Grades:		Lower Elementary (K–2)
Subjects: 		Visual Arts, English—Language Arts
Time Required: 	1–2 class periods
Author: 		This lesson was adapted by J. Paul Getty Museum Education staff from a curriculum originally published on the Getty’s first education Web site, ArtsEdNet.

Featured Getty Artworks
A Storm on a Mediterranean Coast, by Claude-Joseph Vernet 
http://www.getty.edu/art/collections/objects/o144721.html
A Maid Milking a Cow in a Barn, by Gerard Ter Borch
http://www.getty.edu/art/collections/objects/o830.html

Lesson Overview
This is the third lesson in a sequential unit. This exercise reinforces what students learned on a visit to an art museum about the difference between looking at an original work of art and looking at a reproduction. Students create a drawing using the elements of art reviewed in Lessons 1 and 2. Students in grades 2–5 reflect on their museum visit in writing.

Learning Objectives
Students will be able to:
-   articulate their understanding of the importance of viewing original works of art.
- point out, orally and in writing, various roles of the art museum.
- use the elements of art in their own drawings.
- write a friendly letter that describes their experience of viewing an original work of art. (Grade 2)
- write a persuasive essay that addresses the importance of art museums. (Grades 3–5)

Materials 
-   Lists of student responses created in previous lessons. 
From Lesson 1—the students’ definitions of a museum. From Lesson 2—the students’ comments about viewing original works of art or reproductions. 
- Paper and drawing supplies

Lesson Steps
1. Review the class’s trip to the museum. Use the following questions: 
- Did you enjoy your trip to the museum? What did you like best about the museum?
- Did you enjoy seeing an original work of art in person? What did you like best about the original? How was it different from the reproduction?
2. Distribute drawing paper and supplies. Give each student two sheets of paper.

Grades K–2: 
- Have students divide one sheet into three sections. Have students draw the following:
In the first section, draw three or four different types of lines.
- In the second section, draw three or four different shapes. 
- in the third section, draw three or four different colors.

Grades 3–5: 
Have students divide one sheet into six sections. Have students draw examples of one element of art in each section.
3. On the blank sheet of drawing paper, have students make a drawing using only the elements they sketched on the first sheet of paper. They can use these elements in any combination. You may need to demonstrate this activity for the class before they begin. 
4. Display the two lists created during Lessons 1 and 2. One listed students’ definitions of a museum. The other compared looking at an original work of art to looking at a reproduction.
List responses to the following questions:
- Now that you have been to the museum, can you tell me why museums are important?
- Why is it important to look at original works of art?
5. Homework
Grade 2:
For Homework, have students write a friendly letter describing their trip to the museum to reinforce what they learned and practice writing. Make sure students use the elements of art discussed in these lessons in their letter.
Grades 3–5:
For homework, have students write a persuasive essay answering the question: “Do you believe art museums are important? Why or why not?” Essays should address the functions of an art museum and assess the museum’s value to the student as a member of his or her community.
Extensions: 
- Invite an artist to visit the classroom and speak with students about their museum visit.
 - Invite an educator from an art museum to visit the classroom to describe the functions of various professionals who work in museums. 

Standards Addressed

Visual Arts Content Standards for California Public Schools
Kindergarten
1.0 Artistic Perception
 Analyze Art Elements and Principles of Design
1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, emphasizing line, color, and shape/form. 

2.0 Creative Expression
Communication and Expression Through Original Works of Art
2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art. 

4.0 Aesthetic Valuing
 Derive Meaning
4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture).
4.2 Describe what is seen (including both literal and expressive content) in selected works of art.

Grade 1
1.0 Artistic Perception
 Analyze Art Elements and Principles of Design
1.3 Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture.

Grade 2
1.0 Artistic Perception
 Analyze Art Elements and Principles of Design
1.3 Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.

4.0 Aesthetic Valuing
Derive Meaning
4.2 Compare different responses to the same work of art. 
Make Informed Judgments
4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded.

Grade 5
3.0 Historical and Cultural Context
Role and Development of the Visual Arts
3.1 Describe how local and national art galleries and museums contribute to the conservation of art.

English&#8212;Language Arts Content Standards for California Public Schools
Grade 2
1.0 Writing Strategies
Organization and Focus
1.1 Group related ideas and maintain a consistent focus.
Penmanship
1.2 Create readable documents with legible handwriting. 
Research
1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas). 
Evaluation and Revision
1.4 Revise original drafts to improve sequence and provide more descriptive detail.

2.0 Writing Applications (Genres and Their Characteristics)
2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

Grade 3
1.0 Writing Strategies
Organization and Focus
1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details. 
Penmanship
1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.

2.0 Writing Applications (Genres and Their Characteristics)
a. Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
b. Using the writing strategies of grade three outlined in Writing Standard 1.0, students:
a. Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

 Grade 4
1.0 Writing Strategies
Organization and Focus
1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.
1.2 Create multiple-paragraph compositions:
a. Provide an introductory paragraph.
b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph.
c. Include supporting paragraphs with simple facts, details, and explanations. 
d. Conclude with a paragraph that summarizes the points. 
e. Use correct indention. 
1.3 Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). 
Penmanship
1.4 Write fluidly and legibly in cursive or joined italic.

2.3 Write information reports:
a. Frame a central question about an issue or situation. 
b. Include facts and details for focus.
c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).

Grade 5
1.0 Writing Strategies
1.2 Create multiple-paragraph expository compositions: 
a. Establish a topic, important ideas, or events in sequence or chronological order. 
b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought. 
c. Offer a concluding paragraph that summarizes important ideas and details.

2.0 Writing Applications (Genres and Their Characteristics)
a. Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grade five outlined in Writing Standard 1.0, students: 
2.3 Write research reports about important ideas, issues, or events by using the following guidelines: 
a. Frame questions that direct the investigation. 
b. Establish a controlling idea or topic. 
c. Develop the topic with simple facts, details, examples, and explanations.
2.4 Write persuasive letters or compositions:
a. State a clear position in support of a proposal. 
b. Support a position with relevant evidence. 
c. Follow a simple organizational pattern. 
d. Address reader concerns.

United States National Standards for Visual Arts Education
Content Standard #1: Understanding and applying media, techniques, and processes 
Achievement Standard: Students use art materials and tools in a safe and responsible manner 

Content Standard #2: Using knowledge of structures and functions
Achievement Standard: Students know the differences among visual characteristics and purposes of art in order to convey ideas Students describe how different expressive features and organizational principles cause different responses Students use visual structures and functions of art to communicate ideas