ALEX Resources

   View Standards     Standard(s): [SS2010] USS5 (5) 3 :

3 ) Distinguish differences among major American Indian cultures in North America according to geographic region, natural resources, community organization, economy, and belief systems.

•  Locating on a map American Indian nations according to geographic region

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

[ARTS] VISA (5) 1 :

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

Students will each research a different aspect of a specific tribe of Native Americans and combine their ideas to create a work of art/design. 

Students will work in groups to brainstorm, research, and plan a mural to represent the culture of a specific tribe of Native Americans.  

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

   View Standards     Standard(s): [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.

[ELA2021] (3) 33 :

33. Write personal or fictional narratives with a logical plot (sequence of events), characters, transitions, and a sense of closure.

[ELA2021] (4) 35 :

35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure.

[ELA2021] (5) 34 :

34. Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.

Students will explore ancient Roman history.  They will discuss and analyze different stories and images of statues.  They will create a statue and write a narrative about the sculpture.    

   View Standards     Standard(s): [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) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 1 :

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

Students will analyze illuminated manuscripts.  They will identify decorated initials, historiated initials, borders, illuminations, parchment, and scribe.  They will write a fairy tale and illustrate it in the style of illuminated manuscripts. 

   View Standards     Standard(s): [ARTS] VISA (3) 5 :

5) Individually or collaboratively construct representations of places that are part of everyday life.

Examples: Create a two-dimensional or three-dimensional model of school, home, bedroom, or neighborhood.

View and discuss Van Gogh's Bedroom.

[ARTS] VISA (4) 2 :

2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (5) 1 :

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

Students will discuss wildlife - both plants and animals.  They will go outdoors and sketch animals and plants.  They will analyze a still-life painting, Vase of Flowers by Jan van Huysum.  Students will collaborate to make a large collaged still-life.  

   View Standards     Standard(s): [ARTS] DAN (3) 3 :

3) Recognize choreographic devices to create simple movement patterns.

Examples: Retrograde, scramble/deconstruct, transposition, inversion, or fragment.

[ARTS] DAN (4) 1 :

1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or experiences.

[ARTS] DAN (5) 1 :

1) Develop content for choreography using ideas generated from a variety of prompts.

Examples: Spoken word, text, poetry, images, or nature.

[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.

[ELA2021] (3) 35 :

35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.

[ELA2021] (4) 37 :

37. Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.

[ELA2021] (5) 36 :

36. Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.

Examples: first, as a result, therefore, in addition

Students will observe dance movements in drawings and paintings.  Students will work in pairs and do simple gesture drawings of their partner in a dance pose. They will choose a sketch to make a new drawing and paint it with watercolors.  They will write a persuasive essay discussing the importance of dance in schools.  Students will work in groups to choreograph a short dance.    

   View Standards     Standard(s): [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) 2 :

2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (5) 1 :

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

Students will analyze the Pilgrim Flask, identifying that grotesque designs include both ugly and beautiful elements. They will sketch a design of the pilgrim bottle using pencils and a blue crayon.  Students will work in groups to create a grotesque door panel that includes symmetry. They will analyze a grotesque poem and compose a contradiction poem.  

   View Standards     Standard(s): [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 (3) 9 :

9) Identify and explain how and where different cultures record and illustrate stories and history through art.

Examples: Discuss Chauvet cave paintings, Diego Rivera's mural, The History of Mexico, or the Bayeux Tapestry depicting the events of the Norman Conquest.

[ARTS] VISA (4) 2 :

2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (4) 14 :

14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

[ARTS] VISA (5) 1 :

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

Students will explore the history of quilts, uses of quilts, and quilt block patterns.  They will create a pattern for a collage quilt block.  Each student will complete one block to be used in the class quilt.  

   View Standards     Standard(s): [ARTS] VISA (5) 1 :

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

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will identify and draw foreground, middle ground, and background with varying textures.  They will use water-soluble pencils to create atmospheric effects.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

   View Standards     Standard(s): [ARTS] VISA (5) 1 :

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

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will collaborate to compile a list of adjectives describing a hero/heroine. After analyzing Brook Watson's crest, they will design a coat of arms using personal symbols.

   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 (1) 1 :

1) Engage collaboratively in exploration and imaginative play with art materials.

Examples: Work with partner or small group to create an artwork.

Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.

[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) 2 :

2) Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

Examples: Choose from a variety of resources and materials to create a work of art.
Use books Imagine That by Joyce Raymond or Dinner at Magritte's by Michael Garland.

[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.

NGAKids Art Zone is a free iPad app.  It includes eight interactive activities, a sketchbook, and a personal exhibition space.  The activities are designed for children to use independently. 

   View Standards     Standard(s): [ARTS] VISA (5) 1 :

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

[ARTS] VISA (5) 2 :

2) Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.

Students will review attributes of colors. They will explore different pigments and create two different color wheels. Students will paint self-portraits based on selfies taken in class.  

   View Standards     Standard(s): [ARTS] VISA (0) 2 :

2) Explore collaboratively in creative art-making.

Example: Work with a partner to create a project.

[ARTS] VISA (1) 1 :

1) Engage collaboratively in exploration and imaginative play with art materials.

Examples: Work with partner or small group to create an artwork.

Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.

[ARTS] VISA (2) 1 :

1) Brainstorm collaboratively to create a work of art.

[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) 2 :

2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[ARTS] VISA (5) 1 :

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

Students will analyze a variety of artwork. They will make a list of problems and solutions to creating artwork.  Working in pairs, students will collaborate to create a piece of art. 

   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 (5) 1 :

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

[ARTS] VISA (5) 10 :

10) Compare one's interpretation of a work of art with the interpretation of others.

Students will view three small groups of still-life objects.  They will draw at least two objects and use warm colors to create dominance for one object.  Students will compare their art with classmates' art.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 

   View Standards     Standard(s): [ARTS] MUS (3) 17 :

17) Demonstrate and describe how a response to music can be informed by its structure, the use of the elements of music, and context.

[ARTS] MUS (3) 18 :

18) Demonstrate and describe how expressive qualities are used in performers' interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and intent.

[ARTS] MUS (4) 17 :

17) Demonstrate and explain how responses to music are informed by its structure, the use of the elements of music, and context.

[ARTS] MUS (4) 18 :

18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] MUS (5) 17 :

17) Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context.

[ARTS] MUS (5) 18 :

18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent.

Example: Sing music with expressive qualities and summarize expressive intent.

[ARTS] VISA (3) 14 :

14) Create works of art based on observations of surroundings.

[ARTS] VISA (4) 14 :

14) Create works of art that reflect community and/or cultural traditions.

Examples: Create a quilt in the style of the Gee's Bend Quilters.

[ARTS] VISA (5) 1 :

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

Students will identify elements of music in orchestral program music. They will create a mural inspired by orchestral music. 

   View Standards     Standard(s): [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) 1 :

1) Individually brainstorm multiple approaches to an art problem.

Examples: Create lists, sketches, or thumbnail-sketches.

[ARTS] VISA (5) 1 :

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

Students will create scribble art.  They will use three colors to fill the space between the lines.  Students will compare and contrast each work.