2nd Grade Red Grooms Unit Plan
I. Enduring Theme: Storytelling
A. Topic- Red Grooms
B. Grade Level -2nd Grade
II. Rationale: Red Grooms’ ability to convey a story through his style and imagery; along with the innate accessibility to children make him an incredible unit catalyst on storytelling for 2nd graders. His use of drawing, watercolor, sculpture, and mixed media provides a springboard for media instruction that corresponds with MNPS Visual Arts Curriculum. Cheekwood Botanical Gardens is also currently exhibiting select work by Grooms. This would be an inspiring and informative field trip for all able to attend.
III. Essential Questions:
A. Why is Red Grooms work important?
B. How can art tell a story?
C. How can I tell a story/share information about me through art?
IV. Unit Objectives:
A. Students will explore selected works by Red Grooms.
B. Students will be able to find the “story” art.
C. Students will create a mixed media self-portraits, collages, and narrative paintings .
D. Students will study the use of line, shape, space, pattern, rhythm, emphasis, and balance in the creation of their work.
E. Students will be able to orally express description, analysis, judgement, and interpretation of work in a developmentally appropriate level.
V. GLE’s : See Instructional Guide
A. Informal and formal assessments using multiple devices such as but not limited to:
· Group Participation
· Rubrics (see Instructional Guide for example)
· Artist Statements
· Other Teacher Chosen Assessments
VII. Lesson 1: Knowledge Building/Production
A. Resources: Power Point Introducing Red Grooms and his work. Red Grooms Teach Guide by Cheekwood, Teacher Example
B. Materials: notebook paper, 9x12 white drawing paper, pencils, scissors,yarn, glue, construction paper, markers, colored pencils.
C. Introduction/Procedures: Mixed Media Self Portrait (two day lesson)
· Watch Power Point on Red Grooms to familiarize them with the artist, his life, his work, and his sculpto-pictoramas.
· Brainstorms adjectives to describe their favorite work of Grooms. They will then write three sentences to describe the work to someone who might not have seen it. Volunteers will be taken to share what was written for each of the featured works.
· Create a self-portrait as if student is looking out a window with no background.
· Create room background(students can select room they wish to be in) with activities taking place in that space. Class discussion prior to creating background on possible rooms and what could be happening.
· Cut their self-portrait out and attach it to their background in a way that elements are “popping” out. They can use the extra paper to add additional popping elements in their work. Yarn, construction paper can also be added to work to create more of 3-D effect.
VIII. Lesson 2: Review/Production
A. Resources: Power Point Review of Red Grooms and his work. Red Grooms Teach Guide by Cheekwood, Print of Philip Evergood’s Sunny Side of the Street,Teacher Example
B. Materials: construction paper, scissors, glue, pencils
C. Review/Production: 3-D Collage City Scape (1 or 2 day lesson)
· Review Grooms’ city works. Ask students to share observations about the selected works. Review sculpto-pictoramas and important elements that identify that type of work.
· Demonstrate different methods of how the buildings can stand up in their work.
· Create thumb nail sketch of what collage sculpture will look like. Challenge students to go beyond creating buildings for their cities, but create an active environment like Grooms creates in his work.
· After sketches are created, students may begin their pieces.
· Create an artist statement explaining work and the scene that is taking place.
IX. Lesson 3: Production
A. Resources: Images of Busy City Streets /Power Point of City Streets, Philip Evergood’s Sunny Side of the Street
B. Materials: 9x12 white wet media paper(80lbs or above), pencils, watercolor, a variety of brushes, water cups, and paper towels
C. Procedures: Narrative City Paintings (2 day lesson)
· Review city pictures by Grooms & Evergood, and discuss the differences between busy/active pictures and dead/boring pictures.
· Review narrative art.
· Create narrative city street pictures.
· Stop and discuss in table groups each other’s work. Remind students to be kind and constructive.
· Review painting rules and demonstrate proper painting techniques.
· Paint narrative work.
· Write a paragraph (or two) to go along with the narrative painting
X. Final Reflection: Students will look at all their work in this unit and answer the essential questions as posed by the teacher.