ALEX | Alabama Learning Exchange

All in the Family

Classroom Resource Information

Title:

All in the Family

URL:

http://www.getty.edu/education/teachers/classroom_resources/curricula/arts_lang_arts/a_la_lesson33.html

Content Source:

Other
The J. Paul Getty Museum

Type:

Lesson/Unit Plan

Overview:

Students will analyze a painting depicting a family. They will use modeling clay to create sculptures of family members. They will use markers to add features and hair and clothe the sculpture using scrap fabric or paper. They will create a room for the family members in a diorama box.

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: 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: 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.
Arts Education ARTS (2017) Grade: 2 Visual Arts	14) Create works of art about events in home, school, or community life. 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: Principles of design Balance Brainstorming Composition Concepts Characteristic Elements of art Space Value Expressive properties Foreground Middle ground Neutral colors Resist Skill Examples: Students compare, contrast and discuss how art can reflect artists' personal experiences or interests. Compare materials and techniques in works of art using descriptive language. Identify and share the uses of visual arts outside the classroom. Teacher provides a diverse selection of artworks that represents different times and places for student viewing and discusses subject matter with students. Recognize and respect cultural differences in works of art. Compare and contrast Australian Aboriginal dot painting and Plains Indians pictographs.

Tags:

clay, diorama box, fabric, family, markers, paper, setting

License Type:

Custom Permission Type
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Accessibility

Comments

This lesson spans three 30-45 minute class periods.

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

All in the Family