Sooooo fun!
Monday, March 28, 2011
Sunday, March 27, 2011
first grade lesson plan
Hometown Maps
Objectives
Students will learn about important places in their hometown.
Students will learn the route from their home to their school.
Students will learn location of important places relative to their homes.
Students will learn about safe routes.
Students will learn where to get help if they need it.
Students will create maps of their route, including, signs, symbols, landmarks and other things that will reinforce these objectives.
Standards Addressed
Previously Mastered Skills-
1. Control pencil in going from one corner to the other, up and down and side to side.
2. Able to draw simple objects shapes and patterns.
Refine/Contribute-
1. Produce line drawings showing an awareness of self in the local world, using symbols in communicating meaning.
2. Talk about your artwork and its meaning with another person.
Vocabulary
Line: A stroke between two dots
Organic line: irregular, bumpy lines found in nature (spirals, coils, branching, drops, starbursts)
Geometric line: straight lines or lines that sharply change direction
Line design: repetitive lines making patterns
Symbols- A symbol can be a material object whose shape or origin is related, by nature or convention, to the
Thing it represents
Pedagogy
I will talk about important places in our hometown like schools, hospital, police departments, etc.
2. I will show students a map and explain how they work. Students will then draw a map from their home to school.
3. I will have students draw images and include symbols for the school, police station, fire station and other landmarks that lie along their routes.
4. I will discuss these symbols with the students while they’re working on their own images.
5. Students will place the images they have created on the map in the
appropriate places.
6. Students will color grass, water and other large spaces of their maps with their choice of media.
Assessment
Social Studies- Understanding of urban symbols like red cross for hospital and can draw a line from home to them.
Combined use of line, shape, and media to create map of hometown.
Adaptations/Integrations/Accommodations
Teacher Resources
Maps, examples of hometown maps, examples of common symbols used to represent places in the community.
Objectives
Students will learn about important places in their hometown.
Students will learn the route from their home to their school.
Students will learn location of important places relative to their homes.
Students will learn about safe routes.
Students will learn where to get help if they need it.
Students will create maps of their route, including, signs, symbols, landmarks and other things that will reinforce these objectives.
Standards Addressed
Previously Mastered Skills-
1. Control pencil in going from one corner to the other, up and down and side to side.
2. Able to draw simple objects shapes and patterns.
Refine/Contribute-
1. Produce line drawings showing an awareness of self in the local world, using symbols in communicating meaning.
2. Talk about your artwork and its meaning with another person.
Vocabulary
Line: A stroke between two dots
Organic line: irregular, bumpy lines found in nature (spirals, coils, branching, drops, starbursts)
Geometric line: straight lines or lines that sharply change direction
Line design: repetitive lines making patterns
Symbols- A symbol can be a material object whose shape or origin is related, by nature or convention, to the
Thing it represents
Pedagogy
I will talk about important places in our hometown like schools, hospital, police departments, etc.
2. I will show students a map and explain how they work. Students will then draw a map from their home to school.
3. I will have students draw images and include symbols for the school, police station, fire station and other landmarks that lie along their routes.
4. I will discuss these symbols with the students while they’re working on their own images.
5. Students will place the images they have created on the map in the
appropriate places.
6. Students will color grass, water and other large spaces of their maps with their choice of media.
Assessment
Social Studies- Understanding of urban symbols like red cross for hospital and can draw a line from home to them.
Combined use of line, shape, and media to create map of hometown.
Adaptations/Integrations/Accommodations
Teacher Resources
Maps, examples of hometown maps, examples of common symbols used to represent places in the community.
Kindergarten lesson plan
Torn Paper Mosaics
Objectives
Students will be able to look at examples of mosaics and see shape and pattern.
Students will be able to tear papers into large shapes and use them to create an image that is recognizable
.
Standards Addressed
Previously mastered/grade level skills-Able to glue items to a page.
Develop visual perception by identifying shapes found in artwork.
Vocabulary
Tear-to pull something such as paper or cloth into pieces
Shape: an area which stands out from the space next to it or around it because of a defined boundary or because of a difference of value, color, or texture.
Pedagogy
I will introduce the lesson by talking about shape and how smaller shapes glued together can create a bigger shape called a mosaic.
I will then show students examples of mosaics make from different items and media.
I will then draw a simple picture, like a tree on a piece of construction paper with a marker.
Next, I will either cut or teat paper into small shapes and quickly glue them in the marker lines to create a picture.
1. Students choose one sheet of construction paper for background.
2. Students will sketch image in pencil onto background sheet.
3. Using shared scraps, students will tear shapes that correspond to the shapes in the sketch.
4. Students will compare sketch and torn piece regularly as the shape is developed to match the original sketch as closely as possible.
5. Students will glue the torn pieces to the appropriate areas of the design.
Assessment
Students ability to use small shapes to create larger, defined shapes.
Students ability to
Adaptations/Integrations/Accommodations
The adaptations are endless. The shapes can be cut or torn and made into buildings, people, animals, groups of math number sets, or anything to do with any other subject.
Teacher Resources
Books on mosaics and examples from the internet and real life art examples.
Objectives
Students will be able to look at examples of mosaics and see shape and pattern.
Students will be able to tear papers into large shapes and use them to create an image that is recognizable
.
Standards Addressed
Previously mastered/grade level skills-Able to glue items to a page.
Develop visual perception by identifying shapes found in artwork.
Vocabulary
Tear-to pull something such as paper or cloth into pieces
Shape: an area which stands out from the space next to it or around it because of a defined boundary or because of a difference of value, color, or texture.
Pedagogy
I will introduce the lesson by talking about shape and how smaller shapes glued together can create a bigger shape called a mosaic.
I will then show students examples of mosaics make from different items and media.
I will then draw a simple picture, like a tree on a piece of construction paper with a marker.
Next, I will either cut or teat paper into small shapes and quickly glue them in the marker lines to create a picture.
1. Students choose one sheet of construction paper for background.
2. Students will sketch image in pencil onto background sheet.
3. Using shared scraps, students will tear shapes that correspond to the shapes in the sketch.
4. Students will compare sketch and torn piece regularly as the shape is developed to match the original sketch as closely as possible.
5. Students will glue the torn pieces to the appropriate areas of the design.
Assessment
Students ability to use small shapes to create larger, defined shapes.
Students ability to
Adaptations/Integrations/Accommodations
The adaptations are endless. The shapes can be cut or torn and made into buildings, people, animals, groups of math number sets, or anything to do with any other subject.
Teacher Resources
Books on mosaics and examples from the internet and real life art examples.
Monday, March 21, 2011
Friday, March 18, 2011
Classroom Lesson Plan
Objectives
Students will learn about fossils.
Students will make a collage of fossils using wire and tissue paper.
Students will be able to cut, tear, and use paste to create the collage.
Students will learn to create depth and use the entire space.
Content Standard #1 Understanding and applying media,
techniques and processes
K-4 Students know the differences between materials,
techniques and processes.
Content Standard #6 Making connections between visual
arts and other disciplines
K-4 Students identify connections between the visual arts
and other disciplines in the curriculum.
Vocabulary
Fossil- A remnant or trace of an organism of a past geologic age, such as a skeleton or leaf imprint, embedded and preserved in the earth's crust.
Texture- creates the feeling of an object. The distinctive physical composition or structure of something, especially with respect to the size, shape, and arrangement of its parts
Collage- is from the French meaning "paste up". The combination of pieces of cloth, magazines and other found objects to create artwork
Negative Space- the space between objects or the parts of an object, for example the area between a cup and its handle. Also the space between an object and the edges of the canvas, i.e. the space around an object.
Positive Space: space that is occupied by an element or a form
Pedagogy
1. Selecta simple fossil to create and make a
preliminary drawing on paper. Trace the drawing with
a black marker.
2. Use the drawing as a template and bend the
armature wire to match the lines and shapes of the
fossil. Cut the wire into smaller pieces if needed.
3. Press the wire against a hard surface so it lies as flat
as possible, then glue it to the canvas panel. Allow to
dry.
4. Brush glue that has been slightly diluted over the
entire canvas panel and armature wire.
5. Cut a piece of tissue slightly larger than the canvas
and apply it to the glued area over the wire. Press
the tissue in and around the wire. Allow it to wrinkle
naturally. Let the piece dry and repeat the process twice more with a thin layer of glue between each layer of tissue.
Allow the piece to dry completely.
6. Using the NuPastel Color Sticks,
add color to the surface of the
dry fossil panel. Use a dry brush
to blend the color. Be sure to
color the edges of the canvas.
7. With the Cold Deep Gray pastel
stick, color the raised areas of the
wire only.
8. Spray the finished piece with
fixative.
DickBlick.com 1-800-447-8192
Materials
Blick® Drawing Pad, 30 sheets, 8" x 10"
Need 1/2 sheet per student
Crayola® Classic Washable Marker, Black
one marker per student
Blick® Canvas Panels, 4" x4" one per student
Armature Wire, 16-gauge, 32-ft
share one coil across class
Mini Wire Cutter, 5" share
four across class
Blick® Pure White Tissue, 24-sheet package.
Need one sheet per student
Blick® Economy White Bristle Bright, size
14 . Need one brush per
student
Blick® Washable White Glue, 16-oz
distribute across class
Prismacolor® NuPastel Color Sticks, one
each per student
Blick® Matte Fixative, 12-oz
fixative.
Assessment
Students use of the entire space.
Adaptations/Integrations/Accommodations
Items with actual shape and texture can be used for students who need tactile stimulation or do not have the motor skills necessary to bend the wire into precise shapes. Pressed leaves, sticks, pine needles,
shells or other natural materials can be
used between the layers of tissue.
Teacher Resources
Examples of actual fossils like trilobites, fossil impressions like leaves and tracks, and pictures of dinosaur, fish, bird and other types of fossils.
***This lesson is appropriate for a fourth grade class. According to the text fourth graders cognitive development lets them “have a better command of muscles needed to create details, are interested in life processes of plants and animals and can create specific features, are able to concentrate for longer periods of time.” In regard to art development, students will “show more naturalistic and realistic proportions, create space and depth by employing vertical placement, diminishing size, and overlapping shapes, and select and arrange objects to satisfy their compositional design needs.”
Works Cited
Clements, Roger D. Emphasis Art. 2010. Ninth edition. Allyn and Bacon. New York.
Students will learn about fossils.
Students will make a collage of fossils using wire and tissue paper.
Students will be able to cut, tear, and use paste to create the collage.
Students will learn to create depth and use the entire space.
Content Standard #1 Understanding and applying media,
techniques and processes
K-4 Students know the differences between materials,
techniques and processes.
Content Standard #6 Making connections between visual
arts and other disciplines
K-4 Students identify connections between the visual arts
and other disciplines in the curriculum.
Vocabulary
Fossil- A remnant or trace of an organism of a past geologic age, such as a skeleton or leaf imprint, embedded and preserved in the earth's crust.
Texture- creates the feeling of an object. The distinctive physical composition or structure of something, especially with respect to the size, shape, and arrangement of its parts
Collage- is from the French meaning "paste up". The combination of pieces of cloth, magazines and other found objects to create artwork
Negative Space- the space between objects or the parts of an object, for example the area between a cup and its handle. Also the space between an object and the edges of the canvas, i.e. the space around an object.
Positive Space: space that is occupied by an element or a form
Pedagogy
1. Selecta simple fossil to create and make a
preliminary drawing on paper. Trace the drawing with
a black marker.
2. Use the drawing as a template and bend the
armature wire to match the lines and shapes of the
fossil. Cut the wire into smaller pieces if needed.
3. Press the wire against a hard surface so it lies as flat
as possible, then glue it to the canvas panel. Allow to
dry.
4. Brush glue that has been slightly diluted over the
entire canvas panel and armature wire.
5. Cut a piece of tissue slightly larger than the canvas
and apply it to the glued area over the wire. Press
the tissue in and around the wire. Allow it to wrinkle
naturally. Let the piece dry and repeat the process twice more with a thin layer of glue between each layer of tissue.
Allow the piece to dry completely.
6. Using the NuPastel Color Sticks,
add color to the surface of the
dry fossil panel. Use a dry brush
to blend the color. Be sure to
color the edges of the canvas.
7. With the Cold Deep Gray pastel
stick, color the raised areas of the
wire only.
8. Spray the finished piece with
fixative.
DickBlick.com 1-800-447-8192
Materials
Blick® Drawing Pad, 30 sheets, 8" x 10"
Need 1/2 sheet per student
Crayola® Classic Washable Marker, Black
one marker per student
Blick® Canvas Panels, 4" x4" one per student
Armature Wire, 16-gauge, 32-ft
share one coil across class
Mini Wire Cutter, 5" share
four across class
Blick® Pure White Tissue, 24-sheet package.
Need one sheet per student
Blick® Economy White Bristle Bright, size
14 . Need one brush per
student
Blick® Washable White Glue, 16-oz
distribute across class
Prismacolor® NuPastel Color Sticks, one
each per student
Blick® Matte Fixative, 12-oz
fixative.
Assessment
Students use of the entire space.
Adaptations/Integrations/Accommodations
Items with actual shape and texture can be used for students who need tactile stimulation or do not have the motor skills necessary to bend the wire into precise shapes. Pressed leaves, sticks, pine needles,
shells or other natural materials can be
used between the layers of tissue.
Teacher Resources
Examples of actual fossils like trilobites, fossil impressions like leaves and tracks, and pictures of dinosaur, fish, bird and other types of fossils.
***This lesson is appropriate for a fourth grade class. According to the text fourth graders cognitive development lets them “have a better command of muscles needed to create details, are interested in life processes of plants and animals and can create specific features, are able to concentrate for longer periods of time.” In regard to art development, students will “show more naturalistic and realistic proportions, create space and depth by employing vertical placement, diminishing size, and overlapping shapes, and select and arrange objects to satisfy their compositional design needs.”
Works Cited
Clements, Roger D. Emphasis Art. 2010. Ninth edition. Allyn and Bacon. New York.
Monday, March 14, 2011
Friday, March 11, 2011
Aspects of a Quality Visual Arts Lesson Plan
Aspects of a Quality Visual Arts Lesson Plan
Lesson plans are an important aspect of teaching and are mutually valuable to the teacher and the students. They need to have an objective and enable students to learn new concepts, imagine, express, create, problem solve, make everyday life connections, and practice/follow through. Visual Art lessons should be designed in such a way that they help students increase their understanding of art while letting students make choices and learn techniques. Having a well written lesson plan with these goals in mind will help ensure that teachers are meeting personal and curriculum objectives and students have a comprehensive plan to follow for success. Some great aspects of a visual arts lesson plan are:
1. The lesson plan meets standards and objectives from beginning to end. A strong visual arts lesson plan will be well thought out and have a continuous flow. Both the personal objective/technique the teacher wants the students to learn and state standards they are required to meet should be clear and present over the course of the entire lesson plan. The lesson plan should show a clear understanding of what needs to be taught and be easily adapted and implemented. In an article from about.com, Melissa Kelly suggests that an important part of meeting both objectives is to “brainstorm several ways the information relates to your students and try to relate this new information to prior knowledge already possessed by the students.”
2. The lesson plan includes a list of all necessary vocabulary and materials needed to teach the lesson. Having a detailed list of vocabulary definitions, art materials, visual art examples you are planning to use (from books, paintings, environment, internet), worksheets, handouts, etc. will be beneficial in teaching and clarifying all aspects of the lesson. Knowing that you need pencils, paper, brushes, paint, water and other items to create a painting is one thing, knowing the number of pencils, and the amount of paper and paint needed in invaluable. Being prepared makes life a whole lot easier!
3. The lesson plan will have a concise outline of the way you plan to introduce and teach the lesson. Creating a step by step summary will help you decide the best method of teaching the subject matter and then help you carry the plan out. It will include detailed plans of how students will accomplish their task. It will also allow for any unforeseen problems and have alternate ideas for accommodations. As the text points out in Chapter 3, teachers should “keep the motivation brief.” Students may become quickly disinterested and disengaged while teachers are demonstrating. Having a clearly outlined plan will help you execute it quickly and get students to the hands on practice. An article on ehow.com states that you should always “take into account the students age and attention span.” Students need actual practice with the material rather that just watching a demonstration. Getting them to the material quickly and efficiently is the best way to achieve this.
4. The lesson plan will include a clear and comprehensive way for the teacher and students to assess the finished product. The text has some good suggestions for this. One idea, from the text, that will facilitate a better outcome is to “prevent bad starts.” For example, students should be told in advance that they are expected to fill the entire page, use certain media, etc. Being specific about what you want will help avoid frustration. I think stressing that you are looking for a combination of the students understanding of the art element they just learned and a student’s use of deep, creative expression (they took the project seriously and infused part of themselves into the creation process) and not grading on artistic skill is also important.
Taking the time to create quality lesson plans is an essential teaching tool. The authors of the book and articles all state that quality lesson plans are important. I absolutely agree. It will help you determine if all your objectives are being met, give you a list of items needed so you can gather and prepare them for quick and easy use, and outline the method you plan to follow so that you are clear about where you are in the instruction and ensure that no steps have been left out. And finally, you and you students will know exactly what you are looking for in the finished project and what things you will be assessing when you grade. Quality art lesson plans pave the way for explicit instruction and effective teaching!
Works Cited
Clements, Roger D. Emphasis Art. 2010. Ninth edition. Allyn and Bacon. New York.
Kelly, Melissa. Write Lesson Plans. http://712educators.about.com/od/lessonplans/ht/lessonplans.htm?p=1
Peterson, Rod. How to Write a Good Lesson Plan. http://www.ehow.com/how_5230549_write-good-lesson-plan.html
Lesson plans are an important aspect of teaching and are mutually valuable to the teacher and the students. They need to have an objective and enable students to learn new concepts, imagine, express, create, problem solve, make everyday life connections, and practice/follow through. Visual Art lessons should be designed in such a way that they help students increase their understanding of art while letting students make choices and learn techniques. Having a well written lesson plan with these goals in mind will help ensure that teachers are meeting personal and curriculum objectives and students have a comprehensive plan to follow for success. Some great aspects of a visual arts lesson plan are:
1. The lesson plan meets standards and objectives from beginning to end. A strong visual arts lesson plan will be well thought out and have a continuous flow. Both the personal objective/technique the teacher wants the students to learn and state standards they are required to meet should be clear and present over the course of the entire lesson plan. The lesson plan should show a clear understanding of what needs to be taught and be easily adapted and implemented. In an article from about.com, Melissa Kelly suggests that an important part of meeting both objectives is to “brainstorm several ways the information relates to your students and try to relate this new information to prior knowledge already possessed by the students.”
2. The lesson plan includes a list of all necessary vocabulary and materials needed to teach the lesson. Having a detailed list of vocabulary definitions, art materials, visual art examples you are planning to use (from books, paintings, environment, internet), worksheets, handouts, etc. will be beneficial in teaching and clarifying all aspects of the lesson. Knowing that you need pencils, paper, brushes, paint, water and other items to create a painting is one thing, knowing the number of pencils, and the amount of paper and paint needed in invaluable. Being prepared makes life a whole lot easier!
3. The lesson plan will have a concise outline of the way you plan to introduce and teach the lesson. Creating a step by step summary will help you decide the best method of teaching the subject matter and then help you carry the plan out. It will include detailed plans of how students will accomplish their task. It will also allow for any unforeseen problems and have alternate ideas for accommodations. As the text points out in Chapter 3, teachers should “keep the motivation brief.” Students may become quickly disinterested and disengaged while teachers are demonstrating. Having a clearly outlined plan will help you execute it quickly and get students to the hands on practice. An article on ehow.com states that you should always “take into account the students age and attention span.” Students need actual practice with the material rather that just watching a demonstration. Getting them to the material quickly and efficiently is the best way to achieve this.
4. The lesson plan will include a clear and comprehensive way for the teacher and students to assess the finished product. The text has some good suggestions for this. One idea, from the text, that will facilitate a better outcome is to “prevent bad starts.” For example, students should be told in advance that they are expected to fill the entire page, use certain media, etc. Being specific about what you want will help avoid frustration. I think stressing that you are looking for a combination of the students understanding of the art element they just learned and a student’s use of deep, creative expression (they took the project seriously and infused part of themselves into the creation process) and not grading on artistic skill is also important.
Taking the time to create quality lesson plans is an essential teaching tool. The authors of the book and articles all state that quality lesson plans are important. I absolutely agree. It will help you determine if all your objectives are being met, give you a list of items needed so you can gather and prepare them for quick and easy use, and outline the method you plan to follow so that you are clear about where you are in the instruction and ensure that no steps have been left out. And finally, you and you students will know exactly what you are looking for in the finished project and what things you will be assessing when you grade. Quality art lesson plans pave the way for explicit instruction and effective teaching!
Works Cited
Clements, Roger D. Emphasis Art. 2010. Ninth edition. Allyn and Bacon. New York.
Kelly, Melissa. Write Lesson Plans. http://712educators.about.com/od/lessonplans/ht/lessonplans.htm?p=1
Peterson, Rod. How to Write a Good Lesson Plan. http://www.ehow.com/how_5230549_write-good-lesson-plan.html
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