ALEX Classroom Resource

  

Python, Python, What Do You See?

  Classroom Resource Information  

Title:

 Python, Python, What Do You See?

URL:

 http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson31.html

Content Source:

 Other
The J. Paul Getty Museum
Type: Lesson/Unit Plan

Overview:

Students will analyze Python Killing a Gnu by Antoine-Louis Barye.  They will identify a sculpture as three-dimensional. They will explore creating different textures in modeling clay.  They will make a snake with the clay. They will create a three-dimensional setting for their snake.  

Content Standard(s):
Arts Education
ARTS (2017)
Grade: K
Visual Arts
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?
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: 1
Visual Arts
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
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: 2
Visual Arts
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.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist
Skill Examples:
  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.
Tags: 3D, AntoineLouis Barye, modeling clay, Python Killing a Gnu, sculpture, snake, textures
License Type: Custom Permission Type
See Terms: https://www.getty.edu/legal/copyright.html
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments

This plan spans one 20 minute lesson and two 45 minute lessons. 

  This resource provided by:  
Author: Tiffani Stricklin
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