drawing-experience/
Description:

Students will follow a sequence of steps to create art. Teacher will instruct students to draw different lines, shapes, and colors.  Students will display work and compare and contrast the pieces of art.  


ALEX Classroom Resources: 16

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