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Overview
This unit was designed for second grade students at Pomakai Elementary
School. The school curriculum is arts integrated, which I think is the best
form of differentiation because it promotes students creativity, selfconfidence and collaboration, which is essential to the unit plan that I am
planning to teach during Fall 2015.
This unit plan focuses on the art styles and techniques of Joan Miro. Joan Miro
is a surrealist who uses lines, shapes and colors to create an artwork that
may or may not make sense to the viewer. In this unit plan, students will
explore three of the elements of art including line, shape, and color, and
discover how these elements can make a unique work of art.
While looking at Joan Miros artworks, the guiding questions that I will ask my
students are, Describe the types of lines and shapes you see in the
artwork, What do you think Joan Miro does in his artwork that we could try
in our own artwork? and Does the title of this artwork make sense to you?
Please explain your thinking. I will also have a few more possible questions
for them to ponder such as, What materials do you think the artist used to
create this artwork? What makes you think that?, What do you think the
artist is trying to communicate in this artwork? and What materials do you
think we could use to create our own artwork?.
The essential question that is also the title of this unit is, How can we use
lines, shapes and colors to create dream-like art? The enduring
understanding that I want my students to have is to understand that
different type of lines and fanciful abstract shapes can be manipulated to
communicate the artists intentions and purposes. The students will learn to
apply vocabulary to their discussions such as, abstract, line, overlap and
shape to describe what they are observing in Miros art and what they are
creating in their own artwork.
In lesson one, I will show students various works by Joan Miro and share
information about him. I will give them time to look and process what they
see in Miros artwork and discuss his work by addressing facts that he uses
lines and shapes and likes to create dream-like art than art that is based
on reality. The students will discuss their ideas about what type of media
they think he uses as well. They will be fully engaged with the guiding
questions I have prepared for them. After discussing the work of Miro,
students will learn key concepts, related to his work.
In the second lesson, students will review Miros work of art, his style and the
elements he uses. We will discuss different types of line and shape that he
uses by looking at his works of art. We will also look at the colors that he
uses most, specifically, the primary colors. We will talk about the media he
uses. Students will describe and create different lines and shapes for
practice. I will encourage them to overlap these elements on their paper. We
will decide what media to use. Then, they will brainstorm what they want to
create.
In lesson three, the students will decide what they want to create. The
students will be engaged in making their very own work of art.
In the fourth lesson, the students will continue working with their artwork.
They will learn how to use watercolor.
In the fifth lesson, students will create a title for their art work and write a
short artists statement about the ideas related to what their artwork is
about. Students will view each others work and make positive comments
about the work of others.
In all of these lessons, I will assess students learning by checking what they
already know and can do and help them progress along by providing
feedback (formative assessment). Then, I will assess students learning at the
end of the unit by providing a rubric (summative assessment). This rubric
consists of criteria such as (1)Students were able to identify the elements of
art such as line, shape and color in Joan Miros works (2) Student created
various lines and shapes similar to Joan Miros styles (3) Student applied oil
pastel to the shapes incorporating at least one primary color (4) Student
created a title that expresses their ideas and feelings towards their artwork
(5) Students explained the meaning behind the title they selected.
This unit plan is related to the curriculum goals for my second grade
students because it relates with Standard 1: Understand and apply art
materials, techniques, and processes in the creation of works of art and
understand how the visual arts communicate a variety of ideas, feelings, and
experiences. This unit also provides an opportunity for students to meet the
following second grade benchmarks
FA.2.1.3 Describe different responses to the same work of art
Performance Assessment: Students will provide responses to their peers and
hear different responses from their peers when describing Miros art,
FA.2.1.1 Use the element of space and the principles of repetition and
variety, with a variety of art media
Performance Assessment: Students will use varieties of lines and shapes in
their own original artwork.
FA.2.1.2 Use color to convey mood in works of art.
Performance Assessment: Students will learn about and use primary colors
in their own original works of art.
I will try the lessons in this unit plan with Edrich (8 years old), Mae-Mae (6
years old), Jed (10 years old) and Angelina (12 years old) to prepare for
teaching this unit in my field placement in my second grade classroom.
Objectives
The students will be able to:
speculate about the artwork of Joan Miro
identify his style and the common characteristics of his work
practice art techniques employed by Joan Miro, such as creating
different lines and fanciful shapes
create an original piece of artwork using his techniques and
incorporating at least one primary color in their own work.
create their own original artwork using different types of media
such as watercolor and thin black sharpie pen
explain the concepts behind their artwork and participate in class
discussions
critique classmates work using the vocabulary of line, shape and
color
use critical thinking skills, either in writing or verbally through
observing, describing and judging their art and the art of their
peers
Enduring Understanding
Through the experiences in this unit, I hope that our students will develop
the enduring understanding that the elements of art such as line, shape and
color can create a meaningful artwork to communicate an idea.
Essential Question
The essential question that I want my students to address in this unit plan is,
How can we use line, shape and color to create a dream-like art?
original work. They will also demonstrate beginning skills in the use of basic
art media such as watercolors, oil pastel and thin black Sharpie pen. Finally,
they will create their original artwork based on their observations about Joan
Miros works rather than copying or imitating his works or the work of others.
In addition, they will have the ability to come up with a reasonable title for
their work, describe their work based on their feelings and ideas, and critique
the work of others based on their observation and judgement.
Benchmark
FA.2.1.1. How the arts are organized: Use the element of space and the
principles of repetition and variety, with a variety of art media
Assessment Strategies
Students will engage in a series of assessment tasks throughout this unit
that are identified below. Two summative assessment tools follow:
Assessment Task
Observe and describe Joan Miros work of arts by identifying
the elements of art such as lines, shapes and colors
Practice art techniques employed by Joan Miro such as
creating various lines and fanciful shapes
Use watercolor to paint to their watercolor paper to serve as
the background of their work.
Use a thin black Sharpie to incorporate the lines and shapes
that they have practiced into their watercolor painting
Apply oil pastel to the shapes incorporating at least one
primary color
Create a title for their artwork and explain the meaning
behind its title
Observe, describe and evaluate the art of others
Assessment Tools
Criteria
Check if
met
Instructional Strategies
Lesson One
In this lesson, students will focus on observing and describing
Joan Miros work of art. They will identify the elements of art
emphasizing lines and shapes. Through observing and describing
Miros artworks, they will realize and understand that art does not have
to look real.
Warm-up
Teacher will:
Print out five of Joan Miros artworks
Arrange the artworks for an art gallery walk
Print out slips for students notes
Students will:
Take an art gallery walk around the classroom with my Joan
Miros five chosen works of art while holding a clip board to
note/write what they see (focus on art elements and subject
matter)
Have a seat after observing all of the five of the artworks
Discuss what they think about Joan Miros style and techniques
using think-pair-share-strategy
Share what they think about the artwork of Miro with the whole
class
Focusing Event
Teacher will:
Open PowerPoint to show each of Joan Miros artworks for a
larger look for the whole class
Ask student to refer to their notes in observing and describing
each of the artworks
Explain that they will be making their original artwork
incorporating Joan Miros styles and techniques
Students will:
Closure
Teacher will:
Tell students that they will be working with lines and shapes
Ask students to come with an idea for their original artwork
incorporating different lines and fanciful shapes
Lesson Two
In this lesson, students will be engaged in observing different
lines and shapes that they can incorporate in their artwork along with
the idea and feelings behind it. They will come with an idea of what
they want to work on and work with that idea using shapes and lines.
Warm-up
Teacher will:
Show the artwork, The Red Sun of Joan Miro and describe the
shapes and lines he used.
Explain that the sun in the artwork is not perfectly shaped and
that it how Joan Miro decided to work.
Explain how he uses details as such as lines on the sides and the
colors around it
Explain that an art does not have to look real but can represent
things that are from the real world that we live and work in.
Focusing Event
Encourage students to think of an idea that they want to
incorporate in their art
Ask students to share their ideas with the class
Come up with own idea and share it with the class
(My artwork idea is to draw a flower under the sun)
Draw Flower under the Sun while they watch me work
Students will:
Write their name in the back of the paper
Select an idea for their own original work of art
Work with a pencil to practice drawing their idea using different
shapes and lines
Add details in their artwork using different lines and shapes on
side of their main image/focus
Closure
Students will:
Share their ideas with their partner using think-pair-share
strategy
Turn in their paper with the drawing
Lesson Three
In this lesson, students will work with their piece using thin black
Sharpie. They will have the opportunity to add details around the
image of their artwork or alter some shapes that they using the
samples provided.
Warm-up
Students will:
Explore different shapes and lines by going around the classroom
looking at the examples I will provide. They will be given
opportunities to use some of the examples in their work.
Students will:
Get their watercolor paper and white paper
Closure
Students will:
Share their ideas with a partner using think-pair-share strategy
Turn in their artwork
Teacher will:
Ask students how satisfied they are with their artwork using their
fingers, 5 fingers up as VERY SATISFIED, and one finger up as
NOT SATISFIED
Lesson Four
In this lesson, students will be finishing their artwork using
watercolor to paint the shapes in their piece.
Focusing Event
Teacher will:
Pass out their drawings
Review the primary colors
Explain that Joan Miro usually uses the primary colors in his
artwork
Explain that they must use at least one primary color in their
artwork
Incorporate at least one primary color to the Joan-Miro-inspired
sample artwork
(For my artwork, I will choose yellow)
Demonstrate how to use watercolor appropriately
Students will:
Paint the shapes in their original piece using watercolor
Lesson Five
In this lesson, students will create their brief artists statement.
Focusing Event
Students will:
Create and write the final title for their artwork and a brief artist
statement in a separate blank paper
Use a prompt for artist brief statement: I can use the elements
of art such as shapes and lines like Joan Miro to create..
Use the rubric to guide them through the process
Teacher will:
Students artwork
Arrange students art work, along with the title and brief artists
statement (placed beside the artwork) in the classroom for the
art walk.
Closure
Students will:
Check the rubric if they have met all the criteria
Turn in their artworks
Exhibition Idea
I will hang and display students artwork with their artists statement next to
it in a gallery-type of space around the classroom or in 2nd grade buildings
hallway.
Materials
Lesson One
Five artworks of Joan Miro
PowerPoint with Joan Miros artworks
Clipboard to note/write
Pencil
Watercolor paper, water, watercolor and brush
Lesson Two
The artwork, The Red Sun by Joan Miro
Plain white papers
Pencils
Lesson Three
Samples of shapes and lines
Pencil
Thin black Sharpie
Lesson Four
Watercolor/Brushes
Water
Paper towel
Lesson Five
Cut out paper for their title and brief statement
Students completed artwork with title and brief artists
statement
Pencil
Resources
Beckett, M. (2013, October 19). Abstract Art Inspired by Joan Miro. Retrieved
from Art is Basic: http://www.artisbasic.com/
Cornett, C. E. (2011). Creating Meaning Through Literature and the Arts. Arts
Integration for Classroom Teachers. Boston: Pearson Education Inc.
National Core Arts Standards: A Conceptual Framework for Arts Learning.
(n.d.). Retrieved from NCCAS:
http://www.nationalartsstandards.org/sites/default/files/NCCAS
%20%20Conceptual%20Framework_0.pdf
North Carolina Department of Public Instruction Instructional Support Tools
for Achieving New Standards. (2012-2013). North Carolina, USA.