Second+Grade

2014-2015 Archive 2013-2014 Archive 2012-2013 Archive 2011-2012 Archive 2010-2011 Archive GRANITE SCHOOL DISTRICT CURRICULUM MAP [|FOR SECOND GRADE VISUAL ARTS] BTSALP Roles & Responsibilities WEEK OF January 20 - 23rd :

**CAMOFLAGE:**
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 * WEEK OF January 12 - 15th **
 * The American Flag[[file:AMERICAN FLAG ppt.pptx]] **

__**MATERIALS:**__ media type="custom" key="27015842" media type="custom" key="26745366"
 * JASPER JOHNS FLAGS **
 * WEEK OF January 5 - 9th :**
 * __LESSON OBJECTIVES:__ Students will be inspired by the work of Piet-Mondrian, reviewing varieties of squeares, rectangles, vertical and horizontal lines, primary colors and be introduces to BALANCE as a principle of art.**
 * **scissors**
 * **glue sticks**
 * **WHITE CARD STOCK (on blue chair behind computer) - one for each student - their canvas**
 * **red, yellow, blue paper scraps (replenish as needed) - additional materials are on back paper cutter.**
 * **skinny black strips**
 * **ball point pens for artist signatures**
 * (keep tables cleaned up and organized at end of each class)**
 * CONTENT & LANGUAGE OBJECTIVES (DIRECTIONS)**
 * 1) **Show** **[|Piet Mondrian PPT]**
 * 2) **Have students cut a variety of squares and rectangles from each of the primary colors, laying them out on papers - preferrably straight up and down (not tilted or crooked)**
 * 3) **After 15 minutes of organizing masterpiece, have them glue them down in a "balanced" way.**
 * 4) **Add black strips horizontally and vertically to accent their balance, Glue down**
 * 5) **Add artists signature in bottom right hand corner.**
 * [|LINK TO GOOGLE IMAGES OF MONDRIANS'S WORK.]**
 * Link to lesson example:**
 * WEEK OF December 1 - 5th :**
 * WEEK OF October 27 - 30th :**
 * WEEK OF October 20 - 24th - have students come to front of room on floor first video. Prompt them to touch or point to the part of their body with the __Dem Bones__ video song. **

**LESSON OBJECTIVE:** Students will be introduced to the bones in their body, then draw and color a skeleton to outline those bones.
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 * AT SEATS... **

MATERIALS:

 * 9x11 Black Construction paper
 * White crayons or chalk
 * OIL Pastels

CONTENT & LANGUAGE OBJECTIVE:
(Entire drawing will be done in white chalk until they color it in with one bright pastel color)
 * 1) Using the video below, students will follow step by step instructions. You will pause the video between the steps, giving the students time to complete them.
 * 2) At the very beginning stress page orientation (portrait position), location (where on the page)and the size and direction of the shapes and lines. Example - have them point to the top of the page where head goes. Stress the prepositions for placement and have the students repeat them before they draw after each segment of directions.
 * 3) When finished with all the contour drawing, color in with bright pastel color if time.
 * 4) Title "Dem Bones" - Students can write that at the top,

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 * WEEK OF October 6 - 10th **

GRABBER/intro (optional)
Eensy weensy spider Went up the water spout ('Climb' up arm) Down came the rain (Wiggle fingers down from head to waist) And washed the spider out (Throw arms to sides) Out came the sun and dried up all the rain (Raise hands above head, make circle for sun) Now the eensy weensy spider Went up the spout again.

LESSON OBJECTIVE:
Students will be Inspired by Eric Carl's "Very Busy Spider" to create spider web art and create their own spiders. Students will better understand how spiders produce silk and create their own webs.

MATERIALS:

 * one blackline copy of Spiderweb jpeg for each student
 * Ink pads - one for each student, assorted colors are fine or teachers can choose to stick with blackbla
 * fine black felt tip pens

CONTENT & LANGUAGE OBJECTIVE:
===**INTEGRATION, EXTENSION & ASSESSMENT: If time permits....have students share a story with a partner about their spiders and show the two videos at the bottom of this lesson on how spiders make silk and how they create their webs.**=== media type="custom" key="26643098" media type="custom" key="26643184" media type="custom" key="26643174"
 * 1) Students will create spiders with their own prints using __ONE FINGER ONLY__ . Prints should be placed underneath the web.
 * 2) Then add 4 legs on each side of each fingerprints with two eyes.
 * 3) Draw lines to attach the spiders to the web.

WEEK OF SEPTEMBER 29TH:
You need to print the following document on cardstock for each student. Reams of cardstock are on shelf underneath the printer in the back of the room.

LESSON OBJECTIVE:
Students will create their own "accurate art resource" of a color wheel and color theory chart

MATERIALS:

 * printed blackline of "The ABC's of ART" by M.C. Gillis (need to copy attached pdf below)
 * baskets on tables of assorted twistable crayons and color pencils
 * Project the video below while GIVING instruction for primary, secondary, and intermediate colors. Even though it is being done with an iPad app, it shows the colors well and has nice music. Students may layer their colors if they want to play with mixing that way. Or they can just pick their colors as closely as possible.

CONTENT & LANGUAGE OBJECTIVES:
Students will explore the basic concepts of color theory while filling in the information on paper with the proper colors. They will learn and be able to reiterate the following colors.... media type="custom" key="26622540"
 * Primary colors
 * Secondary colors
 * Intermediate colors
 * Warm colors
 * Cool colors
 * Complimentary colors
 * Analogous colors
 * Rainbow colors
 * ASSESSMENT:**
 * 1) **Does coloring show a solid color? (no scribble marks)**
 * 2) **Is all coloring done inside the lines**
 * 3) **Has the student used the proper color as the example**
 * 4) **Could this chart be used to teach from?**

=
Talk first about drawing your face. Oval head (taking up most of the space), then ears in the middle, then hairline from one ear to the next, line for the part of the hair if its a girl, eyes where the ears are in the middle, then nose half way b/w eyes and chin, and lips half way b/w nose and chin (its all about halves or middles). Look at many different hairstyles and how to draw them from the hair line. Use the students for examples when showing this orientation. Color theory will be discussed more when mural is put together.=====

MATERIALS:
5' X 8" Index cards - should be by paper cutter, if not, there are packages under the printer in back of the room. Students create with coloring tools - no pencils first.

=
Using 6 of the tables in the art room, distribute 2 baskets of colors per table - one basket with twistable crayons and color pencils and one basket with the water base markers. One table will be all reds, one all purples, pinks, lavenders, one all blues, one all greens, one all yellows and golds, one all oranges, ....Because they are using markers, pencils and crayons, it will allow for various shades and hues of the same color.===== Encourage best coloring - no scribble marks. Monitor proper use of the twistables and tight marker tips.

CONTENT & LANGUAGE OBJECTIVE:
When finished with portraits, have students add line designs and patterns to the background. Names in bottom right corner "small" or on back of paper. Hold onto these - DO NOT SEND BACK TO CLASS...they will be mounted on a strip of butcher paper showing color theory. The above picture links to lesson website if you would like to look at it.

CONCLUSION & ASSESSMENT: How does portrait compare to the actual artist. Compare. Where would each portrait go on a color wheel.?
===MATERIALS: Double materials and use whole room for classes coming with two teachers (11:20 & 12:50). These classes had to double up to make their schedules work.=== Large heavy white drawing paper (on large paper cutter), graphite pencils (front of room on floor by pencil sharpener - may need to be sharpened), **WEEK 2:** water based color markers (these are in a big tub in back of room and need to be divided out into red baskets and put on the tables)
 * WEEK OF September 8 - 19th (2 week lesson) **

**OTHER RESOURCES:** Assorted cardboard shapes (in ziplocks back of room between cutting board and my desk - these can be mixed up and spread out on the tables so students have lots of choices.)

 * WEEK 2:** Stapled packets of line designs and patterns,

LESSON OBJECTIVES:
The students will review the art elements shape, space, and texture. The student will create a collage using each of these art elements.

CONTENT & LANGUAGE OBJECTIVES:
DEMONSTRATE TRACING UNDER THE DOCUMENT CAMERA - __//pressing down firmly on the shape, holding pencil straight up as the// //tip presses against the edge//__ Before you call your work finished, make sure you have filled your space with your shapes, and have filled each shape with your textures. Mount your work and display for everyone to enjoy. WORK WILL BE MOUNTED ON BLACK CONSTRUCTION PAPER by classroom teachers.
 * WEEK 1:** One way to create space in a work of art is by __overlapping, that is having one shape in front of others.__ Using your cut out shape, trace around the edges in the __**center**__ of your white paper. We will continue tracing shapes, only we want all the other shapes we trace off to look as though they're behind the central shape. To do this, lay your shape somewhere near the central shape. **When tracing the second shape, trace along all lines until you come to the outline of the central shape.** Continue this process until you've filled the paper with overlapping shapes.
 * WEEK 2: U**sing your markers, fill each shape with a different texture. Texture is the quality of a surface. Name different surface qualities furry, rough, smooth, etc. Creating visual texture makes your drawing more interesting. It is not difficult to do, but requires patience. To create a texture, simply come up with some mark (an x for example) and repeat it, letting the mark overlap itself until you fill the area. Look around your room to get ideas and examples for different textures. Once each of your shapes has a texture on it, color in your backgrounds solid.
 * Conclusion:**


 * WEEK OF August 25 - 29th **

CONTENT OBJECTIVES:

 * Learn at least 3 art room procedures
 * 1) Enter and exit art room quietly
 * 2) Only touch art materials when using them
 * 3) Follow directions

LANGUAGE OBJECTIVES:

 * 1) What is the sound of artmaking?
 * 2) What is best audience behavior?
 * 3) Respect turns to talk.

LESSON OBJECTIVES: **LINE**

 * Compose a study of a variety of different lines using both the traditional grip on an art tool and an overhand grip

MATERIALS:
Long strip of white art paper, colored chalk, set of line matching cards.


 * WEEK OF September 22 - 25th **

** LESSON OBJECTIVES: //"An artist is an artist because they use detail, detail, detail." -anonymous-// **
==== **Materials:** White card stock, graphite pencil (no erasers). Pencils are in front of room on floor. Twistable crayons. Mirrors (in cupboard under stereo system.) Only use the mirrors if you can find them.====
 * __ Base Line Self Portrait. __**
 * Students will draw a self portrait, date it and put it away to use as a comparison for improvement at a later date following portrait instruction and practice. **
 * CONTENT & LANGUAGE OBJECTIVES: **

Draw a picture of yourself.

 * 1) ==== Begin with your face and then your whole body. Use a mirror for your face if one has been provided for you. ====
 * 2) ====Include things you like in your drawing.====
 * 3) Put yourself in your favorite place.
 * 4) Add as much detail as you can and put your best effort into it.
 * 5) Add color where appropriate. Match your skin color as accurately as possible. You may need to layer a few colors to get the exact color.
 * 6) Have your teacher save this drawing in a place it can be retrieved and compared at the end of the year.
 * 7) If time, outline in black ink.

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