Delos Reyes-Caires

 
 

How can an artists emotion and ideas conveyed through art?

Ciara Delos Reyes-Caires

Implementation for Grade 1

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Delos Reyes-Caires
 
 

First Name  Last Name  Email  Date and Time  

Ciara Delos Reyes-Caires  ciaradrc@hawaii.edu TBD​    
Semester and Year   Grade Level   Subject/Content Area   Lesson Duration 
Fall Semester 2018 First Grade Visual Arts Total 3.5 hours
Four days
Title 
 How can an artists emotion and ideas be conveyed through art?

Overview  
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for
students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
This art unit plan will be taught for a first grade class and will be based on a famous artist Wassily Kandinsky idea that he believed
that human emotion can be expressed in a visual language of abstract forms and colors. The unit will begin by looking at a few
pieces of Wassily Kandinsky artwork but will be focusing on the artpiece “Squares with Concentric Circles”. The essential question is
how can artist emotion and ideas convey to art? The enduring understanding is art is another way to communicate and express
emotion. The standard used is FA. 1.1.1 Use various art mediums. Students will learn about Kandinsky, the elements of arts and
create the artpiece “Squares with Concentric Circles” using 3 different medias such as color crayons, oil pastels and paint. In lesson
one students will learn about Wassily Kandinsky and his beliefs and artworks. They will watch a video about Kandinsky and go
through his artwork answering a few discussion questions. We will also talk about human emotion and colors and forms that can
relate to emotion. Lesson two we will watch a video on the art piece we are going to create. Students will create one circle on a 6 in
X 6 in paper create this art piece with color crayons after talking about our emotions for that day. The third lesson students will
create the same art piece just with paint. The fourth lesson students will create the same art piece just with oil pastels. We will then
combine each of the three pieces on a bigger paper. Students will then explain how their emotion help to create that art piece.
Students will be assessed by observations through each of the lessons. They will also be assessed using a rubric created

Enduring Understanding(s)  Essential Question(s)  

Important ideas or processes for the students to explore and uncover Promote inquiry to discover the enduring understanding(s)
(1a: Demonstrating Knowledge of Content and Pedagogy)   (1a: Demonstrating Knowledge of Content and Pedagogy) 
● Art can be created using different types of media ● What is art?
● Art can be anything you create. ● What is abstract art?
● Art can express emotion ● What colors represent what emotions?

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Delos Reyes-Caires
 
 

Content Standard(s) 
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii
Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)
Benchmark FA.1.1.1 Use various types of art media
I can use different types of art media like color crayons, watercolors and oil pastels.

Knowledge of Students 
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique
characteristics, and needs.​ ​(1b: Demonstrating Knowledge of Students)
Students have no prior knowledge of abstract art. The only type of art done inside the classroom is done through coloring and
drawing which is part of ELA lessons. Students are taught art at least twice a month in their IRA classes. There is one art teacher in
the school. This unit will be new yet fun for my students. They enjoy art class. ​ 

Student Learning Objectives/Instructional Goals  

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple lessons.
(1c: Setting Instructional Outcomes)
Students will know:
● Who Wassily Kandinsky is and his type of art works.
● What abstract art is.
● That emotions can help create art.
Students will be able to:
● Create Wassily Kandinsky artwork “Squares with Concentric Circles” using color crayons, watercolors and oil pastels.
● Create art based on their emotions
  

Student Assessments  
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student
learning outcomes including the evaluation criteria (summative assessments) and all assessment tools​. ​(1f: Designing Student Assessments)
The teacher formative assessment used to measure student learning is participation through observation. I will assess the students
based on their participation in creating their art pieces.
The teacher summative assessment used to measure student learning is the students completed art piece along with their

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Delos Reyes-Caires
 
 

presentation. Students will explain their art piece and the emotion used in creating it.

ME MP DP WB

Student completed all three Student completed at least Student completed one are Student did not complete any
art works correctly using color two artworks correctly using work correctly using color art work.
crayons, watercolors and oil color crayons, watercolors or crayons, watercolors or oil
pastels oil pastels. pastels.

Student explained all three
artworks with the emotion
used to create it and
described the colors that
matched.
Student explained two
artworks with the emotion
used to create it and
described the colors that
matched.
Student explained one
artwork with the emotion used
to create it and described the
colors that matched.
Student did not explain
artworks with the emotion
used to create it and did not
describe the colors that
matched.

Academic Language Demands and Supports  

The ways that students will be required to use content area language during the lesson and the instructional strategies to be used to help the
students to meet the language demands. ​(​1a: Knowledge of Content and Pedagogy​​;​ 1b: Knowledge of Students​​)
Academic vocabulary: 
Abstract Art
Emotion
Language Supports: 
Going over the definition
Writing it on the board
Discussing with classmates

Lesson Procedures  
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson)
including the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions
posed, and the lesson closure.​ (​​1a: Demonstrating Knowledge of Content and Pedagogy​​; ​1e: Designing Coherent Instruction​​)
LESSON 1: 45 Minutes 

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Delos Reyes-Caires
 
 

Introduce Lesson:
1. Teacher says: Today we will learning about an artist named Wassily Kandinsky. Repeat after me, “Wassily Kandinsky”,
now turn to your partner and tell your partner what the artist name is.

2. Project Wassily Kandinsky picture on board. This is Wassily Kandinsky. He was born in in December
1866 and died in December 1944. He did abstract art work.
3. Abstract art is art that does not create a real picture but uses shapes, forms, colors and textures instead.  
4. Show students the difference between abstract art and different artworks.
5. Teacher projects 5 different artworks on the board by Wassily. After each picture asks students these questions.
a. What do you notice in this picture?
b. What shapes do you see?
c. How does this work make you feel?
d. What colors do you see? 
6.

7.

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
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8.

9.

10.

11.
12. Teacher says: These types of artworks are called abstract art works. Tell your partner what these types of artworks are
called.

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Delos Reyes-Caires
 
 

13. Teacher asks students: What are some different types of emotions?
a. Students answer like: Mad, sad, happy, love etc.
b. Write possible answers on board.
14. Teacher asks students about which colors can match an emotion?
a. Write possible colors next to emotion.
b. For example students may say red goes with being mad. Blue goes with being sad.
15. Teacher goes back to each of the five artworks and asks. How do you think Wassily was feeling creating this artwork?
16. How can you tell he felt that way?
17. Conclude lesson: Next time we will be creating one of Wassily Artwork using color crayons, watercolor and oil pastels.
Lesson 2: 45 Minutes 
1. Introduce lesson: Teacher says: Today we will doing Wassily artwork with color crayons.

2. Teacher says: We will only be coloring one circle in one square. Remind students to choose colors that go best with how
they are feeling today.
3. Teacher passes out practice papers where students can practice coloring circles.
4. Teacher demonstrates practice circles.
5. Students copy.
6. Teacher passes out 6x6 paper out to students and tells students to select 5-6 colors based on how they are feeling.
7. Teacher tells students to not start but to give me 5 as I demonstrate how to create this art piece.
8. After demonstrating artwork have students work on their art work for about 20 minutes.
9. Teacher tells students to write name on back of the paper, and to put in the daily work bin.
Lesson 3: 45 Minutes 
1. Teacher says: We did so awesome the other day creating abstract art with color crayons. Now today we will be creating a
new art piece using water colors.
2. Teacher demonstrates how to use the watercolors while painting.
3. Teacher passes out practice papers where students can practice coloring circles.
4. Teacher passes out supplies: (Paper, watercolor set, cup of water, paper towel)
5. Students practice creating circles.
6. Students works on artwork for about 20 minutes.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Delos Reyes-Caires
 
 

7. Teacher tells students to write name on back of the paper, and to put in the daily work bin.

Lesson 4: 1 hour 15 minutes 

1. Teacher says: So far we have created Wassily abstract art work 2 times out of two different medias.
2. Teacher tells asks students: What were the two other medias used?
3. Students should answer water color and color crayons.
4. Teacher tells students that they will be using oil pastels to create there circles today.
5. Ask students how do they feel today?
6. Call on three students.
7. Ask students what colors will they use for their emotions today?
8. Teacher demonstrate how to create art piece.
9. Pass out practice paper and have students practice using oil pastels.
10. Pass out 6x6 papers and students will work on their art piece.
11. Pass back students two previous art works.
12. Show students that they will be combining there three artworks using tape.
13. Students will then share in front of their class explaining how there emotions helped to create their artwork.
14. Teacher demonstrates presentation first.
15. Students go one on one to present.

Differentiation According to Students’ Needs  

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to ensure that all students (e.g.,
students who have IEPs/504 plans, students who are speakers of other languages, students who have advanced or emergent proficiency with
the content and concepts) have access to and are able to engage actively in the lesson.
(​1b: Knowledge of Students​​;​1e: Designing Coherent Instruction​​) 
In this class there isn't any students that are way below or advanced everyone is at an equal level. This being an abstract art piece
allows students to be unique and create their own artworks. Students are allowed to practice using three different medias before
actually working on their final art piece.

Instructional Materials/Resources  
All materials, handouts, resources, and technology tools that are needed to execute the lesson. ​(​1d: Demonstrating Knowledge of Resources​​)
Resources:
Circles in a Circle, 1923. Retrieved from ​https://www.wassilykandinsky.net/work-247.php

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Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Delos Reyes-Caires
 
 

Composition 8. (2018, September 13). Retrieved from ​https://www.guggenheim.org/artwork/1924

Dominant Curve. (2018, September 13). Retrieved from https://www.guggenheim.org/artwork/1972

Painting "Color Study Quadrate" (1913), Framed. (n.d.). Retrieved from

https://www.arsmundi.com/en/painting-color-study-kandinsky-811557.html​Wassily Kandinsky. (1970, January 01).

Several Circles. (2018, September 13). Retrieved from https://www.guggenheim.org/artwork/1992

Materials: 
● 60 6x6 in papers
● Color crayons
● 8 sets of watercolor paint
● 18 paint brush
● Paper towels
● 18 cups
● Oil pastels
● 60 practice papers
● Tape 

Lesson Plan Reflection (if lesson is carried out)  

An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning and the extent to which
the instructional outcomes were achieved based on specific evidence from the lesson and references to evidence-based practices and theories
of student learning. A description of how you will use what you learned from reflecting on this lesson in your future teaching.
(​​4a: Reflecting on Teaching) 
Use Reflection Template 

I read two completed unit plans written by:

NAME:___Jaylin Swartz__________________________________

NAME:___Kanoe Delatori__________________________________

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
 Delos Reyes-Caires
 
 

Global Self-Assessment Rubric

Name: _Ciara Delos Reyes-Caires____________________Date:_10/10/18____________

I am assessing myself on completing all components of the unit planning and reflecting process as
follows:

___Needs Improvement

__X_Meets Expectations

___Exceeds Expectations (If you select this one, please provide written evidence of how you think
you exceeded the expectations for this project.)

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa