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    Jellyfish

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    Students will create a jellyfish landscape using multiple art elements. They will paint paper backgrounds, draw and color jellyfish using oil pastels, and glue yarn and cut-out jellyfish to represent them floating. The project incorporates elements like color, line, shape, form, texture and space. Assessment will consider inclusion of elements using a rubric. Adaptations include guidance for ELL, at-risk, and advanced students.

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    © All Rights Reserved
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    Jellyfish

    Uploaded by

    api-316485458
    47 views4 pages
    Students will create a jellyfish landscape using multiple art elements. They will paint paper backgrounds, draw and color jellyfish using oil pastels, and glue yarn and cut-out jellyfish to represent them floating. The project incorporates elements like color, line, shape, form, texture and space. Assessment will consider inclusion of elements using a rubric. Adaptations include guidance for ELL, at-risk, and advanced students.

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    jellyfish

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    Students will create a jellyfish landscape using multiple art elements. They will paint paper backgrounds, draw and color jellyfish using oil pastels, and glue yarn and cut-out jellyfish to represent them floating. The project incorporates elements like color, line, shape, form, texture and space. Assessment will consider inclusion of elements using a rubric. Adaptations include guidance for ELL, at-risk, and advanced students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    47 views4 pages

    Jellyfish

    Uploaded by

    api-316485458
    Students will create a jellyfish landscape using multiple art elements. They will paint paper backgrounds, draw and color jellyfish using oil pastels, and glue yarn and cut-out jellyfish to represent them floating. The project incorporates elements like color, line, shape, form, texture and space. Assessment will consider inclusion of elements using a rubric. Adaptations include guidance for ELL, at-risk, and advanced students.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Jellyfish

    Author: Erin McQuade


    Date created: 04/19/2016 6:41 PM EDT ; Date modified: 04/22/2016 7:05 PM EDT

    Basic Information
    Title

    Jellyfish

    Summary

    Students will create a jellyfish landscape that includes multiple art


    elements.

    Grade/Level

    Grade 3

    Time Frame

    2 45 minute classes

    Subject(s)

    Art

    Modifications

    Plan B- students may choose a different topic for their artwork as long as
    they use all elements presented.

    Standards And Key Concepts


    Standards

    Display:

    Collapse All

    Expand All

    MA- Massachusetts Core Course Objectives (2014)


    Subject:
    The Arts
    Grade Range:
    Pre-K-4
    Area:
    Visual Arts
    Objective:
    Students demonstrate knowledge of the elements and principles of
    design in the visual arts.
    Indicator:
    Students use the elements: color (primary and secondary);
    value (gradations of black, white, and gray); line; shape; form;
    texture; and space (foreground, middle ground, and
    background).
    Objective:
    Students demonstrate their powers of observation, abstraction,
    invention, and expression in a variety of media, materials, and
    techniques.
    Indicator:
    Students create 2D and 3D artwork from imagination.

    MA- Massachusetts Curriculum Frameworks


    Subject: Visual Arts
    Strand: The Arts Disciplines
    Standard 2: Elements and Principles of DesignStudents will
    demonstrate knowledge of the elements and principles of design.

    Grade PreK-4:
    Learning Standard 2.1:
    For col or, explore and experiment with the use of color in dry
    and wet media
    Identify primary and secondary colors and gradations of black,
    white and gray in the environment and artwork Explore how
    color can convey mood and emotion
    For example, students mix light and dark values of colors or
    predict the results of overlapping and blending primary colors.
    Learning Standard 2.2:
    For line, explore the use of line in 2D and 3D works Identify a
    wide variety of types of lines in the environment and in artwork
    For example, students take a walk around the school and note
    jagged, straight, curved, thick, and thin lines.
    Learning Standard 2.3:
    For texture, explore the use of textures in 2D and 3D works
    Identify a wide variety of types of textures, for example,
    smooth, rough, and bumpy, in the environment and in artwork
    Create representations of textures in drawings, paintings,
    rubbings, or relief
    Learning Standard 2.4:
    For shape and form, explore the use of shapes and forms in 2D
    and 3D works
    Identify simple shapes of different sizes, for example, circles,
    squares, triangles, and forms, for example, spheres, cones,
    cubes, in the environment and in artwork
    Learning Standard 2.5:
    For pattern and symmetry, explore the use of patterns and
    symmetrical shapes in 2D and 3D works
    Identify patterns and symmetrical forms and shapes in the
    environment and artwork.
    Explain and demonstrate ways in which patterns and
    symmetrical shapes may be made
    For example, a student folds and cuts paper to achieve
    symmetry, or makes printed patterns.
    Learning Standard 2.6:
    For space and composition, explore composition by creating
    artwork with a center of interest, repetition, and/or balance
    Demonstrate an understanding of foreground, middle ground,
    and background
    Define and identify occurrences of balance, rhythm, repetition,
    variety, and emphasis
    Standard 3: Observation, Abstraction, Invention, and
    ExpressionStudents will demonstrate their powers of observation,
    abstraction, invention, and expression in a variety of media,
    materials, and techniques.
    Grade PreK-4:
    Learning Standard 3.2:
    Create 2D and 3D expressive artwork that explores abstraction
    For example, a student simplifies an image by making
    decisions about essential colors, lines, or textures.

    Overarching Goal

    Students will create a piece of work that demonstrates use of multiple


    elements of art in the process of creating their final product.

    Understandings and Lesson


    Objectives

    The students will design a jellyfish landscape that includes the art elements
    by applying different medias together to create texture, space, shape, and
    line.

    Essential Questions

    Unit (Guiding) Questions

    Knowledge and Skills

    Where can you find all of the elements of art around you?
    Why are the art elements important to artwork?

    What art elements do you see in this example?


    What would happen if I only used 1 element?
    Students use mixed media to demonstrate multiple elements of art in one
    final jellyfish lanscape.

    Performance Tasks And Assessment


    Performance Task/ Activity

    Students will apply knowledge of all art elements to art works that are not
    only created by them but all around them as well.

    Motivation

    Students will participate in a class discussion based on what elements they


    see in the example and why it is important that all of the elements are in
    the artwork.

    Assessment/Rubrics

    Rubrics:
    1. elements rubric

    Learning Experiences And Resources


    Routines

    Each seat at each table has a job (ex. table leader, noise monitor, folders,
    supplies) for clean up and once the class has cleaned up if there is time the
    set up for the next class begins.

    Instructional Approaches

    studio based, craft

    Sequence of Activities

    Differentiated Instruction
    and Adaptations

    1. Students begin class with a discussion about why the art elements
    are important to artwork. Students then continue with what elements
    they see in the artwork example and how these elements make the
    art more interesting.
    2. Students then see a short demo on how to achieve certain effects.
    3. Students begin by painting their background sheet of paper any
    colors and designs they want to being careful not to add too much
    water on their paper or create puddles so their background can dry
    4. Once the students are done painting they continue by drawing their
    jellyfish bodies and coloring them in by blending in colors of oil
    pastel.
    5. When all jellyfish are colored they can be cut out and yarn can be
    glued to the background where the jellyfish is going to go with the
    jellyfish glued right on top of the string so it looks like the string is
    coming out of the jellyfish.
    ELL- Students will get a one on one demo

    at-risk- students will be given tracers to create their jellyfish shape or


    precut jellyfish to apply their color to.
    special education- students will be given tracers to create their jellyfish
    shape or precut jellyfish to apply their color to.
    advanced- advanced learners would be working on a smaller scale of jelly
    fish as well as making the jellyfish more colorful and interesting with the oil
    pastels.
    Resources
    Key Words / Vocabulary

    Materials

    Appendices

    Line- An element of art defined by a point moving in space. Line may be


    two-or three-dimensional, descriptive, implied, or abstract.
    Shape- An element of art that is two-dimensional, flat, or limited to height
    and width.
    Form- An element of art that is three-dimensional and encloses volume;
    includes height, width AND depth (as in a cube, a sphere, a pyramid, or a
    cylinder). Form may also be free flowing.
    Value- The lightness or darkness of tones or colors. White is the lightest
    value; black is the darkest. The value halfway between these extremes is
    called middle gray.
    Space- An element of art by which positive and negative areas are defined
    or a sense of depth achieved in a work of art .
    Color- An element of art made up of three properties: hue, value, and
    intensity.
    Hue: name of color
    Value: hues lightness and darkness (a colors value
    changes when white or black is added)
    Intensity: quality of brightness and purity (high
    intensity= color is strong and bright; low intensity=
    color is faint and dull)
    Texture- An element of art that refers to the way things feel, or look as if
    they might feel if touched.
    paper 9x12 (2 per student)
    paint
    scissors
    glue
    oil pastels
    pencils
    erasers
    yarn
    elmers glue & brushes

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