2ND GRADE ART

ART.2.VA.E.1 –Apply knowledge of materials, techniques, and processes to create artwork
ART.5.VA All students will recognize, analyze, and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life

    -Students will demonstrate their ability to follow directions.
    -Students will participate through sharing experience and previous knowledge of     subject.
    -Students will be expected to finish their drawings in an original and creative way during the time assigned in an appropriate fashion of students at their skill level.

Permanent Pen: Drawing material: marker-using Ink that does not wash out of clothing, or off skin easily. Provides a nice dark out line that cannot be erased.
Visual Texture: Refers to the illusion of the surface's texture. It is what physical texture looks like (on a 2D surface). The textures you see in a photograph are visual textures. No matter how rough objects in the photograph look, the surface of the photograph is smooth and flat.
Horizon Line: An imaginary line that divides the sky and the ground usually drawn across the entire paper.
Back Ground: Setting for where the subject (foreground) of the drawing is placed.

1. Blank paper positioned at each seat, creating mystery.
2. Teachers excitement for creating drawing
3. Learning to draw a subject from memory and personal Observation.

1. Students are seated in table groups with paper in landscape layout. Teacher is positioned at the white board with blank landscape paper hung with masking tape.
2. Introduce project as a way to see how well students can follow directions. Tell students they will be using Permanent pens, which will not wash out of clothing, they are to only draw on paper not on themselves not on their neighbor and not on the desk.
3. Demonstrate how to remove cap and snap on back of pen. Tell students to only draw after you have finished drawing. When they finish they will hold their pen in front of them with their eyes on you.
4. Demonstrate writing your Name on Paper. Students should write their names.
5. Demonstrate drawing noses, and face, Stop and ask students for suggestions for what they think they are drawing. Let them know it is a pack of Dogs.
6.  Ask for suggestions for what the drawing needs to look more like a dog.
7. Draw different examples for eyes, ears, mouth, body, legs, tails, details: such as clothing spots, encourage students to create dogs that look like dogs they know or are original.
8. Demonstrate how to add visual texture, or lines representing hair and fur.
9. Allow students 2 minutes to finish Dogs
10. Introduce Horizon Line, demonstrate on teachers paper. Walk around to make sure students have correct horizon lines (no flying dogs)
11. Ask students for examples of where they would find a Dog.
12. Demonstrate drawing a back ground for the Dogs on teacher’s paper.
13. Allow students time to finish Background. Collect Permanent Pens.
14. Demonstrate coloring Dog Drawing with crayons, emphasize staying in the lines, encourage students to be creative and color the whole paper- No white Dogs!
15. Six minutes before class ends warn students they have one minute left before clean up.
16. At five minutes instruct students to pick up all crayons and place their head down letting you know they are ready to be dismissed.
17. Demonstrate how students will stand, push their chairs in, hold paper with both hands and quietly walk to line up. –Dismiss quiet tables.

1. While students are finishing, remind students of how the drawing started and how the basic face shapes could be almost any animals. That adding details, about what we know, lets someone looking at the picture know what we have drawn.
2. Ask students to individually share stories about dogs. (Be prepared for students sharing stories about dogs dying, or biting.)