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Joan Miro art Kindergarten Lesson
Transcript of Joan Miro art Kindergarten Lesson
Iowa K-5 Visual Arts Standards and Benchmarks
1. Understand and apply technique, process, and media
2. Apply line, color, value, space, shape, texture, and the principles of movement, unity, balance, emphasis, pattern, and space.
3. Create original work of art and communicate ideas and express creativity.
4. Look at how artists’ express themselves, thoughts/ideas.
5. Assess and critique one’s own art and the art of other artists. Use vocabulary and reflect on process.
6. Compare art and share ideas and images.
Objective/Learning target Identify values
Know line qualities: straight, curved, thick, thin, zig, zag Understand A person who makes art is an artist Do Identify lines, space
shapes: geometric, abstract Artists use lines, shapes, and colors Identify shapes, form
colors: red yellow blue green orange, violet Identify colors, texture
artist: Joan Miro Explore use of line, color, and shape in art
Research Based Strategies/Methods
Direct Teaching and Demonstration- The teacher will introduce the “zentangle” drawings and demonstrate how to create a “zentangle” drawing.
Connection to Prior Knowledge
Look around the room and begin speaking to students about all of the lines, colors, and shapes around us all the time and have them find them in the room.
Students are expected to express ideas and show creativity. Students will apply the elements and principles of design. Students will use materials, tools, and techniques with skill. Students will exhibit initiative, effort and responsibility. Students will demonstrate life skills by sharing supplies, putting supplies away. Students will cooperate to create a caring climate in the classroom. Students will persevere, use common sense, and show respect for themselves and others.
Students will view a Smart Board presentation created by Mrs. Koehler. Students will view Joan Miro designs. Students will use white paper, markers, paint, and oil pastels
What is an artist? Where do you find lines? Where do you see shapes? What colors do you see in the room?
The teacher will facilitate the room and check for understanding by viewing student work, asking questions, and checking for understanding. Success Criteria Master Level 10 -9 points A Exceeds
•Express creativity and be unique
• Use lines and shapes
• Value and shading is used
•Use color to fill in shapes
•Use oil pastel color to define areas
•Great effort and initiative is shown in the work
•Take responsibility for the assignment
•Complete objectives to the best of your ability
•Use teamwork in sharing supplies and properly putting supplies away
• Showed respect for yourself and others
• Use common sense and perseverance in class while working on the lesson targets/objectives Proficient Level 8-7 points B Meets
•Use lines and shapes
• Color was used.
•The artwork shows effort.
•The student showed responsibility and perseverance in finishing the assignment well.
•The student showed team-working skills in sharing supplies and putting items away.
• The student showed respect to themselves and others in class.
•The student used common sense while working on the assignment. Basic Level 6-5 points C Needs
•The student created an artwork using lines and shapes
• There is some personal expression.
•color was used in the project minimally.
•The student is developing their responsibility in designing and finishing their work.
•The student is developing their sense of teamwork in sharing supplies and putting items away.
• The student is developing their self-respect or respect for others in the classroom.
•The student is working to remain on task without re-direction.
• The student is working on using more common sense in regards to their choices in class. Minimal Level 4-3 points D Needs Tier 2 intervention
•The assignment is incomplete.
•The student has used some lines and some shapes,
• There is little to no personal expression.
• Some color was used in the assignment.
• Responsibility by the student needs to be taken for the assignment.
• The student must share supplies in class and work towards putting his/her supplies away.
• The student must develop respect for themselves and/or others in the classroom.
• The student must remain on task without consistent re-direction.
• The student must develop common sense in regards to his/her choices. No Understanding 2-0 points F
•The assignment remains incomplete
•The student has been absent and missed instruction.
• The student has been pulled from class for intervention or RTI intervention strategy These questions would be asked to the group when we display all of the finished artworks together and "critique". During the critique the students are asked to share what they like and enjoy about another students work. We number the artworks so they reference the art by number.
What issues did you experience while creating this project? (No problems? What were your successes?)
Describe what did you found enjoyable about this project? (OR what did you least enjoy about it?)
As you look at this project, what would you like to improve on? (Nothing? What are your ideas for another?) Master
Communicates idea and expression
Applies line, color, value, space,
Uses materials, techniques, and tools
with effort, initiative, and responsibility
Demonstrates life skills in class:
Teamwork, perseverance, common sense,
and respect for oneself and others Pre and Post assessment Data will be collected on the students knowledge of the elements of art. A pre-assessment and post assessment will be given to determine what the students know and what content they retain regarding the elements of art. This is an introduction lesson and students will be assessed over the principles of art with another unit.
The students will be given a simple assessment where they will be asked to demonstrate knowledge of the elements of art. Pre assessment and Post assessment Line Value Space Shape Form
Color Texture Borrowed from Hannah...Taking a line for a walk. Spanish Catalan painter, sculptor and ceramic artist, Joan Miro (1893 – 1983) inspired this lesson. An experimental artist who wanted to break free from traditional painting methods, Miro became associated with the Surrealist group in 1924, and was a pioneer of ‘automatic drawing’ – a technique in which the artist’s hand moves randomly across the paper, so that the resulting image is the product of chance and accident. Surrealist artists believed that by abandoning control of the mark-making, such drawings were a product of the subconscious, therefore revealing something of the inner psyche.
At this age, random mark-making comes naturally to children – in fact, the Surrealists yearned to recreate the spontaneity of children’s art. So, when talking to the kids about Miro’s art I described his technique as ”taking a line for a walk” – and that’s exactly what they did when it was their turn to get drawing! Begin by discussing with the students the different kinds of lines that can be made and introduce them to Joan Miro. Post Miro artworks at each table for the students to view up close. Have the students study how Miro used space and line to create shapes. Talk about the light and dark areas of the art. Talk about adding a minimal amount of texture. Introduce the difference between shapes and form. (A circle compared to a sphere.)Then each child should take a permanent black marker and draw a line, trying not to stop or take the pen off the paper. The line eventually returns to where it started. Then give red, blue, yellow and green tempera colors and small brushes to carefully color in the shapes created by the lines. MIRO Proficient Basic Minimal Draw a line from the word element to the picture element that represents it. Pictures from Deep Space Sparkle Miro symbols Choose and use!