How Can We Use Lines, Shapes and Color

To Create Dream-like Art?

Faye Maon / 2nd Grade at Pomaikai Elementary School
ITE 326 Visual Arts
Summer 2015

Overview
This unit was designed for second grade students at Pomakai Elementary
School. The school curriculum is arts integrated, which I think is the best
form of differentiation because it promotes students creativity, selfconfidence and collaboration, which is essential to the unit plan that I am
planning to teach during Fall 2015.
This unit plan focuses on the art styles and techniques of Joan Miro. Joan Miro
is a surrealist who uses lines, shapes and colors to create an artwork that
may or may not make sense to the viewer. In this unit plan, students will
explore three of the elements of art including line, shape, and color, and
discover how these elements can make a unique work of art.
While looking at Joan Miros artworks, the guiding questions that I will ask my
students are, Describe the types of lines and shapes you see in the
artwork, What do you think Joan Miro does in his artwork that we could try
in our own artwork? and Does the title of this artwork make sense to you?
Please explain your thinking. I will also have a few more possible questions
for them to ponder such as, What materials do you think the artist used to
create this artwork? What makes you think that?, What do you think the
artist is trying to communicate in this artwork? and What materials do you
think we could use to create our own artwork?.
The essential question that is also the title of this unit is, How can we use
lines, shapes and colors to create dream-like art? The enduring
understanding that I want my students to have is to understand that
different type of lines and fanciful abstract shapes can be manipulated to
communicate the artists intentions and purposes. The students will learn to
apply vocabulary to their discussions such as, abstract, line, overlap and
shape to describe what they are observing in Miros art and what they are
creating in their own artwork.
In lesson one, I will show students various works by Joan Miro and share
information about him. I will give them time to look and process what they
see in Miros artwork and discuss his work by addressing facts that he uses
lines and shapes and likes to create dream-like art than art that is based
on reality. The students will discuss their ideas about what type of media
they think he uses as well. They will be fully engaged with the guiding
questions I have prepared for them. After discussing the work of Miro,
students will learn key concepts, related to his work.
In the second lesson, students will review Miros work of art, his style and the
elements he uses. We will discuss different types of line and shape that he

uses by looking at his works of art. We will also look at the colors that he
uses most, specifically, the primary colors. We will talk about the media he
uses. Students will describe and create different lines and shapes for
practice. I will encourage them to overlap these elements on their paper. We
will decide what media to use. Then, they will brainstorm what they want to
create.
In lesson three, the students will decide what they want to create. The
students will be engaged in making their very own work of art.
In the fourth lesson, the students will continue working with their artwork.
They will learn how to use watercolor.
In the fifth lesson, students will create a title for their art work and write a
short artists statement about the ideas related to what their artwork is
about. Students will view each others work and make positive comments
about the work of others.
In all of these lessons, I will assess students learning by checking what they
already know and can do and help them progress along by providing
feedback (formative assessment). Then, I will assess students learning at the
end of the unit by providing a rubric (summative assessment). This rubric
consists of criteria such as (1)Students were able to identify the elements of
art such as line, shape and color in Joan Miros works (2) Student created
various lines and shapes similar to Joan Miros styles (3) Student applied oil
pastel to the shapes incorporating at least one primary color (4) Student
created a title that expresses their ideas and feelings towards their artwork
(5) Students explained the meaning behind the title they selected.
This unit plan is related to the curriculum goals for my second grade
students because it relates with Standard 1: Understand and apply art
materials, techniques, and processes in the creation of works of art and
understand how the visual arts communicate a variety of ideas, feelings, and
experiences. This unit also provides an opportunity for students to meet the
following second grade benchmarks
FA.2.1.3 Describe different responses to the same work of art
Performance Assessment: Students will provide responses to their peers and
hear different responses from their peers when describing Miros art,
FA.2.1.1 Use the element of space and the principles of repetition and
variety, with a variety of art media
Performance Assessment: Students will use varieties of lines and shapes in
their own original artwork.
FA.2.1.2 Use color to convey mood in works of art.

Performance Assessment: Students will learn about and use primary colors
in their own original works of art.
I will try the lessons in this unit plan with Edrich (8 years old), Mae-Mae (6
years old), Jed (10 years old) and Angelina (12 years old) to prepare for
teaching this unit in my field placement in my second grade classroom.

Objectives
The students will be able to:
speculate about the artwork of Joan Miro
identify his style and the common characteristics of his work
practice art techniques employed by Joan Miro, such as creating
different lines and fanciful shapes
create an original piece of artwork using his techniques and
incorporating at least one primary color in their own work.
create their own original artwork using different types of media
such as watercolor and thin black sharpie pen
explain the concepts behind their artwork and participate in class
discussions
critique classmates work using the vocabulary of line, shape and
color
use critical thinking skills, either in writing or verbally through
observing, describing and judging their art and the art of their
peers

Enduring Understanding
Through the experiences in this unit, I hope that our students will develop
the enduring understanding that the elements of art such as line, shape and
color can create a meaningful artwork to communicate an idea.

Essential Question
The essential question that I want my students to address in this unit plan is,
How can we use line, shape and color to create a dream-like art?

Prior Academic Knowledge and Student Assets

I predict that our students have already developed fine motor skills and have
learned to manipulate various art materials and tools such as watercolor, oil
pastel and thin black sharpie. However, I can also predict that some students
will need to have specific instruction on how to correctly use the materials
and tools. Therefore, I need to accommodate these needs so they could use
these tools safely and appropriately. Fu I predict that my students will
recognize how shapes, lines and other symbols in Joan Miros art are used to
communicate. This prior academic knowledge is needed for them to be able
to recognize how shapes and lines can be used to tell a story in their art.
They can explain they made specific decisions about their art work.
This unit plan requires students to use their creative and critical thinking
skills. I am uncertain about whether they are able to do so. Therefore, I must
be able to teach them that they can come up with their own ideas and use
their own imaginations with creating art rather than copying someone elses
work. I will modify my instruction as needed to build on the assets of my
students and their prior academic knowledge and skills.

Academic Language Demands

Students will use new vocabulary words to describe lines, shapes and colors
and use words like abstract and background to describe what they observe in
Miros work. They will also demonstrate their understanding about the
elements of arts including shapes and lines through writing about their own
work. In addition, they will show their understanding through speaking during
the observation of Joan Miros artworks and observing the work of their
peers.

Hawaii Teacher Performance Standards

The Hawaii Teacher Performance Standard that I demonstrate meeting
through my work on this unit of study is
Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s). He or she teaches and creates learning
experiences that make these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.
This unit demonstrates my ability to understand the artwork of Joan Miro with
knowledge and confidence so that I can teach our students about his work on
his use of line, shape and color. I have engaged in teacher research to
prepare for teaching this content successfully. I know about the subject well
enough to be able to explain the concepts to students in various ways for
different types of students. I hope to meet the needs of all of my students
and encourage them to be creative in their own artwork.
Performances
4(a) The teacher effectively uses multiple representations and explanations
that capture key ideas in the discipline, guide learners through learning
progressions and promote each learners achievement of content standards.
In this unit, I will provide 4-5 Joan Miros work of arts so the students can see
multiple representations and explanations of his styles and techniques. I will
guide the learners through guided questions such as, Describe the types of
lines and shapes you see in the artwork., What do you think Joan Miro do in
his artwork that we could try in our own artwork? and Does the title of this
artwork make sense to you? Please describe your thinking. I will also have a
few more possible questions for them to ponder such as, What materials do
you think the artist used to create this artwork? What makes you think that?
What do you think the artist is trying to communicate in this artwork? and
What materials do you think we could use to create our own artwork? I will
also monitor their skills and knowledge by using different types of
assessments and provide feedback to provide additional support.
4(b) The teacher engages students in learning experiences in the
discipline(s) that encourage learners to understand, question, and analyze
ideas from diverse perspectives so that they master the content.

In this unit, I will engage students in observing, describing and evaluating

Joan Miros works through think-pair-share. Students will learn from each
other by sharing their views and opinions about his art work. They will be
encouraged to learn about each others perspectives and opinions.
Essential Knowledge
4(k) The teacher understands common misconceptions in learning the
discipline and how to guide learners to accurate conceptual understanding.
I will explain to our students that Joan Miros art is not realistic, so the shapes
and lines does not have to be in a perfect shape. I will provide examples of
fanciful shapes that they can incorporate or add in their art.
Critical Dispositions
4 (r) The teacher is committed to work toward each learners mastery of
disciplinary content and skills.
I will be committed and determined to work with our students in the
beginning up until the end of our unit. I will make sure that each student
understands the concept of our unit by providing multiple illustrations,
explanations and examples.

General Learner Outcomes

The General Learner Outcome that students will demonstrate meeting
through their work in this unit is
GLO 4: Quality Producer
The ability to recognize and produce quality performances and quality
products
Students will demonstrate they are meeting this GLO through their work in
this unit by being able to identify the elements of art emphasizing lines,
shapes and colors in Joan Miros works and will incorporate his styles and
techniques such as using overlapping shapes and relative sizes in their

original work. They will also demonstrate beginning skills in the use of basic
art media such as watercolors, oil pastel and thin black Sharpie pen. Finally,
they will create their original artwork based on their observations about Joan
Miros works rather than copying or imitating his works or the work of others.
In addition, they will have the ability to come up with a reasonable title for
their work, describe their work based on their feelings and ideas, and critique
the work of others based on their observation and judgement.

Hawaii Content and Performance Standard in the Visual Arts

The Hawaii Content and Performance Standard in the Visual Arts this unit
focuses on is
Visual Arts Standard 1:
Understand and apply art materials, techniques, and processes in the
creation of works of art and understand how the visual arts communicate a
variety of ideas, feelings, and experiences.

Benchmark
FA.2.1.1. How the arts are organized: Use the element of space and the
principles of repetition and variety, with a variety of art media

Performance Assessment Indicator

In this unit, students will understand how Joan Miros art is organized. The
will use the elements of art emphasizing line, shape and color and how
combining and organizing these elements can create a unique work of art.
They will use a variety of shapes and lines and incorporate two art media,
water color and oil pastel, in their original art work to add color. They will
also be engaged in critical responses that requires them to observe, interpret
and evaluate the art of others using positive feedback.

Assessment Strategies
Students will engage in a series of assessment tasks throughout this unit
that are identified below. Two summative assessment tools follow:

Assessment Task
Observe and describe Joan Miros work of arts by identifying
the elements of art such as lines, shapes and colors
Practice art techniques employed by Joan Miro such as
creating various lines and fanciful shapes
Use watercolor to paint to their watercolor paper to serve as
the background of their work.
Use a thin black Sharpie to incorporate the lines and shapes
that they have practiced into their watercolor painting
Apply oil pastel to the shapes incorporating at least one
primary color
Create a title for their artwork and explain the meaning
behind its title
Observe, describe and evaluate the art of others
Assessment Tools

Criteria

Check if
met

Students were able to identify the

elements of art such as line,
shape and color in Joan Miros
works
Student created various lines and
shapes similar to Joan Miros
styles
Student applied oil pastel to the
shapes incorporating at least one
primary color
Student created a title that
expresses their ideas and feelings
towards their artwork
Students explained the meaning
behind the title they selected.

Instructional Strategies

This sections includes individual lessons that include active student

learning that students will be engaged throughout the unit plan.

Lesson One
In this lesson, students will focus on observing and describing
Joan Miros work of art. They will identify the elements of art
emphasizing lines and shapes. Through observing and describing
Miros artworks, they will realize and understand that art does not have
to look real.
Warm-up
Teacher will:
Print out five of Joan Miros artworks
Arrange the artworks for an art gallery walk
Print out slips for students notes
Students will:
Take an art gallery walk around the classroom with my Joan
Miros five chosen works of art while holding a clip board to
note/write what they see (focus on art elements and subject
matter)
Have a seat after observing all of the five of the artworks
Discuss what they think about Joan Miros style and techniques
using think-pair-share-strategy
Share what they think about the artwork of Miro with the whole
class
Focusing Event
Teacher will:
Open PowerPoint to show each of Joan Miros artworks for a
larger look for the whole class
Ask student to refer to their notes in observing and describing
each of the artworks
Explain that they will be making their original artwork
incorporating Joan Miros styles and techniques
Students will:

Engaged in the following guided questions:

Describe the types of lines and shapes you see in the artwork?
What do you think Joan Miro did in his artwork that we could try
in our own artwork?
What materials do you think the artist used to create this
artwork? What makes you think that?
What do you think the artist is trying to communicate in this
artwork?
What materials do you think we could use to create our own
artwork?
Identify the elements of art in his works emphasizing the use of
lines and shapes
Identify the colors that he usually uses as primary colors
Identify the primary colors
Be given water color paper and watercolor paints and brushes
Write their name in the back of the paper
Choose one color for their background
Be encouraged to use lighter colors such as yellow and light
green

Closure
Teacher will:
Tell students that they will be working with lines and shapes
Ask students to come with an idea for their original artwork
incorporating different lines and fanciful shapes

Lesson Two
In this lesson, students will be engaged in observing different
lines and shapes that they can incorporate in their artwork along with
the idea and feelings behind it. They will come with an idea of what
they want to work on and work with that idea using shapes and lines.
Warm-up
Teacher will:
Show the artwork, The Red Sun of Joan Miro and describe the
shapes and lines he used.

Explain that the sun in the artwork is not perfectly shaped and
that it how Joan Miro decided to work.
Explain how he uses details as such as lines on the sides and the
colors around it
Explain that an art does not have to look real but can represent
things that are from the real world that we live and work in.

Focusing Event
Encourage students to think of an idea that they want to
incorporate in their art
Ask students to share their ideas with the class
Come up with own idea and share it with the class
(My artwork idea is to draw a flower under the sun)
Draw Flower under the Sun while they watch me work

A Flower under the Sun

Ask students to identify the elements of art in my artwork

Explain to students that my art does not look real and it does
not have to look real but that it represents something that is
real
Show multiple samples of artwork so that students do no just
copy what I model
Brainstorm ideas with the students for different subject matter
for their own original work of art
Pass out blank white paper for students to practice creating lines
and shapes

Students will:
Write their name in the back of the paper
Select an idea for their own original work of art
Work with a pencil to practice drawing their idea using different
shapes and lines
Add details in their artwork using different lines and shapes on
side of their main image/focus
Closure
Students will:
Share their ideas with their partner using think-pair-share
strategy
Turn in their paper with the drawing

Lesson Three
In this lesson, students will work with their piece using thin black
Sharpie. They will have the opportunity to add details around the
image of their artwork or alter some shapes that they using the
samples provided.
Warm-up
Students will:
Explore different shapes and lines by going around the classroom
looking at the examples I will provide. They will be given
opportunities to use some of the examples in their work.

Samples of shapes and lines

Focusing Event
Teacher will:
Pass out the watercolor papers and the white papers with their
drawings that they worked with from the last lesson
Encourage them to add lines and shapes using the samples I
provided to their white paper
Show how I worked with my own artwork: first, draw the final
image to the watercolor paper using a pencil then trace it with
their thin black Sharpie

Students will:
Get their watercolor paper and white paper

Add additional lines and shapes

Transfer/work with their image in the watercolor paper (final
paper) using pencil
Trace the drawings with their thin black sharpie

Closure
Students will:
Share their ideas with a partner using think-pair-share strategy
Turn in their artwork
Teacher will:
Ask students how satisfied they are with their artwork using their
fingers, 5 fingers up as VERY SATISFIED, and one finger up as
NOT SATISFIED

Lesson Four
In this lesson, students will be finishing their artwork using
watercolor to paint the shapes in their piece.
Focusing Event
Teacher will:
Pass out their drawings
Review the primary colors
Explain that Joan Miro usually uses the primary colors in his
artwork
Explain that they must use at least one primary color in their
artwork
Incorporate at least one primary color to the Joan-Miro-inspired
sample artwork
(For my artwork, I will choose yellow)
Demonstrate how to use watercolor appropriately

Students will:
Paint the shapes in their original piece using watercolor

Lesson Five
In this lesson, students will create their brief artists statement.
Focusing Event
Students will:
Create and write the final title for their artwork and a brief artist
statement in a separate blank paper
Use a prompt for artist brief statement: I can use the elements
of art such as shapes and lines like Joan Miro to create..
Use the rubric to guide them through the process
Teacher will:
Students artwork
Arrange students art work, along with the title and brief artists
statement (placed beside the artwork) in the classroom for the
art walk.
Closure
Students will:
Check the rubric if they have met all the criteria
Turn in their artworks

Exhibition Idea
I will hang and display students artwork with their artists statement next to
it in a gallery-type of space around the classroom or in 2nd grade buildings
hallway.

Materials
Lesson One
Five artworks of Joan Miro
PowerPoint with Joan Miros artworks
Clipboard to note/write
Pencil
Watercolor paper, water, watercolor and brush
Lesson Two
The artwork, The Red Sun by Joan Miro
Plain white papers
Pencils
Lesson Three
Samples of shapes and lines
Pencil
Thin black Sharpie

Lesson Four
Watercolor/Brushes
Water
Paper towel
Lesson Five
Cut out paper for their title and brief statement
Students completed artwork with title and brief artists
statement
Pencil

Resources
Beckett, M. (2013, October 19). Abstract Art Inspired by Joan Miro. Retrieved
from Art is Basic: http://www.artisbasic.com/
Cornett, C. E. (2011). Creating Meaning Through Literature and the Arts. Arts
Integration for Classroom Teachers. Boston: Pearson Education Inc.
National Core Arts Standards: A Conceptual Framework for Arts Learning.
(n.d.). Retrieved from NCCAS:
http://www.nationalartsstandards.org/sites/default/files/NCCAS
%20%20Conceptual%20Framework_0.pdf
North Carolina Department of Public Instruction Instructional Support Tools
for Achieving New Standards. (2012-2013). North Carolina, USA.