Anticipatory Set/Hook Reflection
Teacher Guided Practice
Art QCC Standards
Second Grade Fine Art/Visual Art Standards
FAVA 2.2 Uses a variety of art materials and techniques to model, construct, and compose original artworks. (See Introduction: Matrix.)
FAVA 2.3 Creates artworks (drawings, paintings, pottery, sculptures, prints, fiber arts, and mixed media arts) emphasizing one or more of the arts elements, e.g., warm and cool colors, line, shape, form, texture, value, and the principles of movement, rhythm, repetition (pattern), and spatial techniques (overlapping, size placement of shapes).
FAVA 2.7 Applies concepts and ideas from another discipline and its topics as sources of ideas for own artworks. (See Introduction: Matrix.)
FAVA 2.18 Discusses why people make art.
Ongoing Art Objectives:
· Develop construction (cutting, gluing, manipulating, etc.), drawing, painting, etc., skills (Application, Synthesis; ongoing objective, see art matrix).
· Demonstrates proper care and safe use of art materials and tools (Application Evaluation; ongoing objective; 2.5).
· Appraise/Evaluate artwork for quality (thoughtfulness & carefulness) and accuracy (following directions & project guidelines) (ongoing).
1. Create/illustrate a story/poem can.
2. Write a story or poem to write on a can.
3. Discuss and determine why people make art (2.18).
Please note that all objectives are not covered in one session.
The students are asked to observe and make comments Howard Finster’s Waste
The teacher will give step by step instructions (guided practice) for the students to follow as they create their story/poem cans (independent practice).
To ensure understanding, the instructor will differentiate instruction throughout the project (including the writing process) by giving direct and independent feedback to each student.
Higher-Order Thinking Questions:
Differentiated Practice Activities:
What is Howard Finster’s trying to say with the painted waste can?
What story or poem can you write that will fit on your own can?
What does transformation mean?
What other things transform?
Differentiated activities are largely determined by independent skill level.
Step by step assistance by the teacher or student (Only a few if any students will need this approach).
Teacher will start the student with the artwork (some students will need the instructor or a fellow student to assist them).
The student must complete the entire project.
Learning Styles Independent, Pairing, Cooperative Groups, and
1. The culminating activity: The story/poem can.
A review of the current lesson (what they should be able to do and what they are to know) is shared as well as what will be taught the next time in art….
(Summary of current/preview of next lesson)
Pencils & Erasers
12 by 18 Art Paper
Resources Integrate Technology and/or Media
Find a discarded object that you can transform and change, then change/transform it!
Second Grade Writing Standards
The student demonstrates competency in the writing process.
The student writes text of a length appropriate to address atopic and tell a story.
The Student will write a short story or a poem on a can andpaint imagery on that can that reflects/matches the story.
Artwork Used From the