Visual Arts Curriculum Guide Grade 1

Grade 1 Visual Arts
1	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	- Identify the use of basic art elements (color, line, shape, value, texture) in personal work and those of others. - Introduce secondary colors and the color wheel - identify the use of variety of line, patterning using line, texture and shape.	- Using the color wheel, review the primary colors and introduce the secondary colors. - Demonstrate how to achieve variations of line, patterns, texture and shape with various media.	- Use construction paper to make a still life using primary and secondary colors. - Using tempera in primary colors, create a personal totem pole.	- Teacher observation. - Category game. - Teacher-generated rubric to assess use of primary and secondary colors in still life.	- Read and discuss Colors: A First Discovery Book by Jeunesse & Bourgong. - Show how one can mix colors using overlays. - Help prepare a class pallette arranging samples of colors cut from magazines. Classify and label as primary and secondary. Display in class for reference.	- Colors: A First Discovery Book by Jeunesse & Bourgong, Scholastic - Hooked on Drawing by Sandy Brooke
Grade 1 Visual Arts
2	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Demonstrate an awareness of body and proportion through representations of the human figure and basic facial structure.	Show how to draw the facial features and body proportions in the correct placement.	- Draw a clown using appropriate facial and body proportions. Make a figure that bends at knees and elbows. - Make leaf rubbings into creatures by adding drawn details.	- Self assessment. - Teacher observation.	- Draw characters from literature being studied. - Draw a portrait of his/her family. - Create a collage of different facial expressions either drawn or cut from magazine ads. Label with appropriate vocabulary.	- Kids Create by Laurie Carlson - Adventures in Art by Susan Milord
Grade 1 Visual Arts
3	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Demonstrate skill in visual perception of the environment, using the basic components of composition (horizon line, size relationships).	- Demonstrate variations of line, patterns, texture, shape, and various media. - Read and discuss Gaugin: Eyewitness Art.	- Create a landscape using watercolor wash and cut paper. - Trace hands in various positions and fill each one with a different line pattern.	Teacher observation.	Analyze illustrations of books such as Snowy Day by Ezra Jack Keats or Pancakes for Breakfast by Tomie De Paola, and identify horizon lines and changes in sizes.	- Snowy Day by Ezra Jack Keats - Pancakes for Breakfast by Tomie De Paola - Gaugin: Eyewitness Art
Grade 1 Visual Arts
4	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Use art vocabulary to describe, discuss, and communicate about the visual arts.	Share example of art works (masterpieces, picture books, and/or student's works). Facilitate discussion related to the identification of basic art elements within the piece. Introduce an age appropriate art vocabulary pertaining to techniques and elements.	Make texture rubbings of everyday objects using - art paper and pencil - art paper and crayon - art paper and chalk Compare rubbings. Identify objects from rubbings.	Teacher observation/assessment of student discussion.	Make a poster of art vocabulary word and example from magazine or another source for classroom display.	Adventures in Art by Susan Milord
Grade 1 Visual Arts
5	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	View each other's work and show respect for personal work and the work of others.	- Encourage students to share their ideas and work in a positive manner. - Facilitate brainstorming of positive response starters for giving feedback. - Use as follow-up to art activity.	- Share a positive comment related to work shown by classmate. - Use appropriate art vocabulary.	Teacher observation.	- Generate a list of positive comment starters to display in classroom. - See "Shell" we Gather at the Sea? activity from Zounds!, p. 5.	- Adventures in Art by Susan Milord - Zounds!
Grade 1 Visual Arts
6	Outcome (The student will...)	Instructional Strategies (The teacher may...)	Learning Activities (The student may...)	Assessment	Extension (The student will...)	Resources
	Create artwork with multicultural connections.	Show and demonstrate techniques and styles that are unique to specific cultures. Ex.: Inuit people (Eskimos) Could use illustrations from picture books to present a variety of examples.	Using geometric shapes, create a composition. Ex: Arrows to the Sun Changes, Changes Identify shapes found in illustrations and in personal composition.	Teacher observation.	Make a Buffalo Robe: Use an old paper bag, cut an uneven edge. Crumple, wash with tea to age it. Add geometric shapes cut out of construction paper.	- Hands Around the World by Susan Milord - Arrows to the Sun - Changes, Changes - Multicultural Books to Make and Share by Susan Klapuchscinski Gaylord - The Kids Multicultural Art Book by Alexandra M. Terzian