Kindergarten Curriculum Map

Developed by: Elsbeth Bandli

Subject: Visual Arts
Grade Level: Kindergarten
Timeline: Academic School Year
Central Theory: Aesthetics
Enduring Understanding: Over the course of the year, Kindergartners will
explore a variety of artists, art materials, artistic processes, and self-
expression in order to develop an understanding of aesthetics and answer
the question, “What is art?”. After each project, students will add description
words to the “What is Art?” bulletin board displayed in the classroom. At the
end of the year, each student will reflect on their own answer to the
question, “What is art?”

National Art & Design Standards: Kindergarten

Creating Presenting Responding Connecting
VA:Cr1.1.Ka: Engage VA:Pr4.1.Ka: Select VA:Re.7.1.Ka: VA:Cn10.1.Ka:
in exploration and art objects for Identify uses of art Create art that tells
imaginative play personal portfolio within one’s a story about a life
with materials. and display, personal experience.
VA:Cr1.2.Ka: Engage explaining why they environment. VA:Cn11.1.Ka:
collaboratively in were chosen. VA:Re.7.2.Ka: Identify a purpose of
creative art-making VA:Pr5.1.Ka: Explain Describe what an an artwork.
in response to an the purpose of a image represents.
artistic problem. portfolio or VA:Re8.1.Ka:
VA:Cr2.1.Ka: collection. Interpret art by
Through VA:Pr6.1.Ka: Explain identifying subject
experimentation, what an art museum matter and
build skills in various is and distinguish describing relevant
media and how an art museum details.
approaches to art- is different from VA:Re9.1.Ka: Explain
making. other buildings. reasons for selecting
VA:Cr2.2.Ka: Identify a preferred artwork.
safe and non-toxic
art materials, tools,
and equipment.
VA:Cr2.3.Ka: Create
art that represents
natural and
constructed
environments.
VA:Cr3.1.Ka: Explain
the process of
making art while
creating.
Artists of Study: Kazmir Malevich, Paul Signac, Piet Mondrian, Paul Klee,
Pablo Picasso, Jasper Johns, Suzan Shutan, Georges Seurat, Dale Chihuly
Artistic Styles: Suprematism, Abstraction, Impressionism, Cubism,
Interactive Art, Pop Art, Installation Art, Naturalism, Process Art, Pointillism

Multicultural Inspiration: Chinese Paper Lanterns, African Textiles (Kente

Cloth), Gee’s Bend Quilt Making
Interdisciplinary Inclusion: Reading, Math (Shape Recognition), Science
(Human Anatomy), Architecture, Handwriting, Social Studies

Month, Unit Project Title & Essential Question, Materials Required

& Art Sample Academic Language & “I
Standards Can” Concepts
September Essential Question:  “The Dot” by
Unit 1: Art What is art? Is “detailed” Peter H.
Introduction art better than “simple” Reynolds
VA:Cr1.1.Ka art? What does it mean to  Images of
VA:Cr1.2.Ka have your own art style? “Black Circle”
VA:Cn11.1.Ka Academic Language: by Kazimir
 Aesthetics Malevich and
 Kazimir Malevich “The Pine Tree
 Paul Signac at Saint-
“The Dot”  Pointillism Tropez" by
Introduction to Paul Signac
 Suprematism
Aesthetics  Markers
“I Can” Statements:
 I can create a dot in  Crayons
my style.  White
 I can understand Construction
that everyone Paper
makes art  Scissors
differently.  Colored Scrap
 I can listen to a read Paper
aloud and  Circle
remember what the Template
book was about.  Pencils/Erasers
 I can use a template  Glue Sticks
to trace a circle.
Description & Criteria
Lesson Steps

1. Welcome to class poll: Post-It which dot art is “better” (Malevich and Signac).
2. Introduce artists (Malevich and Signac).
3. Define aesthetics (the way we see and understand art) and relate to artists (both
 amazing artists, but different aesthetic).
4. Read “The Dot” by Peter H. Reynolds. Tell students to think about how they would
like to use dot(s) in their own artwork while listening to the story.
5. Release students to workspaces to create their dot artwork.
6. Name on back of project.
7. Tell students the materials that they can use.
8. Remind students that the goal of this project is to explore different materials and
make a dot that shows their art style.
9. At the end of the lesson, instruct students in a gallery walk around the classroom

Criteria

 Completed “dot”
 Evidence of material exploration: use of more than one material
 Name on back of project

Month, Unit Project Title & Essential Question, Materials Required

& Art Sample Academic Language & “I
Standards Can” Concepts
September Essential Question:  Black
Unit 2: Color What are the primary Construction
VA:Cr2.1.Ka colors? What are the three Paper (1
VA:Cr2.2.Ka main shapes used in art? sheet/student)
VA:Re8.1.Ka What artist only used the  Red, Yellow,
primary colors? What are Blue
Primary Pals
the parts of the body? Construction
Academic Language: Paper (½
 Primary Colors: Red, sheet/student)
Blue, Yellow  Black & White
 Shapes: Triangle, Scrap Paper
Square/Rectangle,  Scissors
Circle/Oval  Glue Sticks
 Body, Eyes, Mouth,  Pencils
Legs, Feet  Erasers
 Piet Mondrian
“I Can” Statements:
 I can draw and cut a
square, triangle, and
oval.
 I can name the three
primary colors.
 I can practice
cutting and gluing
skills.
 I can name the parts
of a face.
 Description & Criteria
Lesson Steps

1. Teach primary colors: https://www.youtube.com/watch?v=v9gIj0j7Ba0

2. Who is an artist that only uses the primary colors? (Piet Mondrian)
3. Demonstrate how to trace and cut circle, square, triangle
4. Glue shapes to black paper
5. Name on back of paper.
6. Review body parts: look in the mirror! What do you see?
7. Model drawing and cutting body parts
8. Draw body parts
9. Cut body parts
10. Glue body parts
11. Describe your favorite monster activity: “My monster’s name is _______.
He/She/They is/art _______ (color). He/She/They is/are _______ (shape). I like my
monster because ________.
12. Check for understanding: Shape and color slide shout out!
Criteria
 Completed project
 Only primary colors (and black and white) used
 Body Shapes: square, triangle, and circle (1 of each)
 Body parts: Legs, feet, eyes, mouth on all monsters
 Name on back of project

Month, Unit Project Title & Essential Question, Materials Required

& Art Sample Academic Language & “I
Standards Can” Concepts
September Essential Question:  Color Wheel
Unit 2: Color What is a color wheel? How  Circle
VA:Cr2.1.Ka can I use color wheel Template
VA:Cr3.1.Ka pattern in my artwork?  Washable
Color Wheel Snails
VA:Re.7.1.Ka Academic Language: Markers
 Color Wheel  Pencils
 Color  Erasers
 Pattern  Crayons
 Circle  White
“I Can” Statements: Construction
 I can name the Paper (1
colors on the color sheet/student)
wheel.  Plastic
 I can practice using “Counting
markers and Cubes” or Dice
crayons. (1/student)
 I can color my whole
paper.
Description & Criteria
Lesson Steps
1. Introduce the color wheel.
 2. Trace circle template.
3. Draw spiral inside of circle.
4. Draw lines (1 per width of cube).
5. Trace all lines with black marker.
6. Students pick favorite color: whip around share.
7. Start with favorite color: use markers to color squares.
8. As a class, brainstorm what it means to color neatly.
9. Instruct students to start with their favorite color and follow the color wheel
pattern. Demonstrate neat marker coloring.
10. Once the snail shell (circle) is complete, demonstrate how to draw a body for the
snail and give examples of natural backgrounds that could be colored using
crayons.
11. Students finish the snail body and create a background using crayons.
Criteria
 Completed project.
 Used color wheel order for snail shell.
 Practiced neat coloring skills.
 Added snail body and background using crayon.
 Name on back of project.

Month, Unit Project Title & Essential Question, Materials Required

& Art Sample Academic Language & “I
Standards Can” Concepts
October Essential Question:  White Copy
Unit 2: Color What is a self-portrait? What Paper (1
VA:Cr2.1.Ka are the parts of the body? sheet/student)
VA:Pr4.1.Ka What are warm and cool  White
VA:Pr5.1.Ka colors? What does it mean Construction
VA:Re9.1.Ka to draw with lines? Paper (1
Academic Language: sheet/student)
 Warm Colors (Red,  Pencils
Self-Portraits with Orange, Yellow)  Erasers
Warm/Cool  Cool Colors (Green,  Assorted
Backgrounds Blue, Purple) Tissue Paper
 Self-Portrait  Black
 Line Drawing Washable
“I Can” Statements: Markers
 I can name the warm  Bottle Glue
and cool colors.  Scissors
 I can use warm or
cool colors in my
artwork.
 I can create a full
body self-portrait
using lines.

Description & Criteria

Lesson Steps
 1. Review color wheel and identify which colors are warm and which are cool.
2. Table Talk: “When I see warm/cool colors I think of...”
3. Practice cutting straight strips and squares of tissue paper.
4. Demo how to use small amounts of glue to adhere the tissue paper to the white
construction paper.
5. Introduce self-portrait with video https://www.youtube.com/watch?v=yTnJw91s7Wk
6. Review parts of the body
7. Students create self-portrait in pencil and outline in black marker.
8. Cut out self-portrait and glue to background.
9. Each student chooses another work that they have created so far during the year
to compare to their self-portrait.
10. Students make statements about why they have chosen the work and name one
thing that is the same between the two pieces and one thing that is different.
Criteria
 Background only uses warm or cool colors.
 Line self- portrait is drawn using pencil and outlined using black marker.
 Completed project.
 Name on back of project.

Month, Unit Project Title & Essential Question, Materials Required

& Art Sample Academic Language & “I
Standards Can” Concepts
October Essential Question:  Foam Blocks
Unit 3: Print Who was Paul Klee? What is  Tempera Paint
VA:Cr1.1.Ka block printing? How can I  Water Cups
VA:Cr2.2.Ka use tempera paint in a safe  Paper Towel
VA:Cr2.3.Ka way? What is  Colored
VA:Cr3.1.Ka “architecture”? Construction
Academic Language: Paper
 Paul Klee
Paul Klee Block
 Block Printing
Printed Cityscapes
 Architecture
 Balance
 Tempera Paint
“I Can” Statements:
 I can use tempera
paint safely in the art
classroom.
 I can name one fact
about the artist, Paul
Klee.
 I can make a city
scene using blocks
and tempera paint.
Description & Criteria
Lesson Steps
1. Introduce Paul Klee with video: https://www.youtube.com/watch?v=eqHJ9gDLkL8
 2. Discuss balance: buildings must be balanced, and art can be balanced too! How
are these the same and different?
3. Students fold paper in half (vertically)
4. Students create the base of the building first (same # of shapes on both sides of
fold)
5. Work upward until the student has created the whole building.
6. Walk through the “city” classroom that students have created.
7. Check for understanding: Klee, Block Printing, Balance
Criteria
 Completed project.
 Name on back of project.
 Used equal number of blocks on both sides of paper: balance
 No color mixing

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standards Can” Concepts
November Essential Question:  8x 10
Unit 3: Print What is Impressionism? How Cardboard
VA:Cr2.3.Ka can I paint using sponges Sheets
VA:Pr6.1.Ka and yarn? What does the (1/student)
VA:Re.7.2.Ka word “resist” mean in art?  Masking Tape
How do I add details to my  8x10
artwork? Watercolor
Academic Language: Paper
 Resist (1/student)
 Impressionism  Yarn
Impressionistic
Birch Tree Wrapped  Detail  Assorted
Yarn Resist “I Can” Statements: Colors
 I can talk about what Tempera Paint
is the same and  Painting
what is different Sponges
between this project  Water Cups
and the last project.  Paper Towel
 I can show what part  Black Markers
of my artwork used a  “Katie Meets
resist. the
 I can add details to Impressionists”
my artwork. by James
Mayhew
Description & Criteria
Lesson Steps
1. Read “Katie Meets the Impressionists”
2. Lead discussion about what means for a painting to be in the impressionist style.
(Have examples printed or on a projector) Ask students what the artwork has in
common.
3. Introduce project.
4. Tape paper to cardboard: teach students how to make a “tape bubble”
 5. Tape one end of yarn to the back of the cardboard.
6. Wrap yarn around cardboard (vertically)
7. Practice counting with each time that the yarn is wrapped around the cardboard.
8. Cut yarn and tape to back.
9. Sponge painting
10. Let artwork dry.
11. Remove yarn.
12. Remove paper from cardboard.
13. Use marker to add birch tree details.
14. Artwork comparison: How is printmaking (this project and the previous project) the
same and different?

Criteria
 Completed project.
 Name on back of project.
 Impressionist “blobby” painting: no brushing

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standards Can” Concepts
November Essential Question:  Brown
Unit 3: Print Who was Pablo Picasso? Construction
VA:Cr2.1.Ka What is Cubism? What does Paper
VA:Cr2.2.Ka the term “mixed media” (1sheet/studen
VA:Cn10.1.K mean? What does the word t)
a collage mean? How are art  Scrap Paper
and music similar and (construction,
Mixed Media Music different? How do I choose a scrapbooking,
Collage: Inspired by title for my artwork? painted)
Pablo Picasso Academic Language:  Black
 Pablo Picasso Construction
 Mixed Media Paper (¼
 Title sheet/student)
“I Can” Statements:  Bottle Glue
 I can name one fact  Black Tempera
about the artist, Paint
Pablo Picasso.  Assorted Mark
 I can use mixed Making
media in my artwork. Materials
 I can give my (found objects)
artwork a title  Scissors
(favorite song, type  Pencils
of music, etc)  Erasers
Description & Criteria
Lesson Steps
1. Ask students, “Is music art?” “How can we show music in our artwork?”
2. Introduce Picasso’s Three Musicians: hunt for shapes
3. Picasso: Artist, Big shapes and colors, Cubism (ABC) Facts
 4. Brainstorm: what shapes are instruments made of (guitar, drum, flute)
5. Guided Practice: make instruments (names on back of each one!)
6. Demo Collage background: paper, paint printmaking (found objects)
7. Complete background.
8. Glue Instrument of choice to background.
9. Title artwork
10. Check for Understanding: Picasso ABC

Criteria
 Completed project.
 Name on back of project.
 Experimentation: student used mixed media
 Artwork Title

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standards Can” Concepts
December Essential Question:  Assorted
Unit 4: Line What is a line? How can I Colors Paper
& Pattern use lines in my artwork? Streamer
VA:Cr1.1.Ka How can I make different  Black Tempera
VA:Re.7.1.K kinds of lines? How do I mix Paint
a different colors? Where can  Colored
Tempera Line
VA:Cn11.1. art be used in my everyday Tempera Paint
Lanterns
Ka life? What is the meaning of  Yarn
my artwork?  Hole Punch
Academic Language:  Bottle Glue
 Line  Pencils
 Secondary Colors  Erasers
 Chinese Lantern  Scissors
 Purpose  Paintbrushes
“I Can” Statements:
 Paper Towel
 I can use different
 Water Cups
lines in my artwork.
 I can make a piece of
art that has a
purpose.
 I can use what I learn
about Chinese
culture to inspire my
artwork.
Description & Criteria
Lesson Steps
1. What is a lantern? What is a lantern used for? Can art have a purpose other than
being something we look at?
2. Introduce Chinese Lanterns: collaborate with a coworker, community member, or
use educational video created by those who celebrate Chinese New Year to give
students firsthand context for the history of Chinese lanterns and their importance
 today.
3. Look at lantern examples: note how simplicity in design is beautiful! The artists use
lines (usually one color) on the lanterns.
4. Identify the secondary colors: if the primary colors are red, yellow, and blue what
other colors are missing from the rainbow?
5. Introduce color mixing with video: https://www.youtube.com/watch?
v=iYKV8qwmIvY&list=PLkon_sSMyfKbNmlcylFcMyIg16Rnf0JFt&index=1
6. Mix secondary colors with students
7. Students paint paper with 1 secondary color of their choosing.
8. Introduce different kinds of lines: handout at each table for reference.
9. Draw lines with pencil.
10. Paint lines with black tempera.
11. Attach streamer to bottom of lantern.
12. Punch 2 holes along top of paper.
13. Staple lantern closed.
14. Use yarn to create hanging loop.
Criteria
 Completed project.
 Name on back of project.
 Use of secondary color
 3 or more types of lines

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standards Can” Concepts
December Essential Question:  Black Crayons
Unit 4: Line What is pattern? How do I  Watercolors
& Pattern create patterns using lines  Paintbrushes
VA:Cr2.1.Ka and shapes? How do I use  Paper Towel
VA:Cr2.3.Ka watercolor paint? How is the  Water Cups
VA:Cn11.1. resist in this project the
 Watercolor
Ka same and different than the
Paper (1
resist in the birch tree
sheet/student)
project?
Pattern Trees  Pencils
Academic Language:
 Erasers
 Resist
 Watercolor
 Pattern
 LIne
“I Can” Statements:
 I can create artwork
using a crayon and
watercolor resist.
 I can state examples
of what a pattern is
and use patterns in
my artwork.
  I can use watercolor
paint.
Description & Criteria
Lesson Steps
1. What is pattern? Examples on projector or on paper at table groups.
2. Find pattern in the classroom (clothing, floor tiles, etc.)
3. Introduce project
4. Demo: how to draw trees
5. Sketch trees
6. Sketch patterns
7. Outline using black crayon
8. Watercolor demo
9. Paint!
10. Connection: How is this project the same and different from the birch tree yarn
resist project?
Criteria
 Completed project.
 Name on back of project.
 Uses resist technique: black crayon, then watercolor
 Different pattern on each tree

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standards Can” Concepts
January Essential Question:  Tempera Paint
Unit 4: Line What is pattern? How do I  Painting
& Pattern create a pattern using Sponges
VA:Cr2.1.Ka color? What does the word  Water Cups
VA:Cr2.2.Ka “weaving” mean in art?  Paper Towel
VA:Cr3.1.Ka Academic Language:  Black
Painted Paper Snake  Pattern Washable
Weaving  Plain Weave Marker
 Color  Thick Painting
 Interactive Art Paper (1
“I Can” Statements: sheet/student)
 I can create a  Assorted
pattern using two Colors
colors. Construction
 I can weave my Paper (1
snake through the sheet/student)
“grass” (paper).  Scrap Paper
 Scissors
 Pencils
 Erasers
 “The Spider
Weaver” by
Margaret
 Musgrove
Description & Criteria
Lesson Steps
1. Read “The Spider Weaver” by Margaret Musgrove
2. Show examples of Kente Cloth
3. Students will paint paper (green & yellow): connection to how fabric is dyed using
colors
4. Cut paper snakes and decorate using black marker (review line patterns from
previous project)
5. Demo zig zag cut for top of “grass”
6. Cut zig zag and strips (for weaving)
7. Demo the plain weave
8. Student time to experiment with weaving.
9. Is this an art project? What does it mean for art to be interactive?
Criteria
 Completed project.
 Name on back of project.
 Student demonstrates plain weaving skill

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standards Can” Concepts
January Essential Question:  Rulers
Unit 4: Line Who is Jasper Johns? What  Oil Pastel
& Pattern is Pop Art? How do I use oil  Pencils
VA:Cr2.1.Ka pastels in my artwork? How  Erasers
VA:Re.7.2.K can I create a pattern using  Watercolors
a my name? How can I use
 Brushes
VA:Cn10.1. my name in my artwork?
 Water Cups
Ka Academic Language:
 Paper Towel
 Jasper Johns
Jasper John’s Name  Watercolor
 Oil Pastel
Resist Paper (1
 Pattern
sheet/student)
“I Can” Statements:
 Letter Sheets
 I can use my name
to create a pattern
in my artwork.
 I can talk about
connections between
art and what popular
in the world today.
 I can make my own
choices for color in
my artwork.
Description & Criteria
Lesson Steps
1. Introduce Jasper Johns
2. Show Pop Art examples (early in the movement through contemporary artist
 examples)
3. Practice name writing (capital letters)
4. Guided Practice: paper folding (16 squares on paper total)
5. Practice Oil Pastel: trace fold lines (how is oil pastel the same and different from a
crayon?)
6. Write name on paper in pencil: start in upper left and repeat name to fill up the
paper
7. Trace letters using oil pastel
8. Watercolor paint: 3 or more colors
9. Reflect: How will someone know that this piece of art is about you (beyond the
name, color, handwriting (way the artist uses materials), etc.)
Criteria
 Completed project.
 Name on back of project.
 3 or more watercolors used.
 Repeated name pattern.
 Watercolor and oil pastel used appropriately in relation to the project steps.

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standards Can” Concepts
February Essential Question: What  Recycled
Unit 5: is clay? How can I use clay Yogurt
Texture & for art? How can I create Containers or
Value texture in clay? Styrofoam
VA:Cr1.1.K Academic Language: bowls
a  Clay (1/student)
VA:Cr2.1.K Stamped Slump  Slump Bowl  ½ Pound Clay
a Bowls  Texture per Student
VA:Re8.1.K “I Can” Statements:  Assorted
a  I can use clay in a Texture Tools
safe way in the art (found objects)
classroom.  Plastic Grocery
 I can explain what Bags
texture means in art.  Plastic Knives
 I can describe my  Newspaper
artwork.  Paper Towel
 Glaze
 Oxide
 Kiln
 Brushes
 Circle
Templates
 Recycled
Boards (Use as
Bats)
Description & Criteria
Lesson Steps
1. Introduce clay (What is it? How do we use it safely in art? What is the process for a
clay project?)
2. Guided Practice: clay wedging
3. Flatten Clay (hands then rolling pin)
4. Check for thickness (pinky thickness)
5. Smooth clay with hands
6. Add 3 or more textures (1 tool at a time)
7. Cut out circle: use circle template and plastic knife
8. Drape in bowl (students write name on bottom of bowl/container)
9. Wait to dry
10. Fire
11. Glaze
12. Fire
13. Pair share: tell a partner your favorite part of your artwork. What will you use your
bowl for?
Criteria
 Completed project.
 Name on bottom of project (using oxide)
 3 or more textures used

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standard Can” Concepts
s
February Essential Question:  Black
Unit 5: How can I use chalk in my Construction
Texture & artwork? How can I create Paper (1
Value artwork on black paper? sheet/student)
VA:Cr1.1.K How can I make my artwork  White Chalk
a more interesting by using  Oil Pastel
VA:Cr2.2.K more than one material?  Crayons
a Sweet Sundae Pastel How can I create flat  Assorted Scrap
VA:Re.7.2. & Paper Collage artwork that looks like it has Paper
Ka texture?  Pencils
Academic Language:
 Erasers
 Chalk
 Scissors
 Collage
 Bottle Glue
 Texture
“I Can” Statements:
 I can explore using
different materials
on black paper.
 I can layer different
materials on top of
each other.
Description & Criteria
Lesson Steps
 1. Allow students to test different drawing materials on black paper: What works?
What doesn’t work? What shows up the best?
2. Intro project
3. Model: draw sundae dish (oval + circle or upside-down triangle + circle)
4. Draw sundae dish
5. Color sundae dish with white chalk
6. Brainstorm details: What could be inside a sundae dish (straw, spoon, sprinkles, ice
cream)
7. Provide students with reference imagery
8. Add details with paper, crayon, oil pastel: encourage layering
9. Gallery Walk: What does each sundae look like? What colors are used? How does
your artwork make you feel?
Criteria
 Completed project.
 Name on back of project.
 Used 3 or more materials used
 White Chalk: used for sundae glass

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standard Can” Concepts
s
March Essential Question:  Large White
Unit 6: Art How can we use our whole Roller Paper
Has body to make art? How can  Jumbo Crayons
Feeling art show movement? How
VA:Cr1.2.K can I create art with others?
aVA:Re.7.1 Academic Language:
.Ka  Movement
VA:Cn11.1.  Collaboration
Ka Art is Movement and  Spirograph
Art Shows Movement “I Can” Statements:
 I can create art using
my whole body.
 I can
Description & Criteria
Lesson Steps
1. Intro: Can art move? How can we move our bodies to make art? How can we make
art with others?
2. Video: https://www.youtube.com/watch?v=BWqH1oIWJJY
3. Each table group gets a large sheet of white roller paper.
4. Demo: how to share paper, how to hold materials
5. Students work in groups: direct students with taking turns and sharing materials.
Each student in the group gets their own color crayon. That way, when the project
is done, each artist will be able to identify their marks.
6. Tape all group’s work together to create one large artwork.
7. What did you like about this project? What didn’t you like about this project? What
did we learn about art from this project?
Criteria
 Completed project.
 Names on back of project.
 Teamwork: works with group and takes turns sharing the art space and materials

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standard Can” Concepts
s
March Essential Question:  8x10
Unit 6: Art Who is Suzan Shutan? What Cardboard
Has is it called when art is made Sheets
Feeling for a specific place? How (1/student)
VA:Cr1.1.K can we create artwork that  Assorted
a isn’t flat using paper? Colors
VA:Cr2.1.K Academic Language: Construction
a  Suzan Shutan Paper
VA:Re9.1.K Suzan Shutan-  Installation Art  Scissors
a Inspired Paper  Feeling  Pencils
Sculpture “I Can” Statements:  Erasers
 I can make a piece of  Bottle Glue
art that feels
interesting to touch.
 I can tell others how
their art makes me
feel.
 I can make a piece of
art to be put in a
certain place.
 I can tell others why
I like their artwork.

Description & Criteria

Lesson Steps
1. Introduce Suzan Shutan
2. Show students the artist’s website (how do artists today show other people their
artwork?): http://www.suzanshutan.com/color-aid
3. Mini in-school “field trip”! Where will our artwork be displayed after it is created?
4. Mini interactive presentation: how do certain colors make you feel?
5. Demo: paper rolling and attaching
6. Names on back of cardboard
7. Roll paper
8. Glue to cardboard
9. Practice Critique: I like ________’s artwork because it makes me feel __________.
10. Put up display!
Criteria
 Completed project.
 Filled entire piece of cardboard with paper rolls.
  Name on back of project.

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standard Can” Concepts
s
April Essential Question:  “Ish” by Peter
Unit 7: What is process art? Should H. Reynolds
Relating art be “perfect”?  White
Experience Academic Language: Construction
Through  Process Art Paper (1
Art  Artistic Style sheet/student)
VA:Cr1.1.K Crumpled Paper Art: “I Can” Statements:  Paintbrushes
a Inspired by the book,
 I can create a piece  Water Cups
VA:Cr3.1.K “Ish”
of process art.  Watercolors
a  I can talk about  Paper Towel
VA:Cn11.1. artwork by different
Ka artists.
Description & Criteria
Lesson Steps
1. Read “Ish” by Peter. H. Reynolds.
2. Look at art examples by artists of study over the past year. How is their work
different? Does each artist have a different style? Can each piece be beautiful if
they are all different? YES!
3. Write name on back of paper.
4. Crumple up the paper into a ball.
5. Paint (using one color) around the outside of the paper ball.
6. Unfold the paper.
7. Crumple up the paper and paint with a new color.
8. Unfold the paper.
9. Crumple up the paper and paint with a new color.
10. Unfold the paper and allow to dry.
11. Students talk to table partner: what colors do you see on the paper? Did you create
any new colors when the paint was layered on top of each other?
Criteria
 Completed project.
 Name on back of project.
 3 different colors of paint used.

Month, Project Title & Essential Question, Materials Required

Unit & Sample Academic Language & “I
Art Can” Concepts
Standard
s
April Essential Question:  Crayons
Unit 7: What is naturalism? How  Watercolors
Relating can I create artwork of  Paintbrushes
Experience something that I’ve seen in  Water Cups
Through real life before? What is a  Paper Towel
Art Cr native species?  Pencils
VA:Cr2.1.K ayon and Watercolor Academic Language:
 Erasers
a Resist Birds  Naturalism
 Watercolor
VA:Cr2.3.K  Native Species
Paper (1
a  Resist sheet/student)
VA:Re8.1.K “I Can” Statements:
 Images of
a  I can create artwork Native WI
of a native bird in Birds
my state.
 I can share with
others what
naturalism means.
 I can make color
choices that are
realistic.
Description & Criteria
Lesson Steps
1. Introduce pictures of birds (use native species and birds that will be recognizable
to students)
2. Define Native Species: If possible, collaborate with science teacher or local
professional in the area of natural sciences.
3. Break down bird anatomy (body, head, tail, wings, feet, eye, beak) into general
shapes and lines (oval, circle, rectangle, triangle, 4 lines, circle, triangle)
4. Choose bird to study: color print outs available for students
5. Model pencil drawing of bird
6. Trace with crayon (realistic colors)
7. Where does your bird live? What are realistic things that could be in the
background (tree, flower, nest, grass, stick, etc.)
8. Draw background object(s) in pencil.
9. Trace background object(s) with crayon (realistic colors)
10. Paint: match paint color to the outline color
11. Title Artwork: Students name their bird & include the species of the bird (with help)
Criteria
 Completed project.
 Name on back of project.
 Title of artwork.
 Realistic colors used.

Month, Project Title & Essential Question, Materials Required

Unit & Art Sample Academic Language & “I
Standard Can” Concepts
s
May Essential Question:  Tempera Paint
Unit 7: What is pointillism? How  White
Relating can I use dots to create Construction
Experience artwork? What is a Paper (1
Through landscape? How can I use a sheet/student)
Art paintbrush in a new and  Paintbrushes
VA:Cr2.2.K Pointillism Landscape different way?  Water Cups
a Academic Language:  Paper Towel
VA:Cr2.3.K  Landscape  Assorted
a  Pointillism Tempera Paint
VA:Cr3.1.K  Paul Signac  Pencils
a  Georges Seurat  Erasers
VA:Cn10.1. “I Can” Statements:
Ka  I can practice the
style of a famous
artist in my own
artwork.
 I can make a piece
of artwork that looks
like a real-life place.
 I can use a
paintbrush in two
different ways.
 I can share with
others what it is
called when dots are
used to create
artwork.

Description & Criteria

Lesson Steps
1. Refresh: Do you remember who Paul Signac was? (Artist from “The Dot” project)
2. Introduce pointillism: show landscape artwork examples by both Signac and
Seurat.
3. Introduce landscapes (simplify show hill and mountain scenes)
4. Look for lines: what does the top of the mountain look like? What does the ground
look like? (zig-zag line, straight line)
5. Brainstorm: where have you seen tall hills/mountains before? (Show local images of
examples)
6. Model: line drawing the landscape
7. Name on back of paper.
8. Draw landscape with pencil
9. Model: painting the big shapes in the landscape (mountains/hills, ground, sky)
10. Paint.
11. Model: back of paintbrush to create dot flowers, grass, or snow in the foreground
(pointillism)
12. Paint.
13. Check for understanding: what place did you paint? Have you been there before?
 What is it called when we use dots to create artwork?

Criteria
 Completed project.
 Name on back of project.
 2 painting techniques: brush and pointillism
 Landscape includes: tall hill/mountains, flat ground, sky

Month, Project Title & Essential Question, Materials Required

Unit & Sample Academic Language & “I
Art Can” Concepts
Standard
s
May/June Essential Question:  Coffee Filters
Unit 7: Who is Dale Chihuly? How (1/student)
Relating is glass artwork made?  Plastic Drop
Experience Academic Language: Cloth/Tableclot
Through  Glass h
Art  Dale Chihuly  Washable
VA:Cr1.1.K  Abstract Markers
a Chihuly-Inspired
 3 Dimensional  Spray Starch
VA:Cr2.2.K “Bowls”
“I Can” Statements:  Plastic Cups
VA:Re.7.2.  I can make an (1/student)
Ka abstract piece of  Rubber Bands
art. (1/student)
 I can make a piece  Scrap paper
of art that is 3 (1/student)
dimensional.  6x6 Thick
 I can black paper
squares
(1/student)
 Metallic
marker
Description & Criteria
Lesson Steps
1. Introduce Glass Art with PBS video: https://www.youtube.com/watch?
v=7zPf1NF-DDU
2. Show students Dale Chihuly’s artwork: use artist’s website
https://www.chihuly.com/
3. What do you notice about how Chihuly uses glass in his artwork? Does his
artwork look realistic like our last project?
4. Introduce abstract art.
5. Introduce project: is the artwork flat? What about this project reminds you
of the glass video or Chihuly’s artwork?
6. Name on scrap paper (student will place coffee filter on paper to catch
marker that bleeds through)
 7. Color entire coffee filter with marker (connect to how frit is applied to plain
glass)
8. Tape scrap paper with name inside of plastic cup.
9. Rubber band coffee filter to cup.
10.Spray with starch.
11.Dry.
12.Remove from cup.
13.Student writes name (best handwriting) on black paper.
14.Trace name with metallic marker.
15.Glue base of sculpture to center of black paper.
16.Abstract Observations: What do you see? (positives only)
Criteria
 Completed project.
 Name on base of project.
 Coffee filter covered with color.
 Base and coffee filter attached.

Month, Project Title & Essential Question, Materials Required

Unit & Sample Academic Language & “I
Art Can” Concepts
Standard
s
June Essential Question:  Assorted
Unit 8: Where is Boykin/Gee’s Construction
Conclusion Bend? How did/do the Paper (can be
VA:Cr1.2.K artists in this area work scrap paper)
a together? What  Scissors
VA:Cn10.1. Academic Language:  Pencils
Ka  Quilt  Erasers
VA:Cn11.1.  Fabric  Roller Paper
Ka  Collaboration
Gee’s Bend  4x6
Collaborative Paper  Gee’s Bend Construction
Quilt “I Can” Statements: Paper Sheets
 I can work with (1/student)
others to create a  “Stitchin and
piece of artwork Pullin” by
together. Patricia
 I can think about McKissack
how slavery and
discrimination
impact artists.
 I can practice paper
cutting skills that I
have learned this
year.
 I can make my own
 choices in art by
choosing colors,
shapes, and laying
them out on my
paper.
Description & Criteria
Lesson Steps
*Collaborate with community members and coworkers at school for this project: what are
students taught about slavery, civil rights, and discrimination in school? What resources
exist in the community to educate students about this topic in an age-appropriate way? *
 Introduce Gee’s Bend quilters with “Stitchin and Pullin” by Patricia McKissack.
 How is a quilt made? (bring in quilt examples for students to touch and look at) Is a
quilt made from one piece of fabric?
 Look at quilt squares: count how many squares it takes to make a whole quilt (A
LOT, that’s why we need to work together!)
 Show Gee’s Bend quilt examples: do the quilts have straight or curvy lines?
(straight)
 Demo: cutting straight line squares and rectangles. Cut at least 5 before gluing.
Stack different colors on top of each other.
 Cut shapes.
 Layer shapes.
 Glue shapes. (each student has a 4x6 paper “background”)
 Assemble paper quilt.
 Reflection: Why are the Gee’s Bend quilts so popular today but not when they were
first made? What should we do if someone is an amazing artist, but people don’t
get to see their artwork? How can we support other artists even if they are
different than us (in any way)?
Criteria
 Completed project.
 Name on back quilt square.
 Straight cutting.
 5 or more shapes used.