1 ART UNIT PLAN Name: Ana Goncalves Grade: 3 Element of Design: Texture Specific Expectations for that Element:

D ! Create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and experience. D"!" Analy e the use of elements and principles of design in a variety of art works! and explain how they are used to communicate meaning or understanding "e.g.! the use of texture and negative space etc.#. D#! $escribe how visual art forms and styles represent various messages and contexts in the past and present. Lesson Disco$er% &pening: The teacher will begin by ask her students to close their eyes and to listen carefully to her clues regarding the animal they must guess. %he separately describes a snake! a cat! and a whale. The students must guess the animal using the teacher&s clues "vivid descriptions#. The clues or descriptions used by the teacher pertain to different texture "when describing a snake! the teacher uses terms such as rough! bumpy scales! sharp! hard fangs#. After the short guessing game! the teacher hands out samples of different textures for students to touch "patches of fur! bumpy materials! popsicle sticks! cotton balls! chenille sticks! sparkles! tiny beads! feathers! seeds! felt clothes! etc#. 'n groups they must describe and in chart paper write words they see and feel. The words they think about will be discussed together as a class "all the words and contributions from the students will be written by the teacher to post on the word wall#.

2 Lesson " and # 'ementing the (no)ledge: The teacher will show examples of texture art and define the concepts three* dimensional! real text+re! and ill+sor% text+re ,also perspecti$e- . These terms(concept are added to existing word wall. Continuing with the theme of animals! the teacher shows the storybook! Tails by )athew *an +leet to the students. ,very page contains different illustrations of animals and their tails are three-dimensional art that students can touch in order to know how that animal would feel like. The teacher can ask students if they have any pets at home! and this can lead to a conversation about their own environment. -hat interesting textures can they find in the classroom or at home "bricks! wood! sand! rocks! kitchen counters! wall art! glass! or metal#. The students can be asked to explore their classroom for different textures. /sing some of their favourite real textures from the previous lesson! the students could create their own collage or design by cutting and reshaping pieces of the textures the teacher provided and gluing them onto a piece of paper "students may choose the si e and colour of the paper they want#. %ome art may look like a filled page of random textures in the form of a collage0 some may form into a certain pattern0 and some may be shaped into an animal or an item the student imagined and chose to create using different textures.

http1((www.goodreads.com(book(show(223422.Tails 'ritical Anal%sis Process: To discuss illusory texture the teacher uses *incent *an Gogh&s Bedroom in Arles "5222# as an example. The teacher and the students discuss this imagine together by talking about the artist "why he is famous#! his visual techni6ues and illusions(perspective and his time period "how is this bedroom from the 5233&s similar to yours.#.

http1((www.vangoghmuseum.nl(vgm(index.7sp.page89:;<=lang8en '+lt+ral 'ontext Research: http1((www.vangoghgallery.com(painting(the-bedroom.html 'n the winter of 5222! *an Gogh traveled to a town in the south of +rance called Arles. There he hoped to start a >%tudio of the %outh? where painters could live and work together creating art in a region with more direct sunlight. Arles had reminding *incent of the landscape he admired in @apanese prints. 't took a long time for *incent to gather his painter friends to this location! and therefore gave him plenty of time to get settled in and paint his surroundings! including his bedroom.

An Actober 5<th 5222! *incent wrote to his brother describing a painting of his bedroom. Because of the simplicity of his bedroom! *an Gogh felt that the color needed to >do the 7ob? of the painting. *an Gogh&s Bedroom! or Bedroom in Arles! painting is of a room where one sleeps! and he wanted the painting to put the viewer&s mind and imagination at rest. Bedroom in Arles shows *an Gogh&s knowledge of color theory with oranges against blues! and red and greens. 'nspired by the @apanese prints that *an Gogh studied! he removed shadows from the picture. The lack of shadows makes some of the ob7ects appear to be falling or not steady. Throughout *an Gogh&s career! he painted everything around him1 landscapes! people in his town! or even the shoes he wore. 'n *an Gogh&s Bedroom in Arles he shows a room in his house "his >%tudio of the %outh?! were a lot of his creative visions came to life in his paintings#.

Initial Reaction: -hat does this work remind you of. -hat connections can you make between this work and your own experience or other art forms. Description: -hat do you see when you examine the work closely. -hat stands out for you. -hat do you notice "e.g.! elements#. Anal%sis: 'n your opinion! what is the artist&s view of the world. Cow does this view match or contrast with your own view of the world. '+lt+ral 'ontext: -hat interesting things did you learn about the artist&s life and work. -ere you surprised by anything you discovered. 'f so! what. Expression of an Informed Point of .ie): Cas your point of view shifted from your initial reaction. 'f so! how has it changed. 's this an important work. -hy or why not. Assessment:

Lesson / 0ea+tif+l Pro1ect: %upplies Deeded1 Colored Eencils Crayons Glue )arkers Eaint = Eainting %upplies "%tudents can use gloves! brushes! sponges or fingers for painting# Eaper Eads Eatches of fur! bumpy materials! Eopsicle sticks! cotton balls! chenille sticks! sparkles! tiny beads! feathers! seeds! felt clothes! etcF Construction paper Craft sticks Elay doe Cup or bottle %mall paper boxes Eaper towels %ponges to create textures like clouds Eoster-board(cardboard or shoe box "used to create the 3$ space box# After discussing *incent *an Gogh&s Bedroom in Arles "5222# students will be asked to create their own space(environment in a 3$ box shape using paint and a variety of different tools(materials that represent textures or that can be used to draw different textures. They can choose to create a bedroom! their backyard! a garden! a beach! planets and outer space! farms! a stadium(sports field! kitchen and so forth "inspired by their interests and experiences#. The teacher will provide the students with a variety arts and crafts materials! "including the textures used from the previous lesson when they created a collage of textures#. Eaint will be a very important aspect of this assignment and the teacher will demonstrate how paint can be mixed to create different colours and textures. To encourage >discovery? the teacher will have primary colours set up in the front of the class and large chart paper on the board.

6 ,very student is given a brush or a sponge and the teacher will call upon small groups to add paint "splatters! lines! patterns and other creative designs students come up with# to the chart paper. At the end the chart paper will be filled with a variety of different paint colours and textures created by the whole class. The teacher will refer back to the *an Gogh painting and ask the students! >if you were to choose to paint a space of your own! what kind of space would you choose. And why.? As a class they can brain storm ideas together "feeding off each other&s ideas and perhaps even referring back to favourite movies! places! experiences or books#. %ome brain stormed ideas may include their dream bedroom! their backyard! a farm! a beach! etc. The teacher has constructed and provided each student with the cardboard space box for them to create their own 3$ personal space(environment with the paint and the variety of textured tools(materials provided. %tudents are encouraged to use construction paper and paint to cover the walls and outer layers of the box in a way that suits their idea of their space. %tudents are encouraged to use the arts and crafts materials to build items or create sceneries for their space.

,xample of a finished product by a grade 3 student http1((www.crayola.com(lesson-plans(sheep-to-sweaters-lesson-plan( Assessment:

Lesson 2 '+lminating Tas3:

E$al+ation: