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Do Your Part for Art!

Kindergarten, Interdisciplinary

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Description of Unit

This project generates a deeper understanding of art, and the student will gain a basic knowledge of artistic styles. Students will explore background information on three artists from the past and the styles of their art. The students will discover how the artists created their masterpieces and developed their own styles. Students will display their art in a classroom exhibition.

This guide links the Do Your Part for Art! unit to the Texas Essential Knowledge and Skills (TEKS) for kindergarteners. Do Your Part for Art! is an English language arts/interdisciplinary unit that allows students to explore and gain knowledge of three great artists and their artistic styles. Do Your Part for Art! has connections to many disciplines. For example, students identify, extend, and create patterns, as addressed in the Mathematics TEKS. They also understand similarities and differences among people, which the Social Studies TEKS require. The following document includes the applicable TEKS and the details of the Do Your Part for Art! unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Goals

Students will meet these goals in their explorations:

  • Become familiar with three artists and their styles
  • Use art vocabulary to describe and analyze works of art
  • Create works of art in various styles and in an original style
  • Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, and communicating
  • Ask questions and explore theories
  • Have opportunities to generate new ideas

Phase I. Learning Experiences

  1. In the art center, students identify colors, textures, forms, and subjects in the environment.
  2. In large group settings, students learn biographical information about each artist.
  3. In teacher-led discussions and large and small group activities, students:
    • Identify simple subjects expressed in each artist’s works
    • Express ideas about works of art by each artist
    • Relate colors, textures, forms, and subjects to the environment.

      • Sample questions:
    • What do you notice first?
    • What colors do you see?
    • What objects (e.g., apple, vase, book) do you see? What shapes are they?
    • What are the people in the picture doing? How do you know?
    • Do the people in the picture look happy, sad? How can you tell?
    • What do you think will happen next?
    • Explain how the artist’s work was created (pastel, brush, crayon, paint, collage). How does it make you feel?
  4. In the art center, students create works of art, mimicking the style of each artist (e.g., Seurat—hole punches) using a variety of colors, forms, and lines.
  5. In a teacher-led, large group activity, students express ideas about their own personal artwork and the artwork of peers.
    6. Repeat steps 2-5 for two other artists who work in various styles.

  6. In the art or reading center, have available books of artwork by other artists not studied.

Resources

Getting to Know the World’s Greatest Artists by Mike Venezia
The Annotated Mona Lisa: A Crash Course in Art History by Carol Strickland and John Boswell
Linnea in Monet's Garden by Cristina Bjork and Lena Anderson
Pablo Picasso: Breaking All the Rules by True Kelley
Uncle Andy's: A FAABBBULOUS VISIT WITH ANDY WARHOL by James Warhola
Frida by Jonah Winter and Ana Juan
My Name is Georgia: A Portrait by Jeannette Winter

Examples of Artists to Study

Piet Mondrian An abstract artist who created pictures to express feelings and thoughts through straight lines and simple colors

Georges Seurat A French Impressionist who invented Pointillism, using only tiny dots of paint and no brush strokes or lines

Hans Arp A Dadaist, later known as a Surrealist, who invented a new kind of collage technique in which paper squares were dropped on a larger sheet of paper without knowing where they would land; known as the “Muse of Chance Collage”

Jackson Pollock An American artist who pioneered a technique in which paint is poured onto the canvas

Phase II. Independent Research

A. Research process

  1. Provide students with a sampling of their previously created artworks in each style.
  2. Ask guiding questions to help students clarify their choices leading to their own style.
  3. Distribute art supplies to students.
  4. Provide students work time to create their own masterpieces.
  5. Set up an exhibition.
  6. Ask the students to explain the piece they created using specific vocabulary, such as color, form, and line and answer questions about their own works of art.
  7. Prompt students to clarify which elements in their work mean the most to them and why they made those choices.
  8. Allow each student to respond to other students’ works of art.

B. The product

Each student creates an original work of art about their environment, using their knowledge of other artists' work and their new understanding of color, textures, form, and content to begin to create their own style. The class will set up an exhibition.

C. Communication

Each student presents an original work to his/her classmates using appropriate vocabulary. The student should take any questions or comments at the end of the presentation. The Q&A session should be impromptu and unscripted to accurately assess student learning.

D. A completed project consists of

  1. the student's original art and
  2. a videotape or audiotape of the class presentation, including the Q&A session.

Credit to Mandy Smetana, Region 15 Education Service Center

This unit may address the following TEKS.

111.2, Mathematics, Kindergarten

111.2(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.2(b)(2)
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system.
111.2(b)(3)
Number and operations. The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems.
111.2(b)(6)
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.
111.2(b)(7)
Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes.
111.2(b)(8)
Data analysis. The student applies mathematical process standards to collect and organize data to make it useful for interpreting information.

117.102, Art, Kindergarten

117.102(b)(1)
Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks.
117.102(b)(2)
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.102(b)(3)
Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
117.102(b)(4)
Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations.

113.11, Social Studies, Kindergarten

113.11(b)(2)
History. The student understands how historical figures, patriots, and good citizens helped shape the community, state, and nation.
113.11(b)(11)
Culture. The student understands similarities and differences among people.
113.11(b)(15)
Social studies skills. The student communicates in oral and visual forms.
113.11(b)(16)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.2., Spanish Language Arts and Reading, Kindergarten, Adopted 2017

128.2(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--beginning reading and writing. The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell.
128.2(b)(5)(G)
evaluate details to determine what is most important with adult assistance;
128.2(b)(5)(H)
synthesize information to create new understanding with adult assistance
128.2(b)(6)(E)
interact with sources in meaningful ways such as illustrating or writing
128.2(b)(6)(F)
respond using newly acquired vocabulary as appropriate.
128.2(b)(6)(C)
use text evidence to support an appropriate response;
128.2(b)(10)(D)
edit drafts with adult assistance using standard Spanish conventions, including:
128.2(b)(12)(E)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
128.2(b)(3)(C)
identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures locations.
128.2(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
128.2(b)(8)(D)(ii)
titles and simple graphics to gain information
128.2(b)(8)(D)(iii)
the steps in a sequence with adult assistance;
128.2(b)(1)(B)
restate and follow oral directions that involve a short, related sequence of actions;
128.2(b)(1)(A)
listen actively and ask questions to understand information and answer questions using multi-word responses;
128.2(b)(1)(C)
share information and ideas by speaking audibly and clearly using the conventions of language;

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.

English Language Arts:

ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.2
Explore and refine a research topic.

Mathematics:

M.V.B.4
Describe patterns and departure from patterns in the study data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.1
Classify types of data.
M.VII.C
Logical reasoning
M.VII.A.1
Analyze given information.
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