These projects were different from previous ones because we did not get much instruction on what to do. We were left to determine how the cube was made by simply looking at the example ahead of us. The only instructions given for the drawing paper sculpture were that four lines needed to be cut, but we were allowed to interrupt that on our own. For the cube, I could have used different colors to get a new look or I could have made the pieces thicker or longer to have a different shaped cube. For the drawing sculpture, I could have made the cuts with wiggly lines instead of straight to possibly get the paper to bend in separate ways or I could have just simply put the paperclips in different spots. If I were to teach this to elementary students, I would be teaching the concept of design thinking. This gives students a chance at solution-based thinking which causes them to start with the goal instead of a problem. I believe this is important for students to learn because it teaches them how to research something and teaches them to pay attention to detail in order to try and achieve the same outcome. |
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Letter to an Artist with Georgia O'Keeffe's "The Grey Hills": Have students write a letter to the artist of the painting asking questions related to it or to her personal life. Only needs to be a few sentences long.
Ex: Dear Georgia O'Keeffe, I like how the hills are light towards the bottom, but get darker at the top. Where are these hills at? Did you actually visit the place? Please come to our school and talk all about it! Sincerely, Amanda Shepard The Script with Diago Velasquez's "The Maids of Honor": Have students pick two characters from the painting and create a dialogue between the two. Each character should have three lines each. Ex: Sally: I can't wait for the party tonight! Judy: You just can't wait for the man of your dreams to show up. Sally: He said he was coming so no need to fuss. Judy: We'll just wait and see...... Sally: Now quiet sister and tie my corset! Judy: You're always so demanding. Visual Description of Piet Mondrian's "Broadway Boogie Woogie": Have students write three sentences using the words from elements of art, the principles, and other art terms. Doesn't need to be anything long, just short descriptive sentences. Also have students come up with a sound they think is being made. Ex: The primary colors are used: yellow, blue, and red. The shape, square, is repeated through out the artwork. The lines and squares cause a movement with my eyes all the piece. The sound it makes is "beep beep." The Diamante with Diego Rivera's "Agrarian Leaders Zapata": Have students create a diamante. Ex: Horse angry, murder charging, fighting, dying men, tools, rope, hats leading, passing, going leader Art Supply Order for Kente Cloth and African Watercolor Savanna Resist projects:
Item#: 00331-10190 (12) Sargent Scholastic Watercolors Pans - Oval, Assorted Colors, Set of 8, Pans, $0.87 each - Total $10.44 Item#: 00020-2039 (1) Crayola Artista II Liquid Washable Tempera - Secondary Set, set of 3, 8oz bottles, $5.03 each - Total $5.03 Item#: 00020-1039 (1) Crayola Artista II Liquid Washable Tempera - Primary Set, 3 colors, 8oz bottles, $5.03 each - Total $5.03 Item#: 05153-1008 (12) Blick Economy Camel Hair Brush - Round, Short Handle, Size 8, $0.95 each - Total $11.40 Item#: 20341-4002 (2) Blick No. 2 Writing Pencils - Box of 12, $1.79 each - Total $3.58 Item#: 21536-1040 (2) Soft Pink Beveled Eraser - Medium, Pack of 12, $2.62 each - Total $5.24 Item#: 21218-2001 (12) Crayola Classic Original Marker - Black, Broad Tip, $0.36 each - Total $4.32 Item#: 10210-1008 (35) Blick All Media Paper - 15"x22", White, $0.35 each - Total $12.25 Item#: 20103-1039 (1) Crayola Crayons - Box of 12, White, $1.85 each - Total $1.85 Item#: 20103-2009 (1) Crayola Crayons - Box of 12, Black, $1.85 each - Total $1.8 Estimated Shipping: $11.95 Subtotal: $72.94 As stated in other posts, many things contribute to an art lesson plan. Another important topic to add into curriculum is the concept of visual culture. Visual culture refers to things that we see on a daily basis such as signs, fashion, movies, games, etc. Adding this into lesson plans doesn't only help contribute to a broader spectrum of visual items to teach about, but it also includes ideas, beliefs, and other topics that are based around such objects. Combining the two can be thought of as visuality. Visual culture can include media/consumer culture and fine art. Defining what's important to teach of the topics can be very difficult because each has their importance. Media/consumer culture can be used as a way to interest students even more with contemporary art because it is stuff they can more relate to. Visual culture can be hard to determine its significance since there are so many different view points on it. Although it should be added to curriculum, artwork should stay the main focus for teaching. All around, teaching about art and non-art is an important aspect also. Comparing artworks collaged together with certain objects with a magazine cover allows students an opportunity to evaluate the power images have.
Title: Maasai Color Wheel Necklace Unit: Africa
Grade Levels: 5th-6th Grade Medium: Mixed Suggested Time: One Class Period Instructional Objectives: Students will identify the arrangement of colors on the color wheel. Students will design wearable art. Students will create original artwork that communicates ideas about functions of art in culture. Elements of Art: Form, Color Principles of Design: Rhythm, Balance, Contrast Materials and Equipment: Paper Plate, Water-Based Markers (Primary and Secondary Colors), Black Sharpie, Hole Puncher, Stapler, Scissors, Pencil, Eraser, Yarn General Vocabulary: Functional Art, Three-Dimensional, Color Wheel, Maasai Art Production: 1) As students come in, wear example of a Maasai necklace. Once they are seated, discuss the Maasai culture and pass around the necklace. 2) Tell students that they will be making a three-dimensional piece of art that represents the Maasai necklace using aspects of the color wheel. 3) Discuss elements of the color wheel and vocabulary associated with it. Have students work on the color wheel sheet of paper that lists the colors and have them fill in accordingly for better understanding. 4) For each lesson plan or project listed below, I have provided an adaption for a special needs student and for a gifted student.
Symmetrical African Mask: Special Needs - Have pre-drawn items with dashed lines to guide their cutting. Gifted - Have student add more detail to mask. Family Portrait Contours: Special Needs - For students with physical disability, provide scissors that bounce back open if they cannot do the motion themselves. Gifted - Have student write a story about the family depicted in the portrait. Kente Cloth: Special Needs - For student with Autism, have he/she wear gloves to help protect from excess paint getting on hands. Gifted - Have student get more in-depth with what the colors chosen mean and why they picked them. African Savanna Watercolor Resist: Special Needs - For student with physical disability, wrap clay around paintbrush for he/she to have a better grip. Gifted - If student finishes early, have he/she conduct more research on the African savanna and find what interests them most. Resources Provided:
african-animals-resource.pdf Similar lesson, great bank of lesson plans: http://www.crayola.com/lesson-plans/king-of-beasts-lesson-plan/ (Links to an external site.) Resources on Pinterest, sometimes helpful: http://www.pinterest.com/diva2b3/home-school-grassland-savannah/ (Links to an external site.) About the savannah: http://www.pbs.org/wnet/africa/explore/savanna/savanna_overview_lo.html (Links to an external site.) Kids game about the savannah: http://pbskids.org/wildkratts/habitats/ african-sa vannah/ (Links to an external site.) Resources I Found: Aspects of Landscape (Foreground, Middleground, Background): http://www.getty.edu/education/teachers/classroom_resources/curricula/landscapes/lesson02.html Watercolor Resist Technique: http://createartwithme.com/tag/watercolor-and-crayon-resist-paintings/ As emphasized over and over, art should be connected with other subject matter for students to have better grasp on the enduring idea being taught. If students can connect the subject matter to more than one thing, they will have a better chance at remembering the material and be able to use the information later on. In a perfect world, teachers of each subject would get together and form lesson plans around each other so that it all can be integrated together. All though this can at times happens, it is realistically close to impossible. In order for the students to be able to connect the subjects, the enduring idea and overall concept must be an easy, identifiable connection or else students will be overwhelmed with knowledge. A different approach must be taken when teaching contemporary art. Since contemporary art more so focuses on issues in a society or culture, teachers must have knowledge that is considered to be outside boundaries of art. The best way to approach contemporary art is to teach students is to have them understand the research processes the artists have to make their artworks.
Art also contribute their own traits to student learning that the other subjects in school do not. Artworks can have several different meanings (depending on who is looking at it) unlike subjects such as math and science. Art not only teaches history, but it also leaves room for students to interpret the world as it means to them. Art uses a sort of metaphorical meaning to accomplish this. Metaphorical art allows students to understand what sometimes cannot be verbally said, such as feelings, experiences, morals, and awareness of their spirituality. Along with metaphors in art, aesthetic knowing is also very important. It helps students with emotional responses that link to other school subjects. The CD Weave process is one that takes time and patience, both which come hard for me. Stringing the yarn around the CD and tying it was not difficult, but getting the yarn woven through it proved to be harder. Once the over-under and under-over process got going, the process did become easier unless the pattern became messed up because then the mistakes would have to be corrected (like I did several times). A few classmates had troubles with their yarn coming untied from the back and the pieces began to unravel. Luckily, I did not have this problem, but would have been very frustrated if I did.
After reviewing the art standards, I feel this is a sixth or seventh grade level project. Both grades have standards listed that say students should be able use fibers to form a project in different ways. In this instance, the fiber used is yarn and the process being done is weaving. I do feel a couple grades younger could also perform this task without difficulty as well, but I would not go any younger than fourth grade. I believe this because it does take a lot of focus and younger children generally do not have that type of attention span. |