Content Area

Being an Art teacher is incredible…don’t get me wrong… But I honestly envy my general education teacher friends who get to come into work and open a Math Curriculum book and simply “deliver” what’s inside with the assurance that the content is aligned with State Content Standards/Benchmarks and GLCE’s.  Not so as an Art Educator.  We have to create EVERYTHING we teach.  Upon initially seeing this “Thing” I got very excited that finally I might be able to utilize/locate some already developed content/lesson plans for my K-5 Visual Arts students…why reinvent the wheel right?!

I tried to do a search on PBS Learning Media for “The National Visual Arts Standards” and although the search engine provided all 6 Strands it wouldn’t pull a single document for me to view.  I then proceeded to do several different searches using a variety of filters and despite advise to be specific my “least” specific searches provided results that were at least not frustratingly off topic. I did find, without attempt, several interdisciplinary (Math) lessons that I could use with my students next year.




I did another search with the filters: 2nd Grade, Collection, Video, Elements of Art and Principles of Design, and the Arts which produced off topic results.



Teachers First offered the similar results.  If I tried to add even one modifier to the search it produced 0 results. I had to simply search Visual Arts to produce a list of varied unorganized images.

Participate Learning provided a collection of Visual Arts specific Apps.  Not exactly what I was expecting from 21things4teachers as it relates to Content Development but I’ll take what I can get!   I did use apps this year to integrate technology and can see myself doing it again in the future.  This resource does allow for a Grade Level search of available Visual Arts apps.  I was able to learn of a new app called Touch Van Gogh that if offered for free that allows its user to learn more about individual paintings by Van Gogh through “Touch.”  Pop Art Design features a gallery of Pop Artwork and discusses it’s placement within Art History.

Sue, maybe this “Thing” is one that we can revisit when we are together during the next open lab session.  I have spent several hours simply trying to pull relevant Content data using filters only to produce results that are not applicable to what I’ve searched or what I need to teach.  Help!!




Standard 2: Apply skills and knowledge to create in the arts.

ART.VA.II.K.2 Use a variety of lines, colors, and basic geometric shapes and patterns to creatively express feelings and personal experiences.


Standard 5: Recognize, analyze, and describe the connections among the arts; between the arts and other disciplines; between the arts and everyday life.


Explore connections between the visual arts and other curriculum.


Assigning Homework and Practice:

Frame, Focus, and Reflection

Introduce or review the names of 2-D shapes—square, circle, rectangle, triangle, and square. Talk about how these shapes are called “flat” shapes or “plane” shapes. It would be helpful to review this concept throughout the lesson and each day. Show Shape House and have students spot these shapes in the classroom. Show the PowerPoint Let’s Look at Art and have students identify shapes that they see in the paintings. Allow them to come up to the board and point out the shapes they see. Have students use the language “above, below, beside, in front of, behind, and next to” to describe the positions of these shapes.

Pass out drawing paper and direct students to draw faces using shapes. Model on the board, using a large circle for the face with smaller circles for the eyes, nose, and mouth as students follow along. Then, draw a large triangle for a face and smaller triangles for the eyes, nose, and mouth as students follow along. Finally, challenge students to draw a face using large and small squares. Have students identify facial features using positional words. For example: “Your eyes are above your mouth.” “Your ears are beside your eyes.” “Your eyes are above your nose.”

Nonlinguistic Representations/Cooperative Learning:

Short Activity

Show Shapes All Around Me.

Give each student a sheet of construction paper or lightweight colored computer paper, a right triangle template, and a crayon. Instruct students on how to hold down the template with one hand and trace around it with the other hand. It might be easier for them to do this working with a partner. After tracing, students will cut out the triangles with scissors. Have them look at the triangle shape and compare it to things in the classroom. Example: room corner, table tops, etc. Then, illustrate how to put two right triangles together makes a square. Give students time to experiment with combining their triangle with their neighbor’s triangle to make composite shapes.

Setting Objectives and Providing Feedback:

Formative Assessment

What are the indicators of student progress toward or achievement of each learning target?

Math Assessment Problems

  • Distinguished: Students can identify all shapes and use positional words to tell where the shape is located.
  • Proficient: Students can identify all shapes and use positional words to tell where most shapes are located.
  • Apprentice: Students can identify some shapes and use only a few positional words to identify location of shapes.
  • Novice: Student cannot identify all shapes and does not use positional correctly.

Arts and Humanities

  • Distinguished: Student created a clear pattern of geometric shapes. All pieces are securely adhered.
  • Proficient: Student created a clear pattern of geometric shapes. Most pieces are securely adhered.
  • Apprentice: Student created a pattern of geometric shapes with a few errors. Most pieces are securely adhered.
  • Novice: Student did not create a pattern.



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