Final Project:
Art and collage with textures
First Grade
Goals:
1. Students will identify different textures
2. Students will explore different textural effects
3. Students will brainstorm about a work of art, what materials and techniques may have been used.
4. Students will Design and create an art piece using the collage technique
5. Students will familiarize themselves with different types of art.
Materials:
White paper
Colored construction paper
Different textured paper or cloth
Tissue paper, cardstock, ect.
Glue
Scissors
Procedure:
1. Start out by reading a book that uses different types of texture in the illustrations, it can be actual texture or visual simulated texture. While reading study the pictures on each page and have the student’s brainstorm how they think the picture was made. For Example, Eric Carle uses collage to create his illustrations, which have simulated texture.
2. After reading the book discuss texture and collage making with the students. Talk about different materials that could be used, different patterns, contrast, and paper cutting and folding to create a collage.
3. You can then talk about how many pieces are used to make one picture. All the separate pieces for each part of the picture, to create the finished project.
4. Students could then create their own collage and write a couple of sentences with their picture. They could create whatever they wanted: animals, people, houses, still lifes or imaginary characters.
5. The students would use the different types of cut materials and textures and glue it onto a large piece of construction paper to create their picture. This is also a great activity to use up old scraps of paper from your classroom.
Quotes:
We have eyes, and we're looking at stuff all the time, all day long. And I just think that whatever our eyes touch should be beautiful, tasteful, appealing, and important.
Eric Carle
All art is but imitation of nature.
Lucius Annaeus Seneca
Resources:
Eric Carle: http://www.eric-carle.com/home.html
Gail Armstrong: Http://www.illustrationweb.com/illustrators/home_large.asp?artist_id=5&tc=1276633822968
Michiko Tachimoto: http://www.colobockle.jp/contents.html
Liturature:
Any Eric Carle books
The Grouchy Ladybug by Eric Carle
You Can Make a Collage: A Very Simple How-To Book by Eric Carle
A Color of his own by Leo Lionni
Annie’s Small Train by Michiko Tachimoto
Assesment:
The students should be able to analyze the work of the illustrator and identify that it is a collage.
The students should be able to see how the works were made and how they are put together.
The students should create a collage using a variety of textured papers using various methods as shown in class.
The students complete their collage and explain their picture to the class.
Discussion:
Discuss different materials that could be used to make collages?
How did the colors of the small pieces fit together in the large picture?
What other unconventional ways are people creating art?
Tuesday, June 15, 2010
Kelsey_Final Project
Emotion Painting
Grade Level: 1st grade
Materials:
Tempera Paint
Water
Smocks
Paint brushes
Large sheets of white paper
Goals:
1. Students gain an understanding of the role emotion plays in art making and the use of expression
2. Students learn the connection between line, and color
3. Students create their own painting that expresses a certain emotion or feeling
Procedures:
1. The teacher will read My Many Colored Days by Dr. Seuss and explain to the class about the use of color to portray a feeling or emotion and ask students what colors make us feel a certain way.
2. The teacher will ask the students to draw lines based on feelings (example: angry lines, sad lines, happy lines- I’m sure there will be varied results, which can lead to discussion).
3. The teacher will then instruct students to draw a painting that expresses an emotion by using a certain color and/or depiction of lines.
4. The teacher will hang the drawings up around the class and ask the students to walk around and guess what emotion their classmates were trying to portray.
5. Each student will present their artwork and students will be able to see if they guessed correctly as to what emotion was being portrayed.
6. Possibly have this as a short morning activity to let students express their current feelings.
Quote:
“Brush and ink are only servants of thought and emotion. They should follow your emotion and change with the emotion.” –Wu Guan-Zhong
Literature:
My Many Colored Days by Dr. Seuss
Connections with Artist:
Karen Bauguess
http://www.divinefusions.com/guestbook.html
Assessment:
1. Have children display their artwork in front of the class and have students try to guess the emotion their classmates are trying to portray.
2. As long as the students can support why they chose the colors or use of lines they did then they have accurately completed the project.
Discussion Questions:
1. Why do certain colors make us feel a certain way?
2. Why do certain lines make us feel a certain way?
3. How can art help us through a hard time?
Grade Level: 1st grade
Materials:
Tempera Paint
Water
Smocks
Paint brushes
Large sheets of white paper
Goals:
1. Students gain an understanding of the role emotion plays in art making and the use of expression
2. Students learn the connection between line, and color
3. Students create their own painting that expresses a certain emotion or feeling
Procedures:
1. The teacher will read My Many Colored Days by Dr. Seuss and explain to the class about the use of color to portray a feeling or emotion and ask students what colors make us feel a certain way.
2. The teacher will ask the students to draw lines based on feelings (example: angry lines, sad lines, happy lines- I’m sure there will be varied results, which can lead to discussion).
3. The teacher will then instruct students to draw a painting that expresses an emotion by using a certain color and/or depiction of lines.
4. The teacher will hang the drawings up around the class and ask the students to walk around and guess what emotion their classmates were trying to portray.
5. Each student will present their artwork and students will be able to see if they guessed correctly as to what emotion was being portrayed.
6. Possibly have this as a short morning activity to let students express their current feelings.
Quote:
“Brush and ink are only servants of thought and emotion. They should follow your emotion and change with the emotion.” –Wu Guan-Zhong
Literature:
My Many Colored Days by Dr. Seuss
Connections with Artist:
Karen Bauguess
http://www.divinefusions.com/guestbook.html
Assessment:
1. Have children display their artwork in front of the class and have students try to guess the emotion their classmates are trying to portray.
2. As long as the students can support why they chose the colors or use of lines they did then they have accurately completed the project.
Discussion Questions:
1. Why do certain colors make us feel a certain way?
2. Why do certain lines make us feel a certain way?
3. How can art help us through a hard time?
Katie J_Final Project
Activity: "Art is all around!"
Using art in a math activity
Grade Level: 1st-2nd grade
Goals:
1. To become more familiar with basic geometric shapes and their functions, including similar figures, tessellations, and symmetry.
2. Develop a sense of connectedness between two very different subjects, as well as how unique forms of art are prevalent in everyday life.
3. To familiarize and deepen appreciation for modern art/artists.
Procedure:
1. Begin by showing students the work of artists such as Roger Brown, M. C. Escher, and Ghee Beom Kim.
2. Have them look for geometric shapes and symmetry within their artwork, discuss where they are and how they are used.
3. Have the students use what we talked about in the discussion to find examples of shapes/symmetry around the classroom.
4. Allow students time to sketch their own symmetrical shapes.
5. Return to the artwork, focus discussion on tessellations. Ask the students what they notice about the art, how the shapes can be moved around and used in different ways to fit together.
6. Give the students freedom to create their own picture, either a symmetrical drawing or a tessellation. They must come up with an idea and share it with the teacher before they can begin.
Materials:
· Large white paper
· Colored pencils
· Crayons
· Washable markers
· Shape stencils
· Glue sticks
· Construction paper
· Scissors
Artists:
Roger Brown
M.C. Escher
Ghee Beom Kim
Resources:
http://mathartfun.com/shopsite_sc/store/html/index.html
Quotes:
“Mathematics, rightly viewed, possesses not only truth, but supreme beauty – beauty cold and austere, like that of sculpture, without appeal to any part of our weaker nature, without the gorgeous trappings of painting or music, yet sublimely pure, and capable of a stern perfection such as only the greatest art can show.” –Bertrand Russell
“Math and art are just two different languages that can be used to express the same ideas.” –Unknown
Evaluation:
As an evaluation, the students will present their creations to the class, describing what it is about their picture that makes it symmetrical/a tessellation, and offering examples of both. They must be able to solidly support their assertion that their picture represents their original idea of symmetry/tessellation by pointing out certain aspects of their artwork that makes it so. They will take questions from their classmates if necessary.
Using art in a math activity
Grade Level: 1st-2nd grade
Goals:
1. To become more familiar with basic geometric shapes and their functions, including similar figures, tessellations, and symmetry.
2. Develop a sense of connectedness between two very different subjects, as well as how unique forms of art are prevalent in everyday life.
3. To familiarize and deepen appreciation for modern art/artists.
Procedure:
1. Begin by showing students the work of artists such as Roger Brown, M. C. Escher, and Ghee Beom Kim.
2. Have them look for geometric shapes and symmetry within their artwork, discuss where they are and how they are used.
3. Have the students use what we talked about in the discussion to find examples of shapes/symmetry around the classroom.
4. Allow students time to sketch their own symmetrical shapes.
5. Return to the artwork, focus discussion on tessellations. Ask the students what they notice about the art, how the shapes can be moved around and used in different ways to fit together.
6. Give the students freedom to create their own picture, either a symmetrical drawing or a tessellation. They must come up with an idea and share it with the teacher before they can begin.
Materials:
· Large white paper
· Colored pencils
· Crayons
· Washable markers
· Shape stencils
· Glue sticks
· Construction paper
· Scissors
Artists:
Roger Brown
M.C. Escher
Ghee Beom Kim
Resources:
http://mathartfun.com/shopsite_sc/store/html/index.html
Quotes:
“Mathematics, rightly viewed, possesses not only truth, but supreme beauty – beauty cold and austere, like that of sculpture, without appeal to any part of our weaker nature, without the gorgeous trappings of painting or music, yet sublimely pure, and capable of a stern perfection such as only the greatest art can show.” –Bertrand Russell
“Math and art are just two different languages that can be used to express the same ideas.” –Unknown
Evaluation:
As an evaluation, the students will present their creations to the class, describing what it is about their picture that makes it symmetrical/a tessellation, and offering examples of both. They must be able to solidly support their assertion that their picture represents their original idea of symmetry/tessellation by pointing out certain aspects of their artwork that makes it so. They will take questions from their classmates if necessary.
BritneyB_Final Project
Final Project: Quilts , Quilts, Quilts!!
Age for project: 2nd Grade
Quotes:” I believe that the making of art is primarily for the benefit of the artist. If what the artist has created communicates messages and feeling to others, then it is because of the universality of the human experience that is speaking through the work of art.” – David Walker
“If One Can, Anyone Can All you Gotta Do Is Try” – Faith Ringgold
Objectives: The students will learn about contemporary art through the form of quilts. They will see the art of quilt makers, read a book about crazy quilts, and make a quilt for themselves.
Goals:
· The students will learn a different type of art than just painting.
· The students will learn about quilt art through books and pictures.
· The students will create their own quilt art.
Materials:
scrap construction and decorative papers
glue
scissors
black markers
large sheet of paper to mount paper patches
temper paint
paint brushes
Procedures: Read the books, The Crazy Quilt and Tar Beach to the students. After reading them, discuss the art of quilt making. Show different pictures of quilt art to show the many different ways it is done. Tell the students that they are going to make their own quilt art with scraps of paper. Let them use their creativity in making the quilt. They can make crazy quilts like the book and David Walker’s quilts or they can paint a picture on their quilts like Faith Ringgold. Pre-cut random shapes of scrap paper to get the children started. If you have a scrap box of paper, give students access to it for this project. Students draw patterns on some of the plain patches. They can also use some decorative papers that look like fabric. Next they are to set their patches on a background paper in random ways. They can then glue their patches. To finalize the project and really make it look like a crazy quilt, students are instructed to draw stitching with black markers.
Contemporary Artists: David Walker http://davidwalker.us/Pages/Q_QUILTS_HOME.html
Faith Ringgold http://www.faithringgold.com/ringgold/d102.htm
Literature: The Crazy Quilt by Kristin Avery
Tar Beach by Faith Ringgold
Assessment: I think the best way to assess the children is to ask questions after reading the stories and to see that they follow directions in making the quilt.
Age for project: 2nd Grade
Quotes:” I believe that the making of art is primarily for the benefit of the artist. If what the artist has created communicates messages and feeling to others, then it is because of the universality of the human experience that is speaking through the work of art.” – David Walker
“If One Can, Anyone Can All you Gotta Do Is Try” – Faith Ringgold
Objectives: The students will learn about contemporary art through the form of quilts. They will see the art of quilt makers, read a book about crazy quilts, and make a quilt for themselves.
Goals:
· The students will learn a different type of art than just painting.
· The students will learn about quilt art through books and pictures.
· The students will create their own quilt art.
Materials:
scrap construction and decorative papers
glue
scissors
black markers
large sheet of paper to mount paper patches
temper paint
paint brushes
Procedures: Read the books, The Crazy Quilt and Tar Beach to the students. After reading them, discuss the art of quilt making. Show different pictures of quilt art to show the many different ways it is done. Tell the students that they are going to make their own quilt art with scraps of paper. Let them use their creativity in making the quilt. They can make crazy quilts like the book and David Walker’s quilts or they can paint a picture on their quilts like Faith Ringgold. Pre-cut random shapes of scrap paper to get the children started. If you have a scrap box of paper, give students access to it for this project. Students draw patterns on some of the plain patches. They can also use some decorative papers that look like fabric. Next they are to set their patches on a background paper in random ways. They can then glue their patches. To finalize the project and really make it look like a crazy quilt, students are instructed to draw stitching with black markers.
Contemporary Artists: David Walker http://davidwalker.us/Pages/Q_QUILTS_HOME.html
Faith Ringgold http://www.faithringgold.com/ringgold/d102.htm
Literature: The Crazy Quilt by Kristin Avery
Tar Beach by Faith Ringgold
Assessment: I think the best way to assess the children is to ask questions after reading the stories and to see that they follow directions in making the quilt.
Jessica T_Final Project
PROJECT SHEET
A. Activity
Age: 4th to 5th Graders
The students will pick an animal from a stack of animal picture cards. The teacher will provide information about the different aspects of texture. The students will have to do research and find out about the animals, which includes the texture of the animal’s skin. The students will then use Model Magic to construct the animal that they chose with the correct texture. The teacher will also present resources to help the students with their models. There will be a presentation of different animal sculptures by artists. The students will be able to construct the animal in any form, as long as it has the correct texture. This project will stem to other art projects such as painting a picture of the animal. The teacher will bring in examples of texture for the students to feel. Baby touch and feel books could really help with this.
B. Goals
1. Given knowledge of texture, the students will be able to give their sculpted animals the correct texture.
2. Given a chosen animal, the students will research the texture of the animal’s skin and apply it to their sculpture of the animal.
3. Given Model Magic, the students will sculpt an animal using the correct texture of the animal.
4. Given a chosen animal, the students will present the a list of facts about the animal to the rest of the class.
C. Materials List
Model Magic
Tempura paint
Old newspapers
Sponges
Paint brushes
Water
Plastic cups
Pencils
Creativity
Motivation
D. Resources
Linda S. Raynolds is a contemporary artist that does animal sculpture: http://www.natureartists.com/artists/artist_biography.asp?ArtistID=614
www.natureartists.com has lots of other artists that specialize in animal art.
National Geographic Magazines
http://animals.nationalgeographic.com/animals/?source=NavAniHome
Creating texture with textiles by Linda F. McGehee
A host of baby touch and feel books
E. Quotes
"Sculptures are drawings you fall over in the dark."
Al Hirschfeld
"I express myself in sculpture since I am not a poet. "
Aristide Maillol
Sculpture consists of concrete material bounded by forms, intentionally built up by mankind in three dimensional space."
Naum Gabo
F. Evaluation
For evaluation, the students will present all facts about the animal and the teacher will analyze the texture to make sure it is correct. The students will also have to tell what the successes were and the failures and what could have been changed to make the project better.
A. Activity
Age: 4th to 5th Graders
The students will pick an animal from a stack of animal picture cards. The teacher will provide information about the different aspects of texture. The students will have to do research and find out about the animals, which includes the texture of the animal’s skin. The students will then use Model Magic to construct the animal that they chose with the correct texture. The teacher will also present resources to help the students with their models. There will be a presentation of different animal sculptures by artists. The students will be able to construct the animal in any form, as long as it has the correct texture. This project will stem to other art projects such as painting a picture of the animal. The teacher will bring in examples of texture for the students to feel. Baby touch and feel books could really help with this.
B. Goals
1. Given knowledge of texture, the students will be able to give their sculpted animals the correct texture.
2. Given a chosen animal, the students will research the texture of the animal’s skin and apply it to their sculpture of the animal.
3. Given Model Magic, the students will sculpt an animal using the correct texture of the animal.
4. Given a chosen animal, the students will present the a list of facts about the animal to the rest of the class.
C. Materials List
Model Magic
Tempura paint
Old newspapers
Sponges
Paint brushes
Water
Plastic cups
Pencils
Creativity
Motivation
D. Resources
Linda S. Raynolds is a contemporary artist that does animal sculpture: http://www.natureartists.com/artists/artist_biography.asp?ArtistID=614
www.natureartists.com has lots of other artists that specialize in animal art.
National Geographic Magazines
http://animals.nationalgeographic.com/animals/?source=NavAniHome
Creating texture with textiles by Linda F. McGehee
A host of baby touch and feel books
E. Quotes
"Sculptures are drawings you fall over in the dark."
Al Hirschfeld
"I express myself in sculpture since I am not a poet. "
Aristide Maillol
Sculpture consists of concrete material bounded by forms, intentionally built up by mankind in three dimensional space."
Naum Gabo
F. Evaluation
For evaluation, the students will present all facts about the animal and the teacher will analyze the texture to make sure it is correct. The students will also have to tell what the successes were and the failures and what could have been changed to make the project better.
Rebecca L - Final Project
Activity: Drip and Splash (5th graders)
This activity will give students a brief introduction to artist Jackson Pollock and some of his works. The teacher will begin this lesson by presenting a brief biography of Pollock through a PowerPoint presentation. Students will then be introduced to the art element of color. The teacher will lead a discussion about color and how artists might be able to use color to alter their work. Students will be encouraged to talk about how they have seen artists use color to express meaning and to give examples of specific artwork and how it is influenced by color.
The teacher will then show students several different pieces of Jackson Pollock’s art. Students will look at Cathedral, Galaxy, and Summertime. The class will be split up into three different groups. Each group will be assigned one of the listed works of art. The teacher will instruct the groups to discuss: the colors used, possible color meanings, why the artist chose these colors, and how the piece would be different if different colors were used. Students will be given 10 minutes for group discussion and then each group will share their observations with the entire class.
After discussion, the students will have an opportunity to create their own “drip and splash” paintings, inspired by Pollock. Teacher will instruct the students they their art is required to have a title and they should be prepared to discuss the significance of color in their piece.
Goals:
- Students will be able to identify the use of different colors in artwork.
- Students will actively participate in both group and whole class discussion.
- Students will be able to effectively explain the use of color in their own artwork.
Materials:
Computer for presentation
large pieces of white paper
paintbrushes of varied sizes
tempera paint (many colors)
smocks
newspapers
bowls of water
Resources:
www.jacksonpollock.com
www.jacksonpollock.org
Quotation:
“I found I could say things with color and shapes that I couldn't say any other way - things I had no words for.” Georgia O'Keeffe
Literature:
Jackson Pollock by Mike Venezia
Action Jackson by Jan Greenberg and Sandra Jordan
The American Eye: 11 Artists of the 20th Century by Jan Greenberg and Sandra Jordan
Criteria for Evaluation:
I will be grading the students throughout this lesson using a pass/fail system to check for the following:
- Did the student contribute to class discussion?
- Did the student actively participate in his/her small group?
- Did the student complete an art project and give it a title?
- Was the student able to explain the element of color in their own work?
Discussion questions:
- What is the title of your piece?
- Can you tell me why you used the colors you did?
- Does the title have any relationship to the colors you selected?
- What does your painting represent?
This activity will give students a brief introduction to artist Jackson Pollock and some of his works. The teacher will begin this lesson by presenting a brief biography of Pollock through a PowerPoint presentation. Students will then be introduced to the art element of color. The teacher will lead a discussion about color and how artists might be able to use color to alter their work. Students will be encouraged to talk about how they have seen artists use color to express meaning and to give examples of specific artwork and how it is influenced by color.
The teacher will then show students several different pieces of Jackson Pollock’s art. Students will look at Cathedral, Galaxy, and Summertime. The class will be split up into three different groups. Each group will be assigned one of the listed works of art. The teacher will instruct the groups to discuss: the colors used, possible color meanings, why the artist chose these colors, and how the piece would be different if different colors were used. Students will be given 10 minutes for group discussion and then each group will share their observations with the entire class.
After discussion, the students will have an opportunity to create their own “drip and splash” paintings, inspired by Pollock. Teacher will instruct the students they their art is required to have a title and they should be prepared to discuss the significance of color in their piece.
Goals:
- Students will be able to identify the use of different colors in artwork.
- Students will actively participate in both group and whole class discussion.
- Students will be able to effectively explain the use of color in their own artwork.
Materials:
Computer for presentation
large pieces of white paper
paintbrushes of varied sizes
tempera paint (many colors)
smocks
newspapers
bowls of water
Resources:
www.jacksonpollock.com
www.jacksonpollock.org
Quotation:
“I found I could say things with color and shapes that I couldn't say any other way - things I had no words for.” Georgia O'Keeffe
Literature:
Jackson Pollock by Mike Venezia
Action Jackson by Jan Greenberg and Sandra Jordan
The American Eye: 11 Artists of the 20th Century by Jan Greenberg and Sandra Jordan
Criteria for Evaluation:
I will be grading the students throughout this lesson using a pass/fail system to check for the following:
- Did the student contribute to class discussion?
- Did the student actively participate in his/her small group?
- Did the student complete an art project and give it a title?
- Was the student able to explain the element of color in their own work?
Discussion questions:
- What is the title of your piece?
- Can you tell me why you used the colors you did?
- Does the title have any relationship to the colors you selected?
- What does your painting represent?
Monday, June 14, 2010
Tie Dyeing
Grade: 5th Grade
Quote: “So vast is art, so narrow human wit.” Alexander Pope
Overview: This lesson is about broadening student’s idea of art. It is meant to allow more than just drawing and painting as examples of art. The lesson will be about tie-dyeing. My artists are a quilter and a fashion designer. This lesson pairs with my quote because I like the idea that art can be anything and everything if you keep an open mind.
Materials:
• Rit Dye
• Bottles for dye
• Tshirts
• Water
• Covered tables (or go outside)
• Rubberbands
Goals:
• Students will be able to list multiple examples of art.
• Students will participate in creating their own art on a t-shirt.
• Students will be able to talk about quilting or designing as an art form.
Artists:
• · Fashion Designer: Alexander McQueen
• http://www.alexandermcqueen.com/int/en/corporate/archive2010.aspx
• He pushed the boundaries of fashion and incorporated lots of textures, colors, and fabrics. His designs are said to be unique, and creative.
• Quilter: Carol Taylor
• http://www.caroltaylorquilts.com/
She uses all different kinds of fabrics to create one of a kind quilts.
Procedure:
1. The students will be asked what are some examples of art and what is art.
2. After listing what the students think about art the teacher will introduce other types of art to challenge them, for example: quilting & fashion design.
3. The teacher will present background and examples of work from both artists.
4. After the students have an introduction to multiple styles of art the students will move outside to participate in tie-dyeing.
5. Each student will have a shirt (that was previously wet and is now damp). Separate areas will be set up for each color. The rit dye is mixed with water and put into a bottle prior lesson.
6. The students can use rubberbands to form patterns or freehand whatever colors they would like on their shirt.
7. Allow shirt to dry before rinsing out.
8. Hang shirts up for everyone to see.
Assessment:
The teacher will ask the students to give examples of what they think art is and can be. They will also be able to talk about Carol Taylor and quilting or Alexander McQueen and design. Also the shirts will show the creativity and the difference of what art means to each individual student.
Questions for Discussion:
• What else can be considered art?
• Have you ever quilted or sewed before? Do you know anyone who can sew?
Children’s Literature:
• The Patchwork Quilt by Jerry Pinkney
• The Quilt by Ann Jones
Both of these books are about quilting and would be a great way to introduce quilting as an art form to students prior to the lesson.
Grade: 5th Grade
Quote: “So vast is art, so narrow human wit.” Alexander Pope
Overview: This lesson is about broadening student’s idea of art. It is meant to allow more than just drawing and painting as examples of art. The lesson will be about tie-dyeing. My artists are a quilter and a fashion designer. This lesson pairs with my quote because I like the idea that art can be anything and everything if you keep an open mind.
Materials:
• Rit Dye
• Bottles for dye
• Tshirts
• Water
• Covered tables (or go outside)
• Rubberbands
Goals:
• Students will be able to list multiple examples of art.
• Students will participate in creating their own art on a t-shirt.
• Students will be able to talk about quilting or designing as an art form.
Artists:
• · Fashion Designer: Alexander McQueen
• http://www.alexandermcqueen.com/int/en/corporate/archive2010.aspx
• He pushed the boundaries of fashion and incorporated lots of textures, colors, and fabrics. His designs are said to be unique, and creative.
• Quilter: Carol Taylor
• http://www.caroltaylorquilts.com/
She uses all different kinds of fabrics to create one of a kind quilts.
Procedure:
1. The students will be asked what are some examples of art and what is art.
2. After listing what the students think about art the teacher will introduce other types of art to challenge them, for example: quilting & fashion design.
3. The teacher will present background and examples of work from both artists.
4. After the students have an introduction to multiple styles of art the students will move outside to participate in tie-dyeing.
5. Each student will have a shirt (that was previously wet and is now damp). Separate areas will be set up for each color. The rit dye is mixed with water and put into a bottle prior lesson.
6. The students can use rubberbands to form patterns or freehand whatever colors they would like on their shirt.
7. Allow shirt to dry before rinsing out.
8. Hang shirts up for everyone to see.
Assessment:
The teacher will ask the students to give examples of what they think art is and can be. They will also be able to talk about Carol Taylor and quilting or Alexander McQueen and design. Also the shirts will show the creativity and the difference of what art means to each individual student.
Questions for Discussion:
• What else can be considered art?
• Have you ever quilted or sewed before? Do you know anyone who can sew?
Children’s Literature:
• The Patchwork Quilt by Jerry Pinkney
• The Quilt by Ann Jones
Both of these books are about quilting and would be a great way to introduce quilting as an art form to students prior to the lesson.
Sara S_ Final Blog
Activity: Make a World Cup Emblem
Grade Level: 4th – 5th grade, 2-3 day activity
Overview: From the Olympics to kings and queens, emblems represent a concept through a pictorial image that is either abstract or representational. Emblems are recognizable ideas translated into visual terms. In this lesson, students will look at multiple emblems of famous events (i.e. Olympics/ World Cup) and then create their own emblem for the World Cup which will be held in a country of their choosing.
Standards: Students will: (1) use and organize two-dimensional and three-dimensional media, techniques, and processes to produce emblems that are delivered from personal experience, observation or imagination corresponding with the chosen country’s history, culture and people; (2) understand differences in emblems as representational and abstract artistic pictorials; and (3) know the tasks performed by various artists and understand the process of producing and refining final products.
Objectives: Students will: (1) analyze emblems from several sporting events and World Cup games along with emblems of patron saints that made them identifiable among others; (2) research the history, culture, and people of the student-chosen country that will be hosting the World Cup; and (3) create emblems that are representative of the country and the specific people and history of country.
Preparations: Gather materials and prints used in this lesson. Allow for 4-5 examples of emblems per station/ student group. Pin- up emblems of Beijing 2008 Summer Olympic Games and fleur-de-lis within context of kings in France (identifiable) to begin conversation.
Materials: 12 x 18 in. manila paper; markers, crayons, and soft-leaded pencils. Painting media may be used if available (i.e. Tempera paint, newspapers for covering desks, water dishes for tables, smocks for students, paint brushes)
Introduction: Have students study emblems from different events and previous history of importance of emblems. Ask questions like “What can you tell me about this emblem? Why do you say that?” Observe details in symbols, colors and layers of the emblems. Draw conclusions about the host country and the culture and the importance that the emblem conveys. Have a group discussion about how emblems have evolved from ancient times among kings and queens to presently how events use emblems to express significance of the host nation (e.g. How they were used to identify saints, kings, queens in paintings, how they use symbols to represent ancient people/culture/art forms). Discuss the roles that artists have taken in producing the emblems used in Olympic Games and World Cup meetings. Then say something like: “Today, I’d like you to imagine that you’ve been commissioned to create an emblem for the next World Cup. The host country has yet to be decided, so think of a country you would like to research and create
an emblem based on your country’s history, culture, people and things that represent the country.”
Studio Activity: After students have chosen and researched their respective countries, have students brainstorm how they want to construct their emblems. Encourage them to think about how the examples they saw incorporated aspects of the culture, country and people. Ask them: “What history or cultural aspects do they want the emblem to display and express for the World Cup?” As students work motivate them to pay close attention to the organization of the emblem and keeping the emblem focused on the theme that they have chosen and want the World Cup to be express (besides soccer).
Closure: Have the students present their World Cup emblem and ask them to explain what they wanted to portray through the emblem to the class. If time does not permit for a presentation, ask the students to write a little blurb about the emblem and what they wanted to express through the World Cup emblem. Hang up emblems in the classroom and encourage students to observe aspects about each other’s emblems that describe the countries’ cultures and people in unique ways.
Assessment: To what extent were students able to appropriately interpret the emblems discussed in class? How does the emblem created by the student incorporate aspects of the country they chose? What does it express about the country? Is the student’s research of the country’s culture and influence apparent in the emblem? Have students complete a self-evaluation of their work based on the following questions: 1. What do you think is good about your emblem? 2. How could you improve your drawing skills? 3. What did you discover about your country in completing this emblem?
Connections to the Real World:
Artists: Elena Riviera MacGregor (creator of the Vancouver 2010 Winter Olympic Games, Graphic Design); Chinese calligraphy artists such as Xu Bing
Children’s literature: Soccer World Cup, Clive Gifford., New York : Crabtree Pub. Co., c2009., 32 p. : ill. ; 26 cm.
Quote: “No culture can live, if it attempts to be exclusive.” –Mahatma Gandhi
"Holding an Olympic Games means evoking history."—Pierre de Coubertin
Tatum G. - Final Project
Final Project:
- Lesson on Perception with creativity project to follow
Grade level:
- 4th or 5th grade
Goals:
- The student will be able to identify abstract art and artists
- The student will be able to understand that people have different perceptions on the same object
- The student will be able to create their own piece of abstract art from their own perceptions
Materials:
- Various pieces of abstract art
- Large sheets of white paper
- Several pieces of string
- Pencils
- Tempera paints
Procedures:
- The teacher will first present a lesson on abstract art and artists. The teacher will explain what it is and the different techniques that could be used. The teacher can go into detail about certain abstract artists, such as Pablo Picasso or Wassily Kandinsky. Once the lesson has been presented, the teacher will then hand each student a sheet of paper and a string. Then the teacher will have the children drop the string onto the piece of paper and trace the string however it landed. Then the students will remove the string and create a picture from however the string fell onto the paper. They can create whatever they want and/or see on the paper.
Contemporary Artists:
- Judy Hintz Cox http://www.judyhintzcox.com
- Monica Araoz http://maraozgallery.com
- Jean G. Dayton http://www.jeangdayton.com
Literature:
- What’s the Big Idea?: Activities and Adventures in Abstract Art By Joyce Raimondo
- A Is for Art: An Abstract Alphabet By Stephen T. Johnson
Quote:
- “A sincere artist is not one who makes a faithful attempt to put on to canvas what is in front of him, but one who tries to create something which is, in itself, a living thing.”
::: William Dobell :::
Assessment:
- To check and see what each student has learned, the teacher could present the students with a test on the material from the lecture and the artists. The teacher could evaluate each student’s artwork for creativity and completion of the assignment. The teacher could have the students explain what they think the pictures of other students represent. The teacher could then have each student explain what their picture is supposed to represent to them. This will allow the teacher to see if the student understands what abstract art is and how people’s perceptions can vary for the same image.
- Lesson on Perception with creativity project to follow
Grade level:
- 4th or 5th grade
Goals:
- The student will be able to identify abstract art and artists
- The student will be able to understand that people have different perceptions on the same object
- The student will be able to create their own piece of abstract art from their own perceptions
Materials:
- Various pieces of abstract art
- Large sheets of white paper
- Several pieces of string
- Pencils
- Tempera paints
Procedures:
- The teacher will first present a lesson on abstract art and artists. The teacher will explain what it is and the different techniques that could be used. The teacher can go into detail about certain abstract artists, such as Pablo Picasso or Wassily Kandinsky. Once the lesson has been presented, the teacher will then hand each student a sheet of paper and a string. Then the teacher will have the children drop the string onto the piece of paper and trace the string however it landed. Then the students will remove the string and create a picture from however the string fell onto the paper. They can create whatever they want and/or see on the paper.
Contemporary Artists:
- Judy Hintz Cox http://www.judyhintzcox.com
- Monica Araoz http://maraozgallery.com
- Jean G. Dayton http://www.jeangdayton.com
Literature:
- What’s the Big Idea?: Activities and Adventures in Abstract Art By Joyce Raimondo
- A Is for Art: An Abstract Alphabet By Stephen T. Johnson
Quote:
- “A sincere artist is not one who makes a faithful attempt to put on to canvas what is in front of him, but one who tries to create something which is, in itself, a living thing.”
::: William Dobell :::
Assessment:
- To check and see what each student has learned, the teacher could present the students with a test on the material from the lecture and the artists. The teacher could evaluate each student’s artwork for creativity and completion of the assignment. The teacher could have the students explain what they think the pictures of other students represent. The teacher could then have each student explain what their picture is supposed to represent to them. This will allow the teacher to see if the student understands what abstract art is and how people’s perceptions can vary for the same image.
Audra_Final Project
Action Marbles by Audra
Grade Level: Fourth and Fifth
Materials
Different sized marbles
Bowls
Plastic Spoons
Tempera Paint
Water
Aprons
Cafeteria Trays (can also use a box with an open top)
Paper
Optional: sand, glitter, etc
Activity
Discuss how art is often a form of expressing emotions. Talk to class about different techniques used by contemporary artists. Jackson Pollock was an American abstract expressionist painter who was famous for innovative "action paintings". Read Action
Have students spread out in the classroom and prompt them to use their bodies to convey the following emotions: Happy, sad, surprised, grief, loneliness, excitement, proud and so on.
Tell the students to think of an object or event that makes them convey emotion. Then explain that they will be using marbles and any color paint they want to make in order to convey that feeling. Describe some different ways to create a feel such as using less or more marbles at a time, show them how the marbles may slide around the tray differently during the second color round, and above all be creative.
Setting up the materials
Give each student one piece of paper in a cafeteria tray.
Have student groups pour different color paints into separate bowls, they can also create their own colors using the primary colors.
Place their marbles into the different colored paints.
Use the spoons to get the marbles onto the tray.
Have one bowl filled with only water for cleaning the marbles.
Marbles can be cleaned and reused.
3 Goals
Students will be aware of the different techniques of artists such as Jackson Polluck.
Students will look at different works of art and discuss what feeling or story could have inspired it.
Students will create a piece of art inspired by an emotion using a marble splatter technique.
Resources to include a connection to a contemporary artist:
http://www.jacksonpollock.org/
Go here to create your own splatter paintings online- No mess!
http://www.beatmuseum.org/pollock/jacksonpollock.html
Explore this site for a biography of Jackson Pollock as well as images of his works.
http://encyclopedia.kids.net.au/page/ja/Jackson_Pollock
This site is great for a bookmark on the classroom computer. I have pasted the link to the encyclopedia after typing in Jackson Pollock. The site is designed with kid friendly definitions.
http://www.ehow.com/way_5172238_splatter-painting-techniques.html
This site lists a few different ways to splatter paint using different tools.
Connection to literature
Action
Authors: Jan Greenberg and Sandra Jordan
Illustrator: Robert Andrew Parke
An imagined sequence of events in the life of Jackson Polluck, based on some true reports of the artists, how he dressed, walked and talked, and how he painted. This book is inspired by the summer of 1950 when he created the infamous Lavender Mist. Brief paragraphs in the back of the book explain each page more fully
Tell Me a Picture (2001)
Author and Illustrator Quentin Blake
A walk past 26 works of art in a museum. After each, a collection of cartoon children point out details and wonder about the story behind each which prompts for discussions. Brief paragraphs in the back of the book explain each picture more fully. This book could tie into the lesson by presenting it the day before.
Quotes
On the floor I am more at ease. I feel nearer, more part of the painting, since this way I can walk around it, work from the four sides and literally be in the painting. –Jackson Polluck
I chose this quote because it describes a bit about his technique and why he chooses to it.
Painting is self-discovery. Every good artist paints what he is. –Jackson Polluck
I chose this quote to inspire independent thinking when creating art.
Criteria for evaluations and or questions for discussion
Teacher will prompt students to write what feeling inspired their painting. They will describe why they chose the colors in their paintings and use of marbles. For example, a student may have used dark colors and many marbles at a time to express how they felt during a stressful time. They will give their work of art a title and present it to the class.
Option- the writing exercise can be done before the marble splattering creation.
Lesson inspired byArt House at:
http://www.storyboardtoys.com/gallery/Jackson-Pollock-lesson-plan.htm
Lauren Berry _ Final Blog
The Crayon Memory Lesson
Grade: 4
Goals:
1. Students will learn about the connection between literature and art
2. Students will discuss memories and how they can affect us
3. Students will be able to draw contour lines.
4. Students will be able to produce drawing of memory
5. Students should be able to journal about the experience
Materials list:
1. pencils
2. paper
3. crayons
Artist: Jeffery Robert- http://thecrayonartist.com/# - Robert uses crayons for all of his paintings. The awesome thing about using him with children is to prove to them that crayons are not only used in one’s childhood. They can be used to produce amazing pieces of art. He uses different inspirations, one being memories, to create his beautiful artwork.
Literature: The Log Cabin Quilt By: Ellen Howard, This book is a great choice for children to tie in the thought of evoking a memory. This book is also a great lead in for Art History. The Log Cabin is a wonderful book discussing memories and how they can be intertwined in a quilt.
Quotes:
The job of the artist is always to deepen the mystery. - Sir Francis Bacon I chose this quote because so often when children do free drawings like this
Every man's memory is his private literature. ~Aldous Huxley
Procedure:
1. Teacher will read the book The Log Cabin to the class.
2. There will be a small discussion about what the students thought the book meant and how they would describe the memories.
3. Teacher will demonstrate drawing memory out of his/her head by drawing a contour piece based on the memory in her head.
4. The class will discuss what makes it contour and how the teacher is drawing it from a picture in her head, not what they think it looks like.
5. Students will be given paper, pencil and crayons and asked to draw a memory they have from their childhood thus far. They will be given a chance to do a contour drawing of their memory a couple different times.
6. Allow them to do one of the contours with their eyes closed, the children will enjoy doing something different like this.
7. Explain to the class that they are allowed to use any of the materials at the table, that way if they see their memory as black and white they can use just pencil and if they see it in color the student can use crayons.
8. After everyone is finished each student will have time to share in the front of the class about their drawing and explain what it is and what it means to them.
9. After everyone has shared give the class time to journal about how they felt drawing in contour, explain what they were thinking while they were drawing as well as how they felt sharing their pictures.
Assessment:
1. The most formal form of assessment would be the journal entries the students turn in. This will show the teacher whether the idea of contour and memories was conveyed correctly to the students.
2. Another formal form of assessment would be the artwork itself. This provides concrete evidence of whether or not the student understood what to draw.
3. A more informal assessment but rather enlightening would be each student’s verbal presentation of their work. Taking notes during this time is a great idea to take a look at them later.
Grade: 4
Goals:
1. Students will learn about the connection between literature and art
2. Students will discuss memories and how they can affect us
3. Students will be able to draw contour lines.
4. Students will be able to produce drawing of memory
5. Students should be able to journal about the experience
Materials list:
1. pencils
2. paper
3. crayons
Artist: Jeffery Robert- http://thecrayonartist.com/# - Robert uses crayons for all of his paintings. The awesome thing about using him with children is to prove to them that crayons are not only used in one’s childhood. They can be used to produce amazing pieces of art. He uses different inspirations, one being memories, to create his beautiful artwork.
Literature: The Log Cabin Quilt By: Ellen Howard, This book is a great choice for children to tie in the thought of evoking a memory. This book is also a great lead in for Art History. The Log Cabin is a wonderful book discussing memories and how they can be intertwined in a quilt.
Quotes:
The job of the artist is always to deepen the mystery. - Sir Francis Bacon I chose this quote because so often when children do free drawings like this
Every man's memory is his private literature. ~Aldous Huxley
Procedure:
1. Teacher will read the book The Log Cabin to the class.
2. There will be a small discussion about what the students thought the book meant and how they would describe the memories.
3. Teacher will demonstrate drawing memory out of his/her head by drawing a contour piece based on the memory in her head.
4. The class will discuss what makes it contour and how the teacher is drawing it from a picture in her head, not what they think it looks like.
5. Students will be given paper, pencil and crayons and asked to draw a memory they have from their childhood thus far. They will be given a chance to do a contour drawing of their memory a couple different times.
6. Allow them to do one of the contours with their eyes closed, the children will enjoy doing something different like this.
7. Explain to the class that they are allowed to use any of the materials at the table, that way if they see their memory as black and white they can use just pencil and if they see it in color the student can use crayons.
8. After everyone is finished each student will have time to share in the front of the class about their drawing and explain what it is and what it means to them.
9. After everyone has shared give the class time to journal about how they felt drawing in contour, explain what they were thinking while they were drawing as well as how they felt sharing their pictures.
Assessment:
1. The most formal form of assessment would be the journal entries the students turn in. This will show the teacher whether the idea of contour and memories was conveyed correctly to the students.
2. Another formal form of assessment would be the artwork itself. This provides concrete evidence of whether or not the student understood what to draw.
3. A more informal assessment but rather enlightening would be each student’s verbal presentation of their work. Taking notes during this time is a great idea to take a look at them later.
Whitney L_Final Project
Final project:
Learning about primary and secondary colors
Age for projects: 1st grade
Quote:
“The whole world, as we experience it visually, comes to us through the mystic realm of color.” – Hans Hofmann
Overview: This lesson is about teaching the students about primary colors, and how secondary colors are made. The students will learn this by using red, yellow, and blue watercolors and painting them on a coffee filter. This will allow the colors to blend and create secondary colors. In the end, the students will have a colorful collage of flowers.
Goals:
1.The students will be able to identify primary and secondary colors
2.The students will be able to create secondary colors by using the primary watercolors.
3.The students will create a flower collage using coffee filters, and watercolors.
Materials:
White Coffee Filters
Watercolors (red, yellow, blue)
Color palates
Water
White Construction paper (large sheets)
Glue
Safety Scissors
Temper Paint
Procedures:
First the teacher will explain to the class what the primary colors are, and why they are primary colors (because no color can be mixed to make red, yellow, or blue). Then the teacher will explain to the students that the primary colors, red, yellow, and blue make secondary colors such as, green, purple, and orange. For example, when yellow and red are mixed together, they make orange.
After the students understand primary and secondary colors, the teacher will introduce artwork from Hans Hofmann and Wassily Kandinsky. These artists use bright primary and secondary colors.
Then the teacher will explain that the students will be creating colorful flowers using primary watercolors and coffee filters.
The teacher will handout about 4 coffee filters to each student. The teacher will also hand out white construction paper, watercolors, and palates to each student. The teacher will then model how to blend the primary colors on the coffee filter to make secondary colors. The students will then be allowed to paint on all four of the filters with the watercolors. (Let dry)
When the filters have dried, the students will fold the filter in half, and then fold it in half again (this will make a pie shape). Then the student will use safety scissors and make cuts on the round edge. When they open the filter it will be in the shape of the flower. Then students will glue their filters to the white construction paper. Have the students use the temper paint to paint a vase, a table, or whatever they want on the paper.
Contemporary Artists:
Hans Hofmann: http://www.hanshofmann.org/
Hans Hofmann uses bright colors in all of his paintings. This will show primary and secondary colors to the students
Wassily Kandinsky: http://www.wassilykandinsky.net/painting1896-1944.php
Literature:
Little Blue and Little Yellow By Leo Lionni
Mouse Paint by Ellen Stoll Walsh
Both of these books introduce primary colors and secondary colors to children.
Assessment:
In order to assess the students, the teacher will ask the students questions relating to primary colors and secondary colors after the activity. For example, “What are the three primary colors?” and “What color does red and blue create when mixed together”. These answers will show the teacher that the goals have been met. Also, the students will sign all of their collages and hang them up to show everyone. The finished projects will allow the teacher to see that the goals have been met.
Learning about primary and secondary colors
Age for projects: 1st grade
Quote:
“The whole world, as we experience it visually, comes to us through the mystic realm of color.” – Hans Hofmann
Overview: This lesson is about teaching the students about primary colors, and how secondary colors are made. The students will learn this by using red, yellow, and blue watercolors and painting them on a coffee filter. This will allow the colors to blend and create secondary colors. In the end, the students will have a colorful collage of flowers.
Goals:
1.The students will be able to identify primary and secondary colors
2.The students will be able to create secondary colors by using the primary watercolors.
3.The students will create a flower collage using coffee filters, and watercolors.
Materials:
White Coffee Filters
Watercolors (red, yellow, blue)
Color palates
Water
White Construction paper (large sheets)
Glue
Safety Scissors
Temper Paint
Procedures:
First the teacher will explain to the class what the primary colors are, and why they are primary colors (because no color can be mixed to make red, yellow, or blue). Then the teacher will explain to the students that the primary colors, red, yellow, and blue make secondary colors such as, green, purple, and orange. For example, when yellow and red are mixed together, they make orange.
After the students understand primary and secondary colors, the teacher will introduce artwork from Hans Hofmann and Wassily Kandinsky. These artists use bright primary and secondary colors.
Then the teacher will explain that the students will be creating colorful flowers using primary watercolors and coffee filters.
The teacher will handout about 4 coffee filters to each student. The teacher will also hand out white construction paper, watercolors, and palates to each student. The teacher will then model how to blend the primary colors on the coffee filter to make secondary colors. The students will then be allowed to paint on all four of the filters with the watercolors. (Let dry)
When the filters have dried, the students will fold the filter in half, and then fold it in half again (this will make a pie shape). Then the student will use safety scissors and make cuts on the round edge. When they open the filter it will be in the shape of the flower. Then students will glue their filters to the white construction paper. Have the students use the temper paint to paint a vase, a table, or whatever they want on the paper.
Contemporary Artists:
Hans Hofmann: http://www.hanshofmann.org/
Hans Hofmann uses bright colors in all of his paintings. This will show primary and secondary colors to the students
Wassily Kandinsky: http://www.wassilykandinsky.net/painting1896-1944.php
Literature:
Little Blue and Little Yellow By Leo Lionni
Mouse Paint by Ellen Stoll Walsh
Both of these books introduce primary colors and secondary colors to children.
Assessment:
In order to assess the students, the teacher will ask the students questions relating to primary colors and secondary colors after the activity. For example, “What are the three primary colors?” and “What color does red and blue create when mixed together”. These answers will show the teacher that the goals have been met. Also, the students will sign all of their collages and hang them up to show everyone. The finished projects will allow the teacher to see that the goals have been met.
Anne_H Final Project
Displaying Emotions in the Painting
- 5th Grade
Goals:
- students will gain an understanding of how much of a role emotion plays in art making
- use art to understand and reflect their own emotions to something
- understand that creating art can bring out a variety of feelings
- understand that the visual arts can express more ideas than words alone
- understand that art is influenced by numerous things; including literature and poetry
- learn how color can be used to express emotions
Materials:
- big piece of white paper
- tempera paint
- pencils
- water/container
- paintbrushes
- newspapers
- paint trays
- paint smocks
- a poem out of The Random House Book of Poetry
Artist:
- Josh Neufeld is a graphic artist who helped illustrate Nick Flynn's poems
- DeLoss McGraw creates art inspired by poems from numerous people like Emily Dickinson and William Blake
Literature:
- The Random House Book of Poetry for Children by Jack Prelutcky would be used by the children to pick out the poem they want to paint about
- The Fairyland in Art and Poetry by Richard Doyle is a good example to show children how an artwork can illustrate a poem
Quote:
"Content starts with an artist's reaction to a subject and develops into an expression of their relationship with, vision of, and emotions and attitude toward their subject" - Joyce Kamikura
Procedure:
First, the teacher will talk about emotion with the class; what it means and the different emotions we experience on a daily basis. Then the teacher will discuss color and how certain colors make us feel differently. Then the students will pick a poem out of The Random House Book of Poetry for Children that they would like to illustrate/paint about. They are to illustrate what is happening in the poem or they can paint abstractly the feelings and emotions that are being expressed in the poem (doesn't really matter what they do as long as an emotion is portrayed and it relates to the poem). When they have finished, each student will discuss the poem they chose and why they feel that their artwork expresses the emotions in the poem.
Assessment:
Pass or Fail based on:
- Do students recognize the key emotion(s) in the poem?
- Do they use color appropriately?
- Were the students able to express ideas and feelings in their paintings?
- 5th Grade
Goals:
- students will gain an understanding of how much of a role emotion plays in art making
- use art to understand and reflect their own emotions to something
- understand that creating art can bring out a variety of feelings
- understand that the visual arts can express more ideas than words alone
- understand that art is influenced by numerous things; including literature and poetry
- learn how color can be used to express emotions
Materials:
- big piece of white paper
- tempera paint
- pencils
- water/container
- paintbrushes
- newspapers
- paint trays
- paint smocks
- a poem out of The Random House Book of Poetry
Artist:
- Josh Neufeld is a graphic artist who helped illustrate Nick Flynn's poems
- DeLoss McGraw creates art inspired by poems from numerous people like Emily Dickinson and William Blake
Literature:
- The Random House Book of Poetry for Children by Jack Prelutcky would be used by the children to pick out the poem they want to paint about
- The Fairyland in Art and Poetry by Richard Doyle is a good example to show children how an artwork can illustrate a poem
Quote:
"Content starts with an artist's reaction to a subject and develops into an expression of their relationship with, vision of, and emotions and attitude toward their subject" - Joyce Kamikura
Procedure:
First, the teacher will talk about emotion with the class; what it means and the different emotions we experience on a daily basis. Then the teacher will discuss color and how certain colors make us feel differently. Then the students will pick a poem out of The Random House Book of Poetry for Children that they would like to illustrate/paint about. They are to illustrate what is happening in the poem or they can paint abstractly the feelings and emotions that are being expressed in the poem (doesn't really matter what they do as long as an emotion is portrayed and it relates to the poem). When they have finished, each student will discuss the poem they chose and why they feel that their artwork expresses the emotions in the poem.
Assessment:
Pass or Fail based on:
- Do students recognize the key emotion(s) in the poem?
- Do they use color appropriately?
- Were the students able to express ideas and feelings in their paintings?
Marissa_Final Project
Grade Level: 1st Grade
Quote:
“To the artist there is never anything ugly in nature.”
-Auguste Rodin
Overview: This lesson is about nature, the students will use their senses out in nature to explore. They will explore the colors, smells and textures of nature. They will then explore painting with this new knowledge of what they have found outdoors. They will paint any nature that means something to them.
First the teacher will read stories and show pictures of nature. The teacher will read Eliza and the Dragonfly, which is a picture book about nature. She will ask the students questions about what they think about when they think of nature. Next, the teacher will introduce the words that they will use in the lesson such as texture and colors. She will talk to the students about the safety concerns of going outside and tell them that it is important for them to stay near her at all times. She will assign each of the students groups so that they have to follow the group the whole time. The teacher will then take the students outside and model the behavior she wants them to do. She will pick up a stick, look at it close up, touch the texture, observe the color and maybe even the smell. The teacher will then take out her journal and write a couple of things about this object. She will instruct her students to do the same.
The teacher will then take the students back inside and tell them to talk to different people about what they found outside. Next, the teacher will introduce a couple of different artists that painted and did art about nature. She will show the students Monet and all of his artwork that was inspired by nature. She will ask the students what they observe from the painting. ( Some responses may include the colors, the textures, the way the painting makes the students feel-the teacher might have to prompt some of the responses if the students are not responding). Next the teacher will give the students a homework assignment. They need to find at least 1 artist that paints about nature besides the ones the teacher talked about in class. The students will have until the next day to bring in an example of their artist. The teacher will give the students time in class to look their artists up on the computer, just in case they do not have access to the computer at home.
Next the students will share their different artists. Students will write these artists in their journal so that they can use them for reference later. After the students are done presenting their artists the teacher will introduce the next part of the project. This is to paint a part of nature that means something to the students, whether it be flowers in front of their house, the trees by the playground or a vacation they went on at one point. Give the students freedom to pick the place they want to paint. This will make the painting more personal and they will feel more passionate about the project. The teacher should give the students some guidance on how to make simulated textures for different surfaces. The students should experiment first to try out their different paintings. The students will have a few days to complete their painting of their nature and then they will do another presentation to the class. The students will describe the textures that they simulated on their painting, the colors they used, the significance of their nature painting and the way they incorporated an artist into their painting.
Goals:
-One of the goals of this lesson is to introduce the student to different art terminology such as texture and color. The students will be able to apply these words to nature and to their interpretation of nature.
-The students will also learn about different artists that are inspired by nature and be able to present some information about their individual artist.
- The students will also learn about different techniques when painting.
Materials:
-Tempera Paint
-Paint Brushes
-Smocks and Aprons
-Clean up supplies
-Plates and other materials to put paint onto
-Large sheets of paper
-Small sheets of paper
-Pencils
-Crayons
-Nature materials such as sticks, stones, tree bark, grass etc. (to show the children different textures)
-Computers
-Children’s Literature about Nature (such as Eliza and the Dragonfly)
Resources:
Literature:
http://childrensbooks.about.com/od/sciencenature/fr/dragonfly.htm- It talks about different children’s books, Eliza and The Dragonfly is described on this page and you can find other children’s books about nature on this site as well.
http://www.childrenslit.com/ -this website is to find other children literature that you can use in your classroom if the one that is chosen is not age appropriate. It is a database to find not only nature books but other genres as well.
http://www.carolhurst.com/ -This is another website that contains children’s literature that teachers can use in their classroom. This website also have reviews on the books.
Artists:
http://www.natureartists.com/ -This is a great website that has art about conservation and artists that are inspired by nature.
http://www.monetalia.com/ - This is a website with a gallery of Monet paintings to use as an example in the lesson of nature paintings.
http://www.lathamstudios.com/ -this is another example of art inspired by nature.
Assessment:
-The students understands textures and colors and uses them in their paintings
-The students connect their painting to nature in some way (as long as they can explain it)
-The students are able to teach others about their specific artist that they chose that is inspired by nature
Discussion Questions:
-What is nature to you?
-What are some different ways that you can add texture to your painting?
-Why is it important to talk about nature?
Quote:
“To the artist there is never anything ugly in nature.”
-Auguste Rodin
Overview: This lesson is about nature, the students will use their senses out in nature to explore. They will explore the colors, smells and textures of nature. They will then explore painting with this new knowledge of what they have found outdoors. They will paint any nature that means something to them.
First the teacher will read stories and show pictures of nature. The teacher will read Eliza and the Dragonfly, which is a picture book about nature. She will ask the students questions about what they think about when they think of nature. Next, the teacher will introduce the words that they will use in the lesson such as texture and colors. She will talk to the students about the safety concerns of going outside and tell them that it is important for them to stay near her at all times. She will assign each of the students groups so that they have to follow the group the whole time. The teacher will then take the students outside and model the behavior she wants them to do. She will pick up a stick, look at it close up, touch the texture, observe the color and maybe even the smell. The teacher will then take out her journal and write a couple of things about this object. She will instruct her students to do the same.
The teacher will then take the students back inside and tell them to talk to different people about what they found outside. Next, the teacher will introduce a couple of different artists that painted and did art about nature. She will show the students Monet and all of his artwork that was inspired by nature. She will ask the students what they observe from the painting. ( Some responses may include the colors, the textures, the way the painting makes the students feel-the teacher might have to prompt some of the responses if the students are not responding). Next the teacher will give the students a homework assignment. They need to find at least 1 artist that paints about nature besides the ones the teacher talked about in class. The students will have until the next day to bring in an example of their artist. The teacher will give the students time in class to look their artists up on the computer, just in case they do not have access to the computer at home.
Next the students will share their different artists. Students will write these artists in their journal so that they can use them for reference later. After the students are done presenting their artists the teacher will introduce the next part of the project. This is to paint a part of nature that means something to the students, whether it be flowers in front of their house, the trees by the playground or a vacation they went on at one point. Give the students freedom to pick the place they want to paint. This will make the painting more personal and they will feel more passionate about the project. The teacher should give the students some guidance on how to make simulated textures for different surfaces. The students should experiment first to try out their different paintings. The students will have a few days to complete their painting of their nature and then they will do another presentation to the class. The students will describe the textures that they simulated on their painting, the colors they used, the significance of their nature painting and the way they incorporated an artist into their painting.
Goals:
-One of the goals of this lesson is to introduce the student to different art terminology such as texture and color. The students will be able to apply these words to nature and to their interpretation of nature.
-The students will also learn about different artists that are inspired by nature and be able to present some information about their individual artist.
- The students will also learn about different techniques when painting.
Materials:
-Tempera Paint
-Paint Brushes
-Smocks and Aprons
-Clean up supplies
-Plates and other materials to put paint onto
-Large sheets of paper
-Small sheets of paper
-Pencils
-Crayons
-Nature materials such as sticks, stones, tree bark, grass etc. (to show the children different textures)
-Computers
-Children’s Literature about Nature (such as Eliza and the Dragonfly)
Resources:
Literature:
http://childrensbooks.about.com/od/sciencenature/fr/dragonfly.htm- It talks about different children’s books, Eliza and The Dragonfly is described on this page and you can find other children’s books about nature on this site as well.
http://www.childrenslit.com/ -this website is to find other children literature that you can use in your classroom if the one that is chosen is not age appropriate. It is a database to find not only nature books but other genres as well.
http://www.carolhurst.com/ -This is another website that contains children’s literature that teachers can use in their classroom. This website also have reviews on the books.
Artists:
http://www.natureartists.com/ -This is a great website that has art about conservation and artists that are inspired by nature.
http://www.monetalia.com/ - This is a website with a gallery of Monet paintings to use as an example in the lesson of nature paintings.
http://www.lathamstudios.com/ -this is another example of art inspired by nature.
Assessment:
-The students understands textures and colors and uses them in their paintings
-The students connect their painting to nature in some way (as long as they can explain it)
-The students are able to teach others about their specific artist that they chose that is inspired by nature
Discussion Questions:
-What is nature to you?
-What are some different ways that you can add texture to your painting?
-Why is it important to talk about nature?
Amanda S_Final Project
Imitation of Salvador Dali
4th Grade
ACTIVITY:
The activity begins by reading Dinner at Margritte's as a class. The teacher will them perform a quick walk through of the biography Salvador Dali while drawing attention to the examples of artwork.
The teacher will then lead a discussion in which students will explain their reaction to the art and the work of the imitator. During this time, the class will define Dali's characteristics of surrealism and identify the connections between the artist's work and his imitator's. The teacher can note key points of discussion on the board for students to reference later.
The class with then use a variety of available art materials to create an imitation of one of Dali's works. The student's artwork can reflect Dali's style, technique, focus, or inspiration.
After the students complete their artwork, each will present their projects and how their art is an imitation/reflection of Salvador Dali's work.
I chose a surrealist artist for students to imitate because this age group is statistically concerned with the concept of realism. By releasing the students from their crisis of realism, they can focus on analyzing the works of Dali and interpreting his style in creating their own work.
GOALS:
The student will be able to define surrealism.
The student will be able to identify characteristics of Salvador Dali's style.
The student will be able create a piece of art related to the works of Salvador Dali.
The student will be able to explain the connection between their own art and the shared examples of Salvador Dali in relation to style, technique, focus, or inspiration.
MATERIALS:
Dinner at Margritte's
Salvador Dali
white board
marker
paper (varied)
brushes
temper paint
oil paint
oil pastels
clay
CONTEMPORARY ART:
Architecture: Dali inspired home
Fashion: dressing in surrealism
Vladimir Kush: background information and artwork
LITERATURE:
Dinner at Margritte's by Michael Garland
In this story for ages 9-13 is a vividly illustrated narrative in which a young boy spends the day with Salvador Dali. The illustrations and story reflect Dali's style of surrealism.
Salvador Dali by Leonnie Bennett
This story for ages 7-11 provides a biographical background on Salvador Dali and his artwork. The book contains images of famous works by the artist.
These two books can be used to compare the original works of Salvador Dali and the fictitious illustrations inspired by his style. Quality discussion helps students make connections between the two artist by discussing style, technique, focus, and inspiration.
QUOTE:
"Those who do not want to imitate anything, produce nothing."--Salvador Dali
I chose this quote because it embodies the central theme of my activity--imitation. As much as I hate being told how to create art, I recognize the importance of implicit instruction when learning and developing artistic skills. Artistic imitation can ultimately lead to refinement, creativity, and inspiration.
ASSESSMENT/DISCUSSION:
The students will be assessed on a pass/fail basis. Requirements for a "pass" includude an original work of art by the student accompanied with an explanation of how the work reflects the art of Salvador Dali. Students can reference the artist's style, technique, focus, or inspiration in this explanation.
After reading the two stories as a class, the teacher will lead a discussion with the following?
-How would you describe Salvador Dali's art?
-What technique do you like?
-What does the art mean to you?
-How can we define this style of surrealism?
-How do Dali and the imitator's art compare/differ?
-What do you like most about Dali's art?
-What aspect would you like to imitate/what is your plan for your art?
Sunday, June 13, 2010
Suzie Project (Final Post)
Project:
Oil Spill Awareness
Age Group: 4th- 5th Grade
Overview:
The purpose of this project is to examine the implications of the BP oil spill by creating art through research. Students will create art inspired by the spill and teach others about its effects on people and the environment.
First, the teacher will introduce the oil spill to the class through videos, books, articles, and other sources. The teacher will then connect the oil spill to art through contemporary artists such as David Bergeron, and discuss how art can influence the way people view the spill. She will also discuss techniques these artists use and show the class through film, etc.
Next, the students will be given the opportunity to research other artists who were influenced by oil spills (such as Exxon Valdez) as well as research what type of media they would like to use on their project. The students will then either write or sketch their ideas for their projects and discuss these with the teacher. After that, the students will be provided with the materials needed to complete their projects and have studio time to complete their project.
Throughout this process, the students will help the teacher plan the coffee house, which will be used to raise money for oil spill relief. Students will help collect supplies (plates, cups, napkins) and create fliers for the evening event. Parents will be asked to help out with the event as well.
Goals:
Children will gain awareness of the oil spill as a major current event, analyze the effects of this spill on the environment and people, as well as teach others of the implications of this disaster. After the project is finished, the students will host a school-wide coffee house, which donations will be collected to raise money for oil spill relief. Also, the students’ oil spill inspired art will be auctioned to raise money for relief efforts.
Materials:
For art project:
•Paper
•Paint (watercolor and tempera)
•Scissors
•Glue
•Recycled materials (beads, bottles, newspapers, etc.)
•String
•Pipe cleaners
•Glitter
•Crayons
•Colored pencils
•Markers
•(any other media available…this is a mixed media activity)
For Coffee House:
•Parent volunteers
•Cups
•Plates
•Different types of coffee and tea
•Snacks
•napkins
•Multipurpose room or cafeteria
•Permission from Administration
•Display boards to showcase art
•Fliers to advertise the event
Resources:
Artists:
http://www.time.com/time/video/player/0,32068,88205786001_1992197,00.html
http://www.bergeronwoodworks.net/index.htm -David Bergeron, an artist from New Orleans, is using waster from Hurricane Katrina to build furniture. The proceeds from the sales goes to oil spill relief
http://www.shopgreenneworleans.com/ -Created by recycling artists Mark Kirk and Heather McFarlane
Literature:
http://www.ourlittleearth.com/ - World News for Children
http://www.bp.com/bodycopyarticle.do?categoryId=1&contentId=7052055&nicam=USCSBaselineCrisis&nisrc=Google&nigrp=Non_Branded_Crisis_Management-_General&niadv=General&nipkw=oil_spill – BP response to spill in Gulf
http://www.amazon.com/Oil-Spill-Lets-Read-Find-Out-Science/dp/0064451216 - Book about Exxon-Valdez Oil Spill and its effects
Quote:
“Creating a work of art is not a harmless thing. It always is a powerful medium. Art is extraordinarily powerful and important. It challenges people’s lives. ”
-Chögyam Trungpa, artist and Buddhist meditation master
Criteria for Assessment/ Discussion Questions:
P/F system:
-The student completes the project timely and follows directions
-The student connects his/her art in some way to the oil spill
-The student is able to discuss his/her project in an effective manner
-The student is able to teach others about the oil spill and how their project connects to it
Discussion:
-What are other ways we can make people aware of this event?
-How can people help?
-What are your ideas for cleaning up the Gulf?
-Should we look for cleaner energy sources? Why or why not?
Oil Spill Awareness
Age Group: 4th- 5th Grade
Overview:
The purpose of this project is to examine the implications of the BP oil spill by creating art through research. Students will create art inspired by the spill and teach others about its effects on people and the environment.
First, the teacher will introduce the oil spill to the class through videos, books, articles, and other sources. The teacher will then connect the oil spill to art through contemporary artists such as David Bergeron, and discuss how art can influence the way people view the spill. She will also discuss techniques these artists use and show the class through film, etc.
Next, the students will be given the opportunity to research other artists who were influenced by oil spills (such as Exxon Valdez) as well as research what type of media they would like to use on their project. The students will then either write or sketch their ideas for their projects and discuss these with the teacher. After that, the students will be provided with the materials needed to complete their projects and have studio time to complete their project.
Throughout this process, the students will help the teacher plan the coffee house, which will be used to raise money for oil spill relief. Students will help collect supplies (plates, cups, napkins) and create fliers for the evening event. Parents will be asked to help out with the event as well.
Goals:
Children will gain awareness of the oil spill as a major current event, analyze the effects of this spill on the environment and people, as well as teach others of the implications of this disaster. After the project is finished, the students will host a school-wide coffee house, which donations will be collected to raise money for oil spill relief. Also, the students’ oil spill inspired art will be auctioned to raise money for relief efforts.
Materials:
For art project:
•Paper
•Paint (watercolor and tempera)
•Scissors
•Glue
•Recycled materials (beads, bottles, newspapers, etc.)
•String
•Pipe cleaners
•Glitter
•Crayons
•Colored pencils
•Markers
•(any other media available…this is a mixed media activity)
For Coffee House:
•Parent volunteers
•Cups
•Plates
•Different types of coffee and tea
•Snacks
•napkins
•Multipurpose room or cafeteria
•Permission from Administration
•Display boards to showcase art
•Fliers to advertise the event
Resources:
Artists:
http://www.time.com/time/video/player/0,32068,88205786001_1992197,00.html
http://www.bergeronwoodworks.net/index.htm -David Bergeron, an artist from New Orleans, is using waster from Hurricane Katrina to build furniture. The proceeds from the sales goes to oil spill relief
http://www.shopgreenneworleans.com/ -Created by recycling artists Mark Kirk and Heather McFarlane
Literature:
http://www.ourlittleearth.com/ - World News for Children
http://www.bp.com/bodycopyarticle.do?categoryId=1&contentId=7052055&nicam=USCSBaselineCrisis&nisrc=Google&nigrp=Non_Branded_Crisis_Management-_General&niadv=General&nipkw=oil_spill – BP response to spill in Gulf
http://www.amazon.com/Oil-Spill-Lets-Read-Find-Out-Science/dp/0064451216 - Book about Exxon-Valdez Oil Spill and its effects
Quote:
“Creating a work of art is not a harmless thing. It always is a powerful medium. Art is extraordinarily powerful and important. It challenges people’s lives. ”
-Chögyam Trungpa, artist and Buddhist meditation master
Criteria for Assessment/ Discussion Questions:
P/F system:
-The student completes the project timely and follows directions
-The student connects his/her art in some way to the oil spill
-The student is able to discuss his/her project in an effective manner
-The student is able to teach others about the oil spill and how their project connects to it
Discussion:
-What are other ways we can make people aware of this event?
-How can people help?
-What are your ideas for cleaning up the Gulf?
-Should we look for cleaner energy sources? Why or why not?
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