Scribd
Upload
101 views

K 2 Tree Mural

This unit plan is for a kindergarten art unit on tree murals. The big ideas are landscapes, space, and collaboration. Students will learn about landscapes by identifying foreground, middleground and background elements. They will create a collaborative mural using techniques like radial design and different color schemes. Assessments include a pretest, exit tickets, and a performance task where students create their own artwork applying unit concepts. The unit involves teacher examples and stations where students make landscape elements like trees and foreground figures to compose into a mural.

Uploaded by

api-351151424
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
101 views

K 2 Tree Mural

This unit plan is for a kindergarten art unit on tree murals. The big ideas are landscapes, space, and collaboration. Students will learn about landscapes by identifying foreground, middleground and background elements. They will create a collaborative mural using techniques like radial design and different color schemes. Assessments include a pretest, exit tickets, and a performance task where students create their own artwork applying unit concepts. The unit involves teacher examples and stations where students make landscape elements like trees and foreground figures to compose into a mural.

Uploaded by

api-351151424
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Date: Teacher: Subject: Grade: Unit:

11/2016 Laura Price Art Kindergarten 2/4 weeks


Unit Title: Tree Murals

Unit Big Idea: Landscapes, Space, Collaboration


Standards to address in Unit:
MEANING and CREATIVE THINKING
VAKMC.1 Engages in the creative process to generate and visualize ideas.

b. Participates in-group brainstorming activity to generate ideas.

VAKMC.2 Formulates personal responses.

a. Generates visual images by manipulating art materials.

CONTEXTUAL UNDERSTANDING

VAKCU.2 Views and discusses selected artworks, cultures, and artists (to include a
minimum of six artists/cultures per year, one of which should include a Georgia artist or
art form).

a. Talks about artworks of significant artists that have recognizable


subjects and themes.

PRODUCTION

VAKPR.1 Creates artworks based on personal experience and selected themes.

b. Identifies and creates artworks emphasizing one or more elements


(color, line, shape, form, texture, space, value).

VAKPR.2 Understands and applies media, techniques, and processes of two-dimensional


works of art (e.g., drawing, painting, printmaking, mixed media) using tools and materials
in a safe and appropriate manner to develop skills.

a. Creates artworks that attempt to fill the space in an art composition.


d. Identifies and creates a variety of shapes (e.g., geometric-circle,
square, triangle,rectangle, organic/free form shapes).

ASSESSMENT and REFLECTION

VAKAR.1 Discusses his or her own artwork and the artwork of others.
c. Uses art terms with emphasis on the elements of art: space, line,
shape, form, color, value, texture.

CONNECTIONS

VAKC.1 Applies information from other disciplines to enhance the understanding and
production of artworks.
a. Explores universal concepts (pattern, balance, etc.) and creates
artworks inspired by ideas from literature, science, music, and/or math.
Assessments:
Diagnostic: Formative: Summative:
Pretest Exit Ticket Performance Task - Artwork
Major Unit concepts and vocabulary:
1. Pattern, shapes, 2. Space, 3. Landscapes 4. Radial Design 5.Paint
symbols Backgroud, Color schemes
Foreground,
Middleground

Student Supplies Teacher Supplies:


Paper plates Teacher sample
Paint Radial design PPT
Bulletin board paper Landscape samples
Stamps or pattern examples White boards
Brushes
Water
Markers
Getting students ready to learnOPENING

Step 1: Teacher and students talk about what they will learn and do
(Communication of Learning Intentions)
Review the Essential Question & Standards:
What is a landscape?
What are the parts of a landscape?
How can we as artist create the illusion of 3D space in a 2D way?
How can we use this knowledge in the real world?

Step 2: How will you know when they have gotten it? (Communication of Success
Criteria)
I can create a landscape.
I can explain all the parts of a landscape.
I can tell you how this will help me in the real world.
I can collaborate with my classmates to create a work of art.

Step 3: Get the students interested (Build Commitment and Engagement)


Show them the samples and tell them it will be hung up for the holiday concert.

Step 4: Give students new information (Teacher Presentation Strategies)


Week 1
Pull out several landscape examples.
Ask them what they think the word landscape means.
Tell them to listen to the word.
Talk about all the parts an artwork needs to create a landscape.
Cold call for check in comprehension.
Have them create a tableau of a landscape.
Week 2
Teacher will create three stations.
Foreground station- will work on large snowmen and animals, using paperp plates
and paint.
Background station- will work on snowflakes and different patterns on different
colored paper.
Middleground station- will create trees using paper plates
Week 3:
Teacher will review parts of a landscape.
Cotinue to progress monitor.
Week 4:
Teacher will review last week
Teacher will continue to progress monitor
Teaher will show how the mural is going to be put together.

PERIOD

Step 5: Have students use the new information (Guided Practice )


WORK

Week 1
Students will talk to partners and answer various questions
Students will create a tableu landscape
do the work
students to

Week 2
Releasing
make sense of CLOSING

Step 6: Make sure they can do it (Summary)


Teacher will observe and assist where necessary.

Step 7: Have students practice at home (Independent Practice)


Students can go home and look at all the ways their community is a landscape.
EarlFini Helping students
y or sh their learning

If a student finishes early or needs an extra challenge


Student will draw a landscape for extra credit and comprehension check.

You might also like