Students Understand There Are Various Purposes for Creating Works of Visual Art
Grades/Level: Lower Simple (Yard–ii)
Subjects: Visual Arts
Time Required: one–ii form periods
Writer: This lesson was adapted past J. Paul Getty Museum Teaching staff from a curriculum originally published on the Getty'southward starting time education website, ArtsEdNet.
Permissions: 
The lesson plan and downloadable materials on this page are licensed under a Creative Commons Attribution four.0 International License.
Preparation
Enquire students to bring a motion-picture show of something that is special to them—their pet, a special toy, doll, or a small, cherished possession—to class. You can too set guidelines nigh bringing the actual objects in. Bring in something of your ain to share, such equally an heirloom.
1. Initiate discussion by sharing your cherished item offset. Talk about the emotions that you feel when you retrieve well-nigh or wait at your special object.
2. Have your students hash out their feelings for something they intendance well-nigh. Ask questions to help students articulate their feelings about their special object. Find common threads in the children's responses and make connections between responses by recording them on the blackboard. All feelings are valid for the discussion. Choose a few students to answer to the same questions.
• What is your special something?
• How long have you had it?
• Why is it special to yous?
• Does your object remind yous of someone, or an event in your life?
• Does your object make you feel happy, or sad? Why?
You may want to ask questions in a way that allows students to respond together. For instance: How many of you are sharing a toy with us today? How many of you are sharing a picture with the states today? How many of you have happy feelings virtually your object? Is it besides possible to have distressing feelings about a special object?
3. Ask students the following questions in social club to explore their emotional connection to the object:
• How do yous care for your special something?
• If I took a picture of you with your special something, how would y'all concord it to show me you cared for it?
4. Innovate works of art from the Getty Museum'southward collection and take students wait closely at each by request them to describe what they see:
• What do y'all notice first in the film? Why does it stand up out? (Is information technology larger, brighter, or more than colorful?)
• Look at the people in the picture. Do they await happy or sad? What exercise you retrieve they are thinking? Who do yous recollect they are?
• Use adjectives to draw the people in the painting.
• What else is in the artwork? Draw what you see.
• Do you see someone caring for something in this film? What is the person caring for? How did the artist show that the person cares for their object?
Where advisable, ask students to compare the works past asking:
• How is this i dissimilar from the last ane we looked at?
• How is it like?
At this point, y'all can also share groundwork information such equally the title of the artwork, the creative person'southward name, where the artist lived, and when the artwork was created. You can also talk about what a portrait is—a picture of a person, usually showing his or her face.
5. Have students make connections between the images of people caring for something and their own feelings for their special object.
• Which artwork looks most like how you lot feel about your special object?
• Why do y'all think the artwork makes you feel that manner?
• How do the colors, lines, shapes, and space in the painting make y'all feel?
Because your students will have images of their cherished possessions with them, they will be excited to share. Take advantage of this enthusiasm but keep the discussion counterbalanced between how they feel about their own things and what is depicted in the artworks. Your goal is to relate their personal feelings to the artists' representations of like feelings.
half dozen. Ask students to think how they said they would concur their object to show that they treat it in a photograph. Next ask them to create a drawing of themselves that expresses their feelings of caring for their special object. The cartoon demand not be a finished artwork, just should reinforce what they have expressed about caring feelings and their observations of the artworks.
Your students' grade level volition determine how much management you lot give in the art cosmos.
Have students write a few sentences answering the following questions about their ain drawings to reinforce objectives.
• Who or what is in your drawing?
• How long accept you had the object, or known the person?
• How did yous prove in your drawing that you care about your special object or person?
Accept students read Miss Rumphius by Barbara Cooney.
Common Core Standards for English Linguistic communication Arts
Grades K–2
SPEAKING AND LISTENING
K.1 Participate in collaborative conversations with diverse partners nearly kindergarten topics and text with peers and adults in minor and larger groups.
K.iv Describe familiar people places, things, and events, with prompting and back up, provide additional detail.
1.iii Inquire and answer questions nigh what a speaker says in social club to gather boosted information or analyze something that is not understood.
ane.four Depict familiar people places, things, and events, with relative details expressing ideas and feelings more clearly.
ii.1 Participate in collaborative conversations with various partners well-nigh form 2 topics and text with peers and adults in small and larger groups.
2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audible in coherent sentences.
Visual Arts Content Standards for California Public Schools
Kindergarten
Creative Expressions2.4 Paint pictures expressing ideas nearly family and neighborhood.
Aesthetic Valuing
4.2 Describe what is seen (including both literal and expressive content) in selected works of art.
Grade one
Creative Expression
2.viii Create artwork based on observations of actual objects and everyday scenes.
Historical and cultural context
3.ii Identify and describe diverse subject area matter in art (east.g., landscapes, seascapes, portraits, notwithstanding life).
Artful Valuing
4.2 Identify and draw various reasons for making art.
Form 2
Artistic Expression
2.1 Demonstrate beginning skill in the utilize of bones tools and art-making processes, such as printing, crayon rubbings, collage, and stencils.
2.two Demonstrate start skill in the use of art media, such as oil pastels, watercolors, and tempera.
Aesthetic Valuing
4.2 Compare different responses to the aforementioned work of art.
National Standards for Visual Arts Teaching
Grades M–4
Understanding and Applying Media, Techniques, and Processes
Students use different media, techniques, and processes to communicate ideas, experiences, and stories.
Students utilize art materials and tools in a safe and responsible way.
Using knowledge of Structures and Functions
Students know the differences amongst visual characteristics and purposes of art in order to convey ideas.
Students depict how unlike expressive features and organizational principles cause different responses.
Students use visual structures and functions of art to communicate ideas.
Choosing and evaluating a range of subject matter, symbols, and ideas
Students explore and empathise prospective content for works of art. Students select and utilize bailiwick matter, symbols, and ideas to communicate meaning.
Reflecting upon and assessing the characteristics and merits of their work and the piece of work of others
Students sympathize there are diverse purposes for creating works of visual fine art.
Students understand there are dissimilar responses to specific artworks.
Source: https://www.getty.edu/education/teachers/classroom_resources/curricula/expressing_emotions/expressing_emotions_lesson01.html
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