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Grade: K

Time: 40 min class
Theme: How to be a good citizen
Book: Extra Yarn by Mac Barnette
Artist: Norman Rockwell
Overview: The students will discover what it means to be a good
citizen by brainstorming the golden rules. They will be introduced to
artist Norman Rockwell and discuss how his paintings are examples of
being a good citizen and how he shows expression in all of them. They
will identify how humans show emotions and expressions on their
faces. They will then use colored pencils to create a work of art that
depicts a good deed or a golden rule that they live by as well as
incorporating expression to show how it made them or someone else
Social studies
K.8; The students will demonstrate that being a good citizen involves:
a) taking turns and sharing
c) taking care of personal belongings and respecting what
belongs to others
e) practicing honesty, self-control, and kindness to others
K.16 the student will discuss and explain ideas and expressions in a
personal work of art.
Objectives: The students will…
 Recognize what it means to be a good citizen and explain why
we need them
 Identify how we show expression on our faces
 Create a drawing depicting an example of a good deed that also
shows expression

Grade: K
Time: 40 minutes
Theme: Observing what shapes
Book: Round is a mooncake by Roseanne
Artist: Joe White
Overview: The students will identify geometric shapes and recognize
which ones make up items within their everyday environment. They
will be introduced to artist Joe White and discover the tools he uses to
create his paintings. They will then use tools to create shapes and
design items that belong in an imaginary club house. They will work
together to make a collage of this club house by identifying and cutting
out shapes and then gluing them onto a shared sheet of paper.
Virginia Standards of Learning:

K.3 #4 – the student will identify and use shape: circle, square,
triangle, rectangle, and oval
K.8 – the student will identify spatial relationships – left, right, top,
bottom, side, center, front, back, over, and under.
K.11 – a) the students will identify, describe, and trace plane geometric
Objectives: The students will…
 Recognize geometric shapes in their environment
 Use tools to draw geometric shapes
 Create a collage using geometric shapes
 Identify special relationships of items

Grade: 1
Time: 40 minutes
Theme: How to draw what you hear
Artist: Kandinsky
Overview: The students will be inspired by music to create a drawing.
They will discuss their favorite genres. Then, they will be introduced to
artist Kandinsky and analyze and discuss how he uses line, shape, and
color to express movement in his paintings. They will listen to two
different songs and use oil pastel to draw what they hear. They will
then observe each other’s drawings and discuss which drawings
belong to which songs using the elements in the each other’s artwork
as clues.
1.2 The student will use the senses of sight, touch, and hearing as
inspirations for works of art
1.3 The student will identify and use:
a. primary colors—red, blue, and yellow;
b. line and line variations—zigzag, dotted, wavy, and spiral;
1.5 The student will create art from real and imaginary sources of
Art History
1.12 The student will recognize and describe how art is an integral part
of one’s own culture.
1.13 The student will identify and describe works of art that
communicate feelings, ideas, and information.
1.16 The student will view works of art and describe similarities and
differences between them.
1.17 The student will describe and discuss the visual qualities and
content of works of art, using an art vocabulary.

1.12 The student will identify the relationships between music and
other disciplines.
Objectives: The students will…
 Analyze and discuss how movement can be seen in artwork
 Be inspired by music to create a drawing using line, color, and

Grade: 1
Time: One class, 40 min
Theme: Changes in our atmosphere
Book: Red Springs from Tree Tops by: Joyce Sidman
Artist(s): Basant Soni and Kovaleva Anastasia
Overview: Students will discover how different seasons change their
atmosphere. They will be introduced to artists Basant Soni and
Kovaleva Anastasia and observe the use of natural materials in their
work. They will use a collage technique to create a landscape of their
favorite season.
Earth Patterns, Cycles, and Change
1.7 The student will investigate and understand the relationship of
seasonal change and weather to the activities and life processes of
plants and animals. Key concepts include how temperature, light, and
precipitation bring about changes in
a) plants (growth, budding, falling leaves, and wilting);
b) animals (behaviors, hibernation, migration, body covering, and
habitat); and
c) people (dress, recreation, and work).
1.6 The student will investigate and understand the basic relationships
between the sun and the Earth.
Key concepts include
a) the sun is the source of heat and light that warms the land, air, and
water; and
b) night and day are caused by the rotation of the Earth.
1.9 The student will observe and depict plants, animals, and people in
a landscape work of art.
Objectives: The students will…
 Observe and discuss the different seasons and their unique
 Create a collage inspired by their favorite season using natural

Grade: 2
Time: 40 min – 2 class periods
Theme: Expression

Artist: TBD
Overview: Students will address their fears. They will be introduced to
the history of the gargoyle, be shown a variety of depictions with
emphasis on artist Michael Camille’s Notre Dame Gargoyles. They will
create their own functional gargoyle using clay, expression, and a
variety of tools.
2.11 The student will create a work of art by manipulating clay
2.11 The student will estimate and measure length to the nearest
centimeter and inch
Objectives: The students will…
 Address their fears
 Design a gargoyle creature using expression
 Create a gargoyle out of clay (by practicing hand building

Grade: 2
Time: 40 min
Theme: Traditions
Artist: Georges Stuerat
Overview: Students will review the meaning of the Thanksgiving
holiday and traditions. They will be introduced to the painting style of
pointillism and then use that style to paint a tradition they partake.
2.12 The student will understand that the people of Virginia have
diverse ethnic origins, customs, and traditions, make contributions to
their communities, and are united as Americas by common principles.
2.5 the student will use environmental themes and historical event as
inspiration for works of art.
Objectives: The student will…
 Analyze traditions and why they are meaningful to them
 Produce a painting using the style of pointillism
 Use pattern in their painting

Grade: 3
Time: 40
Theme: Habitats and survival
Artist: Tim Lamen
Text: The mysterious tadpole by Stephen Kellogg

Overview: Students will discuss habitats and basic needs of animals.
They will discuss what they need to survive in their own habitat and
how they relate to animals in this way. They will then use their
knowledge of habitats and animals to create a creature and design a
habitat they will be able to survive in while using a figure/ground
3.8 The student will identify and use foreground, middle ground, and
3.10 students will investigate and understand that natural events and
human influences can affect the survival of species. Key concepts
a) the interdependency of plants and animals
b) the effects of human activity on the quality of air, water, and habitat
Objectives: The student will…
 Define and describe what a habitat is
 Describe animals and their habitats that they thrive in
 Invent an animal and design a habitat they can survive in using
foreground, middle and background

Grade: 3
Time: 40 min
Theme: Memory
Artist: (Various student online examples)
Text: Grandpa Green by Lane Smith
Overview: Students will listen to the teacher read the book Grandpa
Green and discuss the value of memory and why it is important in their
lives. They will (have brought from a previous homework assignment)
collect five items that are important to them and write about why
those objects are meaningful. They will be introduced to artist George
Braque and learn about still lives and cubism and then apply cubism to
their paintings of a still life. They will set up their own still life using the
objects they brought.
3.3 The student will investigate and understand that objects are made
of materials that can be described by their physical properties. Key
concepts include
a) objects are made of one or more materials
c) physical changes are identified
3.22 The student will analyze works of art by subject matter, including
still life

3.28 The student will develop and describe personal reasons for
valuing works of art.
Objectives: The student will…
 Recognize the physical properties of objects and their personal
 Construct/design a still life
 Create a cubism still life painting

Grade: 4
Time: 40 min
Theme: Community
Artist: Roy Lichtenstein, Stephen Ditko
Overview: Students will identify different talents or skills that they
have/like about themselves as well as the communities they are a part
of. They will brainstorm how they can use their skills to help people.
They will be introduced to comic artist Stephen Ditko and Roy
Lichtenstein and observe their use of line and color as well as
onomatopoeia. They will then create their own super hero (based off
themselves), their super power (using one or more of their skills) and
design their super hero uniform. They will go on to create a story line
to base a comic strip off of.
4.4 The student will read and demonstrate comprehension of fiction.
b) Describe how the choice of language, setting, and information
contributes to the author’s purpose.
c) Compare the use of fact and fantasy
Objectives: The student will…
 Sketch and design a uniform for their super hero
 Plan a comic strip by first writing a short story to organize their
 Create and draw a comic strip using different line elements, a
color scheme and onomatopoeia

Grade: 4
Time: 40 min
Theme: A Balanced Life
Artist: Matisse
Text: Olivia by Ian Falconer
Overview: Students will reflect on their life habits and what they
spend their time and energy on. They learn about Notan and how
positive and negative space help achieve balance in an art work
through light and dark. They will create symbols for the different parts

of life that create a balanced life and draw those symbols to create
their own Notan that represents them.
4.11 Students will
a) investigate congruence of place figures after geometric
transformation, such as reflection, translation, and rotation, using
mirrors, paper folding, and tracing
b) recognize the images of figures resulting from geometric
transformations, such as translation, reflection, and rotation
4.8 students will identify positive and negative space in works of art
Objectives: The student will…
 Reflect on what they spend time and energy on in their daily
 Produce symbols to represent each of these categories
 Create a Notan-type artwork using positive and negative space,
symmetry, and symbolism

Grade: 5
Time: 40 minutes
Lesson Theme: Emotional Outlets II
Text: Knock Knock Knock My Dad’s Dream for Me
Artist: Michael Bell
Overview: Students will create entries in a visual journal using writing
and mixed media to express their emotions. They will be introduced to
artist Michael Bell and see examples of visual journals. They will
discover how creative journaling is a healthy emotional outlet to use to
help deal with troubling times in their life.
5.6 The student will read and demonstrate comprehension of
a) Locate information to support opinions, predictions, and
b) Skim materials to develop a general overview of content and to
locate specific information
c) Identify new information gained from reading
5.8 The student will write for a variety of purposes: to describe, to
inform, to entertain, and to explain.
5.1 The student will synthesize information to produce a work of art.
5.12 The student will express ideas through artistic choices of media,
techniques, and subject matter.
Objectives: The students will…

Write about a troubling time they have dealt with or are currently
going through.
Describe how this makes them feel in their writing.
Construct and produce a journal entry using mixed media.
Investigate how journaling is a healthy emotional outlet for
dealing with life situations.

Grade: 5
Time: 40 minutes
Theme: Life motto and symbolism
Artist: Multiple
Overview: Students will create a visual journal through bookmaking.
They will design a book cover by choosing or creating a motto/phrase
that they truly believe in and illustrating a cover for it. They will
examine different books and discuss illustration techniques and
5.9 The student will demonstrate an understanding of symbolic
meanings by incorporating symbols in a work of art.
5.31 The student will articulate reasons for establishing preferences
among works of art, using appropriate art vocabulary.
5.8 The student will write for a variety of purposes: to describe, to
inform, to entertain, or to explain.
Objectives: Students will…
 Locate symbolism in the reading
 Describe uses for symbolism used in everyday life
 Construct a motto that they truly believe in and represents them
 Design a book cover that symbolizes their motto
 Justify how they used symbolism in a writing