African Coil Pot

 

Art Lesson Plan

Title: African Coil Pot

Grade Level: 2nd-3rd

Suggested Time: 1-2 class periods

Unit: African Art

Medium: Model Magic

Instructional Objectives: Students will model, pinch, pull and roll material (MO.); Students will identify and demonstrate sculpture in the round (MO.).

Elements of Art: shape, form, texture

Principles of Design: repetition, pattern, unity

Materials and Equipment: Model Magic clay

Vocabulary: form, clay, pinch, 3-D

Art Production:

1. Anticipatory Set: Open package of clay, take it out of package, start rolling different pieces and molding pieces together.

2. Objectives: Students will model, pinch, pull and roll material and also identify and demonstrate sculpture.  

3. Input: PowerPoint presentation

4. Demonstration: Teacher showed class different examples of coil pots and how to roll the clay into different pieces.

5. Check for Understanding: Teacher walked around the classroom and helped students mold their clay together.

6. Guided Practice: Teacher told students to be creative and to use as much clay as we needed.

7. Independent Practice: Teacher gave advice when needed.

8. Closure: Took a picture of the final project.

Art History: PowerPoint presentation, and examples of different coil pots.

Aesthetic Questions: Do coil pots have to only have 1 pattern throughout the pot?

Art Criticism: What would you change about your coil pot? 

Evaluation: Quiz over vocabulary words

Modifications: 

Physical Disability: Sit down with students and guide them through all of the steps, assist with rolling the clay when needed.

Giftedness: Let students use more than one package to create one big coil pot or multiple pots; elaborate on pots with stencils or pencils to make indentations.  

Special Needs

• Symmetrical African Mask - Physical Disability: When cutting the construction paper students may use modified scissors to make the process easier; Giftedness: If students finished up their first mask, they may start on another one, using different colored paper and cutting different shapes out.

• African Family Portrait - Physical Disability: Instead of using the white glue bottles students may use glue sticks instead to help control the amount of glue used in the collage; Giftedness: Have students color their family portraits when they are done arranging the different pieces. 

• Maasai Color-Wheel Necklace - Cognitive Disability: For example, you might have a child with ADHD and to assist them you might sit with the child throughout the activity and guide them through all the steps, giving them frequent feedback; Giftedness: Students may elaborate on their necklaces and maybe even add some beads to the yarn part of the necklace when finished.

• Kente Cloth - Physical Disability: For a child who has an orthopedic impairment you could place the paper on a vertical surface at the child's shoulder level. This helps keep their neck and head in an upright position so that they can visually monitor what they are drawing; Giftedness: Students may create another Kente Cloth using different colors of tempera paint and different shapes and lines.

• Africa Savanna Watercolor - Physical Disability: For some students it might be easier to have them use only crayons or makers instead of the watercolor paint. Markers and crayons reduce the amount of visual shifting; Giftedness: Allow students to draw more than 3 animals, and have them include more landscapes to their Savanna. 

• African Coil Pot - Physical Disability: Guide and assist students with the rolling of the clay and putting it all together, give easy to follow instructions; Giftedness: Let students use more than one package of clay to create a bigger coil pot or to create multiple coil pots.

Chapter 8 Reflection

In chapter 8 of Rethinking Curriculum in Art it discusses the importance of visual culture in the classroom. It is very important for students to see several different images and to make ideas and connect with pictures they have seen. The purpose of visual art is to provide students with a set of critical tools for the investigation of human visuality, not to transmit a specific body of information and values, said by a professor at the University of Chicago. In this chapter it also talks about how visual culture can create the idea of identity and belonging to adolescent students. Through visual art you can learn so much about different time eras and different cultures. There are four critical tools that can be used to interest students in visual culture and they are, language, travel publications, artworks, and artmaking. It is really great when students can connect art with something in their own lives. This chapter did a great job of sharing how important visual art is for your classroom and your students. I really enjoyed this chapter because I know that I definitely learned something from it!

Classroom and Supply Management

1. Item Number: 00307-1039  Quantity: 11  Description: Crayola Washable Watercolor Pan Set - Oval, Set of 8 Colors  Page: Online  Unit Price: $2.23 Each  Total: $24.53  Subtotal: $24.53

2. Item Number: 05144-1049  Quantity: 2  Description: Crayola Natural Hair Brush Set - Set of 4  Page: Online  Unit Price: $1.62 Each  Total: $3.24  Subtotal: $3.24

3. Item Number: 00045-1129  Quantity: 1  Description: Prang Ready-To-Use Washable Tempera Paints - Assorted, Set of 12 Colors, 8oz bottles  Page: Online  Unit Price/Total: $13.49  Subtotal: $13.49

4. Item Number: 07400-1046  Quantity: 3  Description: Blick Studio Canvas Pad - 12" x 18", 10 sheets  Page: Online  Unit Price: $8.38 Each  Total: $25.14  Subtotal: $25.14

Total: $66.40

Shipping Costs: $8.96

Overall Subtotal: $75.36

Chapter 7 Reflection

In Chapter 7 of Rethinking Curriculum in Art it talked about how to integrate other subjects into your art classroom. It's a great idea to involve other subjects into your classroom just like art should integrated into regular classrooms as well. In this chapter it really emphasizes how important it is to always have an enduring idea and essential questions for your students. I learned that it is recommended that today's art classrooms engage students with contemporary art and understanding the research practices that contemporary artists produce. It is important for students to interpret art in their own way, and to ask questions about artwork as well. It is also very important for teachers to help their students get engaged with what is being taught, and to make things exciting for them. I liked how in this chapter it really made a point to say how vital it is that kids are asking questions and understanding art. It is also important for teachers to help their students be as creative as possible.

Chapter 6 Reflection

In Chapter 6 of Rethinking Curriculum in Art it discussed how to assess your students on the curriculum. This chapter gave step by step instructions on how to assess students, starting with planning. It is very important to plan ahead and to make sure that your students can demonstrate what they have just learned. It is also very important to constantly check in with your students to determine how well they are doing. The next step is to make sure that your lessons are aligned with the curriculum and with the standards. A teacher's unit of study should scaffold off of one another. There are a few different types of assessments, a couple of them would be formal assessment and summative assessment. A formal assessment is used to check if students are understanding with a little quiz here and there, and a summative assessment is at the end of the course to make sure your students learned everything they were supposed to. I enjoyed this chapter because it really emphasized the importance of planning ahead of time and frequently checking to make sure your students are learning the curriculum.

African Savanna Watercolor Resist

Art Lesson Plan

Title: African Savanna Watercolor Resist

Grade Level: K-2

Suggested Time: 2-3 class periods

Unit: African Art

Medium: Watercolor Resist 

Instructional Objectives: Students will create an original outdoor scene to show the illusion of space (MO.); Students will apply paint in even strokes to create a watercolor wash (MO.)

Elements of Art: line, color, space

Principles of Art: balance, emphasis, unity

Materials and Equipment: 12 by 18 inch white paper, pencil, crayons, watercolor, paint brush, cup of water, paper-towels

Vocabulary: background, middle-ground, foreground, landscape, horizon line

Art Production:

1. Anticipatory Set: draw with pencil, simple contours; cover all pencil with hard crayon; watercolor washes over whole surface.

2. Objectives: Students will create an outdoor scene and apply paint to create a watercolor wash.

3. Input: power-point presentation, you-tube links, games

4. Demonstration: Teacher showed the class how to divide paper into 3 different sections, and also showed examples of different animals to draw.

5. Check for Understanding: Teacher walked around and helped with the sizing of our drawings

6. Guided Practice: Teacher instructed students to use more paint

7. Independent Practice: Teacher came around and gave advice when needed

8. Closure: Took a picture of final project

Art History/Resources:  http://www.crayola.com/lesson-plans/king-of-beasts-lesson-plan/

http://www.pinterest.com/diva2b3/home-school-grassland-savannah/

http://www.pbs.org/wnet/africa/explore/savanna/savanna_overview_lo.html

http://pbskids.org/wildkratts/habitats/african-savannah/

Aesthetic Questions: Do all landscapes have to be pretty?

Art Criticism/Analysis Questions: If you had the chance what would you change about your landscape? What was your favorite part about this project?

Evaluation Criteria: Quiz over the vocabulary words

Maasai Color Wheel Necklace

 Art Lesson Plan

 

Title: Maasai Color Wheel Necklace

 

Grade Level: 5th-6th

 

Suggested Time: 2 class periods

 

Unit: African Art

 

Medium: Mixed-Media

 

Instructional Objectives: Students will create an original artwork that communicates ideas about the following themes: functions of art in culture (celebrate rites of passage...) (MO.); Students will identify the arrangement of colors on a color wheel (MO.)

 

Elements of Art: line, color, value

 

Principles of Design: pattern, contrast, unity

 

Materials and Equipment: paper plates, sharpie, pencil, markers, yarn, hole-punch, scissors

 

Vocabulary: function, hue, original, symbol

 

Art Production:

1. Anticipatory Set: Teacher passed out paper plates; showed class how to draw and color the color wheel.

 

2. Objectives: Students will create and original artwork and identify the arrangement of colors on a color wheel.

 

3. Input: Teacher showed videos about African tribes and gave background on the culture.

 

4. Demonstration: Teacher demonstrated how to cut the middle of the plate out and also how to draw and color the color wheel.

 

5. Check for Understanding: Students watched the teachers example.

 

6. Guided Practice: Teacher helped and showed the class how to cut and draw on their paper plate.

 

7. Independent Practice: Teacher walked around and observed the classes original artwork.

 

8. Closure: Took a picture of the final project.

 

Art History: Background knowledge on the Maasai Tribe; examples of cloths and necklaces showed to the class; videos about the tribe.

 

Aesthetic Questions: Can a work of art have different meaning for different people? Do different people have different interpretations about the same work of art?

 

Art Criticism/Analysis Questions: How are the elements of art used in the artwork? How are the principles of design used in the artwork?

 

Evaluation Criteria: Color-wheel crossword worksheet

 

Integrating Disciplines

 

In class today we incorporated writing and language arts into different art activities. The first one was a letter to an artist which involved having our class to become familiar with a particular piece of art and then compose a letter to the artist asking questions or making comments. The second activity was called the script and this was where our class got to look at a painting and decide what we thought the people in the painting were having conversations about, and then write a dialogue of that. The third activity was an activity where we described a piece of artwork in 5 sentences and then also picked a sound we thought this piece made. The fourth activity was called diamante and this was an arrangement of words that described the artwork, but there had to be four lines and the first line had to be a one-word descriptive, the second line had to be an action phrase, the third line had to be a simile and the fourth line had to be a one-word summation. These activities were a great way to include another subject in art!

Art Exercises

 

In class today, we did a few different exercises. The first one was called 60 seconds and this was an activity where the class was able to look at this painting for 60 seconds and try to memorize the way things looked, and then draw from memory what we thought it should look like. The second activity was called the curator and this one involved a stack of different photos on each table where we were instructed to choose three of them and then come up with a title and a subtitle describing the pieces we chose. Mine was called "Blue Bliss - Paintings using blue oil" because I picked three pictures that were all the same color. The third activity was called frozen moment and this was a fun activity where our table groups got to act out a certain picture and the class had to guess which one they thought it was. The fourth activity was called visual analysis and in this activity you paired off with someone and you both picked a photo and then described them to one another and based on what your partner told you, is how you decided what to draw. The last activity was called list and draw and this was where the class was given a list of different items to draw and we got to decide how and where we wanted to place them on our paper. All of these exercises are great for students to be able to use their creativity and to help them think outside of the box, plus they are fun!

 





Chapter 5 Reflection

After reading chapter 5 in Rethinking Curriculum in Art I realized the importance of essential questions and the importance of teaching for deep understanding. Before starting a unit it is important to remember that you should establish foundations early on such as, enduring ideas, key concepts, and also unit lesson objectives so that students can focus in on lesson development. I learned in this chapter that it is always a good idea to ask question before a unit is started, and after it is finished to assess what your student know prior to the lesson and what they have learned afterwards. I liked the quote "We teach students, not subjects," because teachers are supposed to benefit their students as much as they can and not always just go by the book. It is essential that teachers find good methods to engage their students' interests in a unit. It is always important to think about how meaningful the learning experience is for the students and how much they are really getting out of it. I also learned that it is important for students to practice skills which requires connection to prior skills. When assessing students artwork or group work it is important that both the teacher and the student are aware of what needed to be accomplished. It is easier to do this when there is an organized plan to go by. I liked this chapter because I learned how important it is to be organized for your students and to help keep them focused on their goals and objectives.

Kente Cloth

Art Lesson Plan

 

Grade level: 4th-5th

 

Suggested time: 1-2 class periods

 

Unit: African Art

 

Medium: Tempera Paint

 

Instructional Objectives: Students will identify and use a pattern by repeating a single shape, line, form or color (MO); Students will paint lines and fill in shapes with even color using tempera (MO)

 

Elements of Art: color, shape, value

 

Principles of Design: repetition, pattern, unity

 

Materials and Equipment: 6 by 18 inch paper, black tempera paint and 4 other tempera colors, pencil, cup for water, paint brush, painting palette

 

Vocabulary: primary and secondary colors, tempera paint, kente, painting, palette

 

Art Production:

1. Anticipatory Set: First students will fold paper in half and then in half again, hamburger style; in the first square draw 2 shapes and 5 lines; in the third square repeat square one; in the fourth square repeat square two; choose 3-4 colors and black of tempera paint; paint over every pencil line in black; paint each square with at least 3 different colors.

 

2. Objectives: Students will identify patters and utilize tempera paint

 

3. Input: Background information on Kente Cloth

 

4. Demonstration: Teacher showed example on the board of how to draw different shapes with pencil and then outlining them in black paint

 

5. Check for Understanding: Teacher made sure everyone had their materials and also that they had drawn their lines and shapes prior to painting

 

6. Guided Practice: Teacher walked around and helped students and also told students to paint thicker more defined lines

 

7. Independent Practice: Students painted with their own colors and used their own creativity

 

8. Closure: Took picture of final project

 

Rubric

 

Content:

Student identified the use of pattern, line, and form and filled in shapes evenly using tempera paint.

1  2  3  4  5

 

Creativity:

Did students utilize primary and secondary colors in a unique and appealing way?

1  2  3  4  5

 

Craftsmanship:

Was the black tempera paint think and defined? Was there little to no white on left on the paper?

1  2  3  4  5

 

Completion:

Did they complete the project following the directions given within the assigned class time?

1  2  3  4  5

 

Comments:

 

  /20

 

 

 

 

Chapter 4 Reflection

As I read chapter 4 in Rethinking Curriculum in Art I learned some things I did not know before. I learned that there are many different perspectives one can have on a piece of artwork, and art can have different meanings to different people. In this chapter it talked about different grade levels and how students interpret different pieces of artwork. It also talked about how teachers find ways to incorporate lesson content in order to build on other foundations. It is important for students to feel free to express themselves, and art is a really great way for them to do that. Chapter 4 also discusses the history of art and why it is important to know the artists point of view as well. It is really interesting to think one thing about a piece of art and then to find out what the artist was thinking while they were creating it. I learned that it is important for students to focus on an enduring question while studying a piece of artwork to focus their thoughts on a particular aspect in the artwork. I liked this chapter because it focused a lot on how to build content in your classroom, and what types of questions you should be asking your students.

Art Rubric

Content:

Student utilized art materials such as, paint, glue, markers, crayons, clay, pencils etc. and also manipulated images to resemble the art of particular cultures.

1  2  3  4  5 

 

Creativity:

Student placed portraits in a unique way on their paper thinking outside of the box

1  2  3  4  5

 

Craftsmanship:

Sharpie lines were neat and organized, glue was not thick and messy on the paper, images were cut out neatly

1  2  3  4  5

 

Completion:

Did they complete the final project using the directions given and in the assigned class period?

1  2  3  4  5

 

Comments:

 

   /20

African Family Portrait

Art Lesson Plan

 

Title: African Family Portrait

 

Grade Level: 5th-6th 

 

Suggested time: 1-2 class periods

 

Unit: African Art

 

Medium: Drawing

 

Instructional Objectives: Student correctly uses art materials such as, paint, glue, markers, crayons, clay, pencils; Student manipulates images to resemble the art of particular cultures, times, places.

 

Elements of Art: line, shape, form

 

Principles of Design: balance, emphasis, unity

 

Materials and Equipment: 3 pieces of 8.5 by 11 paper, white school glue, pencil, sharpie, scissors

Vocabulary: contour, blind contour, observational, composition

 

Art Production:

1. Anticipatory Set: Teacher held up mask and drew it 2 different ways on the white board (contour and blind contour)

2. State Objectives: Today students will learn how to draw contour lines

3. Input: There were different sculptors on each table

4. Demonstration: Teacher showed students how to draw different contours

5. Check for Understanding: Students watched the teachers example

6. Guided Practice: Teacher showed students how to cut, glue, and draw

7. Independent Practice: Teacher walked around and assisted students

8. Closure: Took picture of final project

Chapter 3 Reflection

After reading chapter 3 in Rethinking Curriculum in Art I learned that it is very important help your students find enduring ideas in artwork. It is even important at the elementary school age level, because it is a matter of conceptualizing enduring ideas in an accessible manner. I learned in this chapter that the 1960's curriculum reform movement led by Jerome Bruner sought to strengthen schooling through a focus upon discipline structures, constructing knowledge to be absorbed, which I thought was very interesting. It is good for students to relate artwork to things that are actually going on in their lives, as a way for them to express their feelings. I also learned that enduring ideas can direct an entire course of study, a single unit, or an entire curriculum, which is why they are so important. When trying to figure out enduring ideas it is important to consider key concepts first, and even make a list of them to help generate ideas about where the enduring idea is going. Another significant component to enduring ideas is coming up with essential questions. Essential questions synthesize key concepts and bring focus to the unit. Essential questions are not only important for the teacher but they are also important for the students to stay on track. I felt that this chapter was very informational and I learned new concepts about art that I did not know before!

Symmetrical African Mask

Art Lesson Plan 

 

Title: Symmetrical African Mask

 

Grade level: 3rd-4th

 

Suggested time: 1.5-2 class periods

 

Unit: African Art

 

Medium: Cut paper

 

Instructional Objectives: Students will demonstrate good use of materials with scissors (KS.); Students will recognize relationships between history, culture, and visual arts (KS.)

 

Elements of Art: Color, Shape, Space

 

Principles of Design: Balance, Contrast, Unity

 

Materials and Equipment: Varied construction paper, 8 and 1/2 by 11 and 4 and 1/4 by 11, scissors, white school glue, pencil

 

Vocabulary: Symmetrical, mask, unity

 

Art Production:

1. Anticipatory Set: Teacher help up example and discussed lesson; showed students African mask

2. Objective: Students will understand how to use scissors safely

3. Input: Books with examples; African mask

4. Demonstration: Teacher demonstrated cuts, gluing, and drawing

5. Check for Understanding: Students watched teacher's example

6. Guided Practice: Teacher helped students cut pieces of paper out correctly

7. Independent Practice: Teacher walked around classroom and observed students and helped when needed

8. Closure: Students took a picture of their final project

Reflection (Ch. 1&2)

After reading chapters 1 and 2 in Rethinking Curriculum in Art I was way more open-minded to all the different opportunities you have as a teacher to incorporate art in your classroom. In the first chapter it discussed who should read this book and why, and I learned that it's most helpful for practicing teachers to give them useful ideas to use in their classrooms. It also focused on the different types of guidelines there are for art curriculum. The authors of this book wanted the purpose of this book to help teachers incorporate art into their classrooms and to help teachers develop strategies to help their students. In chapter two it talks about different assumptions people have about art and why art is really important for students. I have never really been a very good artist but now I know that doesn't even matter, as long as I make it a fun experience for my students. I can't wait to have my own classroom and to be able to be creative with my students and to help them express what's on their minds. The first couple of chapters really opened my eyes to how important art is for students and how being a teacher it's my job to help them express themselves as much as possible. These chapters were also helpful for understanding what standards there are in art that you should follow and keep up with as a teacher.

Collaborative Grid

In class we recreated an original piece by Robert Delaunay and personally, I think it turned out great! Robert Delaunay was a French artist who was born in the 1800's and was well known for his use of strong colors and geometric shapes. This particular piece is called Rythme, Joie de vivre and might be important in the history of art because it uses such vivid colors and shapes, and really makes a statement when you look at it. This piece of art was probably different from anything else in this time period, and that's what makes it unique. I thought our class did a really great job of putting this piece together, especially because we had no clue what the original looked like to start off with. I learned that art can be a lot of fun, and not all pieces of art are perfect. I really love the idea of collaborative art because the end result is really fun and exciting to watch. 

 

Postcard Grid

 

In the first photo it shows the element of lines because in the picture there are different lines in different angles of the drawing. In the second photo is shows the element of shape because as you can see there are a variety of different shapes in the piece that make up the whole. In the third photo there is an element of color because it uses lots of bright colors such as yellow and red which blend well together. In the fourth photo it shows an element of value because it deals with the lightness or darkness of a color and in this picture it seems to be rather dark and shadowy. In the fifth image it conveys an element of form because it appears to be 3-dimensional and all the pieces seem to unite very well. In the sixth image it shows an element of texture because the drawing almost seems alive as if you could really touch it. In the seventh photo it shows an element of space because everything is touching and close to one another and it's almost as if the drawing will come off the edges of the paper. In the eighth photo it shows a principle of balance it looks like the two balls have to balance to stay in one place. In the ninth image it shows a principle of contrast because it creates excitement and drama through the different light and dark colors. In the tenth photo is shows a principle of emphasis because one particular part of the work stands out to me, which is the background; the background seems more important than the rest of the art. In the eleventh photo is shows a principle of movement because my focal point is the person wheeling the barrel of seeds around; that's what my eyes instantly focus on. In the twelfth image it shows a principle of pattern because it uses the same lines and colors throughout the piece of art. In the thirteenth photo it shows a principle of rhythm because certain lines reoccur throughout the drawing. The last image shows a principle of unity because all the elements in the picture make a complete whole and it flows well together.  

Elementary Art Memory

When I was in elementary school, we had a separate room for art class that we would spend about an hour every other day making different kinds of projects. I remember my art teacher being very enthusiastic about art and you could definitely tell that she had a passion for what she was teaching. Her room was always decorated with art projects from different students in different grades, she had a "Wall of Fame" where the best pieces of art would go up. Mine never made the wall but my parents always hung my pieces up on the fridge, which made me feel special. I remember experimenting with clay and making different things, my parents also saved all of those projects. My teacher was always very encouraging and supportive to her students. I enjoyed art class but at times I would get frustrated because I didn't think my artwork was very good. I would tend to compare myself to other students. Then I realized that art is about expressing yourself and being your own person! My elementary art classes made me more open-minded about different kinds of artwork.

Self-Portrait

This is me! I am not the best artist but I enjoyed creating this self-portrait in class. As you can see, I have blonde hair and green eyes, and I am always smiling!