1

Unit: Active Observers

Grade: 1st

Prepared by: Aubrey K. Martin

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Aubrey Martin
1st Grade
Unit: Active Observers

Big Idea: Active observers are fully present in the world. Thoughtful observations inform decisions
and actions toward other people. They allow us to better navigate our world.

Rationale/Description of Learning: As I inch closer to graduation, I have been reflecting on my

personal educational experiences. Perhaps one of the most valuable things that I have refined in
college are my observational skills. These skills have provided me with the tools that I have needed to
grow in my artistic technique and to deepen in my philosophy. I am more involved in the present
moment. The development of observational practices has added depth and empathy to my interactions
with others. I have witnessed first-hand how active observation encourages life-long learning. This
unit is an introduction to active observation. There are two projects in this unit and each project is
comprised of three lessons. The projects center around giving the students opportunities to practice
developing their observational skills. The students learn how to manipulate a medium in order to
enhance a visual effect in order to express a feeling or tell a story (Standard 2. Envision and Critique
to Reflect and Standard 4. Relate and Connect to Transfer). The students study two significant visual
artists and discuss them with their peers. The students also learn what it feels like to function in a
community of artists (Standard 3. Invent and Discover to Create). Finally, the students discover that
the skills they gain can build on each other in order to create a more complete understanding (Standard
3. Invent and Discover to Create).

Standards (1st Grade):

Lesson 1 – Standard 3. Invent and Discover to Create
 GLE1. Investigate the properties of materials to support the planning and making of works of
art to communicate.
o EOa. Choose art media to express ideas and feelings.
o EOc. Share materials with intention and care.

Lesson 2 – Standard 2. Envision and Critique to Reflect

 GLE1. Question and respond to the stories told and the feelings expressed in works of visual
art and design.
o EOb. Envision the potential of a material to be transformed to tell a story.

Standard 3. Invent and Discover to Create

 GLE1. Investigate the properties of materials to support the planning and making of works of
art to communicate
o EOc. Share materials with intention and care.

Lesson 3 – Standard 3. Invent and Discover to Create

 GLE1. Investigate the properties of materials to support the planning and making of works of
art to communicate.
o EOb. Describe the steps used in creating works of art.

Lesson 4 – Standard 3. Invent and Discover to Create

 GLE1. Investigate the properties of materials to support the planning and making of works of
art to communicate.
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o EOb. Describe the steps used in creating works of art.

o EOc. Share materials with intention and care.

Lesson 5 – Standard 4. Relate and Connect to Transfer

 GLE1. 1. Identify how artists and designers make connections through personal stories
between self, family and friends.
o EOa. Tell about the people and places in everyday life through works of art and design.
o EOb. Identify how stories in visual art and design teach us about each other.

Lesson 6 – Standard 3. Invent and Discover to Create

GLE1. Investigate the properties of materials to support the planning and making of works of art to
communicate.
 EOb. Describe the steps used in creating works of art.

Enduring Understandings:
 We use sight and touch to make inferences about the textures of objects in our world.
 The shape and texture of an object can provide the viewer with clues about the physical nature
of the object.
 Artists use various design principles in order to compose their artwork.
 Skills and understanding build on one another.
 Patterns occur naturally and can be manmade. They are ingrained in certain facets of society
and utilized in daily life.
 An artist can utilize the elements in their artwork to imbue their work with a mood.

Essential Questions:
 How does texture affect our perceptions of other human beings?
 Does texture affect people on a psychological level?
 What can the shape or implied texture of an object portrayed in a work of visual art reveal
about the nature of that object? What might it reveal about the artist’s intention?
 How can observations about shapes give us clues about the world around us?
 What might the use of overlapping objects in a work of art signal to the viewer?
 Can breaking elements down into simpler parts improve our understanding of an object?
 How can an element like pattern be used to augment a narrative?
 How can pattern contribute to the visual spectacle of everyday events?
 How can an artist use pattern to create an implied texture?
 Is art more meaningful if we incorporate our own experiences in what we make?
 How can the mood of an artwork contribute to the overall composition?

Discussion Questions:

 What does being a good observer look like?

 Is there anything different or out of the ordinary about this room?
 What is texture?
 Can anyone give me an example of some shapes?
 What is this shape?
 What does it look like when two objects are overlapped?
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 What does the word overlap mean?

Unit Goals:

At the end of this unit students will understand:

 How to manipulate a medium in order to enhance a visual effect in order to express a
feeling or tell a story
 How art can be used to reveal the beauty found in ordinary objects or everyday events
 How to work within a community of artists
 How skills build on each other in order to create a more complete understanding
 How elements in our world can be broken down into simpler forms/parts

Topic Map:

Objectives from lesson plans and sketches:

Lesson 1 – Students will explore how texture can transform ordinary objects. Students will choose
texture plates that best fit the implied texture that they wish to create. Students will share the materials
fairly and treat their peers with kindness and respect.

Lesson 2 – Students will develop their observational skills by studying and rendering organic shapes.
Students will learn the difference between implied and physical texture. Students will experiment with
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pattern in order to create an implied texture in their artwork. Students will share the materials fairly
and treat their peers with kindness and respect.

Lesson 3 – Students will demonstrate an understanding of the specific steps that need to take place in
order to physically overlap elements in their artwork to create a composition.

Lesson 4 – Students will experiment with shape through their artwork and recognize that this is one of
a number of steps in this specific artmaking experience. They will explore how simple elements can be
utilized to create a complex and interesting composition. Students will share the materials fairly and
treat their peers with kindness and respect.

Lesson 5 – Students will demonstrate an understanding of pattern and repetition and draw from their
personal experiences of a parade or celebration in their artwork.

Lesson 6 – For the last phase of this project, students will add a sense of mood/atmosphere to their
artwork using the elements that they have studied in this unit: shape, pattern, overlapping, and
composition.

Pre and Post Summative Assessment Plan:

For the Pre-Summative Assessment, I will ask the question: “What does it mean to be an active
observer?” I will change three key things around the room and ask them if they noticed anything
different. I will then introduce texture and ask them to give a few examples of texture that they have
seen. I will utilize discussion questions from the Core Knowledge Curriculum book and introduce the
concept of implied texture. I will show them how they will be applying these concepts to a still-life. I
will ask the students questions about still-life’s as an art form.
The Post Summative Assessment will be an analysis of the student’s last project, which is the
Post Assessment Activity. I have designed a rubric that specifically looks at the students’ growth in
their depth of knowledge. The criteria is focused on the student’s development as an active observer
and how they have used this skill to contribute to the meaning/visual narrative of their artwork. The
students’ observations about ideas communicated or shown in this unit will be reflected in their use of
the following elements – overlapping, repetition, pattern, texture, shape, and composition.

Content Integration:

Lesson 1
 Science: Students will study textures in the natural and man-made world.
 Art History: Students will analyze still-life paintings by Paul Cezanne.
 Math: Students will study and utilize patterns in their artwork.
Lesson 2
 Science: Students will study shapes and textures in the natural and man-made world.
 Art History: Students will analyze still-life paintings by Paul Cezanne.
 Math: Students will study and utilize patterns in their artwork.
Lesson 3
 Math: Students will study and utilize patterns in their artwork. Students will also explore
spatial relationships through their use of overlapping objects and perspective in their artwork.
 Music: Students will make the connection that artists and musicians both compose their pieces.
Lesson 4
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 Science: Students will identify patterns and begin to develop an elementary understanding
of human anatomy by breaking up figures into basic shapes.
 Art History: Students will analyze and discuss Jacob Lawrence’s Parade.
Lesson 5
 Science: Students will utilize repeating colors and shapes in their artwork to create a
pattern.
 Art History: Students will review Jacob Lawrence’s Parade.

Lesson 6
 Science: Students will identify and continue to use geometric shapes in their artwork.
 Math: Students will create patterns in their artwork.
 Art History: Students will review Jacob Lawrence’s Parade.

Outline of Lessons: (number of days will depend on the unit you are teaching)
Teacher Will
Lesson 1 – Still Life (Part I –
Creating Texture)
Lesson 2 – Still Life (Part II –
Texture and Shape )
Lesson 3 – Still Life (Part III
– Set Your Table)
Students Will
 Conduct the Pre-  Explore how texture
Assessment can transform
discussion and ordinary objects.
introduce the first  Choose texture plates
project. that best fit the
 Offer help and advice implied texture that
when needed. they wish to create.
 Assess progress in  Share the materials
project fairly and treat their
 Facilitate cleanup and peers with kindness
lineup. and respect.
 Review the previous  Students will develop
class and introduce their observational
today’s goals skills by studying and
 Offer help and advice rendering organic
when needed. shapes.
 Assess progress in  Students will learn the
project difference between
 Facilitate cleanup and implied and physical
lineup. texture.
 Students will
experiment with
pattern in order to
create an implied
texture in their
artwork.
 Students will share the
materials fairly and
treat their peers with
kindness and respect.
 Review the previous  Students will
class and introduce demonstrate an
today’s goals: Today understanding of the

Lesson 4 – Parade (Part I –
Shape)
Lesson 5 – Parade (Part II -
Details)
Lesson 6 – Parade (Part III -
Details)
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is the last day to work specific steps that
on this project! need to take place in
 Offer help and advice order to physically
when needed. overlap elements in
 Assess progress in their artwork to create
project a composition.
 Facilitate cleanup and
lineup.
 Introduce the new  Experiment with
project and go over shape through their
today’s goals artwork and recognize
 Offer help and advice that this is one of a
when needed. number of steps in
 Assess progress in this specific
project artmaking experience.
 Facilitate cleanup and  Explore how simple
lineup. elements can be
utilized to create a
complex and
interesting
composition.
 Share the materials
fairly and treat their
peers with kindness
and respect.
 Review the previous  Students will
class and introduce demonstrate an
today’s goals understanding of
 Offer help and advice pattern and repetition
when needed. and draw from their
 Facilitate cleanup and personal experiences
lineup. of a parade or
celebration in their
artwork.
 Review the previous  For the last phase of
class and introduce this project, students
today’s goals: Today will add a sense of
is the last day to work mood/atmosphere to
on this project! their artwork using the
 Offer help and advice elements that they
when needed. have studied in this
 Facilitate cleanup and unit: shape, pattern,
lineup. overlapping, and
composition.
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Visuals:

https://prints.barnesfoundation.org/detail/455658/c%C3%A9zanne-ginger-jar-pot-de-gingembre-c.-
1895

https://www.rogallery.com/Lawrence_Jacob/lawrence-parade-poster.html

Resources:
 What Your First Grader Needs to Know
 Core Knowledge Curriculum: 1st Grade
 Artists Studied:
o Paul Cezanne
o Jacob Lawrence
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Bibliography:

Ginger Jar (Pot de gingembre), c. 1895 by Paul Cézanne - Paper and Canvas Print – Barnes
Foundation Custom Print Shop. (n.d.). Retrieved from
https://prints.barnesfoundation.org/detail/455658/cézanne-ginger-jar-pot-de-gingembre-c.-
1895
Hirsch, J. E. (1998). What your 1st grader needs to know: Fundamentals of a good first-grade
education. New York, NY: Delta Trade Paperbacks.
Jacob Lawrence Parade Poster. (n.d.). Retrieved from
https://www.rogallery.com/Lawrence_Jacob/lawrence-parade-poster.html
Hirsch, E. D., & Wright, S. A. (2004). Core knowledge: Grade 1 Teacher Handbook. Charlottesville,
VA: Core Knowledge Foundation.
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Appendices
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Aubrey K. Martin – Texture

Lesson 1 – Texture Still-Life
Grade Level: 1st Grade

Colorado Academic Standards: First Grade

Standard 3. Invent and Discover to Create

 GLE1. Investigate the properties of materials to support the planning and making of works of
art to communicate.
o EOa. Choose art media to express ideas and feelings.
o EOc. Share materials with intention and care.

I. Big Idea(s):
- Texture influences our experience.

II. Enduring Understandings: - We use sight and touch to make inferences about the textures of
objects in our world.

III. Essential Questions: How does texture affect our perceptions of other human beings? Does
texture affect people on a psychological level?

IV. Daily Lesson Objectives: Students will explore how texture can transform ordinary objects.
Students will choose texture plates that best fit the implied texture that they wish to create.
Students will share the materials fairly and treat their peers with kindness and respect.

V. Activity: The students will analyze a number of still-life paintings by Paul Cezanne. The
students will begin their texture still-life drawings.

VI. Content Integration:

 Science: Students will study textures in the natural and man-made world.
 Art History: Students will analyze still-life paintings by Paul Cezanne.
 Math: Students will study and utilize patterns in their artwork.

VII. Pre-Assessment: Verbal Pre-Assessment – Types of textures observed – lines and patterns that
may represent these
 Unit Pre-Assessment: Discussion: What does it mean to be a good observer?
Observations of Cezanne paintings and observations around the room.

VIII. Success Criteria: Evidence of participation/active listening during the intro. and demo.
Completed background texture, start on fruit shapes.

IX. Post-Assessment: Study the students’ use of texture plates, Participation: active listening,
adequate progress in artwork (finish texture plate background).

X. Accommodations and Modifications:

 Level of Support:
o Location: Preferential Seating – Seat students who have difficulty
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concentrating towards the front and beside peer mentors. If a student cannot
focus with others around them provide an additional seating area where they
can concentrate better.
o Provide certain students with additional support/behavioral checks
o Peer Mentors: Encourage students who are having difficulty grasping the
topics to collaborate with their peers.
 Output:
o Students who are uncomfortable giving verbal responses can respond with a
visual cue instead.
 Input:
o Use a combination of visuals, physical demonstration, written, and verbal
instruction throughout the lesson.
 Time:
o Offer extra time for students who are struggling to finish their projects.

XI. Visuals:

https://prints.barnesfoundation.org/detail/455658/c%C3%A9zanne-ginger-jar-pot-de-
gingembre-c.-1895

XII. Supplies and equipment:

 Printer paper
 Texture plates
 Chalk pastels
 White board
 White board markers
 Eraser
 Replica(s) of artwork by Paul Cezanne

XIII. Safety concerns:

 Social dynamic with other students
 Pole in the art room
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XIV. Teaching procedure:

Beginning---Introduction or Anticipatory Set

I will meet the students in the hallway as their teacher drops them off. The
students will come in and quietly sit down on the floor. I will go through the
usual classroom routines and then begin the Unit Pre-assessment. I will ask the
question: “What does it mean to be an active observer?” I will change three key
things around the room and ask them if they noticed anything different. I will
then introduce texture and ask them to give a few examples of texture that they
have seen. Ask questions from the book and introduce implied texture. I will
show them how they will be applying these concepts to a still-life. Ask
questions about still-life’s as an art form.

Instruction/demonstration

I will show the students how to begin their texture drawings. I will also show them an
example of what the end-product might eventually look like. I will make sure to discuss
the various types of textures that one might want to represent in their still-life. I will show
them how to use pattern and line in order to represent textures. I will emphasize the
importance of writing their name and class on their artwork.

Middle---Student Creating Phase

I will dismiss the students to their seats, and they will begin working on their drawings.
Paper, chalk pastels, and texture plates will be passed out to each table before class starts.
As the students work, they will share the materials with their classmates. In addition to
visuals of Cezanne’s still life paintings, instructions and example texture-patterns will be
drawn/written on the board as another resource. I will circulate around the classroom
offering advice, encouragement, and correction when needed.

End---Closure

I will instruct the students to put their drawings in their portfolios and to make sure that
the supplies are back in their containers. They will also check the floor for trash. I will
inform them that I will be looking for quiet tables to line up first. Cleanup will be about 3
– 5 minutes. (Note: I may make cleanup earlier depending on how focused/on-task
students are on that day.)

5 Minute Breakdown – 45 Minutes

Time Teacher
5 I will instruct the students
to come in and have a seat
on the carpet. I will tell
them about the plan for
the day.
Students
Wait quietly in the
hallway and calmly enter
the classroom. Display
active listening while
receiving instruction.
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10 Conduct the Pre- Participate in the Pre-

Assessment Assessment
activity/discussion. activity/discussion.
Conduct the demo. Display active listening
Placing special emphasis while receiving
on the relationships instruction.
between pattern, line,
physical texture, and
implied texture.
15 Wrap up the demo and Display active listening
help the students while receiving
transition to their seats. instruction. Calmly make
Circulate around the the transition from the
classroom offering advice carpet to the tables. Begin
and encouragement when artmaking!
needed.
20 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
25 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
30 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
35 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
40 Facilitate cleanup/lineup. Cleanup/lineup.
45 Escort students back to Quietly walk back to
their classroom. classroom.

XV. Post lesson reflection:

- Potential Improvements/Changes:
 In 1O the students had trouble seeing the fruit as one composition. They separated each
fruit and drew them in a line. For 1H and 1T have the students draw the fruit this
way. The students will eventually cut the fruit out and physically arrange them in an
overlapping composition.
 Simplify the lesson. – Have the students focus on the texture on day 1, the fruit
shape/pattern on day 2, and the composition on day 3.
- Victories:
 Students really enjoyed experimenting with the texture plates!
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Aubrey K. Martin
Active Observers – Lesson 4: Shape
Grade Level: 1st Grade

Colorado Academic Standards: First Grade

Standard 3. Invent and Discover to Create

GLE1. Investigate the properties of materials to support the planning and making of works of art to
communicate.
 EOb. Describe the steps used in creating works of art.
 EOc. Share materials with intention and care.

I. Big Idea(s):
- Artists can use simple elements to convey complex ideas.

II. Enduring Understandings: - Skills and understanding build on one another.

III. Essential Questions: How can observations about shapes give us clues about the world around
us? Can breaking elements down into simpler parts improve our understanding of an object?

IV. Daily Lesson Objectives: Students will experiment with shape through their artwork and
recognize that this is one of a number of steps in this specific artmaking experience. They will
explore how simple elements can be utilized to create a complex and interesting composition.
Students will share the materials fairly and treat their peers with kindness and respect.

V. Activity: The students will analyze and discuss Jacob Lawrence’s Parade and create an
artwork of their own that demonstrates an understanding of shape and movement.

VI. Content Integration:

 Science: Students will identify patterns and begin to develop an elementary
understanding of human anatomy by breaking up figures into basic shapes.
 Art History: Students will analyze and discuss Jacob Lawrence’s Parade.

VII. Pre-Assessment: Verbal Pre-Assessment – (Reference questions from the curriculum

book) Ex: “What geometric shapes do you see in Parade?”

VIII. Success Criteria: Evidence of participation/active listening during the intro. and demo. Begin
shape-based artwork.

IX. Post-Assessment: Look for evidence of understanding of how a simple element like shape
can be used to convey a message and movement in a work of art.

X. Accommodations and Modifications:

 Level of Support:
o Location: Preferential Seating – Seat students who have difficulty
concentrating towards the front and beside peer mentors. If a student cannot
 16

focus with others around them provide an additional seating area where they
can concentrate better.
o Provide certain students with additional support/behavioral checks
o Peer Mentors: Encourage students who are having difficulty grasping the
topics to collaborate with their peers.
 Output:
o Students who are uncomfortable giving verbal responses can respond with a
visual cue instead.
 Input:
o Use a combination of visuals, physical demonstration, written, and verbal
instruction throughout the lesson.
 Time:
o Offer extra time for students who are struggling to finish their projects.

XI. Visuals/References:

https://www.rogallery.com/Lawrence_Jacob/lawrence-parade-poster.html

XII. Supplies and equipment:

 Sharpies
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 Pencils
 Construction Paper
 Stencils
 White board
 White board markers
 Eraser
 Replica(s) of artwork by Jacob Lawrence

XIII. Safety concerns:

 Social dynamic with other students
 Pole in the art room
 Sharpie marker fumes

XIV. Teaching procedure:

Beginning---Introduction or Anticipatory Set

I will meet the students in the hallway as their teacher drops them off. The
students will come in and quietly sit down on the floor. I will go through the
usual classroom routines and then begin the lesson Pre-assessment.

Instruction/demonstration

I will show the students how to begin their drawings. I will also show them an example of
what the end-product might eventually look like. I will make sure to place an emphasis
on breaking elements and figures down into simple shapes. I will use descriptive words
when demonstrating how to draw the shapes. I will stress the importance of writing their
name and class on their artwork.

Middle---Student Creating Phase

I will dismiss the students to their seats, and they will begin working on their artwork.
Papers and any additional supplies will be passed out to each table before class starts. As
the students work, they will share the materials with their classmates. Instructions (for
making) and examples of basic shapes (and shape people) will be drawn/written on the
board as an additional resource. I will circulate around the classroom offering advice,
encouragement, and correction when needed. After finishing their artwork, the students
will write their name and class on their drawings.

End---Closure

I will instruct the students to place their artwork in their portfolios and to make sure that
the supplies are back in their containers. They will also check the floor for trash. I will
inform them that I will be looking for quiet tables to line up first. Cleanup will be about 3
– 5 minutes. (Note: I may make cleanup earlier depending on how focused/on-task
students are on that day.)
 18

5 Minute Breakdown – 45 Minutes

Time Teacher
5 I will instruct the students
to come in and have a seat
on the carpet. I will tell
them about the plan for
the day.
Students
Wait quietly in the
hallway and calmly enter
the classroom. Display
active listening while
receiving instruction.

10 Conduct the Pre- Participate in the Pre-

Assessment discussion. Assessment discussion.
Conduct the demo. Display active listening
placing special emphasis while receiving
on the simplified shapes instruction.
that students might choose
to include their artwork.
15 Wrap up the demo and Display active listening
help the students while receiving
transition to their seats. instruction. Calmly make
Circulate around the the transition from the
classroom offering advice carpet to the tables. Begin
and encouragement when artmaking!
needed.
20 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
25 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
30 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
35 Give the students a 5 min. Continue artmaking! Ask
until clean-up warning! questions when needed.
Circulate around the
classroom offering advice
and encouragement when
needed.
40 Facilitate cleanup/lineup. Cleanup/lineup. Write
Stress the importance of name and class on the
students writing their artwork.
name and class on their
artwork.
 19

45 Wait with students for Quietly wait in line and

their homeroom teacher to walk back to classroom.
pick them up.

XV. Post lesson reflection

- Potential Improvements/Changes:

 Continue to pay close attention to the clock in order to make sure that there is time for
everything and so the kids can line up in time for the T.A. to pick them up.

- Victories:
 This lesson is simple, direct, and age-appropriate.
 There is already evidence of knowledge transfer from the last project! The kids are
definitely building upon what they have already learned.
 20

Post Assessment Tool:

Active Observers Rubric:

:D (3) :) (2) :\ (1)
The artist’s work The artist’s work The artist did not
reveals a narrative. The displays some understand and/or
artist’s growth as an developing communicate a
active observer is also understanding of narrative in their
evident. (4. Relate and narrative, however, artwork.
Connect to Transfer) there are some
unfinished ideas in
their piece.
The artist’s work The artist’s work The artist did not
reflects a body of reveals a basic grasp understand and/or
knowledge that has been of the concepts. incorporate the 3
built up throughout the However, they only concepts into their
course of the unit. The included 2 of the 3 artwork. Their
artist has carefully concepts in their artwork does not
considered: artwork. Elements in reflect a built-up
 Composition the artist’s work are body of knowledge.
 Shape unfinished. Many elements in the
 Pattern artist’s work are
(2. Envision and Critique unfinished.
to Reflect and 3. Invent
and Discover to Create)