Week 1 (Aug. 22-26)
Classroom Rules Coloring Sheet
Objective: students will color a worksheet showing the right and wrong expectations of the Art Room.
Materials: crayons, paper
Procedure: After reading “Brand-New Books, Brand-New Pencils” I will go over the rules and expectations for the Art Room. I will give the students the worksheet to color demonstrating/reinforcing the rules. 
Vocabulary: procedure
Art Integration Strategies: browsing (page 180) poster elements (page 181)
compare and contrast (page 181) storytelling (page 195)
Standards: VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.H.2.2 Explore everyday objects that have been designed and created by artists.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.
VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 2 (Aug. 29-Sept.2)
Intro to Line/Line Books
Objective: students will draw and fold a “line book” illustrating eight different types of lines.
Materials: paint, paper
Procedure: After reading “Harold and the Purple Crayon” I will shoe the students seven different kinds of lines. The students will get a worksheet to illustrate along with me in sequential order. For their books to work properly, students will also have to fold their books with my example. 
Vocabulary: straight, curved, bumpy, zig-zag, wavey, curly, dotted,
Art Integration Strategies: sribble and doodle (page 180) shape match (page 180) elements explorations (page 181) compare and contrast (page 181) book parts (page 195)
Standards: VA.K.H.1.2 Follow directions for suitable behavior in an art audience.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.
VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 3 (Sept.6-9)
Shapes Books
Objective: students will draw and fold a “shape book” illustrating eight different types of lines.
Materials: crayons and paper.
Procedure: After reading “The Shape of Me and Other Stuff” I will show the students six different kinds of shapes. The students will get a worksheet to illustrate along with me in sequential order. For their books to work properly, students will also have to fold their books with my example. 
Vocabulary: square, circle, triangle, rectangle, oval, diamond
Art Integration Strategies: sribble and doodle (page 180) shape match (page 180) elements explorations (page 181) compare and contrast (page 181) book parts (page 195)
Standards: VA.K.H.1.2 Follow directions for suitable behavior in an art audience.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.
VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 4 (Sept. 12-16)
Intro to Color/ Color Books
Objective: students will draw and fold a “color book” illustrating seven different colors.
Materials: crayons and paper.
Procedure: After reading “My Many Colored Days” I will show the students seven different colors. The students will get a worksheet to illustrate along with me in sequential order. For their books to work properly, students will also have to fold their books with my example. 
Vocabulary: red, orange, yellow, green, blue, purple, black
Art Integration Strategies: sribble and doodle (page 180) shape match (page 180) elements explorations (page 181) compare and contrast (page 181) book parts (page 195)
Standards: VA.K.H.1.2 Follow directions for suitable behavior in an art audience.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.
VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 5 (Sept. 19-23)
Shapes and Colors (pt.1)
Objective: Students will trace basic shapes and color them using a specific color family (warm/cool).
Materials: shape tracers, crayons, paper
Procedure: After Reading “The Greedy Triangle” the students will trace 3 circles, 3 squares, 3 triangles, and 3 rectangles and color them in. 
Art Integration Strategies: shape blitz (page 180) shape match (page 180) compare and contrast (page 181)
Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.S.1.1 Explore art processes and media to produce artworks.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 6 (Sept. 26-30)
Shapes and Colors (pt.2)
Objective: Students will paint over their shapes with the opposite color family (warm/cool)
Materials: crayon pictures, paint
Procedure: 
students will pain and entire sheet of paper with color after reading the “Big Book of Color.”
Vocabulary: warm colors cool colors
Assessment: The entire paper should be colored. Partial paper is partial credit.
Art Integration Strategies: shape blitz (page 180) shape match (page 180) compare and contrast (page 181)
Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.S.1.1 Explore art processes and media to produce artworks.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 7 (Oct. 3-7)
Shapes and Colors (pt.3)
Objective: Students will paint over their shapes with the opposite color family (warm/cool)
Materials: crayon pictures, paint
Procedure: students will pain and entire sheet of paper with color after reading the “Big Book of Color.”
Vocabulary: warm colors cool colors
Assessment: The entire paper should be colored. Partial paper is partial credit.
Art Integration Strategies: shape blitz (page 180) shape match (page 180) compare and contrast (page 181)
Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.S.1.1 Explore art processes and media to produce artworks.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 8 (Oct. 10-14)
Draw Principal Portraits
Objective: students will draw a portrait of their principal.
Materials:crayons, paper
Procedure: following a reading of “The Principal From the Black Lagoon” students are expected to draw a complete picture of their principal’s face (head, hair, eyes, eyebrows, nose, mouth, ears) 
Vocabulary: portrait
Art Integration Strategies: predict from art (page 195) book parts (page 195) storytelling (page 195)
Standards: VA.K.H.1.2 Follow directions for suitable behavior in an art audience.
VA.K.H.2.2 Explore everyday objects that have been designed and created by artists.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.VA.K.S.1.1 Explore art processes and media to produce artworks.
Week 9 (Oct. 17-21)
Paint a Stripe Pattern
Objective: students will paint a pattern
Materials: paint, paper
Procedure: After reading “A Bad Case of Stripes” students are expected to paint an entire piece of paper will a pattern of their choosing following a demonstration. 
Vocabulary: pattern
Assessment: E: paints an entire piece of paper will a pattern of their choosing S: partial pattern N: Scribble-scrabble
Art Integration Strategies: elements explorations (page 181)
Standards: VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 10 (Oct. 24-28)
Cut-out/Glue Letters and Shirts
Objective: students cut/ paste/ assemble their self portrait bodies Materials: construction paper, pencils, tracers, scissors and glue
Procedure: following a demonstration, students cut/ paste/ assemble their self portrait bodies . 
Vocabulary: portrait self-portrait
Assessment: E: figure is completely constructed correctly S: figure is partially constructed correctly. N: incomprehensible
Art Integration Strategies: compare and contrast (page 181) shape match (page 180)
Standards: VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 11 (Oct. 31- Nov. 4)
Paint Self-Portrait
Objective: students will paint a picture of their face.
Materials: paint, paper
Procedure: following a demonstration, students are expected to paint a complete picture of their face (head, hair, eyes, eyebrows, nose, mouth, ears) 
Vocabulary: portrait self-portrait bristles
Assessment: E: paints a complete picture of their face (head, hair, eyes, eyebrows, nose, mouth, ears S: partial face N: Scribble-scrabble
Art Integration Strategies: create characters (page 195) compare and contrast (page 181) shape match (page 180)
Standards: VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.
Week 12 (Nov.7-11)
Finish Self-Portraits
Objective: students will finish their self-portraits
Materials: construction paper, pencils, tracers, scissors and glue
Procedure: Following a demonstration, students will finish cutting out their portraits, trace their hands, and glue everything together in the right way.
After completing their self-portraits, students will come down to the floor. We will look at a print of Leonardo’s Mona Lisa and compare/contrast it with our self-portraits. Then we will read “Katie and the Mona Lisa.” 
Vocabulary: portrait self-portrait
Assessment:All body parts in the appropriate places=E
Most Body Parts in the right places=S, Most body parts in the wrong places=N
Art Integration Strategies: create characters (page 195) compare and contrast (page 181) shape match (page 180)
Standards: VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.
Week 13 (Nov. 14-18)
Expressive Faces/Suns
Objective: The children make paintings of suns with unique personalities. When combined together, the paintings form a welcoming display. Students will also learn about warm and cool colors.
Materials: paint, paper
Procedure: Talk about the characteristics of the sun (shape, color, and rays) which make it immediately recognizable. Discuss the difference between warm colors (reds, oranges, and yellows) and cool colors (blues, greens, and purples). Warm colors tend to advance or stand out in a painting, while cool colors tend to recede or fall back. Painting the background with a cool color will make the warm color of the sun stand out even more, while filling the background with a warm color will give us the sense of the heat radiating from the sun.
Art Integration Strategies: create characters (page 195) compare and contrast (page 181) shape match (page 180)
Standards: VA.K.C.1.1 Create and share personal works of art with others.VA.K.F.1.2 Identify real and imaginary subject matter in works of art.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 14 (Nov. 21&22)
Thanksgiving Activity
Objective:
Materials:
Procedure:
Art Integration Strategies:
Standards:
Week 15 (Nov. 28-Dec.2)
In the Style of Rodolfo Morales (pt.1)
Objective: After learning about the Mexican artist Rodolfo Morales, the children use his style to make collages.
Materials: paper, prints, pencils
Procedure: Explain to the children that a collage is an artwork made by arranging and gluing materials to a single, flat surface. Tell them about Rodolfo Morales and share examples of his collages. Explain that in the next several sessions they will be making collages using Morales’s style.
Point out some of the characteristics of Morales’s collages:
- The themes, or stories, are fun and playful.
- Hands are over-sized and usually have colorful, round finger nails.
- Backgrounds, or the parts of the picture against which the figures are placed, are filled with a variety of papers.
- Details are made with miscellaneous items such as stickers, ribbons, and string.
- Morales signs his collages by writing his name with pencil on a piece of white paper and gluing it onto the artwork.
Have students draw/plan their pictures.
Art Integration Strategies: compare and contrast (page 181) set the scene (page 195) collages (page 195)
Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.H.1.1 Describe art from selected cultures and places.VA.K.H.2.1 Compare selected artworks from various cultures to find differences and similarities.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.2.1 Generate ideas and images for artworks based on memory, imagination, and experiences.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room. VA.K.H.1.1 Describe art from selected cultures and places.
Week 16 (Dec. 5-9)
In the Style of Rodolfo Morales (pt.2)
Objective: After learning about the Mexican artist Rodolfo Morales, the children use his style to make collages.
Materials: paper, prints, pencils, scissors, glue, glue sticks
Procedure: Explain to the children that in this session they will be adding figures and details to their collages. Discuss again Morales's playful themes in his collages. Review with the children how to attach materials to their collages with glue sticks. Have the children cut out and attach the figures and details to their collages.To sign their work in the style of Morales, the children can write their names on strips of white paper with pencil and glue them to their completed collages.
Art Integration Strategies: compare and contrast (page 181) set the scene (page 195) collages (page 195)
Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.H.1.1 Describe art from selected cultures and places.VA.K.H.2.1 Compare selected artworks from various cultures to find differences and similarities.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.2.1 Generate ideas and images for artworks based on memory, imagination, and experiences.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 17 (Dec. 12-16)
In the Style of Rodolfo Morales (pt.3)
Objective: After learning about the Mexican artist Rodolfo Morales, the children use his style to make collages.
Materials: paper, prints, pencils, scissors, glue, glue sticks
Procedure: Explain to the children that in this session they will be adding figures and details to their collages. Discuss again Morales's playful themes in his collages. Review with the children how to attach materials to their collages with glue sticks. Have the children cut out and attach the figures and details to their collages.To sign their work in the style of Morales, the children can write their names on strips of white paper with pencil and glue them to their completed collages.
Art Integration Strategies: compare and contrast (page 181) set the scene (page 195) collages (page 195)
Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.H.1.1 Describe art from selected cultures and places.VA.K.H.2.1 Compare selected artworks from various cultures to find differences and similarities.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.2.1 Generate ideas and images for artworks based on memory, imagination, and experiences.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 18 (Dec. 19, 20, 21)
New Years’ Resolutions
Objective: Students will draw a New Year’s baby and write yheir resolution on it.
Materials: teacher example, paper, pencils, markers, scissors, and glue
Procedure: Following a demonstration, students will sketch a baby on a pink piece of paper. They will trace the contour of the baby with a permanent marker. The y will erase the pencil lines. They will cut the baby out. They will glue a “diaper” on the baby. Finally, they will write their New Years Resolutions on the baby.
Assessment: Draw/Trace/Cut/Glue/Write Res.= A
Draw/Trace/Cut/Glue=B
Draw/Trace/Cut=C
Draw/Trace=D
Art Integration Strategies: people positions (page 181) special days (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.VA.K.C.2.1 Describe personal choices made in the creation of artwork.VA.K.H.1.3 Explain how art-making can help people express ideas and feelings.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 19 (Jan. 5&6)
New Years’ Resolutions
Objective: Students will draw a New Year’s baby and write yheir resolution on it.
Materials: teacher example, paper, pencils, markers, scissors, and glue
Procedure: Following a demonstration, students will sketch a baby on a pink piece of paper. They will trace the contour of the baby with a permanent marker. The y will erase the pencil lines. They will cut the baby out. They will glue a “diaper” on the baby. Finally, they will write their New Years Resolutions on the baby.
Assessment: Draw/Trace/Cut/Glue/Write Res.= A
Draw/Trace/Cut/Glue=B
Draw/Trace/Cut=C
Draw/Trace=D
Art Integration Strategies: people positions (page 181) special days (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.VA.K.C.2.1 Describe personal choices made in the creation of artwork.VA.K.H.1.3 Explain how art-making can help people express ideas and feelings.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 20 (Jan. 9-13)
Paper Bag Puppets
Objective: The children use paper and glue to turn ordinary paper bags into charming puppets. This assignment will reinforce cutting with scissors, using glue, and learning to contrast colors.
Materials: brown paper bags, construction paper, glue sticks, scissors
Procedure: In this session the children will be making paper bag puppets. Explain that a puppet is a toy person or animal that is controlled by a person’s hand. Place an undecorated paper bag on your hand with four fingers in the folded section. Animate the bag, making it “talk” by opening and closing the folded area. When decorating the puppets, explain that colors that are different, or contrast, will be easier to see. Demonstrate this by placing a piece of paper on top of another that is the same color, such as red on red. Then place the same piece of paper on a different color of paper, such as red on yellow. Ask which is easier to see. Have the children cut and glue paper to their bags to create their puppets.
Art Integration Strategies: create characters (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.C.2.1 Describe personal choices made in the creation of artwork.
VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.H.1.3 Explain how art-making can help people express ideas and feelings.VA.K.H.3.1 Express ideas related to non-art content areas through personal artworks.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.S.1.1 Explore art processes and media to produce artworks.
VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 21 (Jan. 16-20)
Clay Snow Owls (pt.1)
Objective: Students will sculpt a snow owl from clay.
Materials: clay and pencils
Procedure: After reading “Owl Moon” I will show students how to sculpt a clay snow owl: rolling clay into a ball, pressing it around your thumb, pinching eyes, “ears,” and a beak.
Assessment: E= for those students who complete them entire assignment. S= For those students who complete the assignment in a sloppy manner. N= For those incomplete work is incomprehensible.
Art Integration Strategies: elements explorations (page 181) be the sculpture (page 181)
Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.3.2 Practice skills to develop craftsmanship.
VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 22 (Jan. 23-27)
Clay Snow Owls (pt.2)
Paint Snow Owls
Objective: Students will finish painting their clay snow owls.
Materials: sculptures, paint, paint brushes, water cups
Procedure: After reading “Fly by Night,” students will go back to their seat to paint their clay snow owl.
Assessment: E= for those students who complete them entire assignment. S= For those students who complete the assignment in a sloppy manner. N= For those incomplete work is incomprehensible.
Art Integration Strategies: elements explorations (page 181) be the sculpture (page 181)
Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.3.2 Practice skills to develop craftsmanship.
VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 23 (Jan. 30- Feb. 3)
In the Style of Mary Cassatt (pt.1)
Objective: After learning about Mary Cassatt and her pastel drawings, the children use colored chalk to depict a close relationship between two people. * The students will learn about Mary Cassatt and her pastel drawings and work in a style similar of Mary Cassatt using colored chalk. They will learn ways to depict relationships in art
Materials: pencils, colored chalk, paper (brown or gray so the light colors of chalk will show.) prints of Mary Cassatt’s work, spray fixative
Procedure: After looking at Mary Cassatt art prints, explain to the students that their drawings should depict a relationship, or special feeling, between an adult and a child or between two friends. Discuss some ways to show affection, such as holding hands, placing an arm around a shoulder, eye contact, or sharing an activity. Have some of the children demonstrate how arms appear when wrapped around a friend's shoulders or holding a baby. Give the children pencils and paper and have them lightly sketch the basic outline of two figures sharing a relationship. Explain that the pencil lines will be covered with chalk so details, such as facial features, will be added later. Have the children apply the colored chalk to their drawings, reminding them to rest their hands on scrap paper while working over already applied chalk and to gently blow away the chalk dust.
Art Integration Strategies: people positions (page 181) ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 24 (Feb. 6-10)
In the Style of Mary Cassatt (pt.2)
Objective: After learning about Mary Cassatt and her pastel drawings, the children use colored chalk to depict a close relationship between two people. * The students will learn about Mary Cassatt and her pastel drawings and work in a style similar of Mary Cassatt using colored chalk. They will learn ways to depict relationships in art
Materials: pencils, colored chalk, paper (brown or gray so the light colors of chalk will show.) prints of Mary Cassatt’s work, spray fixative
Procedure: After looking at Mary Cassatt art prints, explain to the students that their drawings should depict a relationship, or special feeling, between an adult and a child or between two friends. Discuss some ways to show affection, such as holding hands, placing an arm around a shoulder, eye contact, or sharing an activity. Have some of the children demonstrate how arms appear when wrapped around a friend's shoulders or holding a baby. Give the children pencils and paper and have them lightly sketch the basic outline of two figures sharing a relationship. Explain that the pencil lines will be covered with chalk so details, such as facial features, will be added later. Have the children apply the colored chalk to their drawings, reminding them to rest their hands on scrap paper while working over already applied chalk and to gently blow away the chalk dust.
Art Integration Strategies: people positions (page 181) ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 25 (Feb. 13-17)
In the Style of Mary Cassatt (pt.3)
Objective: After learning about Mary Cassatt and her pastel drawings, the children use colored chalk to depict a close relationship between two people. * The students will learn about Mary Cassatt and her pastel drawings and work in a style similar of Mary Cassatt using colored chalk. They will learn ways to depict relationships in art
Materials: pencils, colored chalk, paper (brown or gray so the light colors of chalk will show.) prints of Mary Cassatt’s work, spray fixative
Procedure: After looking at Mary Cassatt art prints, explain to the students that their drawings should depict a relationship, or special feeling, between an adult and a child or between two friends. Discuss some ways to show affection, such as holding hands, placing an arm around a shoulder, eye contact, or sharing an activity. Have some of the children demonstrate how arms appear when wrapped around a friend's shoulders or holding a baby. Give the children pencils and paper and have them lightly sketch the basic outline of two figures sharing a relationship. Explain that the pencil lines will be covered with chalk so details, such as facial features, will be added later. Have the children apply the colored chalk to their drawings, reminding them to rest their hands on scrap paper while working over already applied chalk and to gently blow away the chalk dust.
Art Integration Strategies: people positions (page 181) ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 26 (Feb. 20-24)
Birds in a Tree
Objective: The children make cut-paper birds for a group mural and then draw pictures of their birds for a booklet to identify each artist.
Materials: pencils, construction paper, glue, scissor, markers
Procedure: Explain to the children that they will be working together to make a mural which is a large display attached to a wall. In this session they will be using paper and glue to make birds to place on the paper tree on the wall. Tell the children that they will be sharing the colored paper on their tables to make their birds. Each child should start by choosing one color of paper. When finished cutting from it, he or she should return the paper to the middle of the table for someone else to use, and then choose another color. Assure the children that there is more of each color if needed. (A scrap paper bin is fun to search through for special and unusual colors.) Explain that the birds need to be large enough to be seen on the tree, but not too large to sit on the branches. Have the children cut and glue their paper birds.
Art Integration Strategies: compare and contrast (page 181) set the scene (page 195) collages (page 195)
Standards: VA.K.S.1.1 Explore art processes and media to produce artworks.
VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
VA.K.C.2.2 Identify media used by self or peers.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.2.1 Generate ideas and images for artworks based on memory, imagination, and experiences.
Week 27 (Feb. 27-Mar. 2)
Paper Bugs/Animals in their Painted Habitats (pt1)
Objective: The children construct bugs with paper and glue, paint their habitats, and attach the bugs three-dimensionally. Students will look at bugs (insects and arachnids) and their habitats and will be taught to use the whole paper.
Materials: paint, paper, scissors, glue, paint
Procedure: Explain to the children that in this session they will be making bugs using paper and glue. In the next session they will be painting the habitats or places where the bugs can be found. While looking at the pictures of bugs, discuss the three main parts of their bodies (head, thorax, and abdomen.) Point out examples, such as ladybugs, where the body parts are hidden by the wings. Explain that insects have six legs and two feelers, while arthropods (spiders) have four legs and no feelers. Discuss other characteristics, such as stingers, mandibles, and distinctive patterns on individual bugs.
Art Integration Strategies: set the scene (page 195) create characters (page 195)
Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 28 (Mar. 5-9)
Paper Bugs/Animals in their Painted Habitats (pt2)
Objective: The children construct bugs with paper and glue, paint their habitats, and attach the bugs three-dimensionally. Students will look at bugs (insects and arachnids) and their habitats and will be taught to use the whole paper.
Materials: paint, paper, scissors, glue, paint
Procedure: Explain to the children that in this session they will be painting the habitats of their bugs. Discuss some places where bugs might be found, such as in a garden, in a hive, or simply in the grass. The children should paint the habitats from the bugs' point of view. For example, a bug in the grass would probably only see very large blades of grass. Emphasize that the children should make the habitats large enough to fill the papers. Have the children paint their bugs’ habitats and set them aside to dry.
Art Integration Strategies: set the scene (page 195) create characters (page 195)
Standards: Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week29 (Mar. 12-16)
Paper Bugs/Animals in their Painted Habitats (pt3)
Objective: The children construct bugs with paper and glue, paint their habitats, and attach the bugs three-dimensionally. Students will look at bugs (insects and arachnids) and their habitats and will be taught to use the whole paper.
Materials: paint, paper, scissors, glue, paint
Procedure: Explain to the children that they will each be gluing their bug onto its habitat using a piece of Styrofoam. This will make the bugs three-dimensional or stand out from the paper. After deciding where to place the bug on the painting, apply glue on one side of the Styrofoam and attach it to the back of the bug. Then apply glue to the other side of the Styrofoam and attach it to the painting.
Have the children place their bugs in their habitats. For fun, the children can bend the legs of their bugs to make them more three-dimensional.
Art Integration Strategies: set the scene (page 195) create characters (page 195)
Standards: Standards: VA.K.C.2.2 Identify media used by self or peers.VA.K.H.1.2 Follow directions for suitable behavior in an art audience.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 30 (Mar. 26-30)
In the Style of Georgia O’Keefe (pt1)
Objective: After learning about Georgia O’Keeffe and her flower paintings, the children fill their papers with single flowers. The students will learn about Georgia O’Keeffe and her flower paintings and make their picture in Georgia O'Keeffe's style. This will increase the childrens’ awareness by painting an object larger than life.
Materials: paint, paper, pencils, and prints
Procedure: After looking at examples of Georgia O’Keefe’s paintings, I will explain that making something larger than life catches our attention and causes us to look at it more closely. Just as Georgia O’Keeffe did, the children will paint single flowers which will fill up their whole paper. I will ask the children to look carefully at the parts of the flowers. Point out the simple shape of an individual petal and how that shape is repeated over and over. Look closely at the center of the flower and its different textures. Talk about the variety of colors on each flower. Using pencils, the children will draw the basic outline or outer edge of their flowers on their paper. Encourage them to draw their outlines so big that they touch or even go off the edge of the paper. Because the pencil lines will be covered by paint, they should wait to add the flower's details.
Art Integration Strategies: ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 31 (Apr.2-6)
In the Style of Georgia O’Keefe (pt2)
Objective: After learning about Georgia O’Keeffe and her flower paintings, the children fill their papers with single flowers. The students will learn about Georgia O’Keeffe and her flower paintings and make their picture in Georgia O'Keeffe's style. This will increase the childrens’ awareness by painting an object larger than life.
Materials: paint, paper, pencils, and prints
Procedure: The children begin their flower paintings, looking very closely at the variety of colors on the petals and in the center of the flowers.
Art Integration Strategies: ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 32 (Apr. 9-13)
In the Style of Georgia O’Keefe (pt3)
Objective: After learning about Georgia O’Keeffe and her flower paintings, the children fill their papers with single flowers. The students will learn about Georgia O’Keeffe and her flower paintings and make their picture in Georgia O'Keeffe's style. This will increase the childrens’ awareness by painting an object larger than life.
Materials: paint, paper, pencils, and prints
Procedure: The children will finish their flower paintings, looking very closely at the variety of colors on the petals and in the center of the flowers. When the paintings of the flowers are completed, the children should choose a color to fill the background. To avoid covering over their flowers when they paint in the backgrounds, suggest that the children leave a little space around the flowers' edges unpainted. The little bit of construction paper showing through will set off the flower nicely and keep some charming paintings from disappearing into the background.
Art Integration Strategies: ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 33 (Apr 16-20)
In the Style of Henri Matisse (pt1)
Objective: After learning about Henri Matisse and his paper cutouts, the children use his style to cut and arrange shapes while making collages. For all ages. Plan 2 to 3 sessions. The students will learn about Henri Matisse and his cutouts while working with postive and negative shapes “drawing with scissors”
Materials: prints, scissors, paper,glue
Procedure: Display as many examples of Matisse’s cutouts as possible. As the children look closely, tell them about his life and his work. Explain that in this session they will be learning to cut and arrange paper as Matisse did to make collages. Explain to the children that Matisse did not use a pencil to draw his shapes. Instead he cut directly into the paper, using his scissors as a pencil. Demonstrate some of the cuts that Matisse made, such as spirals, zigzags, and curves. These are called positive shapes. The holes left in the paper after the shapes have been cut are called negative shapes. Matisse included both positive and negative shapes in his collages. Along with a theme or unifying idea in each of his cutouts, Matisse used a simple palette of only two or three colors, as well as shades (black added) or tints (white added) of these colors. The children should plan the colors and themes for their collages. Have the children choose their background paper, reminding them that this paper is not for cutting. For their shapes, they should choose from the paper designated for cutting. Have them use their scissors instead of pencils and cut directly into the paper, just as Matisse did. Remind them to save their negative shapes along with their positive shapes.
Art Integration Strategies: ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 34 (Apr. 23-27)
In the Style of Henri Matisse (pt2)
Objective: students will draw and fold a “line book” illustrating eight different types of lines.
Materials: paint, paper
Procedure: Explain that in this session the children will be arranging their shapes on the background papers before gluing them in place. Show the children how to overlap shapes while keeping the more interesting parts visible. Point out that Matisse often placed smaller shapes on larger shapes, sometimes building three to four layers in areas. Have the children arrange their cut shapes on their background papers. Glue sticks should be made available only after all cutting and planning have been completed. Be sure the children understand that the glue should be applied to the back of the cut pieces instead of on the background paper.
Art Integration Strategies: ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 35 (Apr. 30-May 4)
In the Style of Henri Matisse (pt3)
Objective: students will draw and fold a “line book” illustrating eight different types of lines.
Materials: paint, paper
Procedure: When all gluing is finished, have the children complete their work with a title.
Art Integration Strategies: ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week36 (May 7-11)
In the Style of William H. Johnson (pt1)
Objective: After learning about William H. Johnson and his paintings of the people with whom he grew up in the rural South, the children use his style to paint portraits of themselves or friends.
Materials: prints, paint, paper, pencils
Procedure: Display as many examples of Johnson’s paintings as possible. As the children look closely, tell them about his life and work. Explain to the children that they will be painting a portrait of themselves or friends, using William Johnson’s style. Point out some of the consistent characteristics of Johnson’s paintings. Shirts and dresses are broken up into simple rectangular shapes. He used bold, flat patterns and color with little or no shading. The backgrounds are simple and stark. The seated people appear to be pasted in front of the bench or chair. He emphasized fingernails and toe nails with white, and often left out noses. Give the children pencils and paper and have them lightly sketch the basic outline of the figures they plan to paint on their paper. Explain that the pencil lines will be covered with paint so details, such as facial features or patterns on the clothing, will be painted on later. When the outlines of the figures are finished, have the children paint the skin color on the portraits and the first layer of color on the clothing.
Art Integration Strategies: people positions (page 181) ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 37 (May 14-18)
In the Style of William H. Johnson (pt2)
Objective: After learning about William H. Johnson and his paintings of the people with whom he grew up in the rural South, the children use his style to paint portraits of themselves or friends.
Materials: prints, paint, paper, pencils
Procedure: Review Johnson’s style. Emphasize his bright colors and his use of flat patterns in the clothing. Point out the simple almond-shaped eyes with white and black, his use of white on fingernails and toenails, and his frequent omission of noses. Explain to the children that they can paint their facial features and patterns on the clothing directly on top of the already dried paint. Have the children paint on the whites of the eyes first. As this dries, they can paint the rest of the facial features, hair, nails and any other details or patterns they choose. They can then return to the eyes to paint on the iris color.
Art Integration Strategies: people positions (page 181) ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 38 (May 21-25)
In the Style of William H. Johnson (pt3)
Objective: After learning about William H. Johnson and his paintings of the people with whom he grew up in the rural South, the children use his style to paint portraits of themselves or friends.
Materials: prints, paint, paper, pencils
Procedure: Review Johnson’s style. Emphasize his bright colors and his use of flat patterns in the clothing. When figures are completely painted, the children should plan a simple background. To guard against covering their figures with the background color, they should leave a little unpainted space around the edges of the figure.
Art Integration Strategies: people positions (page 181) ape the greats (page 195) partial picture preview (page 195)
Standards: VA.K.C.1.1 Create and share personal works of art with others.
VA.K.F.3.1 Create artwork that communicates an awareness of self as part of the community.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.VA.K.O.3.1 Create works of art to document experiences of self and community.VA.K.S.1.1 Explore art processes and media to produce artworks.VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.
VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
Week 39 (May 28-31)
Thumbprint Pictures
Objective: The children learn a basic printing technique by filling their papers with thumbprints and turning them into fun and imaginative characters.
Materials: stamp pads, paper, markers
Procedure: Press your thumb lightly on the stamp pad several times and then press your thumb firmly on the paper. Stress pulling the thumb straight up off the paper to avoid smearing. For each thumbprint, the children must press their thumbs back on their stamp pads to pick up more color. Have the children fill their papers with thumbprints, leaving enough space between each print so that they can draw.
Art Integration Strategies: set the scene (page 195) create characters (page 195)
Standards: VA.K.S.1.1 Explore art processes and media to produce artworks.
VA.K.S.1.2 Produce artwork influenced by personal decisions and ideas.VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media.VA.K.S.3.2 Practice skills to develop craftsmanship.VA.K.S.3.3 Handle art tools and media safely in the art room.
VA.K.C.2.2 Identify media used by self or peers.VA.K.F.1.1 Experiment with art media for personal satisfaction and perceptual awareness.VA.K.O.2.1 Generate ideas and images for artworks based on memory, imagination, and experiences.
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