Tag Archives: grade 1

Grade 1 Student

The First-Grade child

Characteristics of First Graders-

  • Have difficulty with more than one idea at a time
  • Are more aware of the people around them, and can work with others in a group
  • Can draw a complete figure, but exaggerate the more important parts
  • Love lessons that are full of activity and fu n: imaginative stories, fantasy, plays, games, and dances
  • Can work enthusiastically and be absorbed in creating art
  • Show satisfaction with artwork and desire approval of the teacher and classmates
  • Are interested in mechanical devices and moving parts
  • Draw what they know, not what they see
  • Have a great range of maturity that results in wide differences between them on ability to listen, comprehend, and follow directions

 

What First Graders Can Do with Materials-

Brushlearnto make cont rolled (dragging, not pushing) strokes with the brush

CIaymake pinch pots or form a piece of “pinched out“ sculpture from clay; make simple coil pots and apply glazes; simple slab construction

Equipmentuse safe practices with art tools

markers, pencils, or crayon:use materials to fill an area with solid color or value differences

Paintmix primary colors to make secondary colors; fill an area with solid color, make value differences (colors lighter or darker), finger paint: watercolor; understand and use crayon resist

Glueuse with control, take care to close the bottles

Paperfold and identify and edge; glue; fringe; pleat; tear (with difficulty); cut

Print: make a Simple mono-print by painting with watercolor (damp paper will reactivate the watercolor)

Weavingweave paper in a Simple pattern

First Graders’ Understanding of Concepts-

  • Recognize and describe line, shape, color, and pattern in historical artworks
  • Respond to a feeling about a work of art based on their own lives
  • Appreciate rhythm in a work of art such as Van Gog h’s Starry Night
  • Understand that form and function go together (a clay pot must be strong)
  • Know that artists have designed clothing, buildings, and furniture
  • Recognize and use different shapes (geometric and free form) and categorize size differences
  • See the difference between two-dimensional shapes and three-dimensional forms
  • Discuss subject matter in art; understand differences in still life, portrait, landscape, seasons
  • Understand careers: police officer, doctor, minister, firefighter, barber
  • Understand how to show space (with reminders): overlapping, figures smaller in background
  • Identify the concept of middle or center
  • Recognize texture and pattern in clothing or in nature, and describe it

 

Suggestions for Teaching First Graders-

  • Teach students one step at a time.
  • Encourage them to talk about their own work and that of others.
  • Introduce the vocabulary of line, rhythm, shape, and space.
  • Have them identify line and shape in the room or on their clothing.
  • Teach them to thread a large-eye needle, tie a knot, and do simple stitchery.

 

First-Grade Content Connections-

Language Arts: oral directions; working in sequential steps; rhyming words; categorization of objects, picture stories; care of materials.
Have students draw a picture with their family “all dressed up and ready to go” somewhere (the beach, a film, a picnic, a worship service, a wedding). They should write who is in the picture and where they are going.

Math: patterns, sets, geometric shapes, rhythmic curves; comparison of lengths; picture graphs; symmetry; problem solving; corners and sides.
Have them create an alternating pattern (ABAB) using line or shape.

Sciencesize relationships; changes in nature (moon, plant life, wind, clouds, light, animals, seasons]: light and shadows; mechanical devices.
Have students fold a paper in fourths, horizontally, then draw a deciduous tree in four seasons- winter, spring, summer, and fall – one per section.
Have them make a marker drawing of one location where they have seen animals such as a zoo, a farm, or their own pets, and discuss the jungle or desert, and other natural habitations of animals.

Social Studies t he extended family; community helper s (barber, police officer, grocer, fire fighter); earning and spending money; symbols such as traffic signs; U.S. symbols (flag, Liberty Bell, eagle}.
Show artwork from different cultures or parts of the world such as Asian, Native American, and African. Talk about similarities and differences using some of their “art words” such as color, shape, texture, line, and subject.

Art Skills

Art Skills Curriculum for Grade 1

Developing Practical Knowledge In the Visual Arts

Students will explore elements and principles of the visual arts, using a variety of techniques, tools, materials, processes and procedures.

                          ●    Achieved practical knowledge        O    Developing practical knowledge

 

Techniques

  • Holding paintbrushes correctly
  • Blending paints
  • Wiping and washing brushes between colour applications
  • Cutting and gluing
  • Application of paints

 

Tools

  • Paintbrushes
  • Palettes
  • Scissors
  • Rulers
  • Hole punch
  • Stapler

 

Materials

  • Pencils
  • Markers
  • Glue
  • Paper
  • Watercolor paint
  • Acrylic paint

       O Craft materials

Processes and procedures

  • Drawing
  • Painting using acrylics
  • Crayon and dye
  • Color mixing and over-painting
  • Collage

        O Designing
        O Creating

 

Nightime And Darkness

Inquiring into: The characteristics of nocturnal animals The function of these characteristics

Objectives:The student will create a drawing of a nocturnal animal based on and emphasising the animal’s special survival characteristics. This will lead to greater understanding and the ability to explain use of animals’ features

Lesson/Project/Activity:        AnimaI lllustrations  (Duration – two/ three lessons)
What is a nocturnal animal? What are they like? What characteristics are most important and why? Based on discussion and observation children sketch main shapes for proportion and size., using a dark background which represents the night.
Begin developing greater detail.

Art skills Emphasised: (these depend on medium used)

Drawing

  • sketching & drawing skills,
  • colouring,
  • observation and                      proportion
  • awareness of positive and negative space

Painting

  • sketching & drawing
  • Painting techniques-brush control, patterning, developing effects
  • Colour mixing (use red, yellow, blue, black white – to mix own colours)
  • Contrast
  • awareness of positive and negative space

Cut Out Paper

  • cutting and gluing skills
  • collage techniques
  • layering
  • awareness of positive and negative space

Materials

Materials

Materials

  • Pictures, photos, art prints
  • Library books showing characteristics of nocturnal animals
  • pencils, markers, coloured pencils, crayon, scissors, glue, mounting paper
  • Pictures, photos, art prints
  • Library books showing characteristics of nocturnal animals
  • scissors, glue, mounting paper
  • water colour/tempera
  • Pictures, photos, art prints
  • Library books showing characteristics of nocturnal animals
  • scissors, glue, mounting paper
  • paper and collage materials

 

Elements & Principals of Art: 
Drawing: Contrast, Shape, Space, Line, Colour, Pattern, Proportion
Painting: Space, Shape, Space, Line, Colour, Proportion, Contrast
Cut out paper: Texture, Space, Shape, Space, Line, Colour, Proportion, Contrast

Art History: Any appropriate examples including library materials, art prints (Rousseau) Read a book of Nocturnal animals (Emily)

Assessment: We want the children to be able to explain with greater understanding the survival characteristics of a nocturnal animal and the importance of these.

Ourselves & Our Families

Inquiry Points: What is a family? Who is in our families? How do children help make a family?

Objectives:    

  • The student will create a family portrait demonstrating understanding of proportions.
  • Be able to understand what a family is and some similarities and differences – these will be visual expressed
  • Develop greater of roles within the family

Lesson/Project/Activity         Family Portraits        (Duration – two/ three lessons)
Work on proportion, size relationships/comparisons, back-ground, overlapping, stress some details, pockets, buckles, eye lashes in drawing.
How big are you compared to someone else?
Children are asked to observe family members at home for details.
Consider contrasts, light and dark – use the right tool for the right job – students develop awareness of different ways to use tools and purposes.
Contrast color and pattern.
Extension: Place family in an accurate background – environment linked to home.

Art skills Emphasized:

  • Overlapping
  • Gluing
  • Sketching & drawing skills
  • Coloring
  • Observation and proportion

Materials:      

  • Pictures, photos, art prints
  • Mannequins
  • Pencils, markers, colored pencils
  • Crayon, rulers
  • Glue and mounting paper

Elements & Principals of Art:         

  • Line, shape, Color, Pattern,

Art History:

  • Family Portrait work( Picasso, Mary Cassett prints showing family units)

Assessment:    
Children realize how families within our class are similar and different.