|
Fifth Grade Instructional Units: Unit One (SOL 5.2)
|
|
Fifth Grade Instructional Units: Unit One (SOL 5.2)
|
Instructional Unit One
Goal: Visual Communication and Production
Objective:
5.2 The student will use the primary colors and black and white to mix a variety of hues, tints and shades to create a work of art.
State Core SOL Correlations: History and Social Science 5.1, 5.3, 5.6, 5.7, 5.9
5th Grade English SOL *5thGradeScienceSOL
5thGradeMathSOL* 5thGradeHistory and Social ScienceSOLInstructional Strategies:
Discuss vocabulary terms: value, hue, intensity, tint, primary colors, shade and contrast. Show prints that show light areas and dark areas of one color that fades to light or dark and discuss with the class what they see. Example: Paul Klee’s “Rose Garden” or Lee Krasner’s “Easter Lilies” (Unit 2, Lesson 5, pg. 30).
Demonstrate mixing white with a pure color to make tints and black with a pure color to make shades. Use a flashlight or science light to show lighted side and shadow side of a real apple. Discuss: Does the light stop sharply or does it fade gradually to dark? Where is the dark the darkest?
Demonstrate shading with a pencil and have the student make a value chart. Moving from right to left, starting out very light on the right and gradually getting darker, the darkest being on the left.
Suggested Student Activities
1. Draw a simple landscape and paint using tints and shades. (ex. Mountains)
2. Geometric shapes that overlap could be painted with tints and shades as could any subject matter. (ex. fish with scales, butterflies, insects)
3. Design a border (pattern) for a frame and paint it using tints and shades in a pleasing pattern.
Assessment:
The students will be assessed on their ability to mix tints and shades and use them to create an original painting through:
1. production of shades and tints by mixing colors with black or white and painting original art.
2. identification of shades and tints as lighter or darker.
3. critique of student work.
4. display of student work.
Goal: Visual Communication and Production
Objective:
5.4 The student will develop ideas for works of art by conducting research, making preliminary sketches and constructing models.
State Core SOL Correlations: English 5.2, Math 5.8, 5.9, 5.10, 5.11
5th Grade English SOL *5thGradeScienceSOL
5thGradeMathSOL* 5thGradeHistory and Social ScienceSOLInstructional Strategies:
In order for students to develop ideas for works of art it is helpful to understand processes, subject matter, techniques and art media. Looking up a topic on the computer encyclopedia or Internet can provide an enormous amount of information. The teacher might display products or graphic arts (logos, commercials) and ask thought provoking questions: What is the purpose of the object, will it hold up (sculpture), why do we need it (if we need it)?
Suggested Student Activities:
1. Pick a subject from a list of foods or products we use every day. Research and answer the above thought provoking questions and then draw or construct the product they wish to advertise or promote.
2. Bring in small empty boxes of toothpaste or other products. Carefully open the boxes so they are flat and trace the pattern on a stiff sheet of paper. Redesign the box on a stiff sheet of paper and assemble it into a three-dimensional form.
3. Research a topic (ex. insects) and draw sketches of the insect to make a printing plate. Then, using cardboard, sponge, innertube or any other material that can be cut with scissors cut out bug parts and glue them to a wood block or flat piece of cardboard being aware of positive and negative space. Roll ink over and print.
4. Construct a sculpture from a picture they previously drew.
5. Make a foil model of an animal or person in action.
Assessment:
The students will be assessed on their ability to develop ideas for works of art by conducting research, making preliminary sketches and constructing models by:
1. creation of a work of art based on research and models.
2. identification of the elements of art utilized in the product.
3. critique of student art.
4. display of student work.
Goal: Visual Communication and Production
Objective:
5.5 The student will collaborate with others to produce a work of art that characterizes an historical time period.
State Core SOL Correlations: None
Instructional Strategies:
Various forms of resources can be used to provide knowledge about historical events. These might include videos, museum visits, speakers or professionals who specialize in particular history studies, books, history books, encyclopedias, computers and other research materials. The teacher might discuss time periods in history giving examples of several, such as Civil War, American Revolution, Explorers, etc.
Suggested Student Activities:
1. Cut paper scenes using construction paper or collage using scenes from the American Revolution (ex. Boston Tea Party, Paul Revere’s ride).
2. Paper mache characters from history. Puppets or soft sculpture could also be made. (ex. Uncle Sam, Betsy Ross).
3. Paint a mural or picture of a famous event of a particular time period.
Assessment:
The students will be assessed on their ability to collaborate with others to produce a work of art that characterizes an historical time period by:
1. production of artwork with verbal presentation of particular work telling facts the student has learned.
2. identification of a particular time period by looking at a work of art.
3. identification of one or two styles or art during a given historical time period.
4. critique of student work.
5. display of student work.
Page 1 - Unit One (SOL 5.2) * Unit Two (SOL 5.4) * Unit Three (SOL 5.5)
Page 2 - Unit Four (SOL 5.6) * Unit Five (SOL 5.7) * Unit Six (SOL 5.8)
Page 3 - Unit Seven (SOL 5.9) * Unit Eight (SOL 5.10) * Unit Nine (SOL 5.11)
Page 4 - Unit Ten (SOL 5.12) * Unit Eleven (SOL 5.13) * Unit Twelve (SOL 5.14)
Page 5 - Unit Thirteen (SOL 5.15) * Unit Fourteen (SOL 5.16) * Unit Fifteen (SOL 5.17)
Page 6 - Unit Sixteen (SOL 5.18) * Unit Seventeen (SOL 5.19) * Unit Eighteen (SOL 5.20)
Page 7 - Unit Nineteen (SOL 5.21) * Unit Twenty (SOL 5.22) * Unit Twenty-One (SOL 5.23)
Page 8 - Unit Twenty-Two (SOL 5.24) * Unit Twenty-Three (SOL 5.25)
Back to Fifth Grade Art Curriculum
