Eric Carle Fireflies
Goals: The students will understand that artists over history have developed their own artistic style, and they will be learning about creating their own style using Eric Carle's fireflies as inspiration.
Standards: Anchor standard 1 - generate and conceptualize artistic ideas and work - 1st grade - engage collaboratively in exploration and imaginative play with materials Anchor standard 3 - refine and complete artistic work - 1st grade - use art vocabulary to describe choices while creating art Anchor standard 6 - convey meaning through the presentation of artistic work - 1st grade - identify the roles and responsibilities of people who work in and visit museums and other art venues Learner will be able to: -engage with literature by listening to the Eric Carle story -Describe Eric Carle's style -Use art elements and principles to design wings using pastel and tempura paint -Use glitter glue to design their firefly body -Trace shape of wings -Accurately cut wings out -Identify color pastel that they used int he wings to create a background on black paper -Construct their firefly with assistance -Apply sticky starts around firefly In this lesson, the students were able to create fireflies that were inspired by Eric Carle. I enjoyed this lesson because the students were able to connect it with the book we read, "Eric Carle's Firefy" by Eric Carle. By reading this book before we began the lesson, the students were able to start brainstorming what they wanted their firefly to look like. If I were to teach this lesson again, I would want to include more creative freedom. By allowing the students to have more choices with the lesson, the projects would be much more artistically diverse. |
Highland View Elementary School - 2014
Grades: Kindergarten, first and second Creating lesson plans and working with the students in the classroom |
Identity Through Color
Goals: The students will be able to use their name as their form of identity and learn about the order of the colors in the rainbow. They will be learning about the colors, as well as how to trace the letters of their name in a way to make an interesting composition.
Standards: Anchor standard 1 - generate and conceptualize artistic ideas and work - 1st grade - engage collaboratively in exploration and imaginative play with materials Anchor standard 3 - refine and complete artistic work - 1st grade - use art vocabulary to describe choices while creating art Anchor standard 6 - convey meaning through the presentation of artistic work - 1st grade - identify the roles and responsibilities of people who work in and visit museums and other art venues Learner will be able to: -Trace letters with touching or overlapping -Find personal meaning by connecting their favorite color to their name -Apply the colors of the rainbow in order -Recall how to use markers neatly This lesson fit really well with the children developmentally. They were so excited that they were going to use their names for the basis of their project. We were able to use the objectives to get them started, and even in second grade, these children were beginning to put their own spin on the lesson. |
Picasso Portraits
Goals: The students will understand that Picasso worked in a style called cubism, and learn how to work with some facial features he used in his works of art.
Standards: MPS 6th grade standard - creates quality artwork that demonstrates creative thinking and problem solving Learner will be able to: -identify cubism in Picasso's portraits in a quiet and respectful large group discussion with picasso magazines. -apply chosen picasso features such as eyes, ears, noses, mouths, eyebrows and extra cubism designs from their chart by neatly drawing it onto their construction paper and gluing it to their picasso portrait. -create their own cubist portrait by overlapping their construction paper features to their final paper in order to correctly represent the cubist style -use crayons to neatly add more designs to their cubist portrait This lesson was a very fun and interactive one. The students really enjoyed being able to incorporate a "Picasso Game" into this lesson, because they were able to interact with their peers at their table which appeared to keep them more engaged in their project. If I were to teach this lesson again, I would somehow change up the game boards much more so the projects turned out differently, and I would also allow them to cut and add more to their facial features. It would be awesome to spread this lesson out amongst a couple of class periods, to ensure everyone had enough time to make it their own. |
Longfellow Elementary School -2015
Grades: Kindergarten through eighth grade |
Coil pots
Goals: Students will understand how to use clay to form coils, and how to stack them to make tall skinny coil pots.
Standards: Anchor standard #2: Demonstrate quality craftsmanship thorugh care for and use of materials, tools and equipment Anchor standard: #10: Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art making Learner will be able to: -create an abstract drawing by focusing in on a small area of a realistic image -correctly use viewfinder to find an interesting abstract design in their picture -accurately draw what they see in their viewfinder, using pencil -trace their pencil lines neatly with sharpie to create a more finished look -mount their artwork onto their favorite colored construction paper to create a more finished piece of art This lesson was very exciting for the students. Clay is always something they are interested in. The unfamiliar texture engaged them in the project and allowed them to experiment and be even more creative. |
Enlargement
Goals: The students will understand that there is more art than realistic art, and that abstract art is another very popular form.
Standards: Anchor standard #9: Develop and apply relevant criteria to evaluate a work of art Anchor standard #11: Analyze how art reflects changing times, traditions, resources and cultural differences Learner will be able to: -create an abstract drawing by focusing in on a small area of a realistic image -correctly use viewfinder to find an interesting abstract design in their picture -accurately draw what they see in their viewfinder, using pencil -trace their pencil lines neatly with sharpie to create a more finished look -mount their artwork onto their favorite colored construction paper to create a more finished piece of art The second step of this lesson was to add color into their pieces to focus on balance. |
The second part of this lesson was to create balance in their drawing by using color.
Goals: Students will understand how balance makes a piece of art much better, and how to create balance in their pieces using color.
Standards:
Anchor standard #2: Demonstrate quality craftsmanship through care for materials, tools and equipment
Anchor standard #3: Identify, describe and visually documents places and or objects of personal significance
Anchor standard #10: apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art making
Learner will be able to:
-finish their sharpie drawings
able to choose thoughtful placement for their color
able to neatly color in three spaces on their drawing
Goals: Students will understand how balance makes a piece of art much better, and how to create balance in their pieces using color.
Standards:
Anchor standard #2: Demonstrate quality craftsmanship through care for materials, tools and equipment
Anchor standard #3: Identify, describe and visually documents places and or objects of personal significance
Anchor standard #10: apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art making
Learner will be able to:
-finish their sharpie drawings
able to choose thoughtful placement for their color
able to neatly color in three spaces on their drawing
Textile Designs
![Picture](/uploads/4/2/2/3/42238703/1446610830.png)
Wauwatosa-West High School - 2015
Grades: 9-12
Goals: The student will understand how to develop textile designs that integrate shape, negative space, color and pattern
Standards:
Standard #1: Visual arts educators have a thorough understanding of the visual arts
Standard #2: Visual arts educators understand student characteristics, abilities and learning styles
Standard #8: Visual arts educators systematically reflect on their own practice
Standard #5: Visual arts educators use knowledge of students as learners to plan appropriate instruction.
The Learner will be able to:
Grades: 9-12
Goals: The student will understand how to develop textile designs that integrate shape, negative space, color and pattern
Standards:
Standard #1: Visual arts educators have a thorough understanding of the visual arts
Standard #2: Visual arts educators understand student characteristics, abilities and learning styles
Standard #8: Visual arts educators systematically reflect on their own practice
Standard #5: Visual arts educators use knowledge of students as learners to plan appropriate instruction.
The Learner will be able to:
- create an interesting pattern on their paper.
- identify the negative space being created in between their traced shapes.
- use at least two contrasting colors to emphasize the positive and negative space in their design.
- use two different medias to emphasize the positive and negative space in their textile design.
- use some of the vocabulary correctly in their written response on their rubric.
Gelatin Printing
Goals: The students will understand how to create a gelatin print that includes ghost printing, texture, range of values and a good composition.
Standards:Anchor Standard #3 – Refine and complete artistic work Anchor Standard #9 – Apply criteria to evaluate artistic work The learner will be able to:
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