Unit Plan 22 (Grade 1 Art): Compare Two Artworks

Focus: Describe similarities and differences between two artworks, noticing what is happening and how elements of art make them interesting.

Grade Level: 1

Subject Area: Art (Visual Arts • Responding)

Total Unit Duration: 1–3 weeks, 45–60 minutes per session

I. Introduction

In this unit, first graders become art detectives who look closely at two artworks at a time. They practice telling what they see, what they think is happening, and what the picture might mean. Students also notice how color, line, and shape help make each picture interesting—bright colors, wavy lines, big shapes, and more. Then they compare the two artworks, finding at least one thing that is the same and one thing that is different. By the end, students can talk about two artworks using simple story language and art words, and they can share how the pictures are similar and different.

Essential Questions

• What is happening in each artwork, and what might it mean?
• How do colors, lines, and shapes make an artwork more interesting?
• How can I tell how two artworks are similar and how they are different?
• How does talking with classmates help me notice more in the artworks?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Look closely at an artwork and describe what is happening using simple story words (who, what, where).
2. Identify at least one element of art (color, line, or shape) that makes each artwork interesting.
3. Describe at least one similarity and one difference between two artworks.
4. Use sentence starters to share ideas (“I see…,” “I think…,” “Both pictures…,” “Only this picture…”).
5. Listen to classmates’ ideas during discussions and respond respectfully.

Standards Alignment — 1st Grade (NCAS-Aligned)

• VA:Re7.1a — Describe how elements of art make artwork interesting.
  • Example: Students explain how bright colors make artwork exciting.
• VA:Re8.1a — Identify what is happening in artwork and what it might mean.
  • Example: Students describe the story shown in a drawing.

Success Criteria — Student Language

• I can say what I see and what I think is happening in a picture.
• I can tell how color, lines, or shapes make the artwork more interesting.
• I can say at least one way the two artworks are the same and one way they are different.
• I can use sentence starters like “I see…” and “Both pictures…” when I talk about art.
• I can listen to my classmates and take turns sharing ideas.