1st Grade
Mondrian and the city
Lesson2 Days
Project Description: Students will create busy or calm collages based on Mondrian’s paintings (specifically Victory Boogie Woogie) using black, white, red, blue, and yellow pieces of construction paper. They will glue down the pieces to complete their composition and then share their collage with the class. Big Ideas & Related Art Concepts: Views of Reality- Busy culture: Line, Shape, Color, Movement, Repetition, Variety, Order Oneness/Unity: Line, Shape, Color, Movement, Repetition, Order Essential Questions: How are we influenced by the world around us? What does our culture feel like? Is it busy? Calm? Overloaded? Objectives: •Describe sounds and artistic compositions (specifically urban/rural sounds and Mondrian’s paintings) as either “busy” or “calm.” •Create a grid composition using lines and rectangles or squares. •Identify the difference between busy and calm compositions. •Describe musical and artistic compositions (specifically jazz and Mondrian’s paintings) as either “busy” or “calm.” •Describe how the amount of variety in a painting or collage can change how busy or calm it feels/looks. Artworks Studied:
Materials: For students: Large square piece of paper, pre-cut construction paper pieces and lines, pencil and eraser, glue, scissors For teacher: Poster of Victory Boogie Woogie, Jazz songs for stereo, Teacher sample, Book of Mondrian paintings, Introduction Activity Poster, Rules, and vocabulary board NYS Learning Standards met: Visual Arts-Elementary: 1a, 1c, 1e, 3b, 3c, 4b NYS CCLS for English Language Arts, 1st Grade: Speaking and Listening Comprehension and Collaboration: 1a, 1b, 1c, 3 Presentation of Knowledge and Ideas: 4 Language Standards Vocabulary Acquisition and Use: 1e, 1f, 1g, 5c, 6 Lesson Steps:
DAY 1 1. Introduction: Listen to urban and rural noises and identify them as “busy,” “fast,” or “calm.” Compare 2 of Mondrian’s paintings (busy vs. calm). 2. Demonstrate how to arrange black lines and colored squares/rectangles on a square piece of paper to create the base of the collage, deciding whether it will be busy or calm. 3. Students begin arranging the collage. 4. Demonstrate how to carefully glue the pieces on horizontally and vertically, NOT diagonally. 5. Students begin gluing pieces on and then clean up. 6. Closure: Review key concepts from the day and look at several more examples of busy vs. calm compositions. DAY 2 1. Identify squares and rectangles as geometric. Identify red, yellow, and blue as colors in the painting. Accurately identify the tempo of a jazz song played in class and compare it to Mondrian’s painting, Victory Boogie Woogie. 2. Review how to make a collage feel busy or calm and how to use just enough glue. 3. Students complete their collages and later clean up. 4. Closure: “Gallery Walk”- Go around the room and share collages. Ask students to explain how variety and the number of objects make the collage look busier or calmer. 5. Put collages on the drying rack. |
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Lady Darlene Dahlias
Lesson1 Day
Project Description: Students will engage in an activity demonstrating what OVERLAP is and what it does (shows DEPTH). They will follow step-by-step instructions for how to draw half of a dahlia. Then they will explain how to do it a second time and everyone will try it on their own a third time. They may then choose to add insects and will color the flowers with crayon. Big Ideas & Related Art Concepts: Nature: OVERLAP, Shape, Size, Color, Space (DEPTH), Repetition, Composition Essential Questions: How do different parts of nature relate and overlap? (ex: metaphors) Differentiated Instruction: -Examples of types of lines and insects (insects not required) -Use visuals and gestures to accompany verbal descriptions -Kinesthetic learning activated by use of manipulatives in group activity Objectives: •Name the parts of the flower as “center” and “petals” •Explain that showing one thing in front of another is called OVERLAP and OVERLAP can create a real-looking space (DEPTH) •Demonstrate understanding of OVERLAP by placing petals behind one another How Each Objective Will Be Assessed: 1. [Informal, Formative]-verbal discussion 2. [Informal, Formative]- individual and group conversations 3. [Informal, Formative]- Group activity; [Formal, Summative]- depiction of Dahlias in artwork Materials: For students: Drawing paper, Construction Paper Crayons For teacher: Rules Poster, Interactive Dahlia poster with vocabulary, Teacher Sample, Demonstration materials, Poster of types of lines to use, Poster of example insects NYS Learning Standards met: Visual Arts-Elementary: 1a, 1c, 1d, 1e, 3b Vocabulary & Language Demands: Students will identify and properly use these words: OVERLAP, Depth, Dahlia, Petals, Center Students will compare and contrast the sizes of the petals as they grow out from the flower. They will model artistic techniques for one another. Students will construct full sentences based on verbal prompts. |
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