Instructional Unit One

Goal:  Visual Communication and Production

Objective:

2.1        The student will incorporate unanticipated results of art making into works of art.

            State Core SOL Correlation: None

Instructional Strategies:

The teacher will demonstrate creating artwork from a paint blob.  The teacher could read A Big Mistake by Lenore Rinder.  This illustrates a mistake becoming art.

Suggested Student Activities:

            1.  Complete drawing from a single line

            2.  Straw blowing painting

            3.  Blot painting

            4.  String pulling print

Assessment:

The students will be assessed through their ability to incorporate mistakes or an uncontrollable variable into works of art through:

            1.  discussing possibilities.

            2.  creating a work of art.

            3.  displaying the student work.

 Instructional Unit Two     lupl

Goal:  Visual Communication and Production

Objective:

2.2        The student will use literary sources to generate ides for works of art.

            State Core SOL Correlation: English 2.1, 2.2, 2.3

Math SOL   Science SOL   English SOL   History – Social Science SOL

Instructional Strategies:

The teacher will read such stories as Johnny Appleseed, The Giving Tree, The Seasons of Arnold’s Appletree.  (This is an excellent opportunity to correlate with the second grade classroom teacher.)

Suggested Student Activities:

1.   Create an apple print pattern.

            2.  Draw a shape to a form using the apple shape.

            3.  Illustrate trees showing emotion.

            4.  Create a season collage - using apple trees.

Assessment:

The student will be assessed according to their ability to use a literary source to create works of art through:

            1.  reading a literary source.

            2.  discussing illustrations.

            3.  creating an illustration.

Instructional Unit Three     lupl

Goal:  Visual Communication and Production

Objective:

2.3-1   The students will identify and use secondary colors - orange, violet, and green.

State Core SOL Correlation: English 2.2, Math 2.12, 2.19, 2.20
Science 2.1

Math SOL   Science SOL   English SOL   History – Social Science SOL

Instructional Strategies:

Identify primary and secondary colors in art works such as Marc Chagall’s “The Red Rooster” (Unit 1, Lesson 3, page 11) or Henri Matisse’s “The Snail” (Unit 2, Lesson 4, page 25).  Demonstrate mixing the primary colors to create the secondary colors using tempera paints, watercolors or colored pencils.

Suggested Student Activities:

1.  Create a repeated pattern using primary and secondary colors in tempera.

            2.  Create a gadget print using secondary colors only.

            3.  Create rubbings using secondary colors and crayons or oil pastels.

Assessment:

Students will be assessed according to their ability to identify and create secondary colors through:

            1.  naming colors.

            2.  mixing colors.

            3.  creating a work of art.

            4.  displaying student work.

 

Page 1 - Unit One (SOL 2.1) * Unit Two (SOL 2.2) * Unit Three (SOL 2.3-1)
Page 2 - Unit Four (SOL 2.3-2) * Unit Five (SOL 2.3-3) * Unit Six (SOL 2.4)
Page 3 - Unit Seven (SOL 2.5) * Unit Eight (SOL 2.6) * Unit Nine (SOL 2.7)
Page 4 - Unit Ten (SOL 2.8) * Unit Eleven (SOL 2.9) * Unit Twelve (SOL 2.10)
Page 5 - Unit Thirteen (SOL 2.11,12,13,19) * Unit Fourteen (SOL 2.15) * Unit Fifteen (SOL 2.16)
Page 6 - Unit Sixteen (SOL 2.17) * Unit Seventeen (SOL 2.18) * Unit Eighteen (SOL 2.25RC)
Page 7 - Unit Nineteen (SOL 2.3-2) * Unit Twenty (SOL 2.3-3) * Unit Twenty-One (SOL 2.4)

Back to Second Grade Art Curriculum