Art Integration – Lines/Colors Meanings

Candidate Name: Host Teacher Name: Lupita Alvarez

School: Montessori Borealis Grade Level: K # of Students: 11
Date & Time of Lesson: Length of Lesson:
Topic of Lesson: Lines and Colors Have Meanings Content Area: Arts and Literacy

Materials: Include all materials including types of technology used:

Art easel, colored chalk, Little Red Riding Hood storybook (copied pages), colored pencils, crayons, white paper, story paper,
pencils.

ALASKA CONTENT STANDARD

Writing Standards Grade K
Text and Types Purposes
2) Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they
are writing about and supply some information about the topic.

Alaska Arts Standards

Create – Imagine and develop artistic ideas and work
Anchor Standard #1 – Generate and conceptualize artistic ideas and work.
Respond – Understand and evaluate how the arts convey meaning
Anchor Standard #2 – interpret intent and meaning in artistic work
https://education.alaska.gov/akstandards/Arts_Poster.pdf

Alaska Cultural Standard for Educators

Alaska Cultural Standard for Educators

E. Culturally-responsive educators recognize the full educational potential of each student and provide the challenges
necessary for them to achieve that potential.
2. Provide learning opportunities that help students recognize integrity of knowledge they bring with them and use that
knowledge as a springboard to new understandings.

TRANSFER GOAL(S) (transferability)

Respond by analyzing and interpreting the artistic communications of others.

Carefully write out ones thoughts to showcase to others your work.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?
Students will understand that….

Students will understand that lines and colors have How do we interpret the meanings of colors in
meanings. illustrations?

Students will understand writing can be used to tell a story How do we interpret the meanings behind lines and
about their work. shapes in illustrations?

Revised 1/9/2019

STAGE ONE: Objectives
Knowledge - What students should know….
The students will know the meaning behind the style of
lines, colors, and focal points.
The students will know how to write out their thoughts to
tell a story about their artwork
Skills - What students should be able to do…….
The student should be able to create a drawing using
different principles of meaning in their
artwork.
The student should be able to dictate informative in which
they name what they are writing about and supply some
information about the topic.
The student should be able to write informative in which
they name what they are writing about and supply some
information about the topic.
STAGE THREE: Opportunities to Learn (Acquisition)
Introduction Hook:
The teacher will have an art easel set up in the gathering area so when students enter the room they will know
there is going to be a new lesson for the day. A book and artwork will be placed on the rug to show that they will
be using this material after the lesson.
Processes and products for Learning Opportunities
Part 2
Day 1
The teacher will gather students on the gathering rug
Revised 1/9/2019
How do artists create works of art or designs that
communicate effectively?
STAGE TWO: Assessments
Evidence of Learning/Accountability -
Formative/Summative/Performance
Assessment(s)/Other Evidence:
The student will explain that pointed shapes
imply danger and are frightening
The student will create a piece of artwork using
pointed shapes to imply danger.
The student will dictate what they drew and note
the areas and shapes that are dangerous.
The students will explain that rounded shapes are
reassuring or safe.
The student will create a piece of artwork that shows
rounded shapes for the object that is reassuring or
safe.
The student will dictate what they drew using
rounded/pointed lines, colors, and focal
Assessment(s)/Other Evidence:
The student will be able to dictate what they used in their
artwork and the meaning behind it.
The students will be able to trace the words they have
dictated to the teacher to write about their story.
The student will be able to write down their words on paper
to tell about their artwork.
Strategies for Differentiation/ Multimodal
Instruction/Universal Design for Learning
The student will explain that pointed shapes
imply danger and are frightening.
 around the art easel. The teacher will go over each line The student will create a piece of artwork using
and color meaning: pointed shapes to imply danger.
• Pointed shapes imply danger and are
frightening The student will dictate what they drew and note
• Rounded shapes are reassuring and safe. the areas and shapes that are dangerous.
• Similarity in color links objects together
• The center page is the center of attention The students will explain that rounded shapes are
The teacher will go one by one and list the reassuring or safe.
“rule/principle” on the easel.
The teacher will then use the book Little Red Riding The student will create a piece of artwork that shows
Hood and find illustrations that show each principle, one rounded shapes for the object that is reassuring or
principle at a time. safe.
After the lesson and observing the book, the teacher will
invite the students to create their own artwork using these The student will dictate what they drew using
principles. They can create whatever they want with these rounded/pointed lines, colors, and focal point
principles included. The teacher will provide story paper features and explain what it means.
for the students to draw on and then write about later. The
teacher will provide colored pencils for the illustration.
Day 2-5 (or as needed)
The teacher will provide different methods for students to
write their story. For the students who have been working
on writing, the teacher will work with them to write three
sentences using the movable alphabet and then they write
The student will explain that pointed shapes
imply danger and are frightening
Received 1/9/2019
it on their own on the story paper. For students who are
still developing writing, they will dictate what they drew
and then copy over the teachers writing. Some of the
children are still developing their tracing and may not be
able to copy over the teacher but are free to try.
The teacher will work one on one with each student to
write down what the picture is about.
Once complete the students will be invited to share their
artwork at gathering and post
Closure:

The artwork will be displayed on the hallway to showcase what they have learned. Students will be welcome to look at
other books to find some of the principles they have learned about. They are welcome to create more artwork and
discuss what they chose to draw and the meanings behind the colors and lines.

Figure 1
Lesson on Lines and Meaning – Final Products

Revised 1/9/2019
Revised 1/9/2019