ALEX Resources

   View Standards     Standard(s): [SC2015] (1) 3 :

3 ) Investigate materials to determine which types allow light to pass through (e.g., transparent materials such as clear plastic wrap), allow only partial light to pass through (e.g., translucent materials such as wax paper), block light (e.g., opaque materials such as construction paper), or reflect light (e.g., shiny materials such as aluminum foil).

[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.

This is a STEAM activity that allows students to reinforce their knowledge of materials that allow and do not allow light to pass through an object. The students will build an opaque Lego tower and use its shadow to create a piece of artwork.

This activity results from the ALEX Resource Gap Project.

   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.

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) 5 :

31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.

Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.

Examples: he, me, she, go, no

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.

Examples: sh, th, ch, wh, ng, ck

e. Encode words with vowel-consonant-e syllable patterns.

Examples: hike, spike, joke, dime, make

f. With prompting and support, encode words with the common vowel teams and diphthongs.

Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch.

Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.

Examples: cliff, hill, pass

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.

Examples: have, give, save

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.

Examples: am, at, can, he, we, be, in, it, came, like

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.

Examples: said, are, to

m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Examples: dogs, wishes, jumping, jumped, faster, fastest

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Examples: hear/here; for/four; to/too/two.

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.

[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.

Students will analyze illuminated letters.  They will tell personal stories and illustrate them.  Students will illuminate a letter that represents the most important part of their story.  

   View Standards     Standard(s): [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) 6 :

6) Use art vocabulary while creating art.

a. Apply primary and secondary colors in a work of art.

Example: Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.

b. Apply line, shape, texture in a work of art.
Line: Horizontal, vertical, diagonal, straight, curved, dotted, broken, or thick/thin.
Shape: Geometric and organic.
Texture: Smooth or rough.

Example: Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.

Students will analyze works of art by Wassily Kandinsky and Sonia Delaunay. They will name basic lines and shapes. They will follow sequential steps in creating an abstract work of art. They will mix primary colors to create secondary and tertiary colors to paint their work.  

   View Standards     Standard(s): [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) 5 :

5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

[ARTS] VISA (1) 6 :

6) Use art vocabulary while creating art.

a. Apply primary and secondary colors in a work of art.

Example: Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.

b. Apply line, shape, texture in a work of art.
Line: Horizontal, vertical, diagonal, straight, curved, dotted, broken, or thick/thin.
Shape: Geometric and organic.
Texture: Smooth or rough.

Example: Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.

Students will identify horizontal, vertical, and diagonal lines in art and buildings.  They will use these lines to draw buildings.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 

   View Standards     Standard(s): [ARTS] VISA (1) 2 :

2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[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) 4 :

4) Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Example: Show the students how to properly store the brush.

[ARTS] VISA (1) 6 :

6) Use art vocabulary while creating art.

a. Apply primary and secondary colors in a work of art.

Example: Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.

b. Apply line, shape, texture in a work of art.
Line: Horizontal, vertical, diagonal, straight, curved, dotted, broken, or thick/thin.
Shape: Geometric and organic.
Texture: Smooth or rough.

Example: Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.

Students will use a variety of textiles (cord, ribbon, string) to create a collage using vertical and horizontal lines. They will measure the lines and balance the number and spacing of vertical and horizontal lines.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [ARTS] VISA (1) 2 :

2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[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) 4 :

4) Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Example: Show the students how to properly store the brush.

Students will identify geometric and organic shapes. They will draw an organic shape and then draw a building around it using geometric shapes. Fill the geometric shapes with oil pastels, leaving the organic shape empty.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [ARTS] VISA (1) 2 :

2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[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) 11 :

11) Compare and/or contrast similar images, subjects, or themes.

Examples: Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring.

Students will identify textures in art.  They will make rubbings of five different textures.  Students will display their art and classmates will identify the surface of the rubbing. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 

   View Standards     Standard(s): [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) 4 :

4) Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Example: Show the students how to properly store the brush.

[ARTS] VISA (1) 6 :

6) Use art vocabulary while creating art.

a. Apply primary and secondary colors in a work of art.

Example: Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.

b. Apply line, shape, texture in a work of art.
Line: Horizontal, vertical, diagonal, straight, curved, dotted, broken, or thick/thin.
Shape: Geometric and organic.
Texture: Smooth or rough.

Example: Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.

Students will identify primary and secondary colors.  They will mix secondary colors and use them to paint dabs and strokes to create art.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   

   View Standards     Standard(s): [ARTS] VISA (1) 2 :

2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[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) 5 :

5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

Students will create a landscape collage with a dominant feature.  They will use their rubbings and painted art from previous lessons.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [ARTS] VISA (1) 2 :

2) Explore and experiment with a range of art materials.

a. Create two-dimensional art.

Examples: Family portrait or gadget printing.

b. Create three-dimensional art.

Examples: Pinch pots or found-object sculptures.

[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) 6 :

6) Use art vocabulary while creating art.

a. Apply primary and secondary colors in a work of art.

Example: Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.

b. Apply line, shape, texture in a work of art.
Line: Horizontal, vertical, diagonal, straight, curved, dotted, broken, or thick/thin.
Shape: Geometric and organic.
Texture: Smooth or rough.

Example: Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.

Students will identify examples of radial symmetry. They will practice making a radial design with a piece of paper.  Then, they will trace lines on a styrofoam plate. Using the styrofoam plate and ink, they will make a print.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in on PDF.  

   View Standards     Standard(s): [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 (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.

Students will read and discuss the story Wings by Christopher Myers.  They will listen to and analyze Short Ride in a Fast Machine by John Adams.  They will create a collage of wings and connect it to the book and music.  They will share their artwork and how it was influenced by the music and book. 

   View Standards     Standard(s): [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) 2 :

2) Explore personal interests and curiosities with a range of art materials.

a. Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting.

Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

b. Create three-dimensional art.

Examples: Clay animals and pipe cleaner sculptures.

Use a book about clay, When Clay Sings by Byrd Baylor.

[ARTS] VISA (3) 1 :

1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[ARTS] VISA (4) 3 :

3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design.

[ARTS] VISA (5) 1 :

1) Combine ideas to develop an innovative approach to creating art.

Students will analyze the painting, Person in the Presence of Nature, by Joan Miró. They will create a creature that could live in the landscape in the painting. 

   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.

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.

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) 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) 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.

Students will analyze Beasts of the Sea by Henri Matisse.  They will create a piece of art using colored paper cut into different shapes.  

   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.

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.

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) 5 :

31. Apply knowledge of grade-appropriate phoneme-grapheme correspondences and spelling rules (or generalizations) to encode words accurately.

a. Encode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words, while using some knowledge of basic position-based rules for spelling English words in closed syllables.

Examples: /k/=k before i, e, or y as in kit; /k/= c before a, o, u, or any consonant as in cup, cat, cop; /k/= -ck after an accented short vowel as in duck, back, rock, pick, deck

b. Encode consonant-vowel (CV) words using knowledge of open syllable patterns.

Examples: he, me, she, go, no

c. Encode words with two-consonant blends in beginning position, including blends that are commonly confused with other spellings, by distinguishing the placement and action of the lips, teeth, and tongue during articulation.

Examples: cl, bl, sl, tr, cr, sk, st, sl, sm, sn, sp, sw, dr, br, bl

Note: Many students spell the tr blend with digraph ch because of the confusion of the coarticulation of the /t/ and /r/ sounds. Many students spell the dr blend with the letter j because of the confusion of the coarticulation of the /d/ and /r/ sounds.

d. Encode words with consonant digraphs using knowledge that one sound may be spelled with two letters.

Examples: sh, th, ch, wh, ng, ck

e. Encode words with vowel-consonant-e syllable patterns.

Examples: hike, spike, joke, dime, make

f. With prompting and support, encode words with the common vowel teams and diphthongs.

Examples: ee, ea, oa, ai, a, au, aw, oi, oy, ou, ow, oo, igh

g. With prompting and support, encode words with vowel-r combinations ar, or, er, ir, and ur.

h. With prompting and support, encode words with final /ch/ sound spelled -ch and -tch.

Examples: /ch/= ch after a consonant, vowel-r, or vowel team as in munch, bunch, porch, smooch
/ch/= tch after a short vowel sound as in hatch, crutch, ditch

i. With prompting and support, encode words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound.

Examples: cliff, hill, pass

j. Encode words with final /v/ sound, using knowledge that no English word ends with a v.

Examples: have, give, save

k. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences.

Examples: am, at, can, he, we, be, in, it, came, like

l. Encode grade-appropriate high frequency words that follow regular phoneme-grapheme correspondences and patterns in all but one position, pointing out the part of the word that does not follow the regular pattern.

Examples: said, are, to

m. Encode words with suffixes -s, -es, -ing, -ed, -er, and -est.

Examples: dogs, wishes, jumping, jumped, faster, fastest

n. With prompting and support, encode words with common prefixes re-, un-, and mis-.

o. With prompting and support, encode frequently confused homophones, using knowledge of English and meaning to facilitate learning.

Examples: hear/here; for/four; to/too/two.

Note: To is a preposition which begins a prepositional phrase or an infinitive. Too is an adverb meaning "excessively" or "also." Two is a number. Many other words in English which reflect the number two are spelled with tw: twin, twice, between, tweezers.

[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.

Students will draw an imaginary adventure.  The adventure can be a place they have visited or a new place and include the transportation, people they will see, and activities they will do. 

   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.

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.