ALEX Classroom Resources

   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] MUS (0) 17 :

17) Apply personal and expressive preferences in the evaluation of music.

[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.

Students will listen to My Many Colored Days by Dr. Seuss, choose their favorite color, and express how it makes them feel.  They will listen to Gymnopedie No. 1 by Erik Satie and draw how the music makes them feel.  They will share their drawings and explain what musical characteristics influenced their drawing.  

   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.

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) 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.

[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.

[ARTS] VISA (2) 6 :

6) Integrate art vocabulary while planning and creating art.

a. Elements of art: line, shape, neutral colors, value, texture.

b. Picture compositions: overlapping, background, horizontal, vertical orientation.

c. Colors in the color wheel: primary, secondary, warm and cool.

[ARTS] VISA (3) 13 :

13) Use learned vocabulary to evaluate artwork based on given criteria.

Students will create a mind map based on the word "creativity."  They will add to the mind map throughout the year as they learn about new artists, vocabulary, and elements of art. 

   View Standards     Standard(s): [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.

[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.

[ARTS] VISA (2) 6 :

6) Integrate art vocabulary while planning and creating art.

a. Elements of art: line, shape, neutral colors, value, texture.

b. Picture compositions: overlapping, background, horizontal, vertical orientation.

c. Colors in the color wheel: primary, secondary, warm and cool.

[ELA2021] (0) -3 :

R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.

[ELA2021] (0) 2 :

2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn.

[ELA2021] (0) 3 :

3. Actively participate in teacher-led choral and shared reading experiences.

Examples: reciting nursery rhymes, songs, poems, stories

[ELA2021] (0) 22 :

22. Use content knowledge built during read-alouds of informational texts by participating in content-specific discussions with peers and/or through drawing or writing.

[ELA2021] (0) 33 :

33. Express ideas orally and connect these ideas through drawing and emergent writing.

[ELA2021] (1) -3 :

R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.

[ELA2021] (1) 2 :

2. Actively participate in shared reading experiences and collaborative discussions to build background knowledge and learn how oral reading should sound.

Examples: read-alouds, oral dramatic activities

[ELA2021] (1) 17 :

17. Use content knowledge built during read-alouds of informational and literary texts by participating in content-specific discussions with peers and/or through drawing and writing.

[ELA2021] (1) 40 :

40. Describe ideas, thoughts, and feelings, using adjectives, drawings, or other visual displays to clarify.

[ELA2021] (2) -3 :

R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.

[ELA2021] (2) 22 :

22. Use content knowledge built during read-alouds and independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

Through multimodal activities, students will explore key elements of design such as color, shape, size, texture, density, and layout to understand and appreciate how these elements combine to convey meaning in Little Blue and Little Yellow, by Leo Lionni. Using art and digital media, they will then create their own designs to express meaning for setting, character relationships, and plot. Students will realize how to use design elements to read images and how meaning in picture books is equally conveyed in both words and images.