Transcript Art in Elementary Final Lesson Plans

ART IN ELEMENTARY
FINAL LESSON PLANS
Kristina Latraverse
Objective
Students study the art of Jonnie Swearingen and learn the
definitions of rhythm and landscape. Students will plan,
sketch and create an original narrative story through the
use of images.
NGSSS
 VA.K.C.1.1 Create and share personal works of art with
others
 VA.2.C.1.1 Use the art-making process to communicate
personal interests and self expression
Materials
 Acrylic Paint
 18x12 Paper
 Sketchbook
 Pencil
Students will be introduced to the works of Johnnie
Swearingen. Swearingen, a Texas based folk artist,
whose paintings illustrate the area, the history of the
area, and describe his life in vibrant color, expression
and movement. He was dedicated to painting and telling
stories, often at the cost of little else to live on
(Swearingen, nd.). Students will be given a rubric for
this lesson and each criterion will be discussed.
Get students to look at movement
Where are the people going?
How are they getting there?
Get students to think about the story
Who is there?
Where are they?
What are they doing?
1. Sketchbook Question & Story Mapping
Students will begin by answering a pre-planning question in their sketchbook aimed
to access their prior knowledge.
Question: What is a story?
2. Preplanning
worksheet
STORY MAPPING
Topic: Write about a time you traveled or
went somewhere
Characters
Who was there with you?
Setting
Where were you? Where were you going?
Transportation
How did you get there?
Goal
What was the purpose of the trip?
3. Students will sketch a picture of their story map in their sketchbook.
4. Each student will have their preliminary sketch approved by the
teacher.
Application of Learning /Studio Component
5. Students will draw a final drawing on 18x12 inch paper
6. Students will paint their drawing using acrylic paint
Reflection & Judgment
7. Each student will write a narrative story about their painting
8. Students will read their story while the class views their completed
work
Statement of Origin
The works of artist, Johnnie Swearingen were first introduced to me in ARE 4351, Art in
Elementary at the University of Central Florida. Swearingen’s works are easily relatable to
students and depict narrative stories and use bright colors. The use of this contemporary
artist and the narrative application was formulated after reading, Power Play: Rethinking
roles in the art classroom. This article expounds on the needs for students to create
connections to the art they see at young age. One of the goals of an effective art education
curriculum is to get students to question big ideas, accomplishing this is best done by using
students centered lessons and relatable contemporary art examples (Buffington, 2014).
Lesson 2: Exploring Family &
Relationships
Objective
Students will learn the importance of relationships and how they impact our lives
and works of art. Students will learn the definitions of collage, portrait, family
and balance. Students will be read, Souls Look Back in Wonder by Tom Feelings
and based on his illustrations students will respond by creating a work that
shows relationships in their life.
NGSSS
VA.3.C.3.2 Describe the connection between visual art and other context through observation and art
criticism
VA.5.S.1.3 Create artworks to depict personal, cultural, and/or historical themes.
VA.5.S.2.3 Visualize the end product to justify artistic choices of tools, techniques, and processes.
Materials
Watercolor Paper
Watercolor Paint
Sketchbooks
Pencils
Glue
Procedure
Students will be introduced to the works of Tom Feelings by being read Souls Look
Back in Wonder. Through the use of guided discussion, the illustrations will be
critiqued and the content of the story will be discussed. Students will be asked to reflect
on how relationships impact their life and how there are many different types of
relationships. Students will be given a rubric for this lesson and each criterion will be
discussed.
Pre-Planning
•Students will begin by answering a pre-planning question in their
sketchbook
Question: What are relationships and why are they important?
Planning
•Students will make three drawings in their sketchbooks that show
relationships in their life. These drawings can be of friends, family
members or other important people.
•Students will then create a sketch of a landscape.
Reflection & Judgment
•Students will select the relationships they want to depict in their final piece
Studio Component
•Students will draw the people they selected on watercolor paper
•Students will paint each person using watercolor paint
•Using a larger sheet of paper students will create a landscape painting
•Once complete, students will cut out their painted people and assemble
them into a landscape
Assessment
•Students will grade their work using a rubric provided
Statement of Origin
This lesson was created as a response to the writing and illustrations of
Tom Feelings’s work, Souls Look Back in Wonder. As an illustrator
Feelings depicts young children in his book and this enables students to
create connections to his paintings. His work is both technically sound
and rich in content. The use of painting and collage is unique and offers
students an opportunity to incorporate multiple techniques into one
piece.
Lesson 3: Printmaking & Recycled Art
Objective
Students will be introduced to printmaking and create a work that
communicates the importance of environmental preservation. Students will use
recycled styrofoam to create a print. Students will learn about printmaker, Jose
Francisco Borges and his artistic process.
NGSSS
VA.3.C.1.1: Use the art making process to develop self-expression
VA.5.F.1.1: Examine and experiment with traditional or non-traditional uses of
media to apply imaginative techniques in two- and/or three-dimensional
artworks.
Materials
Styrofoam
Pencil
Paint
Rollers
Procedure
Students will be introduced to the works of Jose Francisco Borges and his
printmaking process. Borges is a popular folk artist in Brazil who works in
woodcuts. Students will learn about the process of creating woodcuts and apply
what they have learned to making their own print. Students will use a recycled
medium, stryofoam, to communicate the importance of environmental
preservation. Students will be given a rubric for this lesson and each criteria
will be discussed.
Pre-Planning
•Students will begin by answering a pre-planning question in their
sketchbook
Question: Why is it important that we recycle?
Planning
•Students will complete three planning sketches in their sketchbook. Each
sketch should represent a different idea that communicates the importance of
environmental preservation.
Reflection & Judgment
•Students will select their strongest sketch and tell the teacher the reason for
their selection. Students should be guided to select the work that most
effectively communicates their message.
Studio Component
•Students will be given a 10x10 square of recycled stryofoam and a dull
pencil
•Students will carve their sketch into the styrofoam
•Once complete, students will use a paint roller to apply paint to their piece
and print using a rolling pin
Assessment
•Students will grade their work and the work of a peer using a provided
rubric
Statement of Origin
The aim of this lesson is for students to create works that communicate social
problems, this was an idea that transpired after reading Olivia Gude’s 2007
article, Principles of Possibility: Considerations for a 21st Century Art &
Culture Curriculum. Just like great art, investigating community themes is an
important component to art education curriculum because it teaches shared
social experiences (Gude, 2007). In this lesson students are given the chance
to discuss social problems and tackle issues that they find important
environmentally. Tackling social issues activates higher levels of thinking
and forces students to question themes and social norms that they may have
not previously questioned.
Lesson 4: Your First Memory Shadow Box
Objective
Students will learn how to communicate a personal experience three
dimensionally. Students will learn and understand the importance of proportion
in art. Students will use a variety of materials and techniques to express their
idea.
NGSSS
VA.4.C.2: Assessing our own and others’ artistic work, using critical-thinking,
problem-solving, and decision-making skills, is central to artistic growth
VA.4.S.1.1: Manipulate tools and materials to achieve diverse effects in personal
works of art.
Procedure
Students will be introduced to the works of Howard Finster. They will learn how
Finster effectively used a combination of text and images to convey his message.
Students will create shadow boxes to depict a memorable experience using both
text and images. Students will then use clay to create a 3D model of themselves
to place within the limits of the shadow box. Students will plan and sketch as
part of a planning for this multi-step artistic process.
Pre-Planning
•Students will begin by answering a pre-planning question in their
sketchbook
Question: Write about a memorable experience.
Planning
•Have students complete an Idea Map to help define elements of their
experience
•Using the Idea Map as reference, sketch three images that communicate
the experience, one sketch should show the location you experience
occurred.
•Write one paragraph that explains your experience. This should answer
the, who, what, where, when, why and how of the experience.
Idea Map
Studio Component 1: Shadow Box
•Using a small cardboard box (or shoe box) create the setting of your experience
using paint.
•Students will use a fine tip marker to write key sentences from their writing, as
seen in Howard Finster’s works.
Studio Component 2: Clay
•Students will measure the parameters of the box and create a proportional clay
model of themselves.
•The clay figures dried and then fired.
•After firing, a mix of tempera and watercolor will be used to paint the model.
Reflection & Assessment
•Students will grade their own shadow box using a supplied rubric.
•Students will answer two reflective questions in their sketchbook.
Question1: Does the shadow box effectively communicate your
experience?
Question 2: What did you learn about the artistic process?
Statement of Origin
This lesson resulted after reading reading Olivia Gude’s 2007 article, Principles
of Possibility: Considerations for a 21st Century Art & Culture Curriculum. In
the article is stressed that students should be directed to illustrate or symbolize
themselves in new ways that are often overlooked (Gude, 2007). To enable
students to explore themselves and reevaluate their identify this lesson asks
student reflect and recall experiences through the art making process (Gude,
2007).
Lesson 5: Media Critique
Objective
Students will critically analyze media advertisements learning that the
information which they are shown should be questioned, judged and
critiqued. Students will also learn and use formal elements of a critique.
Students will understand the role of the audience and how it plays an
important factor in art and advertising.
NGSSS
VA.3.C.3.2 Describe the connection between visual art and other context
through observation and art criticism
Materials
Laminated copies of DOVE advertisements
Index cards
Procedures
Students will learn elements of a formal critique by participating in a group discussion
centering around print advertisements.
Pre-Planning
•Students will begin by answering a pre-planning question in their sketchbook
Question: What is beauty to you?
•Students will be asked to read their definitions of beauty aloud
•Two different DOVE advertisements will be passed to each table
Group & Guided Discussion
•Students will be asked to look at the ad for two minutes
•Students will then be given two index cards, one with a guided question and one
blank
•The question will highlight an element from the Feldman model of critiquing art
Table 1: Describe the advertisement.
Table 2: Describe the person in the advertisement.
Table 3: What do you think the advertisement is trying to communicate?
Table 4: What do you think the advertisement is trying to communicate?
Table 5: What is the advertisement advertising?
Table 6: Does the a advertisement make you want to purchase the
product?
Table 7: Do you like this advertisement? List 4 reasons why or why not.
Table 8: Do you feel that this advertisement effectively communicates a
message? (Why or why not, list two reason)
•Students will work cooperatively to answer their question on the provided
blank index card. Students will be given 10 minutes to complete this part of
the lesson. A timer should be used to help students stay on task and
engaged.
•Starting from Table 1 and moving forward students will read their answers
to each questions until all questions have been covered.
•The teacher will highlight key points made by the students and offer
suggestions in the form of questions (e.g. Would this advertisement be
effective if they used man? Why did they only use women in this ad?).
Reflection/Assessment
•Once complete students will write a new definition of beauty in their
sketchbook.
Statement of Origin
This lesson was formulated in response to reading, Practical Art
Criticism. The process of critiquing a work of art is not a simple one;
in fact, each step requires careful and critical observation and
thought. It is extremely important to teach students how critically
analyze the work around them. Attending to visual facts, naming and
describing the facts, analyzing the facts, interpreting the evidence
and making judgments about the work outlines the formal critical
process (Felman,1994). While these steps are complex, they provide a
formula that can be used in the art classroom to guide students to
more critically view art. This lesson is designed as an introduction, to
teach students used to using the step-by-step process when critiquing
art in an effort to establish a foundation for viewing art and the world
around them.