1. Elementary Lesson Plans
Nicole Joly

2. Overarching Goal
Because social development is so important in elementary school, I wanted to create lessons plans which consisted of a significant amount of collaboration, such as creating murals. I also wanted my lessons to help the students realize that art is not limited to only museum interiors. The drawing and media criticism projects especially focus on opening their eyes to what they see on a daily basis.

3. Ben Heine (from his 2010 collection, “Pencil vs. Camera”)
Drawing lesson

7. Statement of Origin
The idea for this lesson plan came from discovering Ben Heine’s “Pencil vs. Camera” collection. His illustrations are silly and playful, something younger artists would love, and would not require too much technical skill. His work is a good example to share the differences between observational and imaginative drawing with the class. The lesson would also be a useful way to provide the students with a basic introduction to photography.

8. Procedures Introduce Ben Heine’s “Pencil vs. Camera” collection
Discuss the illustrations and the artist’s method of combining imaginative and observational drawing
Teach basic photography skills and have students take pictures around their town
Encourage thinking critically to consider what type of drawing will be placed on top of the photograph
Demonstrate the illustrative process
Discuss what it means to “continue the photograph” in their drawing
Consider ways to add an imaginative twist to the photograph
While demonstrating, review concepts of line and form, and explain different ways to achieve value
Students will select their favorite photo and brainstorm clever ideas
After given approval, they may begin working
Students will tape down a small piece of drawing paper to the photograph and use drawing pencils to create their illustration
They will be displayed after completion
Lead-in to Dada art movement?

9. Objectives & Assessment
The students will learn how to draw from observation, while also drawing imaginatively. They will learn basic photography skills to photograph a certain place in their town. They will then successfully use line, form, and value to create an illustration which adds a humorous twist to their photograph.
Rubric:
Effective photography techniques
Completion
Illustration “continues the photograph” and has value
Good craftsmanship
Following directions
Participation

10. Ralph Fasanella
Painting lesson

11. Coney Island
Oil on Canvas
59 x 96”

12. Stickball
Original Silkscreen
1975
29 x 30”

13. Statement of Origin
I believe sometimes young students can be overwhelmed with painting lessons because paint is harder to control than a pencil. I wanted to select an outsider artist because of the child-like qualities most outsider art has. I thought Ralph Fasanella’s large scale paintings would be a perfect example for a mural lesson. Also, his paintings do not have much value, just shapes of color, and I thought it would be quicker and easier for the students to focus on just color and perspective, rather than value.

14. Procedures Show various examples of mural paintings
Introduce and have a discussion about the work of Ralph Fasanella
Identify the artist as an outsider artist and explain what that means
Discuss what Ralph Fasanella’s work says about New York lifestyle and brainstorm what sort of activities would be in a mural about the school environment
Offer some suggestions such as lining up for lunch or playing at recess
Divide each group by different areas of the school, such as the classroom, cafeteria, and playground Students will sketch their ideas in groups at their tables
Once complete, arrange the sketches to create a rough sketch of the mural
Students will use acrylic paints to create the basic layout of the mural and then begin to paint their assigned section of the school
Emphasize the importance of planning in not only large-scale paintings, but in all artworks
Remind students to be conservative with space
As the mural progresses, students will be able to move to areas where space is less limited
Estimate that each class will get about a day or two’s worth of painting time
Once completed, each class will be given time to look at the finished mural
The students will write one or two paragraphs discussing their favorite and least favorite parts of the process and what they love most about the finished product

15. Objectives & Assessment
The students will learn about outsider art, specifically the artwork of Ralph Fasanella. They will learn about mural paintings and will work collaboratively to paint a mural of various activities that occur within the school environment. To successfully do this, the students will utilize knowledge of perspective, color theory, and basic painting techniques.
Rubric:
Participation during the group sketch and in discussions
Effective painting techniques, especially with color and perspective
Good craftsmanship
Completion of the written assignment
How well they worked collaboratively

16. Wesley Anderegg
Ceramics lesson

17. Reaching For the Moon
Mixed Media
2010
26 x 12 x 8”

18. Looking For Polly
Mixed Media
2010
18 x 14 x 8”

19. Statement of Origin
During my internship, I’ve learned that elementary school students are great story tellers and they always have something to say. I just know that kids would love guessing the narratives of Wesley Anderegg’s pieces. This lesson would also help to get the students to start thinking about the message behind all artworks and artist intention. The lesson and the peer interpretation also help them consider how to successfully convey a story through their own art. I thought Wesley Anderegg was the perfect artist for this lesson because most of his work is simple enough so that the students can add their own unique experimentations to their final piece.

20. Procedures
Show the students numerous ceramic pieces by Wesley Anderegg
Explain the word “narrative” and ask the students to guess the story that each piece of his is telling
Point out the simplicity of his works, and how they only consist of a ceramic figure or two, and a painted background
Inform the students they will be making similar sculptures which tell a narrative
Students will be write two or three paragraphs about a bizarre dream they once had
Students will sketch out a design that has at least one ceramic figure and a decorative background
Encourage them to add some ceramic pieces to their background as well
Demonstrate different ways to make and decorate the figures
Begin creating the ceramic pieces first, and the background second
The backgrounds will be made from cardboard shoeboxes
Painting and assembling will be the final steps of this lesson
Once complete, the students will swap their sculptures
They will write one or two paragraphs guessing their peer’s original narrative
Students will compare their peer interpretation with their original story to consider how successful they were at conveying their message

21. Objectives & Assessment
The students will observe various works by Wesley Anderegg and hold a successful critical discussion about the narrative qualities of his works. The students will write two or three paragraphs about a bizarre dream they once had and then turn their story into a three-dimensional ceramic figure. They will learn to construct a background for their figure as well.
Rubric
Participation during discussion
Pre-construction sketch
Has a complete background and at least one painted ceramic figure
Good craftsmanship
Followed directions
Completed both written assignments, the short story and the peer interpretation.

22. Robin Barcus Slonina (from her ongoing “State of Dress” collection)
Sculpture lesson

23. Garbage Dress, 2010

24. Casino Chip Dress, 2008

25. Statement of Origin
The idea for this lesson plan came immediately once I stumbled upon Robin Barcus Solina’s “State of Dress” collection. Her sculpture is the perfect inspiration for the students to create a collaborative sculpture which would require them to apply certain elements and principles of design, reflect on their environment, explore the methods of collage, and learn about found art and symbolism. Her work reminded me of Jane Gillings’ Dream Home (2009), which I used for inspiration when creating a similar lesson plan.

26. Procedures
Show pictures of Robin Barcus Solina’s various unique dresses
Talk about found objects in art and how she used them to create her designs
Show pictures from and discuss her “State of Dress” collection
Point out her use of symbolism to make each dress representative of a certain state
Inform the students that the artist has not yet made a Florida dress and have them brainstorm what sort of symbols could be used to represent our state
Review the elements and principles of design, with a focus on balance, variety, unity, and harmony, and demonstrate the process of collage
Students will practice for the sculpture by making a small collage representative of Florida, using glue, travel magazines, scissors, and construction paper
Inform the students that we will be making a “State of Dress” Florida dress
Encourage them to bring back any found objects symbolic of our state, such as postcards, souvenirs, or sea shells.
Each group will get a section of the dress. They will use glue to aesthetically arrange their found objects, some of which I will provide, on the pre-cut canvas
Offer suggestions and assistance while they are constructing and will encourage them to “think like an artist” and arrange their objects with intention
After completion, the sections of the dress will be put back together and displayed
Hold a classroom critique to observe the students’ appropriate use of vocabulary and understanding of what makes an artwork successful or unsuccessful.

27. Objectives & Assessment
The students will explore found objects and the use of symbols in art. They will focus on balance, variety, unity, and harmony from the principles of design. The students will learn how to create a collage on paper, and then will successfully create a collage of found objects on a three-dimensional sculpture.
Rubric
Participation in class discussions and the critique
Successful completion of their collage
Good craftsmanship
Effective use of balance, unity, variety, symbols, and harmony on their group’s dress section

28. Creative Advertisements
Media criticism lesson

29. Freshness Bags
Rubin

30. Brabus Bridge Jump
Smart
2007

31. Double Strike?
KarstadtQuelle Dental Insurance
2006

32. Drinking Straw
Coca-Cola
2010

33. Laundry Bus
All

34. Statement of Origin
I knew I wanted to focus on advertisements for the media criticism lesson because it would be a fun and easy way to introducing students to art criticism. To make the project more exciting, I searched the web for some of the most humorous and clever ads I could find. Advertisements are very relatable to students of all ages because of its existence in their daily lives. This connection will help to make students realize that there are various types of art and it is not just limited to the interior of a museum.

35. Procedures Flip through a magazine on a visualizer
Point out various types of advertisements and lead a discussion on advertisements and their powerful effect over its viewers
Ask the students to list some places they have seen advertisements before
Mention that usually the cleverer an advertisement is, the more memorable it becomes
Discuss which advertisements they still remember after a long period of time
Give each table of students one advertisement from selection
Include a handout which asks questions such as:
Would you buy this product?
Do you think you will remember this advertisement in a year? In ten years?
What do you like most about this advertisement?
Is there anything you would change?
In their groups, students will use these questions as a guideline to intelligently critique the assigned advertisement
Afterwards, the groups will give an oral presentation to the class defending their own advertisement as the most successful

36. Objectives & Assessment
Students will learn about the power of advertising and its role in our society. They will intelligently critique several advertisements and understand that art is not limited to only paintings and sculptures. They will defend why and how their group’s assigned advertisement is the most successful.
Oral presentation
Group grade
Participation
Check for understanding
Knowledge of criticism

37. References
All (Corporation). Laundry Bus [Advertisement]. Retrieved October 27, 2010 from Anderegg, Wesley (Artist). (2010). Looking for Polly [Ceramic Sculpture]. Retrieved October 5, 2010 from Anderegg, Wesley (Artist). (2010). Reaching for the Moon [Ceramic Sculpture]. Retrieved October 5, 2010 from Coca-Cola (Corporation). (2010). Drinking Straw [Advertisement] Retrieved October 27, 2010 from Fasanella, Ralph (Artist). ( ). Coney Island [Painting]. Retrieved October 5, 2010 from Fasanella, Ralph (Artist). (1975). Stickball [Painting]. Retrieved October 5, 2010 from Heine, Ben (Artist). (2010). 11 [Photograph]. Retrieved October 26, 2010 from Heine, Ben (Artist). (2010). 12 [Photograph]. Retrieved October 26, 2010 from Heine, Ben (Artist). (2010). 33 [Photograph]. Retrieved October 26, 2010 from

38. References Continued
KarstadtQuelle Dental Insurance (Corporation). (2006). Double Strike? [Advertisement] Retrieved October 27, 2010 from Rubin (Corporation). Freshness Bags [Advertisement]. Retrieved October 27, 2010 from Slonina, Robin (Artist). (2008). Casino Chip Dress [Sculpture]. Retrieved October 27, 2010 from Slonina, Robin (Artist). (2010). Garbage Dress [Sculpture]. Retrieved October 27, 2010 from Smart (Automobile Company). (2007). Brabus Bridge Jump [Advertisement]. Retrieved October 27, 2010 from