Exaggerated Textures for Still Life

Learning Resource Type

Classroom Resource

Subject Area

Arts Education

Grade(s)

3

Overview

Students will analyze shapes, objects, and textures in still-life paintings. They will draw exaggerated shapes and lines. They will cut shapes from the textural drawings and make a collage. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 

Arts Education (2017) Grade(s): 3 - Visual Arts

AE17.VA.3.2

Demonstrate skills using available resources, tools, and technologies to investigate personal ideas through the art-making process.

UP:AE17.VA.3.2

Vocabulary

  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image

Essential Questions

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Skills Examples

  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Visual Arts

AE17.VA.3.3

Describe and use steps of the art-making process while creating works of art/design.

UP:AE17.VA.3.3

Vocabulary

  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image

Essential Questions

EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

Skills Examples

  • Use a variety of materials to create a three-dimensional mask showing a student's personality.
  • Use torn paper scraps to create rhythm in a landscape.
  • Plan a community/city; then, build a model of it with recyclable materials, such as cardboard, boxes, containers, and tubes.
  • Collaborate with a group to demonstrate how to care for tools used in class (such as paintbrushes).
  • After looking at Vincent van Gogh's painting, Bedroom, create a narrative painting depicting a memory of a student's personal bedroom.
  • Use appropriate visual art vocabulary during the art-making process of two-and-three-dimensional artworks.
  • Collaborate with others to create a work of art that addresses an interdisciplinary theme.
  • Read and explore books like Imagine That by Joyce Raimondo or Dinner at Magritte's by Michael Garland and then create a Surrealistic style artwork.
  • Recognize and identify choices that give meaning to a personal work of art.
  • Create a drawing using monochromatic colors (paint, oil pastels, etc.).
  • Explore individual creativity using a variety of media.
  • Understand what effects different media can have in a work of art.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Arts Education (2017) Grade(s): 3 - Visual Arts

AE17.VA.3.12

Interpret art by analyzing use of media to create subject matter, visual qualities, and mood/feeling.

UP:AE17.VA.3.12

Vocabulary

  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image

Essential Questions

EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?

Skills Examples

  • Identify the basic elements of art in a work of art through discussion and writing.
  • Observe and compare similar themes in artwork from historical and contemporary eras.
  • Theorize how individuals can have different opinions about works of art.
  • Demonstrate and apply critiques of personal work and the work of others in a positive way.
  • Select an art object and explain reasons why it is a work of art.
  • Use feedback and self-assessment to improve the quality of personal artwork.
  • Discuss the difference between Meret Oppenheim's Object and an everyday cup.
  • Discuss how art can be related to other subject areas.

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 3 - Visual Arts

AE17.VA.3.14

Create works of art based on observations of surroundings.

UP:AE17.VA.3.14

Vocabulary

  • Creativity
  • Criteria
  • Critique
  • Design
  • Media
  • Mixed media
  • Monochromatic
  • Principles of design
    • Rhythm
  • Technology
  • Visual image

Essential Questions

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Skills Examples

  • Discuss how art can be used to express ideas in poems and short stories.
  • Observe and compare similar themes, subject matter and images in artworks from historical and contemporary eras.
  • Discuss the relationships between the elements of art.
  • Use historical and cultural artworks to answer questions about daily life.
  • Discuss how we encounter art and artists in everyday life.

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

CR Resource Type

Lesson/Unit Plan

Resource Provider

ArtsEd Washington

License Type

Custom
https://alic.artsedwashington.org/grade_03/lesson-03.html

Custom License Type (URL)

http://artsedwashington.org/curriculum/wp-content/uploads/2018/07/Protocol-Guid…
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