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I. Slide 3: Quick Write. Before beginning this module, write your responses to the following questions in
your own words:
a. What is visual art?
b. What types of experiences have you had with the visual arts?
c. How do you feel about visual arts, either as a participant or as an observer?
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II. Excerpts from the California Frameworks about the Visual Arts
Slide 4: Based on the framework excerpt from Kindergarten, what are some things kindergarten students
should be doing in visual arts?
Some things kindergartners should be doing in visual arts are nature walks, to identify patterns on
flowers or the shape of a leaf. Students should also be able to notice the repetition of patterns like
brickwork. In addition, students should be able to recognize perspective such as noticing that objects
tend to be larger close-up and smaller when farther away. Within their kindergarten class, children
should also be able to show feelings through geometric shapes and lines. Once they understand the
basics, students are then expected to be able to analyze as well as compare their artwork to those of
other artists.
Slide 5: Based on the framework excerpt from Grade 2, how does the teaching and learning of visual arts
change by grade 2?
By grade 2 students have more independence and control over their artwork. In this grade students are
also taking field trips to local museums and understanding the distinctions between the art of various
cultures. Children will also be able to critique their own work and determine how well they did on their
project.
Slide 6: Based on the fifth-grade framework excerpt, what are students doing by fifth grade?
Based on the grade 5 framework excerpt, students should be understanding the multiple principles of
design to apply to their own works of art. Here students focus on refining their work and using
different methods to express their art such as drawings, sculpture, mixed media, and digital media.
Students also further their ability to assess their own work and explaining what they would like to alter
or improve their art.
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III. Slides 7-8: Elements of Art: Watch the videos on the elements of art and take notes (and draw if you
want) about each element
Element Notes
● line is the path created when an object moves from one point to another.
Line ● lines are made when you draw or paint marks on a paper or canvas, or
materials such as wood, glass, and metal are bent or shaped.
● lines can also be made by photographers.
● lines can be horizontal, vertical, or diagonal, straight, curved or freeform,
light, dark or all of those things.
● rough lines, smooth, implied, zig-zag, jagged, bold.
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● artists often feature the natural textures of the materials they use or
textures uniquely created and formed by hand.
● textures are an expressive tool artists use to reinforce their overall
messages.
I. Slide 9: Principles of Art: Watch the You Tube Video on the elements of art and take notes (and draw if
you want) about each principle.
Principle Notes Describe how this principle can be
applied to the painting Starry Night by
van Gogh
● things that are opposites ● orange highlights within the stars
Contrast (clouds + cacti). and celestial bodies against
● by color - red and green yellow and white
● landscape - water and land ● dark and light blue hues
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Slide 11: There are some variations in the list of art and design principles. How is the list of design principles
from the Getty different than the list above?
The descriptions of the design principles provided by the Getty are more in-depth and include more
vocabulary than was mentioned in the chart above.
Slide 12 & 13 Read the article Direct Instruction vs. Arts Integration: A False Dichotomy by Arnold Aprill which
discusses the issue of direct instruction (art discipline centered) in the arts versus integration.
Respond: Write a short paragraph using the following two questions as a guide:
• Why does Aprill call it a false dichotomy?
• What does he believe about arts instruction
Aprill states that there is a false dichotomy between direct instruction in the arts and arts-integrated teaching
and learning. One of the main issues behind the dichotomy is a lack of funding in schools to have full art
lessons. This lack of funding has also led to art instructors being in the classroom less and resources are not as
abundant. With schools placing more focus on rasing test scores in math and reading, less attention is being
put on arts education because it does not carry the same importance. Aprill believes that through a quality
education in the art, student’s understanding of other academic subjects grows. “Serious arts integration
results in extraordinary artwork that is both conceptually compelling and aesthetically sophisticated. Rigorous
approaches to arts integration not only promise to deepen thinking in other academic areas but also promise
to deepen thinking in the arts” (Aprill, 2).
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Watch the 12-minute video Elements of Art: Color, Space, and Texture ( K-2)
https://www.teachingchannel.org/videos/elements-of-art-lesson
Response Questions:
1. What are some of the objectives/goals of Mrs. Davidson’s lesson?
3. What are some of the things that Mrs. Davidson modeling during the different parts of her lesson?
Why is modeling important?
Mrs. Davidson would stop to ask students if they could come up with the principles of art, and would
continuously check in to monitor their memory of the content they had learned the day before.
Modeling is important because it gives a student their introduction to new material, from that initial
observations, students should be able to demonstrate their understanding through activities.
4. How do the students apply the elements of art to a mixed media art project?
Students used tin foil and paints to create an underwater scene. To create the fish, they use the tin foil
as well as watercolor paint to get the texture of the ocean. Students also add salt to the paint with
pulls the color up from the paint to create light and dark areas.
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Response Questions:
1. What art and design principle does this art lesson focus upon?
From analyzing art, students gain more understanding regarding sustainability and balance within the
ecosystem. Students also can identify consumers and producers, apart of the same habitat. At the end
of the lesson, the teacher asked the students and created a discussion asking them overall if they
thought it was a balanced ecosystem located in the piece of art.
Resources: See slides 17-19 for resources for your lesson plan and for later when you are teaching.