ALEX | Alabama Learning Exchange

Joan Miró

Classroom Resource Information

Title:

Joan Miró

URL:

https://www.nga.gov/education/teachers/lessons-activities/pre-k/joan-miro.html

Content Source:

Other
National Gallery of Art

Type:

Learning Activity

Overview:

Students will analyze the painting, The Farm, by Joan Miró. They will imagine and draw their favorite place.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Visual Arts	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. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Reflect, Refine, Continue Essential Questions: EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate? Concepts & Vocabulary: Art Artwork Collaboratively Collage Cool colors Warm colors Elements of Art Color Line Shape Imaginative play Play Portfolio Primary colors Principles of design Pattern Printmaking Skill Examples: Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings. Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay. Work with a partner to create works of art. Working in small groups, use recycled materials to create artworks. 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. Read the book Lines that Wiggle by Candace Whitman to explore different styles of line. Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay. Use symbols to help tell a personal or make-believe story. Manipulate art media to create textures and patterns. Identify and use organic and geometric shapes to create works of art. Show respect for self and others while making and viewing art. Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors. Use patterns in designing colored stripes on the shirt of a person you know. Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking. Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header. Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
Arts Education ARTS (2017) Grade: K Visual Arts	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?" Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: People gain insights into meanings of artworks by engaging in the process of art criticism. EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Concepts & Vocabulary: Art Artwork Collaboratively Collage Cool colors Warm colors Elements of Art Color Line Shape Imaginative play Play Portfolio Primary colors Principles of design Pattern Printmaking Skill Examples: Identify art in their community, such as landscaping, etc. Communicate the ideas and stories he/she sees in a work of art. Recognize and point out basic elements of art in their own artwork and that of others. Describe the meaning in the marks they make on paper. Compare a photograph or painting of a vase to a real vase. Explain what they think a piece of artwork means. Listen carefully to the point of views of others and recognize that people have different opinions and responses. Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?" Explain why they like or do not like a piece of artwork. Explain why he/she likes or dislikes his/her own artwork.
Arts Education ARTS (2017) Grade: K Visual Arts	14) Create art that tells a story about a life experience. Example: Create an artwork showing a personal experience. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 10: Synthesize and relate knowledge and personal experiences. Process Components: Interpret Essential Questions: EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking? Concepts & Vocabulary: Art Artwork Collaboratively Collage Cool colors Warm colors Elements of Art Color Line Shape Imaginative play Play Portfolio Primary colors Principles of design Pattern Printmaking Skill Examples: Create an artwork showing a personal experience. Distinguish among paintings, drawings and sculptures. Describe what they see in a selected work of art and how it makes them feel. Make connections between their personal experiences to what they see in works of art. Discuss as a class why people make and enjoy works of art. Explore their environment and experiences for art-making ideas.
Arts Education ARTS (2017) Grade: 1 Visual Arts	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. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Reflect, Refine, Continue Essential Questions: EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate? Concepts & Vocabulary: Complementary colors Contrast Curator Elements of Art Texture Landscapes Portrait Positive/ negative space and shape Principles of design Repetition Variety Secondary colors Still life Technique Venue Skill Examples: Work with a partner or small group to create an artwork. Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills. Create two-dimensional artworks using a variety of gadgets for printmaking. Use paint media to create paintings of family portraits or a favorite memory. Create three-dimensional artworks such as clay pinch pots or found-object sculptures. View a step-by-step demonstration of an artistic technique. Properly clean and store art materials. Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors. Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie. Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares. Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple). Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe. Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes. Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.
Arts Education ARTS (2017) Grade: 1 Visual Arts	12) Interpret art by categorizing subject matter and identifying the visual qualities. Example: Compare images that represent the same subject. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Perceive, Analyze, Interpret Essential Questions: EU: People gain insights into meanings of artworks by engaging in the process of art criticism. EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art? Concepts & Vocabulary: Complementary colors Contrast Curator Elements of Art Texture Landscapes Portrait Positive/ negative space and shape Principles of design Repetition Variety Secondary colors Still life Technique Venue Skill Examples: Identify the basic elements of art in a work of art through group discussion. Discuss how people create works of art to communicate ideas and serve different purposes. Investigate how a select work of art was created. Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary. Connect the stories in works of art to the cultures they represent. Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design. Compare images that represent the same subject matter. Connect visual stories with literary stories. Share their art-making processes with peers Classify/ group art work by portraits, landscapes and still life.

Tags:

draw, Joan Miro

License Type:

Custom Permission Type
See Terms: https://www.nga.gov/notices/terms-of-use.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

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This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Joan Miró