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A Hair Raising Experience
10
Transcript
A Hair Raising Experience
4th Grade Art Lesson
By: Madison Hatcher
Standards
VA.4.C.1.1
Integrate ideas during the art-making process to convey meaning in personal works of art.
VA.4.C.3.1
Use accurate art vocabulary when analyzing works of art.
VA.4.O.3.1
Apply meaning and relevance to document self or others visually in artwork.
Expected Outcome
Assessment
Formative Assessment: Students will be assessed on how well they followed directions, their creative effort, and peer evaluation.
Modifications
Vocabulary
Grade Level, Objective, and Outcomes
Materials
ESE: Provide grips for Sharpie markers or use triangular-shaped black crayons to facilitate fine motor skills.
ESOL: Have the verbal directions written out in the student's L1, provide previous examples from years prior.
Large Construction Paper
Various sized tips of sharpie markers
Grade Level: 4th Grade
Objective: Students will be able to create patterns with the use of multiple types of lines.
Outcome: Increase creativity within the student and increase socialization by working with peers to obtain new ideas.
Repetition: the action of repeating something that has already been said or written
Pattern: a repeated decorative design.
Contrast: the arrangement of opposite elements (light vs. dark colors, rough vs. smooth textures, large vs. small shapes, etc.)
Procedures
Procedures cont.
1. Look at and discuss various types of lines that are on the poster. Discuss
how repetition of lines creates a pattern. Students will use line patterns to
create a head of hair or a beard.
2. Distribute paper and markers.
3. Draw a large "U" at bottom of paper for a head or an inverted "U" at the top of
the paper for a bearded person. For the version with the hair, draw a neck
and shoulders as well.
4. Add facial features and other interesting elements such as jewelry. BE CREATIVE!
5. Start with one line and repeat it at least six times before changing to another
line pattern.
6. Continue to fill in the entire paper with line patterns. Use the ones we discussed as well as ones you come up with on your own.
7. Create areas of contrast with darker or thicker lines.
8. Make sure students sign their first and last name on the bottom right-hand
edge of their paper.
9. Ask students to pick a peer to evaluate; write 3 artistic statements about the piece.
9. Collect all materials and clean up working space.
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