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sub lesson 3 weeks

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Dennis Stanton

on 30 September 2013

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Transcript of sub lesson 3 weeks

Elementary Art Lessons
Kindergarten
Theme: Patterns and Textures in Nature
Objectives:
The students will:
Participate in a discussion about the various patterns and textures in the illustrations of "McElligot's Pool"
Discuss their knowledge of pattern and texture found on animals and compare this with paintings by Melissa Leaym-Fernandez
Explore textures and patterns by making crayon rubbings and drawing their own patterns
Design an imaginary sea creature with unusual patterns and features
Explain his or her creature and where it lives, how it moves, what it eats, etc.
Melissa
Leaym-Fernandez
Mother and Calf in India
Enlightenment
First Grade
Theme: Big and Small
Objectives:
The Student Will:
Participate in a discussion about the illustrator's use of scale in the book "Shivers in the Fridge" by Fran Manushkin
Explore size relationships by comparing objects in the classroom
Compare the size relationships in "Shivers in the Fridge" to the ones in sculptures by Claes Oldenburg
Draw a picture demonstrating play with size relationships
Claes Oldenburg
Spoon Bridge
Clothespin
Second Grade
Theme: Unanticipated Results From Abstract Shapes
Objectives:
The Students Will:
Recognize how artists can create work with unanticipated results
Discuss imagery found in clouds and how this imagery can have multiple interpretations
Create an abstract shape and then add to that shape to draw a recognizable image
Create a collage with an abstract cloud shape that is transformed into something recognizable
Discuss the unanticipated results of their own work (and that of their classmates) and how it makes them feel.
Eric Carle
Third Grade
By: Rachel Wright
and supplemented by
Dennis Stanton
Theme: How Do Artists Create the Illusion of Depth?
Objectives:
The Students Will:
Participate in a group activity where the students demonstrate the illusion of depth using their bodies.
Discuss how the illusion of depth is created using vocabulary terms.
Point to examples of the presence of depth (or lack thereof) in the illustrations of the children’s book The Lion’s Share.
Explore paintings by Wayne Thiebaud, pointing out congruent aspects, as well as methods the artist used to create depth.
Create a drawing of a still life involving desserts, using overlapping, placement, and size variation to create a sense of depth.
Wayne Thiebaud
Confections
Boston Cremes
Pie Counter
Learning targets
I can talk about textures of fish from McElligot's Pool

I can make a texture by creating lines and using glue.
Day One
Learning Target
I can discuss talk about pattern and texture found an elephant and compare this with paintings by Melissa Leaym-Fernandez

I can draw a fish through guided practice.
Day 2
Learning Target
I can create a fish with texture.

I can explore textures and patterns by making crayon rubbings.

I can share supplies and textures with my classmates at a table.
Day 3
Learning Targets
I can listen to the opposite song and discuss things that are opposite with a peer.

I can talk about the size of scale. Scale is how big something is compared to something else.

I can create a list of things big and small reverse them in size on a paper. (Mouse and Elephant)

I can illustrate a size difference.
Day 1
Learning targets
I can compare things in the room.

I can continue to work on my drawing with crayons. This means I will use them in one direction and hard.

I will think of details in the background that would help demonstrate scale.
Learning Target
I can use watercolor in a safe manner.

I will use watercolor washes over the crayons
Day 3
Day 2
Learning target
I can check my work for quality.

I can create a short descrition or story of my artwork.

I can create a name tag and tape it on the art work
Day 4
Day One
Discuss imagery found in clouds and how this imagery can have multiple interpretations

I can create 3 imaginary shapes on a large blue paper
Day Two
Discuss imagery found in clouds and how this imagery can have multiple interpretations

Create a collage with an abstract cloud shape that is transformed into something recognizable

I can enhance the image with small markers. To guide not to redraw. Use a pencil before deciding to commit to a line.

I can create a collage by cutting and pasting imaginative image onto 4x4 sheet then mount on larger sheet.
Fifth Grade
The 5th grade students learned about VALUE. VALUE is going from light to dark with any color. If you add white to a color you get lighter which is called a TINT. If you add black to a color you get a darker which is called a SHADE. Artists add value to an object to make in look 3-dimensional on a flat, 2-dimensional surface. The 5th grade students were able to choose a color of their choice for their background and create a value scale to represent the light coming from the moon. Finally they were able to add a silhouette of a tree and owl to complete their composition
Day 1
I can practice creating a tint and shade.

I can add with to my favorite color creating 3 tints....add a larger amount of color to white and adding black to make a shade.

I can create a moon (circle with paper plate) on my paper then start with a light tint and make darker tint as I move away from the moon.
Day 2
I can create a large branch and make smaller branches as it radiates out. (spooky)

I can add at least 3 small owls with white eyes.

Day 3
I can paste my owl picture on black paper, name and title the work

I can create a trading card (2x3) with the word OWL made into an OWL. Use your imagination and creativity.


Fourth Grade
Picasso Monsters
Day 1
I can identify the profile view and frontal view.

I can create a Picasso monster face with steps

I can use scissors, glue, markers and other materials for my collage

Step 1- The Head
Hand out patterns for the monster heads, I have 4 different patterns that I hand out to each table. We discuss which shape head would make each type of monster (squared off top for Frankenstein, etc.)
step 2: Have the kids choose 2 different colored pieces of 9" X 12" construction paper and then trace their head shape on each paper and cut out.

each student needs 2 that are different color
Then demonstrate how to split the head down the middle so that we can show our faces from two different perspectives.

Begin at the forehead- middle of the top of one head shape.

Next comes the nose shape. Be sure to tell the kids to make it big! At this point, they should be more than half way down the face or else the chin will be HUGE. I often show them "Mr. Wrong" and draw it incorrectly so they see what NOT to do.

Add the chin
Students will glue the piece with the nose and keep the scrap piece for later.

Using the piece that has the nose, glue it to the other head shape, lining them up carefull
Using the remaining scrap from the head, draw a large neck shape and cut out.

Add some glue to the top edge and lay the head on top.

They should have a rounded neck as shown
I tell my students that they need to draw one circular iris and one oval shaped iris on their colored paper. They are told to make these shapes BIG- they can always be trimmed later. Glue the circle to the eye looking forward and the oval to the eye in profile. I tell them that they are adding the scoop of ice cream to the cone. It works!
Have students glue the eyes on as shown, making sure that one side of the face is looking forward and the other is in profile.

Hand out 2 scraps of white paper and have students draw one eye shape that is facing forward (like a football) and one eye that is facing sideways (like an ice cream cone.) Cut them out.

END OF DAY ONE
Put head in your folders
Day 2
I can continue to create a Picasso monster face with steps

I can use scissors, glue, markers and other materials for my collage

End of day 2
For the mouth, they will need a scrap of red or pink paper and a scrap of black.

On the black paper, the students draw a large potato shape.

The mouths of our monsters will be open, as if they are yelling.
Glue the black shape on to the red/pink paper scraps

"Bubble cut" around the black paper, leaving a little of the red/pink paper showing.


These are the lips of the monster.
Glue the mouth into place.
Hand out a strip of white paper to the students.
Cut small rectangles to make the monster's teeth and glue along the inside edge of the mouth.


Some of my students made fangs and I let that slide!
Next up- the cheeks. I had students choose 2 squares (the same color) of construction paper.
They stacked their papers, drew a large circle, and cut them out to make 2 cheeks.


Glue them on the cheeks, as seen. I told them it was ok to have one cheek hanging over the edge, rather than have it covering the nose.
I have a variety of construction paper laid out for the kids. They choose one piece of 12" X 18" paper (in Halloween type colors) for the background and one 9" X 12" paper for their monster's shoulders. They need to think about this- what color would their type of monster wear? What color would show up best as a background?
The shoulders of the monster will be made from the smaller paper. Lay it out horizontally and draw an arc from one corner to the other, as seen below.

This piece gets glued to the larger piece of construction paper, along the bottom, as shown below.
Next, add the monster, making sure the neck is on top of the shoulders slightly.

Don't worry if the head extends beyond the top of the background paper.

Step 5- Outline


Using a black marker, outline all of the facial features and add pupils to the eyes. We also added swirls to the cheeks and scars. Eye brows may be added as well. Demonstrate how the placement of the brows can show different emotions.

Step 6- Extend the Background


Flip the monsters over and tape another piece of construction paper to the top of the background. This will allow more room for the kids to decorate the sky.
Day 3
I can continue to create a Picasso monster face with steps

I can use scissors, glue, markers and other materials for my collage

I can finish by adding details.

I can create a name tag with title and grade.

Now the really fun part begins- adding all of the costumes, backgrounds, and other details.


Yes, we used glitter for this project.
We love this iridescent paper to make the moons. In this case from Mylar balloons
Frankenstein s added hair, coats, and bolts.
Witches added hats, buckles, and pipe cleaner hair
Werewolves added ears, claws, and full moons.
Some kids came up with their own creatures, like this pumpkinhead.
Learning Targets
I can participate in a group activity where we can demonstrate the illusion of depth using our bodies.

I can discuss how the illusion of depth is created using vocabulary terms.

I can point to examples of the presence of depth (or lack thereof) in the illustrations of a children's book
Fore ground,
Middle ground and Background
Day one
To do
Have student pair share favorite dessert.

Demonstrate how to create 2 rough drafts with evidence of overlapping

Demonstrate how to use black paper..11x17, draw favorite draft and use glue and trace lines...let dry on the floor not drying rack it will run

Learning Targets
I can identify the colors that the artist used.

I can discuss how overlapping is important in creating depth

I can use the oil pastels to fill in the areas. I will be careful to use one direction and blend colors especially white on other colors.
Have students partner share the meaning of overlapping
Day Two
To do
Demonstrate how to work with oil pastels experimenting first on scrape black paper:this means in one direction, adding white for blending

gallery walk the use of oil pastels on scrape paper and write suggestions on the board

Demonstrate how to color in shapes made by glue. Do not color on the glue.
Learning Targets
I can finish my oil pastel drawing this means:
1. I must mount on 12 x 18 paper

2. I must have a name tag with title and my name

3. The paper must be completed with quality...no uncolored spaces

4. I must have evidence of overlapping and blending.


it is important to move in one direction and blend
Day three
Students will place the light 12 x 18 paper vertical
They will use the brush in a swirling motion to create 1 line of clouds
Do a silent gallery walk were student can walk around and view peer work
Ask student which clouds look best and list strategies on board
Have students continue to make 2 more lines of clouds.
dry in drying rack
To Do
Have student imagine what the could may be and enhance using small markers

Have the students cut to 6 x 9 shapes from templates (trace and cut)

Mount onto 9 x 24 vertical light blue paper...title each underneath
To Do
Day Three
I can finish my imagination drawing.

I will complete mounting by using stick glue. This means that I will glue the small piece onto the larger piece.

I will go around the edges and make an X in the middle of the smaller paper.

I can make a name tag and attach it to my work. Lower right hand corner.

If I get done early I can create a story from my images and glue to the back of my artwork
To do
Introduce the artists and investigate the reason artist create larger than life things.

You will need to draw with the students step by step a large mouse and a very small elephant

You may only get to one of the characters the first day.
To do
Finish drawing the mouse today and have it drawn bit.

Draw a background...mouse hole

Demonstrate how to trace the lines with a crayon. Small texture can be made in the animals.
To do
Use see through water color. Use a dry brush for details.
Watch short demo.
Demonstrate how to use watercolors....make puddle with water and apply to your picture.

After they have finished the students can free-draw
To do
Review the definition of texture....how something feels or looks like it feels. Ask students how the examples feel in the book

Have the student put his or her name on two pieces of white paper

Demonstrate how to create texture by first drawing out wavy lines then gluing. Students must know to open and close white glue and wipe off tip.

Demonstrate how to make bubbles then trace with glue

Set aside to dry but not in drawing rack...back table is the best
To do
Before Video ask what a texture is. What type of textures does a fish have….draw on board. Watch for textures in story and list some after video.

Demonstrate a step by step method to create a Dr. Sues fish and background....starfish?

Demonstrate how to use sharpie to trace my line


To do
Demonstrate how to use a crayon on its side.

Have students use the textures they made and other texture boards for them to use on fish drawing.

Demonstrate how to cover the entire paper with textures.
To do

Demonstrate how share and collect color with a partner

On a strip of paper Demonstrate how to add small amounts of color to white..then more amount and more to white. Then gradually add black to make a dark shade at the ends.

Demonstrate how to trace shape onto a 18 x 12 paper

Demonstrate how to add color outside the moon shape gradually darkening using both tint and shade (it is really a neutral but want to drive the term shade in.
To do
Make an ink wash just by adding water to black in small containers

Demonstrate how to create a branch on scrap paper with students.

Demonstrate how to create a tree branch and then smaller branches and add at least 3 owls on moon picture.

Dry work on drying rack
To do
Demonstrate how to mount moon paper onto larger black paper (drop of glue)

Demonstrate how to create a name tag and title.

Have student create trading cards from name tag stock from the word OWL. Show example. (or they can free draw)
Pre-planning questions
Day 1: Why do artist sometimes make things large or very small?
Day 2: What type of texture can you use with crayons to show fur or wrinkles
Day 3 Why is it important to be a careful watercolor painter?

Finish my imagination drawing.

IMounting by using stick glue. This means that I will glue the small piece onto the larger piece.
Demonstrate how to go around the edges and make an X in the middle of the smaller paper.

Demonstrate how to make a name tag and attach it to my work. Lower right hand corner.
To Do
Day 1: Have you ever looked in the clouds and saw imaginary creatures? What type of things have you seen in the sky. Share with a partner.

Day 2: How will you use markers to enhance you painting? Is to re-draw or to guide? Share as a group and suggest it is to guide….using the least lines ….

Day 3 What can you do to have an active imagination….share with partner.

To Do
I can finish my oil pastel drawing this means:
1. Demonstrate how to mount with liquid glue on 12 x 18 paper of student choice.

2. Demonstrate how to create a name tag with title and my name

3. Remind students that there must be completed with quality...no uncolored spaces

4. Remind student they must have evidence of overlapping and blending.
Day 1: Can everyone demonstrate a profile view and trace your finger down you face? Why did Picasso paint this way? (show two views at once)
Day 2: What is the best what to use glue? Spaghetti or meatballs?
Day 3 Why is it important to be a careful with the glitter? When is too much too much?

Pre-plan questions
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