Katie Morris ART807 IR2.

1st Grade Tornado Safety

Overview- After learning about tornado safety, the students will create a mixed media artwork including a depiction of safe activity in a tornado and a safety tip that they have written. Supporting Research- This project relates to Five Ways To Integrate, specifically depiction
Marshall, J. (2010). Five ways to integrate: Using strategies from contemporary art. Art Education, 63(3), 13-19.

Stop. Look. Think.

What do these pictures have in common? What is each picture about? Which one is most likely to take place in Kansas?

Hokusai, The Great Wave off Kanagawa, 1831

http://www.wikipaintings.org/en/katsushikahokusai/the-great-wave-of-kanagawa-1831

Jacek Yerka, Tornado Alley

http://www.wikipaintings.org/en/jacekyerka/tornado-alley

Al Feldstein, Forest Fire

http://www.catskillfinearts.com/Feldstein/forest fire.jpg

Stop. Look. Think.

Each of the pictures depicts a kind of severe weather. Tornados are the kind of severe weather we need to be most prepared for in Kansas.

Hokusai, The Great Wave off Kanagawa, 1831

http://www.wikipaintings.org/en/katsushikahokusai/the-great-wave-of-kanagawa-1831

Jacek Yerka, Tornado Alley

http://www.wikipaintings.org/en/jacekyerka/tornado-alley

Al Feldstein, Forest Fire

http://www.catskillfinearts.com/Feldstein/forest fire.jpg

What is a Tornado?
When warm, moist air mixes with cool, dry air in a thunderstorm, it can cause a tornado to form. Tornados are strong, rotating columns of air. Tornados have high wind speeds and can cause a lot of damage.
http://www.sciencekids.co.nz/sc iencefacts/weather/tornado.ht ml

How can we stay safe from tornadoes?

At school: get down in the hallway and cover your head, like in the picture. Have a plan for what to do in a tornado at home. Family tornado drill? Stay alert about dangerous weather. Go to a basement or interior room. Stay away from windows. If you cant get inside, find a ditch, lie down, and cover your head. If you are in a car, get out and seek shelter.

http://www.doe.in.gov/studentservices/safety/tornado-safetyrecommendations

Why do we practice tornado drills? So we can be safe if it ever really happens!

Lets look at some tornado art!

John Steuart Curry, Tornado Over Kansas, 1929
What is happening here? What is the family doing to stay safe? Why do you think the artist painted this? What kinds of colors did the artist use?
http://www.muskegonartmuseum.org/collections-gallery/gallery

John Brosio, After School, 2002

What is happening in this picture? Is this safe? What do you think the artist is trying to tell us?

http://www.johnbrosio.com/tornadoes_one.html#

Looking at Tornadoes in Art

What color is the tornado? What is the tornado shaped like? Is the shape geometric (math class shape) or organic (from nature)? What do the edges of the shape look like?

John Brosio, Rides 2, 2000 http://www.johnbrosio.com/tornadoes_one.html

What do you think about these paintings? How would you describe the art?

Alexis Rockman, Blue Tornado, 2006

http://marilynfenn.com/continued/new-tornado-paintings/

Marilynn Fenn, Tornado Two-Step, 2010

http://marilynfenn.com/continued/new-tornado-paintings/

Assignment
Day 1- Make background
Background should show safe activity. Maybe a house with nobody in the window? What kinds of shapes are houses usually made of? Other ideas are ok, too. What colors would we see in the sky during a tornado? Dont make your tornado yet

Day 2- Make tornado and add your safety tip

What kind of shapes are tornadoes? Tear paper to make a tornado. Think of a safety tip and check it with Mrs.Morris. Write your safety tip on your artwork.

http://artteacheradventures.blogspot.com/2012/08/1st-gradetornado-safety.html

KSDE Visual Arts Standards

Standard 1: Understanding and Applying Media, Techniques, and Processes Benchmark 1: The student explores a variety of art media, techniques, and processes. Benchmark 3: The student experiments with various media, techniques, and processes to develop manipulative skills. Benchmark 4: The student employs media, techniques, and processes to communicate through works of art. Benchmark 5: The student demonstrates the safe and correct use of simple materials and tools. Benchmark 6: The student demonstrates that clean-up and organization of materials are a part of the artistic process. Standard 2: Using Knowledge of the Elements of Art and the Principles of Design Benchmark 1: The student recognizes key elements* and key principles* used in works of art. Benchmark 2: The student responds to art works based on the use of key elements* and key principles*. Benchmark 3: The student applies key elements* and key principles* in creating works of art. Standard 3: Creating Art Works Through Choice of Subjects, Symbols, and Ideas Benchmark 1: The student identifies visual images, subjects, and symbols in works of art. Benchmark 2: The student incorporates images, subjects, and symbols into art works. Standard 4: Understanding the Visual Arts in Relation to History and Cultures Benchmark 2: The student discusses different purposes for which art is created. Benchmark 3: The student creates art based on historical and cultural ideas of diverse people. Standard 5: Reflecting Upon and Assessing the Characteristics and Merits of Art Benchmark 1: The student describes characteristics evident in art works. Benchmark 2: The student describes and shares opinions about works of art. Benchmark 3: The student distinguishes among various aesthetic qualities. Standard 6: Making Connections Between the Visual Arts and Other Disciplines Benchmark 1: The student distinguishes among various visual art forms. Benchmark 3: The student identifies connections between the visual arts and non-art disciplines. Benchmark 4: The student explains how art contributes to the social aspects of everyday culture.