3rd Grade

Project Goal

Kandinsky Self-Expression Project

Total Days: 3

Students will create an abstract expressionist drawing with pastels that expresses their feelings about music played during class. Through this joining of music and art the students will have a more interactive and conceptual lesson.

Big Ideas /Key Concepts

Complexity, Collaboration, Spirituality, Abstraction, Internal Expression

Essential Questions to Explore

1. 2. How does music and art affect the way we feel? Can we truly express our emotions and inner workings?

Aesthetic Goal
This lesson will introduce students to the idea that some artists concentrate solely on expressing the way they feel visually, mostly through abstraction.

Artwork Studied Primary Work:

Im Blau (In Blue), Wassily Kandinsky, 1925

Genre/Type of Art/Materials
Abstract Expressionism Oil Paint on Canvas Abstract Expressionism Oil Paint on Canvas

Supporting Work:
White Dot, Wassily Kandinsky, 1925

Rationale What makes this an important work to study?

Wassily Kandinsky was one of the most important and influential artist and art theorist of the 20th century. He is known to have created the first completely abstract art work. His work also inspired a whole generation of great artists in the 1940s and 50s. It was his artistic theory that helped push abstract art from the avant garde to the mainstream.

What makes it appropriate for my grade level?

The 3rd graders will discuss the ideas of abstraction and inner expression. The abstract style of the painting will be a stretch for students to grasp since they are concrete thinkers, but the addition of music will act as a scaffolding device to help them think about an abstract image in a concrete way. The drawing and coloring activities planned for the students will still be in their realm of feasibility.

21st Century Skills

Critical and Creative Cognitive Processes Emphasized in This Lesson

Review Synthesis Envision Classify Recognize Compare & Contrast

Identity Consistencies Across Variations Be a responsible steward of resources Sustain Focus Seek Help Practice, Practice, Practice Analysis

Wassily Kandinsky
Days
Title of Artwork, Artist & Type of Art Culture & Date Big Ideas Visual Stuff Basic visual content, elements, etc. Visual Organization Compositional principles, etc. Meaning Making Interpretation, connection to the Big Ideas Art Media & Tools Literacy &
Interdisciplinary

Concept Map: Where Are We Going?

Day 2
Im Blau (In Blue) & White Dot Wassily Kandinsky Oil Paint on Canvas Russian/German 1925 20th Century Abstraction, Inner Expression, & Collaboration

Day 1
Im Blau (In Blue) Wassily Kandinsky Oil Paint on Canvas

Line Shape

Color

Movement

Warm & Cool

Inner expression is the most important aspect of art.

Paper, Pencil, Music, Speakers

Water Soluble Oil Pastels, Music, Speakers

Connection Supports worksheets, books, etc.

Instrumental Music, Classical and Contemporary

Wassily Kandinsky

Activities Schedule: What Will We Do to Get There?

Day 1: Students will analyze Kandinskys painting in terms of abstraction, inner expression and how it could relate to
music. They will each create their own abstract expressionist drawing which will be influenced by the music that will be playing during the lesson. To finish they will complete their drawing and quickl y discuss how they chose where to put certain shapes and lines and how their choices were affected by music.

Day 2: We will review what we did last week, briefly look at another painting from Kandinsky and discuss how the feeling
of this painting is different from the first one we looked at. The students will color in their drawings from last week and with time permitting they will embellish the colors with water to complete their drawings. To finish we will discuss inner expression by looking at the differences in their work and also discuss why they chose to put colors where they did in their drawings.

Learning Standards Met in This Lesson Plan

NYS Visual Arts/Elementary

Standard #1 - Creating, Performing, and Participating in the Arts Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. a) Experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences. b) Develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events. c) Understand and use the elements and principles of art (line, color, texture, shape) in order to communicate their ideas. d) Reveal through their own art work understanding of how art mediums and techniques influence their creative decisions. e) Identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works. Standard #2 - Knowing and Using Arts Materials and Resources Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. a) Understand the characteristics of various mediums (2-D, 3-D, electronic images) in order to select those that are appropriate for their purposes and intent. b) Develop skills with electronic media as a means of expressing visual ideas. c) Know about some cultural institutions (museums and galleries) and community opportunities (art festivals) for looking at original art and talking to visiting artists, to increase their understanding of art. d) Give examples of adults who make their livings in the arts professions. Standard #3 - Responding to and Analyzing Works of Art Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines. a) Explain their reflections about the meanings, purposes, and sources of works of art; describe their responses to the works and the reasons for those responses. b) Explain the visual and other sensory qualities (surfaces, colors, textures, shape, sizes, volumes) found in a wide variety of art works. c) Explain the themes that are found in works of visual art and how the art works are related to other forms of art (dance, music, theatre, etc.) d) Explain how ideas, themes, or concepts in the visual arts are expressed in other disciplines (e.g., mathematics, science, literature, social studies, etc.) Standard #4 - Understanding the Cultural Dimensions and Contributions of the Arts Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural, and environmental dimensions of human society. a) Look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures. b) Look at a variety of art works and artifacts from diverse cultures of the United States and identify some distinguishing characteristics. c) Create art works that show the influence of a particular culture.

National ELA Common Core Standards

Comprehension and Collaboration

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. o Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). o Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. o Explain their own ideas and understanding in light of the discussion. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Conventions of Standard English

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. o Form and use regular and irregular plural nouns. o Use abstract nouns (e.g., childhood). o Form and use regular and irregular verbs. o Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. o Ensure subject-verb and pronoun-antecedent agreement.* o Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. o Use coordinating and subordinating conjunctions. o Produce simple, compound, and complex sentences.

Knowledge of Language

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. o Choose words and phrases for effect.* o Recognize and observe differences between the conventions of spoken and written standard English.

Vocabulary Acquisition and Use

L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. o Use sentence-level context as a clue to the meaning of a word or phrase. o Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). o Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). o Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

NYS Standards for Music Education

Standard 3Responding to and Analyzing Works of Art

3. Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of musics content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music. Students: through listening, identify the strengths and weaknesses of specific musical works and performances, including their own and others (a) describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc. (b) discuss the basic means by which the voice and instruments can alter pitch, loudness, duration, and timbre (c) describe the musics context in terms related to its social and psychological functions and settings (e.g., roles of particip ants, effects of music, uses of music with other events or objects, etc.) (d) describe their unde rstandings of particular pieces of music and how they relate to their surroundings (e). This is evident, for example, when students: listen to another students musical composition and identify elements (such as rhythm, harmony, melody) that they liked and disliked describe, using correct terminology, the elements of music (such as timbre, dynamics, form) heard in a musical recording orally identify the meter of a song sung by their classmates demonstrate with a rubber band how to raise and lower pitch write a few sentences on a social function attended (such as a wedding, bar mitzvah, etc.) and how music was used to enhance the function tell how music can set a mood in a particular setting (e.g., happy in an amusement park).

Wassily Kandinsky 2

DAY 1 of

Students will analyze Kandinskys painting in terms of abstraction, inner expression and how his painting could relate to music. They will each start their own abstract expressionist drawing that will express their feelings about the music that will be playing. To finish they will complete the drawing part of their art work and quickly discuss how they chose which shapes to draw and why they put them where they did.

Teacher Materials List

Artist Visual Vocab Visual Teachers Example Rules Poster Helper Chart Tape Large Post-Its Marker Pre-Made Shapes

Student Materials List

Paper Pencils Pre-Made Shapes Rulers

Content & Concept Categories

Core Concept Vocabulary

Concept Elaboration

Highlight most important vocabulary to indicate they will emphasized in lesson; and assessed for retention and understanding. Delete or leave blank any categories that are not needed on this day of the lesson.

Art History - recall and/or research Elements, and/or things in image you want kids to notice Art Criticism Visual organization Principles and/or other compositional terms Meaning-making: Feels like, seems like, represents, suggests, implies, symbolic of, etc. Media & Tools Technique/Craftsmanship

Recall that Wassily Kandinsky was a Russian, Abstract Expressionist painter, from the early 20th century. Shapes Colors Geometric shapes, multitude of bright colors Abstract quality Contrast & Unity This painting is full of contrasting shapes, lines and colors. Angular forms and organic forms, warm colors and cool colors all contrast with one another but they also for a certain unity in the painting. Inner expression is the most important aspect of art.

Art Making

Paper, Pencil, Pre-Made Shapes Thoughtful placement of shapes, lines and colors Careful mark making, expressive not sloppy Attention to their emotions Patience, persistence Draws slowly Works Carefully Take your time Quiet reflection

Stewardship and Self-Monitoring

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Closure (1 or more of)

Review and apply vocabulary words to classmates drawings Reflect on the abstract quality in the drawings of their peers

Concept Assessment: Students will have gotten it when they can ...

Meaning Making Connect to Big Ideas

Explain how art is all about personal expression whether abstract or realistic. Accurately use vocabulary terms (i.e. Abstract, Shapes, Angles, Expression, Curves,

Vocabulary Contrast) during lesson (Declarative Knowledge) At end of lesson, confidently and accurately use those new terms in response to their peers drawings Talk the talk
Explain what is in Kandinskys painting and their own drawings (angles, curves, etc.).

Technique (Procedural Knowledge) Walk the walk Self-Control (attitudes and behaviors)

Carefully and patiently draw and record all of t heir reactions and feelings toward music. Their drawings truly reflect their own feelings and not something they have seen in class. Listen attentively, follow directions for most of the class, and practice their careful drawing skills Quietly reflect and record Clean up their materials and spaces

Lesson Activities
Introduction: Today, we will be exploring art and music! But before we get to our lesson I need to address one of our classroom rules. The rule is our Be Creative Rule! We should be embracing that rule all the time but for this next few lessons it will be our focus. And to remind everyone, each of you will get an Artistic License. It gives you the privilege to be as artistic as you can be! Motivation: Have students close their eyes and listen to a piece by Schoenberg. Now listen to the music? What do you hear? What do you see? What would this song look like if it was a painting? What colors would there be? Bright or dull colors? What types of lines are there? Are they straight or curvy? What types of shapes are there? Do you see circles? Squares? Etc Now lets open our eyes and look up at the board. Transition: Today, we are going to look at an abstract painting Flip Wassily Kandinskys painting over Who knows what I meant by abstract? What do you think I mean? Ill give you a hint, it is the opposite type of painting than the one we looked at last week. Art History: Wassily Kandinsky Abstract Expressionism personal expression He lives in Russia, Germany and France in the early 1900s that is about 100 years ago. Establish Main Concepts: What do you see in this painting? What kinds of shapes are there? Lines? Colors? Is it simple or busy? Is there any movement in the painting? What do you look at first? Where else do you look? Now lets think about this in a new way. How does this painting feel? How does it make you feel? If you could shrink yourself down and go inside the painting, how would you feel? Would you be warm? Cold? Would there be a lot of room or would you be crowded? Do you think this painting looks like the song we just listened to? Does it

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Cognitive Skills

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Review

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Synthesis Envision

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Classify

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Recognize Compare & Contrast Identity Consistencies Across Variations

seem like a song at all? Utilize vocab words as the discussion progresses.

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Transition: Today we are going to start our own abstract drawing based on our feelings toward music that Ill play. In just a minute you will receive a piece of good drawing paper, a pencil, and some pre-made shapes. If one of our very important rules is to treat our materials with respect, how do we do that with the pencil and paper? What about the shapes? Who can repeat those directions? If anyone chooses to not follow those rules, your consequence will be the removal of the pepper and your drawing supplies. X can you repeat that so the rest of the class hears that again. Thank you. When you receive your paper and marker, go ahead and put your name on the paper, small. Show the teachers example and explain how we will go about making ours. We will start off with one element at a time and progress through our own drawings together. Ok, helpers please come up to the front. First helper will distribute paper; second will distribute pencils; and third will pass out pre-made shapes. The supplies will be bundled in chunks to speed up the passing out process Set up Visual Steps board Step 1: Start the music. Loud enough for everyone to hear but low enough to still be able to talk over it and hear the students. So I am listening carefully to the music. Listening for the rhythm and melody. Put up First step on Visual Steps board. First we will draw any and all lines on our paper that we think go along with the song. Use straight shapes for straight lines and your curved shapes for curvy lines. They can be long or short. Also encourage them to draw slowly (since they rush through the drawing) Step 2: Now, lets draw some circles. Add step two to visual step board Use the different size circle shapes and trace them on your paper. Please share with your neighbors and be patient. Remember your drawings should be about what you think this song might look like if you could see it. Again encourage them to draw slowly Step 3: Now, lets draw some squares and rectangles. Add step three to visual step board Use the different size square and rectangle shapes and trace them on your paper. Please share with your neighbors and be patient. Again encourage them to draw slowly Step 4: Next, we are going to draw step four. We will add some triangles. Add step four to visual step board Use the different size square and rectangle shapes and trace them on your paper. Please share with your neighbors and be patient.

Review Be a responsible steward of resources

Synthesis Sustain Focus Seek Help

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Sustain Focus Seek Help

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Sustain Focus Seek Help

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Sustain Focus Seek Help

11.

Step 5: And now our last step. We will go back into our drawings with our eraser and take out anything that we think does not fit with the song. Add step five to visual step board If you dont have anything to erase, maybe you could add something? Remember we are going to be adding color to these drawings next week. Does that change your mind on what to keep or add? In case we are done early: Have the students start another drawing. Have them go through the steps again but with a new piece of paper and a new interpretation of the song. Clean up: Ok, its clean up time! Signal. All pencils down. Listen for my clean up directions. Last reminder to make sure your name is on your paper. My three helpers please collect the pencils, shapes and drawings. Closure: What types of shapes did we draw today? What kind of lines did we draw? How did the music playing affect our drawings?

Sustain Focus Seek Help

12.

Practice, Practice, Practice

13.

Be a responsible steward of resources

14.

Review Synthesis

Wassily Kandinsky 2

DAY 2 of

Students will review what we did last week and briefly look at another painting from Kandinsky (The White Dot), and compare the two paintings side by side to see how these paintings differ in terms warm and cool colors and of feeling. We will then discuss warm and cool colors with the interactive color wheel. The students will color in their drawings from last week. To finish we will discuss inner expression by looking at the differences in their work and also discuss why they chose to put colors where they did in their drawings.

Teacher Materials List

Artist Visual Teachers Example Rules Poster Helper Chart Handi-Wipes Mood List Tape Large Post-Its Marker Oil Pastels Color Wheel Chart Portfolios

Student Materials List

Drawings from first day of lesson Pastels News print

Content & Concept Categories

Core Concept Vocabulary

Concept Elaboration

Highlight most important vocabulary to indicate they will emphasized in lesson; and assessed for retention and understanding. Delete or leave blank any categories that are not needed on this day of the lesson.

Art History - recall and/or research Elements, and/or things in image you want kids to notice Art Criticism Visual organization Principles and/or other compositional terms Meaning-making: Feels like, seems like, represents, suggests, implies, symbolic of, etc. Media & Tools Technique/Craftsmanship

Recall that Wassily Kandinsky was a Russian, Abstract painter, from the early 20th century. Warm & Cool Colors Multitude of bright colors & Color Interaction

Expression This painting is full expression, more specifically internal expression. Not only do the colors express feelings but so do the lines, curves and shapes. Inner expression is the most important aspect of art. Drawings, Oil Pastels, Smudge Tools Thoughtful placement of colors Careful coloring in, staying in the lines Attention to their emotions Patience, persistence Colors slowly Works Carefully Take your time Quiet reflection

Art Making

Stewardship and Self-Monitoring

Closure (1 or more of)

Review and apply vocabulary words to classmates drawings Reflect on the abstract quality in the drawings of their peers

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Concept Assessment: Students will have gotten it when they can ...
Meaning Making Connect to Big Ideas
Explain how art is all about personal expression whether abstract or realistic. Accurately use vocabulary terms (i.e. Warm Color & Cool Color, Mood/Expression) during

Vocabulary lesson (Declarative Knowledge) At end of lesson, confidently and accurately use those new terms in response to their peers drawings Talk the talk
Explain what types of colors are in Kandinskys painting and their own drawings

Technique (Procedural Knowledge) Walk the walk Self-Control (attitudes and behaviors)

Carefully and patiently color, and record all of their reactions and feelings toward music. Their drawings truly reflect their own feelings and not something they have seen in class. Listen attentively, follow directions for most of the class, and pract ice their careful coloring skills Quietly reflect and record Clean up their materials and spaces

Lesson Activities
1.
Introduction: Today, we will be exploring color and music! Motivation: We are going to listen to a small piece of a song in just a bit, while you listen to the music think of what color comes to mind. What color does the song make you think of? Have students close their eyes and listen to a jazz song. Now open your eyes. What color did you think of? Now it is ok to have thought of a different color than your neighbor. I thought of this color Now lets listen to another song snippet, and see if it changes the color it makes you think of. Transition/Concepts: Today, we are going to look at the painting by Kandinsky Flip Wassily Kandinskys paintings over This painting is called In Blue. What colors do you see? How do you think Kandinsky chose the colors he used? Remember he listened to music while he painted Colors/Vocab Bring out Color Wheel This is the color wheel; it is going to help us explore color. We briefly mentioned warm and cool colors last week. Who can tell me which color on our color wheel is a warm color? Warm colors should remind us of the sun. Now can someone name another warm color? Ok, now for cool colors. Who can name a cool color on the wheel? Cool color should remind us of water or maybe grass. Can someone name another? Now, where are there warm colors in Kandinskys painting? Why do you think he used warm colors here? What mood would you assign to this part of the painting? Choose from the list. Now, where are there cool colors in Kandinskys painting? Why do you think he used cool colors here? What mood would you assign to this part of the painting? Choose from the list

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1

Cognitive Skills

2.

Review Synthesis Envision

3.

Review Identity Consistencies Across Variations

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Identity Consistencies Across Variations Compare & Contrast

 Now lets briefly look at another painting from Kandinsky? Where are the warm colors in this painting? Where are the cool? Does the mood in this painting feel different? Which feeling would it be? Transition/Demo: In just a minute we are going to add color and feeling to our drawings from last week. After this demo we will get ready and the helpers will pass out the materials. First, lets learn about our new medium this week. We will be using pastels. They are a lot like crayons but they are much softer so you will have to treat them delicately. You should hold the pastel like this. Like you are holding a pencil. Not like this. Next, you want to be careful and not bear down too hard. Since they are so soft, you have to be gentle. Watch me Like this. We also want to be careful and try to stay inside the lines. Set up: Ok, so helpers come up to the front. Assign two helpers to hand out news print to everyone. Assign third to passing out the buckets with pastels. Ill pass out the portfolios. Ok, now everyone has their materials. Each person should have the newsprint down on their desk. It will protect the desk from getting messy. Now take out the drawing from last week that you would like to color. Coloring: Ok, now I am going to play music. You need to think about the feelings we talked about earlier and which ones the music reminds you of. Then, choose only TWO shapes in your painting and ONE color and color them in. In my example, here is what I did first... Ready? Start (2-3 mins) STOP. Who used a warm color? Why? Who used a cool color? Why? Is it okay to have different ideas? Of course it is. We do not all feel the same things and this drawing is about us not our neighbor. Okay- if you used a warm color last time, think about using a cool color this time. If you used a cool color, think about using a warm color, but let your feelings be your guide. There are no wrong answers. Work carefully and neatly. Ready? Here we go (play a calm slow snippet.) (2-3 mins) STOP. Review a couple of cases of who used what color. Make this BRIEF. Now I am going to let the music play for awhile, and I want you to choose a color for your background. What is the background? Color very carefully and slowly, control the pastel. Remember the color does not have to be thick but can be streaky. (5 mins) In case someone is done early: Have the student color in five more shapes. Clean up: Ok, its clean up time! Signal. All Pastels down. Listen for my clean up directions. Put all of your materials in your group bucket and the helpers will be around to collect them. My three helpers please collect the supply buckets and drawings.

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Sustain Focus

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Be a responsible steward of resources

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Sustain Focus Seek Help Synthesis

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Practice, Practice, Practice

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Be a responsible steward of resources

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Closure: What types of colors did we use today? How did the music playing affect the colors that we decided to use in our pictures? Hold up two students drawings How are these different? Which drawing has more warm colors in it? Which has more cool colors?

Review Compare & Contrast Analysis

Wassily Kandinsky 3

DAY 3 of

Students will review what we learned about warm and cool colors. We will look at In Blue from Kandinsky and talk about the overlapping of shapes and colors that occur in the painting. We will also address how the colors change as they overlap one another. The students will fill out a practice exercise sheet that will help them with their skills with using pastels; using them, mixing them and blending them. Finally, we will finish up the lesson with looking at some of the students finished drawings and compare them to one another. We will also discuss what we liked about this lesson and what we did not.

Teacher Materials List

Artist Visual Teachers Example Rules Poster Helper Chart Handi-Wipes Tape Large Post-Its Oil Pastels Portfolios Colored Gels for lights

Student Materials List

Drawings from the last lesson Oil Pastels News print

Content & Concept Categories

Core Concept Vocabulary

Concept Elaboration

Highlight most important vocabulary to indicate they will emphasized in lesson; and assessed for retention and understanding. Delete or leave blank any categories that are not needed on this day of the lesson.

Art History - recall and/or research Elements, and/or things in image you want kids to notice Art Criticism Visual organization Principles and/or other compositional terms Meaning-making: Feels like, seems like, represents, suggests, implies, symbolic of, etc. Media & Tools Technique/Craftsmanship

Recall that Wassily Kandinsky was a Russian, Abstract painter, from the early 20th century. Overlapping of Colors Overlapping Shapes Shade/Tint Color Interaction and Intersection

Overlapping This painting is full of shapes and colors that overlap and interact with one another. As the colors interact with one another and overlap each other, the mood of that color and region changes along with how those colors change. Drawings, Oil Pastels, Smudge Tools Thoughtful placement of colors Mixing and blending colors together Careful coloring in, staying in the lines Patience, persistence Colors slowly Works Carefully Take your time Quiet reflection Attention to their emotions

Art Making

Stewardship and Self-Monitoring

Closure (1 or more of)

Review and apply vocabulary words to their color worksheets Reflect on the abstract quality in the drawings of their peers and how they compare to one anothers.

Reflect/Review: Look back and consolidate Transfer to different context Assess: evaluate and set goals Plan: Look forward, prepare, plan next step, imagine what if?

Concept Assessment: Students will have gotten it when they can ...
Meaning Making Connect to Big Ideas
Explain how the mood or feeling of a color changes as the overlap and interact with one another. Accurately use vocabulary terms (i.e. Warm Color & Cool Color, Overlapping) during lesson

Vocabulary At end of lesson, confidently and accurately use those new terms in response to their peers (Declarative Knowledge) drawings and worksheets. Explain what types of colors are in Kandinskys painting and how they interact with one Talk the talk
another

Technique (Procedural Knowledge) Walk the walk Self-Control (attitudes and behaviors)

Carefully and patiently color, mix and blend. Listen attentively, follow directions for most of the class, and practice their careful coloring and mixing skills Quietly reflect and record Clean up their materials and spaces

Lesson Activities
Introduction: Today, we will be exploring color and experimenting with them! Before we get to our activity, we need to address our listening skills and how we should act during our material pass out time. These both have to do with our Be Respectful rule. Can anyone tell me how listening refers to being respectful? Good! Being respectful means that we should listen to others when they talk because when we talk we would like everyone to listen to what we have to say. Secondly, during our material pass out time, we should be sitting patiently at our desks waiting for our materials and listening for what to do next. During our last lesson, everyone was talking at this time and we ended up losing time that we could have used to work on our drawings. So if we cannot be quiet during this period, everyone will have to put their heads down on their desks and get very quiet for a couple of minutes. We will lose our art time when we cannot control our talking. Motivation: Hold up one sheet. What color is this? Is it a warm or cool color? Hold up another sheet. What color is this one? Is it a warm or cool color? How do you think these colors will change if we put them together? Lets put two warm colors together. How do you think they will change? Will they stay warm or will they become cool? Lets put two cool colors together. How do you think they will change? Will they stay warm or will they become cool? Transition/Concepts: Today, we are going to look at the In Blue painting by Kandinsky again In a minute we will be passing out our materials. How are we supposed to act during this time? Good Flip Wassily Kandinskys painting over Just like before when we were using the color paddles, where do the colors interact? Where are they overlapping? Come up and show us. Remember from before, how these two colors interacted? Hold up color paddles from motivation to show colors interacting. Are these colors getting warmer or cooler? How do these two colors in the painting interact? Do they become cooler or

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Cognitive Skills

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warmer? How do these other two colors in the painting interact? Do they become warmer or cooler? Oil Pastel Practice Before we get back to our drawings from last week, we will practice our oil pastel skills. Helpers please come up and help pass out the materials. One helper passes out the pastels. And the other two pass out the portfolios. Ill pass out the large worksheets. First lets practice our coloring skills with the first step. Pick a co ol color and color in the first shape. Remember not to bear down too hard. It should look streaky. It should look like this one, not like that. If the color balls up on the surface then you are bearing down too hard. Once you are done with this step we will use our baby wipes to move the color around and blend it. This will help it not look so streaky. Take the baby wipe like this and wrap it around your finger. Now use your fingertip that is under the wipe to blend the color. Now lets color in the next shape, but this time with a warm color. Who can tell me what warm color they are going to use? Remember to practice your new skills and blend them. Also this time when we use the baby wipe again, use a new area on the wipe so we dont mix the colors together .

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Now lets practice our mixing skills and practice the skills we just used. Lets start off with two warm colors. First color in the one shape with a warm color and blend in just the area that does not overlap. Now choose another warm color and color in the other shape. The colors should be overlapping now in the middle. Grace would you like to come up and show everyone how to blend these two colors together? Now everyone blend lets blend ours just like that! What happened to the two colors in the middle? Now lets mix two cool colors. First color in the one shape with a cool color and blend in just the area that does not overlap. Now choose another cool color and color in the other shape. The colors should be overlapping now in the middle. Now lets blend. What happened to the two colors in the middle? Now lets experiment! Using the skills that we just practiced, color in the three overlapping shapes at the bottom. You can use warm or cool colors or both. And then blend and mix those colors that overlap. Pick a color and lets color in the first shape. Now blend. Pick another color and color in the second shape. Now blend. Pick a third color and color in the third shape. Now blend. What happened to the colors that overlapped? What happened to the middle where all three colors overlapped? Now lets put these worksheets in our portfolios and take out our drawings from last time. We are going to practice our blending skills with one color first. Lets blend in two of our colored shapes that we colored in last week. One should be a warm color and the other should be cool (2-3 mins) Now we are going to blend two colors together like we did on our practice. Find an area of our drawings that have two overlapping shapes. Color in the first shape with the first color. Now color in the next shape. Now blend those two colors together. (3-4 mins) Lets do one more like that.

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Clean up: Ok, its clean up time! Signal. All Pastels down. Listen for my clean up directions. Put all of your materials in your group bucket and the helpers will be around to collect them. My three helpers please collect the supply buckets and drawings. Pass out baby wipes once everyone is cleaned up Closure: What types of colors did we use today? How did the colors change when we blended them together? Hold up two students drawings How are these different? Which drawing has more warm colors in it? Which has more cool colors?

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