Fernand Léger, Paysage à l’oiseau (Bird in Landscape). Oil on canvas, 25 3/4 x 36 1/4 inches. Collection of the Nasher Museum of Art at Duke University.
Noah Davis, Black Widow with Brothers Fighting. Oil on canvas, 52 x 60 inches. Collection of the Nasher Museum of Art at Duke University.
Eve Sussman, The Wolf in Tempelhof. Chromogenic print, 39 1/2 x 49 inches. Collection of the Nasher Museum of Art at Duke University.
Mickalene Thomas, Lovely Six Foota. Chromogenic print, 56 5/16 x 67 3/8 inches. Collection of the Nasher Museum of Art at Duke University.
David Parrish, Kayo. Oil on canvas, 51 7/8 x 76 3/4 inches. Collection of the Nasher Museum of Art at Duke University.
Jasper Gerardi (Geeraerts) (attributed), Still Life with Meat Pie. Oil on panel, 19 1/4 x 25 1/4 inches. Collection of the Nasher Museum of Art at Duke University.
Romare Bearden, In the Garden from American Portfolio. Lithograph on paper, 28 3/4 x 21 1/4 inches. Collection of the Nasher Museum of Art at Duke University.
Thomas Hart Benton, First Crop. Gouache on paper, 21 x 29 3/4 inches. Collection of the Nasher Museum of Art at Duke University.
English Language Arts
Grade 1
2: The Amazing Animal World
4 30-minute lessons
Informative Writing
In what ways can we classify pictures by primary and secondary colors?
I can classify/sort works of art by primary and secondary colors.
I can write an informational paper describing the use of primary and secondary colors in a piece of art.
I can create a piece of art including primary and secondary colors.
Display Nasher artworks where students can view all images.
Review primary and secondary colors with students. For a fun activity, spread shaving cream on a surface and drop food coloring in primary colors into the cream. Use your fingers to mix the colors in. Mix them together to show secondary colors.
Discuss the art images with students. Focus on the primary and secondary colors in each piece of art.
Explain that students will sort the Nasher artworks based on the use of primary and secondary colors. Demonstrate with two artworks. Compare and contrast the differences between the two artworks in your example. Remind students that they will need to explain their rationale for their sorting/classifications.
Place several art images on student tables. Divide students into small groups. Have students sort/classify the images.
Monitor the process. While roving, inquire as to the students’ rationale for classifications.
Have students rotate tables and either agree with the previous group’s classification or reclassify the images. Have the students explain their decision.
As a group, discuss why and how students sorted the artwork. Ask students to support their decisions with details from the artworks.
Review primary and secondary colors. Review the sorting activity from the previous day.
Discuss the components of an information piece of writing: name the topic, supply facts/details, closure. Explain that naming the topic should be a brief description of the piece (content). Remind students that facts about the artwork should include medium, colors, and subject. Closure should include at least one thought about the piece.
As a class, select one piece of artwork. Model the writing process with the class. Have students provide input for the shared writing piece.
Conclude the session with a whole group read and any additional comments about the writing process.
Display shared writing from the previous day. Review components of an informational piece of writing.
Have students select one piece of art to write about in their informational writing piece. Students will write about their selected artwork while teacher monitors the writing process and provides support as necessary.
Review lessons from the previous three days; picture classification, shared writing, and independent writing. Review primary and secondary colors.
Explain to students that they will create their own artwork using either primary colors OR secondary colors. Review proper use of art materials.
Have students create their artwork using either primary or secondary colors.
Have students share their artwork with the class. Students explain their use of primary or secondary colors.
Beyond Grade Level: Sort all pieces of art.
At Grade Level: Sort 5-7 pieces of art.
Below Grade Level: Sort 2-3 pieces of art.
Students identified primary and secondary colors in an artwork created by others.
Students wrote an informational piece about one piece of art, including topic, facts and closure.
Students create a piece of art using primary or secondary colors
Students can explain their use of primary or secondary colors in a piece of art.
primary, secondary, medium, artist, structure, movement, information, details, opinion, facts, create, creative, compare, contrast
Fernand Léger, Paysage à l’oiseau (Bird in Landscape), 1952. Oil on canvas, 25 3/4 x 36 1/4 inches (65.4 x 92.1 cm). Collection of the Nasher Museum of Art at Duke University, Durham, NC, USA. Bequest of Louise and Alvin Myerberg, 2010.3.9. © 2013 Artists Rights Society (ARS), New York/ADAGP, Paris. Photo by Peter Paul Geoffrion.
Reproduction of this Fernand Léger image is prohibited by copyright laws and international conventions without the express written permission of the Artists Rights Society (ARS), New York.
Noah Davis, Black Widow with Brothers Fighting, 2008. Oil on canvas, 52 x 60 inches (132.1 x 152.4 cm). Collection of the Nasher Museum of Art at Duke University, Durham, North Carolina, USA. Gift of Marjorie and Michael Levine, 2009.4.1. © Noah Davis. Photo by Peter Paul Geoffrion.
Eve Sussman, The Wolf in Tempelhof from the film The Rape of the Sabine Women, 2005. Chromogenic print, 39 1/2 x 49 inches (100.3 x 124.5 cm). Collection of the Nasher Museum of Art at Duke University, Durham, NC, USA. Museum purchase, 2006.11.1. © Eve Sussman and The Rufus Corporation. Photo by Benedikt Partenheimer.
Mickalene Thomas, Lovely Six Foota, 2007. Chromogenic print, 56 5/16 x 67 3/8 inches (143 x 171.1 cm). Collection of the Nasher Museum of Art at Duke University, Durham, NC, USA. Gift of Christen and Derek Wilson, 2010.12.1. © 2013 Mickalene Thomas and Mickalene Thomas Studios, Inc.
David Parrish, Kayo, 1976. Oil on canvas, 51 7/8 x 76 3/4 inches (131.8 x 194.9 cm). Collection of the Nasher Museum of Art at Duke University, Durham, NC, USA. Gift of Louis K. and Susan P. Meisel, New York; 2001.24.6. © David Parrish. Photo by Peter Paul Geoffrion.
Jasper Gerardi (Geeraerts) (attributed), Flemish, Still Life with Meat Pie, c. 1650. Oil on panel, 19 1/4 x 25 1/4 inches (48.9 x 64.1 cm). Collection of the Nasher Museum of Art at Duke University, Durham, NC, USA. Gift in honor of Marilyn M. Segal by her children, 1998.22.6. Photo by Peter Paul Geoffrion.
Romare Bearden, In the Garden from American Portfolio, 1979. Lithograph on paper, 28 3/4 x 21 1/4 inches (73 x 54 cm). Collection of the Nasher Museum of Art at Duke University, Durham, NC, USA. Gift of Mr. and Mrs. Daniel and Carolyn Klein, 1980.81.5. Art © Romare Bearden Foundation/Licensed by VAGA, New York, NY. Photo by Peter Paul Geoffrion.
Thomas Hart Benton, First Crop, 1944. Gouache on paper, 21 x 29 3/4 inches (53.3 x 75.6 cm). Collection of the Nasher Museum of Art at Duke University, Durham, NC, USA. Bequest of Louise and Alvin Myerberg, 2010.3.1. ©T.H. Benton and R.P. Benton Testamentary Trusts / UMB Bank Trustee / Licensed by VAGA, New York, NY. Photo by Peter Paul Geoffrion.