Our learning objective for this work was we will be able to re-purpose objects to create something new. We had six stations of junk that students could re-purpose into artwork that was permanent (they could take it home after it was dry) or temporary (it was disassembled at the end of class). I began the lesson by having students talk with a partner how they could turn something that might be considered trash into something new. Then I showed a number of different artworks made from things like old pencils, old crayons, egg trays, dried beans, marker caps and plastic cups. Next each student signed up for one of the stations, so I could see where to place each station. The egg trays were the big winner and I ended up needing two tables to house those students. The marker caps were the least wanted. But as the class time went on the plastic cups became a huge hit. They loved building tall towers and walls with the cups and then knocking them down. Below are pictures of some the the ideas and pieces they made and of students working.
We were covering the objectives, we can identify works of art from Africa and we can apply an additive printmaking process. We began by looking at African Masks and discussing their similarities and differences. We then created a collagraph printing plate of an African mask using thin cardboard from cereal boxes. We printed the plate four times on four different African colored papers with white printing ink. We finished by preparing our prints for display by cutting each out and mounting them onto small black or white paper and then gluing each onto a large black or white paper.
Our learning objective is we will be able to collaborate with our own natural world to observe, create and describe our environment. We began by discussing the differences between a natural environment and a constructed environment. We then read the story "A Day with No Crayons" by Elizabeth Rusch and discussed with a partner all the natural art supplies Liza used to create art during her day. Next we looked at the artwork of Andy Goldsworthy and his use of natural materials in his works of art.
Each table brainstormed a concept for their group piece and use the items from nature that I brought into the room to create their work. Each student took a picture of the piece on a iPad before taking the artwork apart. Each student then used a photo filter to edit their photo.
Our learning objective is we will explore nature and how artists use nature to create. We began by using Visual Thinking Strategies to discuss the Lonely Tree, Lonely People by Agnieszka Gradzik and Wiktor Szostalo. We then looked at some natural items from nature and completed some observational drawings of these items. Next we read the book Leaf Man by Lois Ehlert. Every picture in the story is created by natural items. We then looked at a variety of artworks by other artists like Andy Goldsworthy who make their art from things found in nature.
Finally we worked collaboratively as a table to create a piece of art from the natural items we used earlier in the less for observational drawings. The students really enjoyed touching and experimenting with the pines cones, leaves, sticks and rock I brought into the classroom.
Our learning objective is we will be able to brainstorm, collaboratively, multiple approaches to an art or design problem. We began by discussing why art is important. We then we read the book Color Chaos by Lynne Rowe. In the story the elementary principal bans color and at the end of the story sees why color is so important. We looked at the 12 part color wheel and reviewed the primary and secondary colors and introduced the intermediate/tertiary colors. We did partner work where we put together a 12 part color wheel placing each color in the correct spots.
We then used liquid tempera to paint the primary and secondary and then we mixed the intermediate colors and painted those. After the paint dried we then traced and cut out leaf shapes from each of the 12 colored paint sections. Collaboratively each child glued their leaves to a classroom color wheel on large bulletin board paper in the correct order of the 12 part color wheel. I think the results were amazing! I hope you do too!
The following learning objectives for this project is: We can identify and create an original seascape.
Students used old out of print book pages to color with watercolor paint for the water and sky. The pages are then torn in strips to create wavy water and sky.
White and brown paper was used to draw and cut out at least three ships in three different sizes to glue onto the water to show space by placing the larger boat up front and a smaller boat nearer to the horizon line.
We were working on the learning object, we can identify and use symmetrical balance. We began by folding a square paper in half and drawing half a butterfly against the fold. The pencil drawing was then traced heavily with black crayon. The paper is then flipped at the fold line to put the black crayon on the inside of the fold. A ruler and pressure are used to press the black crayon onto the opposite side if the paper. It will only lightly transfer so the second half of the symmetrical butterfly must be retraced to make both sides equally black. We used watercolor to paint in the drawing symmetrically. One final color is used to paint in the background completely.
We had a number of learning objectives for this work. We will explore personal interests while creating a self-expression of our likes & dislikes, we will explore how artists can tell a story through their artwork and finally, we will begin to understand the difference between abstract & realistic portraits.
We began by listing five things we like and five things we don't like. We then discussed what is a silhouette and profile; and then used a tag board pattern to cut one out and glue onto our paper. Finally each child added their likes and dislikes to their work making sure to clearly show which they liked and which they didn't like.
Fifth grade is working on the learning objectives: I can identify and create contour lines & I can create a portrait from observation. Each student began this self portrait piece by taking a photo of themselves and importing it into the Brushes app. They then created an additional layer to trace their photo. This was very difficult because the shadows and highlights make it hard to see the contour lines of their face. They drew on their background knowledge of portrait proportions they were introduced to in the fourth grade. I reviewed how we drew our self portraits from fourth grade as well. The noses were the most difficult but I think these pieces turned out wonderful! They make me smile.
With this work we were focusing on the learning objectives: We will understand artist use color to create emotion, We will understand how artists express emotions in art through color by comparing images and we will be able to create using materials/media and tools with control to explore color and color mixing.
We began by reading the book The Way I feel by Janan Cain. In the book a variety of different emotions are discussed with artwork using different colors for each feeling. We also looked at the Pixar trailer of the movie Inside Out and how each emotion was represented in a different color.
We reviewed how our face changes with each emotion and then used colored paper to create a face showing an emotion the student had recently felt.
Check out my YouTube I've been teaching elementary Art for 18 years the last eight at Becky-David in the Francis Howell School District. Teaching Art is a great job and I absolutely love it! My job is made easier by all the wonderful Art teachers out there who share their ideas and "secrets" with me personally and through the internet. Thank you! Check out & subscribe to my Youtube channel of instructional videos & book read alouds by pressing the button at the top right.
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