Presentation on theme: "A RT IN E LEMENTARY F INAL L ESSON P LANS Kristina Latraverse."— Presentation transcript:
A RT IN E LEMENTARY F INAL L ESSON P LANS Kristina Latraverse
Objective Students study the art of Jonnie Swearingen and learn the definitions of rhythm and landscape. Students will plan, sketch and create an original narrative story through the use of images. NGSSS VA.K.C.1.1 Create and share personal works of art with others VA.2.C.1.1 Use the art-making process to communicate personal interests and self expression Materials Acrylic Paint 18x12 Paper Sketchbook Pencil
Get students to look at movement Where are the people going? How are they getting there? Get students to think about the story Who is there? Where are they? What are they doing? Students will be introduced to the works of Johnnie Swearingen. Swearingen, a Texas based folk artist, whose paintings illustrate the area, the history of the area, and describe his life in vibrant color, expression and movement. He was dedicated to painting and telling stories, often at the cost of little else to live on (Swearingen, nd.). Students will be given a rubric for this lesson and each criterion will be discussed.
1. Sketchbook Question & Story Mapping Students will begin by answering a pre-planning question in their sketchbook aimed to access their prior knowledge. Question: What is a story? STORY MAPPING Topic: Write about a time you traveled or went somewhere Characters Who was there with you? Setting Where were you? Where were you going? Transportation How did you get there? Goal What was the purpose of the trip? 2. Preplanning worksheet
3. Students will sketch a picture of their story map in their sketchbook. 4. Each student will have their preliminary sketch approved by the teacher. Application of Learning /Studio Component 5. Students will draw a final drawing on 18x12 inch paper 6. Students will paint their drawing using acrylic paint Reflection & Judgment 7. Each student will write a narrative story about their painting 8. Students will read their story while the class views their completed work Statement of Origin The works of artist, Johnnie Swearingen were first introduced to me in ARE 4351, Art in Elementary at the University of Central Florida. Swearingen ’ s works are easily relatable to students and depict narrative stories and use bright colors. The use of this contemporary artist and the narrative application was formulated after reading, Power Play: Rethinking roles in the art classroom. This article expounds on the needs for students to create connections to the art they see at young age. One of the goals of an effective art education curriculum is to get students to question big ideas, accomplishing this is best done by using students centered lessons and relatable contemporary art examples (Buffington, 2014).
Lesson 2: Lesson 2: Exploring Family & Relationships Objective Students will learn the importance of relationships and how they impact our lives and works of art. Students will learn the definitions of collage, portrait, family and balance. Students will be read, Souls Look Back in Wonder by Tom Feelings and based on his illustrations students will respond by creating a work that shows relationships in their life. NGSSS VA.3.C.3.2 Describe the connection between visual art and other context through observation and art criticism VA.5.S.1.3 Create artworks to depict personal, cultural, and/or historical themes. VA.5.S.2.3 Visualize the end product to justify artistic choices of tools, techniques, and processes. Materials Watercolor Paper Watercolor Paint Sketchbooks Pencils Glue
Procedure Students will be introduced to the works of Tom Feelings by being read Souls Look Back in Wonder. Through the use of guided discussion, the illustrations will be critiqued and the content of the story will be discussed. Students will be asked to reflect on how relationships impact their life and how there are many different types of relationships. Students will be given a rubric for this lesson and each criterion will be discussed.
Pre-Planning Students will begin by answering a pre-planning question in their sketchbook Question: What are relationships and why are they important? Planning Students will make three drawings in their sketchbooks that show relationships in their life. These drawings can be of friends, family members or other important people. Students will then create a sketch of a landscape. Reflection & Judgment Students will select the relationships they want to depict in their final piece Studio Component Students will draw the people they selected on watercolor paper Students will paint each person using watercolor paint Using a larger sheet of paper students will create a landscape painting Once complete, students will cut out their painted people and assemble them into a landscape
Assessment Students will grade their work using a rubric provided Statement of Origin This lesson was created as a response to the writing and illustrations of Tom Feelings ’ s work, Souls Look Back in Wonder. As an illustrator Feelings depicts young children in his book and this enables students to create connections to his paintings. His work is both technically sound and rich in content. The use of painting and collage is unique and offers students an opportunity to incorporate multiple techniques into one piece.
Objective Students will be introduced to printmaking and create a work that communicates the importance of environmental preservation. Students will use recycled styrofoam to create a print. Students will learn about printmaker, Jose Francisco Borges and his artistic process. NGSSS VA.3.C.1.1: Use the art making process to develop self-expression VA.5.F.1.1: Examine and experiment with traditional or non-traditional uses of media to apply imaginative techniques in two- and/or three-dimensional artworks. Materials Styrofoam Pencil Paint Rollers Lesson 3: Lesson 3: Printmaking & Recycled Art
Procedure Students will be introduced to the works of Jose Francisco Borges and his printmaking process. Borges is a popular folk artist in Brazil who works in woodcuts. Students will learn about the process of creating woodcuts and apply what they have learned to making their own print. Students will use a recycled medium, stryofoam, to communicate the importance of environmental preservation. Students will be given a rubric for this lesson and each criteria will be discussed.
Pre-Planning Students will begin by answering a pre-planning question in their sketchbook Question: Why is it important that we recycle? Planning Students will complete three planning sketches in their sketchbook. Each sketch should represent a different idea that communicates the importance of environmental preservation. Reflection & Judgment Students will select their strongest sketch and tell the teacher the reason for their selection. Students should be guided to select the work that most effectively communicates their message. Studio Component Students will be given a 10x10 square of recycled stryofoam and a dull pencil Students will carve their sketch into the styrofoam Once complete, students will use a paint roller to apply paint to their piece and print using a rolling pin
Assessment Students will grade their work and the work of a peer using a provided rubric Statement of Origin The aim of this lesson is for students to create works that communicate social problems, this was an idea that transpired after reading Olivia Gude ’ s 2007 article, Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculum. Just like great art, investigating community themes is an important component to art education curriculum because it teaches shared social experiences (Gude, 2007). In this lesson students are given the chance to discuss social problems and tackle issues that they find important environmentally. Tackling social issues activates higher levels of thinking and forces students to question themes and social norms that they may have not previously questioned.
Lesson 4: Your First Memory Shadow Box Objective Students will learn how to communicate a personal experience three dimensionally. Students will learn and understand the importance of proportion in art. Students will use a variety of materials and techniques to express their idea. NGSSS VA.4.C.2: Assessing our own and others ’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth VA.4.S.1.1: VA.4.S.1.1: Manipulate tools and materials to achieve diverse effects in personal works of art.
Procedure Students will be introduced to the works of Howard Finster. They will learn how Finster effectively used a combination of text and images to convey his message. Students will create shadow boxes to depict a memorable experience using both text and images. Students will then use clay to create a 3D model of themselves to place within the limits of the shadow box. Students will plan and sketch as part of a planning for this multi-step artistic process.
Pre-Planning Students will begin by answering a pre-planning question in their sketchbook Question: Write about a memorable experience. Planning Have students complete an Idea Map to help define elements of their experience Using the Idea Map as reference, sketch three images that communicate the experience, one sketch should show the location you experience occurred. Write one paragraph that explains your experience. This should answer the, who, what, where, when, why and how of the experience.
Studio Component 1: Shadow Box Using a small cardboard box (or shoe box) create the setting of your experience using paint. Students will use a fine tip marker to write key sentences from their writing, as seen in Howard Finster ’ s works. Studio Component 2: Clay Students will measure the parameters of the box and create a proportional clay model of themselves. The clay figures dried and then fired. After firing, a mix of tempera and watercolor will be used to paint the model. Reflection & Assessment Students will grade their own shadow box using a supplied rubric. Students will answer two reflective questions in their sketchbook. Question1: Does the shadow box effectively communicate your experience? Question 2: What did you learn about the artistic process?
Statement of Origin This lesson resulted after reading reading Olivia Gude ’ s 2007 article, Principles of Possibility: Considerations for a 21st Century Art & Culture Curriculum. In the article is stressed that students should be directed to illustrate or symbolize themselves in new ways that are often overlooked (Gude, 2007). To enable students to explore themselves and reevaluate their identify this lesson asks student reflect and recall experiences through the art making process (Gude, 2007).
Lesson 5: Media Critique Objective Students will critically analyze media advertisements learning that the information which they are shown should be questioned, judged and critiqued. Students will also learn and use formal elements of a critique. Students will understand the role of the audience and how it plays an important factor in art and advertising. NGSSS VA.3.C.3.2 Describe the connection between visual art and other context through observation and art criticism Materials Laminated copies of DOVE advertisements Index cards
Procedures Students will learn elements of a formal critique by participating in a group discussion centering around print advertisements.
Pre-Planning Students will begin by answering a pre-planning question in their sketchbook Question: What is beauty to you? Students will be asked to read their definitions of beauty aloud Two different DOVE advertisements will be passed to each table Group & Guided Discussion Students will be asked to look at the ad for two minutes Students will then be given two index cards, one with a guided question and one blank The question will highlight an element from the Feldman model of critiquing art Table 1: Describe the advertisement. Table 2: Describe the person in the advertisement. Table 3: What do you think the advertisement is trying to communicate? Table 4: What do you think the advertisement is trying to communicate? Table 5: What is the advertisement advertising? Table 6: Does the a advertisement make you want to purchase the product? Table 7: Do you like this advertisement? List 4 reasons why or why not. Table 8: Do you feel that this advertisement effectively communicates a message? (Why or why not, list two reason)
Students will work cooperatively to answer their question on the provided blank index card. Students will be given 10 minutes to complete this part of the lesson. A timer should be used to help students stay on task and engaged. Starting from Table 1 and moving forward students will read their answers to each questions until all questions have been covered. The teacher will highlight key points made by the students and offer suggestions in the form of questions (e.g. Would this advertisement be effective if they used man? Why did they only use women in this ad?). Reflection/Assessment Once complete students will write a new definition of beauty in their sketchbook.
Statement of Origin This lesson was formulated in response to reading, Practical Art Criticism. The process of critiquing a work of art is not a simple one; in fact, each step requires careful and critical observation and thought. It is extremely important to teach students how critically analyze the work around them. Attending to visual facts, naming and describing the facts, analyzing the facts, interpreting the evidence and making judgments about the work outlines the formal critical process (Felman,1994). While these steps are complex, they provide a formula that can be used in the art classroom to guide students to more critically view art. This lesson is designed as an introduction, to teach students used to using the step-by-step process when critiquing art in an effort to establish a foundation for viewing art and the world around them.