“The Italian Roots of Western Culture”
FACDIS Unit
Krystal Giles
2005
Overview:
This unit is designed to be used in a kindergarten classroom. It is to be taught within a 30-minute time frame during art. Its purpose is to connect the children with the Italian culture by studying various art styles and their connection to Italy.
Content Standards and Objectives:
MA.K.3.1 use physical materials to construct, identify, and classify basic geometric plane shapes: circle, square, rectangle, and triangle.
MA.K.3.2 identify basic geometric shapes in the environment.
MA.K.3.3 model and describe spatial relationships: inside/outside, top/bottom, before/after.
MA.K.3.4 identify the separate parts used to make a whole object.
HE.K.5.1 demonstrate the use of “I” statements when expressing needs or feelings.
HE.K.5.2 show various ways of communicating care and consideration of others (e.g., sharing, using “please” and “thank you”).
HE.K.5.4 discuss ways to be a responsible listener.
HE.K.5.5 demonstrate respect for other’s bodies and personal space.
SC.K.1.1 ask questions about themselves and their world.
SC.K.3.1 recognize that models are representations of real things.
SC.K.4.4 describe, compare, sort and group objects in terms of what they are made of (clay, cloth, paper, metal, etc.) and their physical properties of size, shape, color, weight or texture.
SC.K.4.6 identify colors.
SC.K.6.1 work in groups, listen to and be tolerant of different viewpoints.
SS.K.1.1 demonstrate an understanding that a good citizen takes turns and shares, and shows respect for what belongs to others.
SS.K.5.2 recognize differences in other people, times and cultures.
SS.K.5.4 explore the past through stories of people, heroes, pictures, songs, holidays, customs, traditions and legends.
VA.K.1.1 identify differences between tools, techniques, and processes in two-dimensional media, such as drawing, painting, or printmaking, e.g., crayons, paints and prints.
VA.K.1.2 identify and use a variety of tools, techniques, and processes in three-dimensional media and discuss the appearances and responses.
VA.K.1.3 make artworks using at least three different two-dimensional media including collage techniques, to communicate ideas, experiences, and stories.
VA.K.1.4 model objects using three-dimensional materials to communicate ideas, e.g., paper-folding, clay use, or assemblage.
VA.K.1.5 use two-dimensional and three-dimensional media safely and responsibly.
VA.K.2.1 use the primary, secondary, and neutral colors, e.g., red, yellow, blue, green, orange, violet, black, white, and brown; color wheel; common line types, e.g., straight, diagonal, curved, zigzag, and broken.
VA.K.2.2 identify at least five geometric shapes, e.g., circle, square, oval, rectangle, triangle, as distinguished from three-dimensional forms, e.g., sphere, cube, cylinder, pyramid.
VA.K.2.4 identify and use colors in communicating emotions, e.g., warm/cool, calm/excitement.
VA.K.2.5 investigate line types, textures, and shapes in artworks.
VA.K.2.6 discover different shapes (two-dimensional) and forms (three-dimensional) in art.
VA.K.2.7 discover and use a variety of sizes of objects in artwork.
VA.K.2.8 use a variety of line types, geometric shapes, and textures in artwork.
VA.K.4.1 discuss how art has existed through time and how it can represent a group of people (e.g., prehistoric man and cave paintings).
VA.K.4.2 view art from several cultures.
VA.K.5.1 discuss the work that artists do by viewing or visiting displayed artwork, e.g., slides, museums, internet sites, videos.
VA.K.5.3 select a favorite artwork and explain the choice.
Procedure:
DAY ONE:
Discuss artwork from the Renaissance time period. Look at postcards and other art books for examples. Note that the color of aquamarine in paintings of this time symbolized a wealthy client. Using mostly dark colors and a bit of aquamarine, paint pictures using the information learned through the discussion.
DAY TWO:
Discuss the importance of mosaics in Italian art and architecture. Look at various examples of mosaics. Create a “ stepping stone” using the mosaic technique.
DAY THREE:
Discuss the concept of a fresco. Look at examples in postcards, photos, and other art books. Create a fresco using a small piece of drywall board purchased at Lowes or Home Depot. (Before the activity premix paint with plaster)
*Note: Both hardware stores will cut the drywall board into the sizes needed free of charge upon asking.
DAY FOUR:
Discuss Roman architecture and the various styles of columns they used and the purposes of such columns. Look at examples via the Internet. Create a small sample of a column out of “ Crayola Model Magic” clay.
DAY FIVE:
Discuss Futurism paintings and sculptures. Futurism is considered a form of art that uses bright colors, portrays movement, and modernity. It was an attempt to bring the Italian art world up to date. Futurism is an important part of Italy’s art history. Look at examples of various paintings and sculptures. Using various types of papers and scissors, students will cut circles, squares, and triangles. Students will then glue and string these shapes together to create a mobile of a man.
Materials Needed:
The materials used are highlighted throughout the procedure section of the document.
Evaluation:
*Distinguished: A student at this level has demonstrated exceptional and exemplary performance. The work shows a distinctive and sophisticated application of knowledge and skills that go beyond course or grade level expectations.
*Above Mastery:A student at this level has demonstrated competent and proficient performance and exceeds the standard. The work shows a thorough and effective application of knowledge and skills.
*Mastery:A student at this level has demonstrated fundamental knowledge and skills that meet the standard. The work is accurate, complete and fulfills all requirements. The work shows solid academic performance at the course or grade level.
*Partial Mastery:A student at this level has partially demonstrated fundamental knowledge and skills toward meeting the standard. The work shows basic but inconsistent application of knowledge and skills characterized by errors and/or omissions. Performance needs further development.
*Novice:A student at this level has not demonstrated the fundamental knowledge and skills needed to meet the standard. Performance at this level is fragmented and/or incomplete and needs considerable development.
*As defined by the WV State Department in Policy 2520