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http://theartistictimes.blogspot.com/?zx=8081df0d0c8a6f1e
http://potterselementaryart.blogspot.com/
http://artisticbeginnings.blogspot.com/
http://jencro.blogspot.com/
http://audreyelart.blogspot.com/
http://creatinglittlemasterpieces.blogspot.com/
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http://natalieartsblog.blogspot.com/
https://wordpress.com/posts/alaskagrown21.wordpress.com
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http://lets-go-on-an-artventure.blogspot.com
http://trevonseledartmethods.blogspot.com/
http://nicholesorensen.blogspot.com/
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Monday, April 27, 2015
Lesson Plan Three- Crazy Triangles
Crazy Triangles
6th Grade
Project:
Students will use a ruler to cut out several right triangles
of all colors and sizes. They will then glue each triangle to their paper one
at a time, finding areas along the way, creating rectangles and squares or just
using the triangles. Creating a colorful collage of triangles, squares and
rectangles.
Materials:
·
Rulers
·
Colored construction paper
·
Scissors
·
Glue
·
Markers or Crayons
Objectives:
At the end of this lesson students will…
·
Find the area of triangles, rectangles and
squares.
·
Experiment with non-representational art.
·
Experiment with the many uses of rulers.
Visual Arts
Standards:
Combine concepts collaboratively to generate innovative
ideas for creating art.
Formulate an artistic investigation of personally relevant
content for creating art.
Other Standards
(Math):
Use a pair of perpendicular number lines, called axes, to
define a coordinate system, with the intersection of the lines (the origin)
arranged to coincide with the 0 on each line and a given point in the plane
located by using an ordered pair of numbers, called its coordinates.
Understand
that the first number indicates how far to travel from the origin in the
direction of one axis, and the second number indicates how far to travel in the
direction of the second axis, with the convention that the names of the two
axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis
and y-coordinate).
Vocabulary:
·
Right Triangle: A triangle with one 90 degree
angle.
·
Rectangle: Any quadrilateral with four right
angles
o
Quadrilateral: four sided polygon with four
angles.
·
Area: the amount of space within a 2-Dimensional
figure.
·
Square: A polygon with four equal sides and four
right angles
o
Right angle: two lines meeting at 90 degrees
·
Area of a right triangle = Leg a X Leg b / 2
·
Non-representational Art: Art that doesn’t look
like anything from the “real world”.
Pedagogy:
15-20 min – Introduction
·
Explain what a right triangle is
o
A triangle with one right angle
o
A right angle is 90 degrees
·
Explain how to find the area of a right triangle
o
Area: the amount of space within a 2-D figure.
o
Area of a right triangle = Side a X Side b / 2
·
Pass out a quick worksheet with several
different sized right triangles.
o
Have the students complete the worksheet,
raising their hand if they need help.
5-10 min – Create the Triangles
·
Call the students up one by one (those sitting
quietly) to pick up to 4 different colors of paper
·
Pick four quiet students to pass out the rulers
and scissors.
o
As they are doing this demonstrate how to cut
out/ make various sized right triangles.
·
Have the students cut out their triangles with
their colored paper.
o
No more than twenty triangles (too many will be
overwhelming and they wont have time to finish)
25-30 min – Art time
·
Pass out a large white piece of paper and glue
to each student.
·
Explain the project to the students
o
Glue your triangles on your paper in any pattern
or style you want.
o
As you glue the triangles on, on a separate
sheet of paper figure out the areas of each.
§
Using the ruler measure the sides in cm to use
as the side lengths
·
Explain Non-Representational Art
o
Art that doesn’t look like anything from the
“real world”.
o
Have the students place their triangles on the
paper in a way that doesn’t look like any real thing.
·
Walk around and help the students as needed.
5-10 min – Clean up time
Assessment:
For this assignment I would have a summative assessment the
next day with a short quiz to see if I needed to spend more time on right
triangles or move on.
Lesson Plan Two- Negative Space Trees
Negative Space Trees
Grades 3-4
Project:
Students will practice with positive and negative space by
creating two trees. On one tree they will fill only the space around the tree,
on the other tree they will fill only the space inside the tree.
I got this idea from www.artventure.com.au
by Kristy Shadiac, it’s a great website with tons of video tutorials.
Materials:
·
Large Poster size paper
·
Oil Pastels
·
Rulers (if desired)
Objectives:
At the end of this assignment students will be able to…
·
Demonstrate their knowledge on positive and
negative space.
·
Recognize the differences between positive and
negative space.
·
Blend and create colors using oil pastels.
Visual Arts
Standards:
·
Apply knowledge of available resources, tools,
and technologies to investigate personal ideas through the art-making process.
(3rd grade)
·
Elaborate on an imaginative idea. (3rd
grade)
·
Brainstorm multiple approaches to a creative art
or design problem. (4th grade)
Other Standards:
Vocabulary
·
Negative Space: The space around or behind the
point of focus
·
Positive Space: The point of focus
o
Generally the first thing you notice in a piece
of art is the positive space, the rest is negative space.
o
It can be different from person to person.
Pedagogy:
20-25 minutes—Begin explaining negative and positive space
·
Pull up pictures of black and white examples
first and ask the kids to point out what they see first.
o
Negative Space: The space around or behind the
point of focus
o
Positive Space: The point of focus
§
Generally the first thing you notice in a piece
of art is the positive space, the rest is negative space.
§
It can be different from person to person.
·
Show more examples of negative space and the
impact it can have on the overall work.
·
Explain the beginning of the project.
o
Have them start by folding the paper down the
middle.
§
Draw a boarder on each side of the paper
o
Next have them draw an outline of a tree on each
side of the paper.
o
Explain that they will be completely filling in
the space around the tree on one side and completely filling in the space
within the tree on the other side.
20-25 minutes—Time to start!
·
Pass out the oil pastels.
o
Let them design and color their negative and
positive space however they choose.
§
Any shapes, colors, patterns etc. As long as
there is no white left.
o
Make sure they take their time and use as much
detail as possible.
15-20 minutes—Finish Up
·
As they are finishing their work make sure they
can connect the activity to the lesson and identify they positive and negative
space within their work.
·
Assessment Time (see below)
·
Clean up
o
This activity requires very little clean up so
there is plenty of extra time just in case the lesson goes over time or they
need more time to finish.
Assessment:
For this activity I prefer a formative assessment where I
show the students different examples of positive and negative space and have
them identify which piece of the artwork is the subject or point of focus and
which is the negative space. Have students speculate on what they think the
artist intended for people to see or feel.
Lesson Plan One- Symmetry Monsters
Symmetry Monsters
Pre K- 2
Project:
Begin by folding a piece of white paper down the middle,
hotdog or hamburger style. This is the line of symmetry. With paint draw one
half of a monster; ex: furry body, horn, arm and leg. While the paint is still
wet refold the paper, transferring the paint and creating a perfectly
symmetrical monster. Add googly eyes and name your monster!
Materials:
·
Paper
·
Paint
·
Cups to hold the paint
·
Paintbrushes
·
Googly Eyes
·
Glue
·
Newspaper or garbage bags to cover desks
Objectives:
After completing this lesson students will be able to…
·
Recognize lines of symmetry.
·
Experiment with color.
·
Create an image using shapes.
Visual Arts Standards
Addressed:
·
Engage in exploration and imaginative play with
materials.
·
Engage collaboratively in creative art-making in
response to an artistic problem.
·
Make art or design with various materials and
tools to explore personal interests, questions, and curiosity.
·
Engage in self-directed, creative making.
Other Standards
Addressed:
Vocabulary:
·
Symmetry: Being made up of exactly the same
parts.
·
Line of Symmetry: The line of which an image is
flipped over to appear symmetrical.
·
Knowledge of the color wheel/ primary colors
o
Covered in a lesson done the week before.
Pedagogy:
20-25 min – Introduce line of
symmetry
·
Symmetry: Being made up of exactly the same
parts.
·
Line of Symmetry: The line of which an image is
flipped over to appear symmetrical.
o
Point out that the human face is symmetrical.
·
Pull up slides of symmetrical artwork.
o
Call up students sitting quietly to point out
the line of symmetry.
·
Briefly explain activity
o
Start by having the student fold their paper
down the middle
§
Hotdog or hamburger style
o
Explain that this will be their line of symmetry
for the monsters they are about to create
·
Demonstrate to only paint the body of your
monster on one side of the paper
o
Make sure to include arms, legs, ears and horns
o
Make sure the students know to use enough paint
so that it will transfer to the other side when they fold the paper again.
·
Fold demonstration, showing the whole monster
and pointing out line of symmetry.
o
Tell students when they are done they can add
googly eyes and create a background.
·
Assign helpers to pass out cups with paint and
paint brushes.
30-35 min -- Time for the kids to create!
·
Walk around as the students are working passing
out the googly eyes (no more than 4 each)
o
Answer questions as needed
o
Help avoid spills and messes
·
Help the kids name their monsters and create a
simple background
o
Trees, rocks, grass etc.
10-15 min – Clean up time
·
Assign a place for the kids to place their
monsters to dry
·
Assign groups to pick up paint, paintbrushes,
googly eyes and newspaper
·
Line kids up to wash their hands in the bathroom
once the class is clean
Assessment:
For this assignment I will have a formative assessment where
I will have the students point out lines of symmetry in other artworks.
African Mask 2
African Mask
As I was doing research for the Masks I was thinking about ideas that would work for second grade. I wanted something simple and with very little supplies needed, I feel like too many supplies overwhelms them. I saw a lot of masks that used just flat paper or paper plates, I wanted something a little more mask like so I was excited when I saw these types of masks.
All you need is one piece of 12x12 card stock, scissors, something for the top (rafia or feathers), string and either markers or paint. First you cut about 4 inches directly in the middle bottom, then on the bottom two corners you cut about 6 inches diagonally towards the center.
Next you decorate your mask then you pull the cuts in towards each other and glue them. Each cut comes to a point for a chin and a jaw line, folding the paper bends the bottom perfectly around the face so all you have to do is tie a string around the top back to keep it on your head.
I loved this because it was simple enough for second graders but would also challenge them, plus they would get to wear it when they were done.
African Mask
African Mask
Materials Needed:
Empty Milk Jug
Rafia
Masking Tape
Shoe Polish
Paint
To create the African Mask I started by cutting the milk jug in half and covering it in masking tape in a diagonal pattern.
I added masking tape to the handle of the jug to make a larger nose like some of the masks I saw online.
I covered the mask with black shoe polish and then painted on the patterns. Using a hole punch I punched holes around the mask and tied pieces of the rafia through the holes.
Zentangled Scratchboard
Zentangle
Scratchboard 1
Scratchboard 2
Zentangled Scratchboard
This project was done by mixing two techniques into one.
The Zentangle is a method of abstract drawing created using various patterns. Creating Zentangles is said to be meditative.
A scratchboard is created using black tempura paint and a few squirts of dish soap. The dish soap interacts with the paint in a way that allows the paint to be easily scratched off of paper.
I absolutely loved this project!!
I started by creating two different Zentangle patterns on 9x9 paper.
I took black tempura paint, mixed it with a few squirts of dish soap and completely covered my zentangles.
Once the paint/soap mixture dried I used various objects (pencil, fork, knife, tape cutter, screwdriver etc.) to scratch off the paint in the patterns you see above.
I loved making the zentangles but my favorite part was scratching the paint off. I scratched the paint off to create a beautiful pattern but in doing so another pattern was revealed underneath. For instance when you look at Scratchboard 2 you can see the patterns I scratched off but if you take a step back you notice the circular pattern of the zentangle underneath.
I will definitely be teaching this lesson to my future classes!
Batik
Batik
Materials Needed:
100% cotton material
Tempura Paint
Elmer's Liquid Glue
The hardest part in creating my Batik was putting enough glue onto the fabric that the paint would not soak through but not too much glue so that it all ran together into one giant blob.
When I first started all of my glue ran together so I had to wash it off and start all over. The second time around I traced my pattern on first and then started squeezing the glue on, very lightly. Once the glue was dry I painted over everything with blues and greens, following the sea theme. When the paint dried I washed the cloth in the washing machine on gentle and hung dry.
If I were to teach this lesson, I would only do it with about fourth graders and up. Younger grades tend not to have the fine motor skills needed to squeeze the glue into a pattern. With a project like this, too much glue would ruin the final product and cause the younger students to become upset.
One possible way to teach this lesson to younger grades would be to pour the glue into cups or bowls and have the students paint the glue on with paintbrushes.
I would also suggest they lightly draw their pattern on with pencil before beginning.
100 Colors
100 Colors
The top 50 colors were created using watercolor while the bottom 50 were created using acrylic paint.
I have taught lessons about the color wheel and mixing colors and if there is one takeaway from that experience, it would be the pure joy students receive when mixing paint.
They are dumbfounded and excited by the magic of creating a new color.
This project may not be the most eye pleasing piece you will create but your students will love it!
It is the perfect way for students to experiment with color mixing, tinting and shading with two, or more, different types of paint. Before I did this project it had never occurred to me that I could change the shade of watercolors by using less water. It is a great way to teach these principles but also allow students to experiment and discover them on their own.
Alien Names
Alien Names
I thought this project was so fun that I ended up teaching my roommates how to do it and we now make anyone who comes over make one. We have about 20 hanging on our fridge!
I started by writing my name on a purple piece of paper, I chose to write my name in print first.
I traced the space around my name and in between the r and the h.
I decided which end of my alien I wanted to be the head. My alien was stacked and round so I decided he would be made of a jelly substance. Because I made my alien jelly like, I made my planet rough and sharp; my alien is jelly so it can move easily over the rough terrain.
Part of this project was to recognize fore,mid and background. To do this I used red mesh and crumpled tinfoil.
The art side of this project is quite simple. It's the imaginative part that makes this project a huge learning opportunity.
Once students have created their name alien it is up to them to decide what it is going to look like and where it is going to live. The students could create this environment through art and writing, they could even present it to the class.
This project is perfect for integration with other subjects.
Printmaking
Transfer Method
Potato Stamp
Printmaking
Printmaking is something I have learned in school starting in about first grade.
It's fun and fairly easy. There are so many different printmaking techniques out there and just about all of them can be adjusted to fit your desired age.
For my first printmaking project I used the transfer method. I started by crumpling up tinfoil and using it to stamp blue paint on as water. Next I painted a lily pad onto a paper towel and then transferred it onto the water. Lastly I used a plastic bag and painted a the basic lily shape and transferred that onto the lily pad. Using a darker color I outlined the lily and added more petal detail. Once I had transferred that I used yellow to create the pollen.
For the potato stamp I bought the biggest potato I could find and started cutting away.
I don't have the proper stamping tools so I just painted a glass plate with a medium layer of paint and lightly placed the potato in the paint. I was able to get the perfect amount of paint on my potato this way.
Light Paintings
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Light Paintings
This project was so fun once I finally figured out how to do it!
I started by downloading some free apps to my phone but those did not work like I had hoped. My digital camera did not have the right functions for me to change but I still managed to make it work. I was able to set my camera to its night setting and prolong the shutter speed.
To create the beautifully colored light I had each of my roommates look up their favorite color on their smart phones. Once the color completely filled the screen I had them turn the brightness of the screen all the way up.
I had one roommate act as our model while the other two stood behind her waving their phones around while I took the pictures.
This Project would be extremely fun for students of all ages to experiment with. The only tricky part would be making the classroom completely dark in the middle of the day.
If the school does not have access to Ipad's or Ipod's you could bring in your personal camera and see what fun things the class can come up with as a whole.
Sunday, April 26, 2015
Cardboard Constructions
Dog on a Rug
Materials Needed:
Cardboard (boxes, paper towel rolls, etc.)
Water
Strong Glue
Scissors/Box Cutter
I struggle a bit with abstract art so I chose to create a sculpture of a dog on a rug.
To get my cardboard to fold the way I wanted I soaked it in water. When I was finished I added a little bit of water color to the dog so It wouldn't blend into the rug.
I think students would have a good time creating their own cardboard sculptures, abstract or realism.
If I were to do this with grades younger than about fourth, I would provide pre-cut cardboard pieces for the students. To have them cut the cardboard would be too dangerous and would take a very long time, not to mention a mess!
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