Peer Lesson 10--Crafts

Mother's Day Beaded Bracelets

 
 

For this project, I made home-made beads from cut up strips of magazines, that were rolled by hand into beads and then threaded onto a piece of string. The end result being the creation of a beautiful beaded bracelet.

I also placed the bracelet on a heart-shaped card, which I designed and cut out from construction paper and that listed the reasons why my mom is special to me.

This is a great project, especially for 5th and 6th grade students, as crafts offer students independence in creation, but simplicity in use.


Extension Art Activity: Use this type of project for teaching students about Social Studies and Multiculturalism. For example, after showing students examples of Native American beadwork items, have students make their own beadwork project using home-made beads that they can make from items such as old magazines, catalogues, or newspaper ads.

Peer Lesson 9--Clay

Clay Mask Sculpture

 
 


For this project, I learned about the different types of clay and terms associated with using clay in artworks, i.e. unity, scoring, hand building, and pinching. Cubism or Realism was the artwork theme that I had in mind when sculpting my face mask.

I also learned some history about other cultures and how masks are related to those cultures, as well as some background history about how Cubism or Realism as an art form was started. Cubism is where realistic art forms are transformed into abstract forms.

This is a good project for students to learn about art forms that can sometimes be confusing, as well as being able to show students how to look at and appropriate various forms of artworks.

Extension Art Activity: Use this type of project in Social Studies for studying cultures where masks play an important role in the people's lives. Such as the Native American cultures that made totem poles or cultures like the Maori of New Zealand, who made totem-like objects. After discussing these cultures in class, have students make their own masks or totem-like objects that represent their families or cultural traditions out of clay.

Peer Lesson 8--Science-Seasons

Fall Tree

For this project, I had the choice of making a Fall or Winter scene that showed what a real tree would look like during either of those 2 seasons.

I traced my hand and arm on construction paper to form the trunk of the tree and the branches. Next I glued different colored pieces of tissue paper to create a leaf effect on the tree branches. I also used cotton balls for the clouds, crayons for the pumpkins, and finally glitter to emphasize certain parts of my fall scene.

This is a great project to help students to visualize the many different colors, shapes, lines, and textures associated with different seasons that they are learning about in science.

Extension Art Activity: Use this type of project with a Geography lesson by having students create some of the landscapes that they might see in the different countries around then world. You can also tie in how the different seasons look in different countries as well. Students will be able to retain their Geography lessons better by making them into an art project, which then can serve as a visual study tool.

This project could also be used in Science to make different habitats that the plants or animals being studied in class might live in.

Peer Lesson 7--Scratchboard Art

Mother's Day Cards

 For this project, I created my own home-made scratch board art, and used to make a Mother's Day card.

To make a scratchboard, you first make a drawing of what image you want to transfer.
Next use crayons to color then image.
After coloring, next paint over the colored drawings with black paint, and on the opposite side from the black paint, scribble pencil lines only where the images that you want transfer is.
 Finally use a small wooden dowel to scratch of the black paint only where you want your colored design  to show through.

This project is great for showing students how easy it is to make artworks at home without having to buy expensive supplies. It also shows how the combination of different colors can produce different effects in art.


Extension Art Activity: Use this to help students design their own Math flashcards to study from. By having students make their own home-made math flash cards, the parents are not required to spend money to buy them and the students will retain the information better, as they will be studying it as they make the flashcards. Also, the flashcards can be saved and used for future review.

Peer Lesson 6--Crayons

Crayons

 For this project, I used a combination of different crayons, shapes, lines, and emphasis to create a scene that tells something about myself.

My scene shows me at my future upcoming graduation from NSU in December 2013. It also shows my  love of the beach and the ocean.

This type of project is great for promoting self-awareness in students, as well as learning about their future goals and dreams in life.



Extension Art Activity: Use this with Language Arts to encourage students to write about themselves or others that they admire. Students can make drawings that they can color to go along with their writings.

Another activity would be for students to make their own Picture Book story, by using only the drawings that they have colored and made to tell their own original story, which then can be shared with the class.

Peer Lesson 5-Multicultural-2

Creatures

 For this project, 3 students had to cooperate to make the 3-part creature, in order to teach students how to work together and to appreciate the fact the not everyone is the same or does things the same way. Basically the activity promotes tolerance and acceptance of others.

On this creature, I drew the head part, the fold my drawing inside and passed to someone on my left or right as directed by the teachers, while the person next to me passed their drawing to me for me to draw the middle section of the body of the creature.

Finally to draw the legs and feet of the creature, all of the drawings were again passed in a different direction so a different student from the first two artists could complete the creature.



Extension Art Activity: Use this for Science to show how changes in genetics can cause changes in plants, animals, and people. For example, instead of using a Punnett Square to show how what type of individual is created when certain genetic factors are left out or put together, a drawing could be made by 3 different students to show what they think the resulting person, plant, or animal could look like.

Peer Lesson 4--Multicultural-1

Masks

For this project, I made a mask to represent myself without words, in order to show students tolerance of others that may look or act differently from their families.

I used a paper plate, foam cut-out pieces, glitter, paint, string, glue, and construction paper to make my mask.

This a great a project to teach about tolerance of others and their cultures. It also gives students a chance to show off their individual cultures to the class.




Extension Art Activity: Use this type of project for Language Arts and/or Social Studies by having students make masks of different characters described in a story that they are reading or using in class, and then use the masks to have a play about the story.

Another activity that students could do with the masks is to write their own stories to go with then mask, and then have the class send them to another school in another city, state, or country. The schools receiving the masks and stories, can then add on to the story and make their own masks to go with it and then mail theirs back to the original school, as a form of cultural exchange.

Peer Lesson 3--Printmaking--My Lesson with Jessica

Holiday Printmaking

 This is a Cooperative Art lesson taught by myself and my classmate Jessica Scott, in order to introduce 2nd Grade students to Printmaking art techniques and uses.

Supplies needed for this project are: foam trays, ink, rollers, pens or pencil, glue, and construction paper.

Students were first introduced to the holiday theme by viewing a PowerPoint of holiday images and discussing the common theme in them of holidays.

Next, students were view a video clip of Printmaking on a large scale, by watching a steamroller at an art center in Oregon make large prints. Students also engaged in a discussion about where they have seen real examples of Printmaking in the world, such a logos on t-shirts, museums, art centers--Terry Redlin Art Center in Watertown, SD, as well as newspapers, blankets, books, etc.

Students were also introduced to the following art concepts by PowerPoint and discussion: Emphasis, Shapes, and Lines.

 

 

Printmaking Lesson Plan:

 

Name: Rebecca Rennison and Jessica Scott

Lesson Title: Holiday Printmaking

Grade Level: 2^nd Grade

 

Developmental Characteristics: The purpose of this lesson is to introduce 2^nd Grade students to making light and dark value compositions with a variety of shapes, patterns, and details.  2^nd and 3^rd grade students take longer to look at art because they now have the skills to identify events depicted in artworks, and they can accept and recognize differing representations and styles in their peers’ works as valid expressions of art.

The other purpose of the lesson is to introduce students to the skills used in printmaking, such as the use of lines and texture, and different colors to enhance the look of the greeting cards. 2^nd and 3^rd grade students can recognize different media and techniques in various artworks, such as printmaking. They can also describe some criteria for art, such as bold, colorful, dark, light, pretty, etc.

Art Materials:

Students: pencil, glue, scissors, construction paper

Teachers: construction paper cut to fit the size of foam trays, block paint, spoons, foam trays, paint trays, paint/print rollers, newspaper or something to cover the table

 

Instructional Resources:

• PowerPoint of Holiday images (i.e. Christmas trees, fireworks, jack-o-lanterns, etc.)
• Examples of student work
• Step-by-Step example for student directions
• Grading Rubrics

 

Vocabulary:

Printmaking: An art form consisting of the production of images, usually on paper but occasionally on fabric, parchment, plastic, or other support, by various techniques of multiplication

Emphasis: This is the focal point of the art and this area tends to have the clearest or the sharpest details of the piece.

Shapes: Can be geometric or organic. Geometric shapes are simple shapes found in geometry, such as circles, squares, triangles, etc. Organic shapes are based on natural objects, such as trees, mountains, leaves, etc.

Lines: Can be straight, curvy, thick, etc., and can create direction in art, outline areas, and show movement or energy.

 

National Visual Arts Standards for K-4:

NVA.1: Understanding and applying media, techniques, and processes.

C) Use different media, techniques, and processes to communicate ideas, experiences, and stories.

• The students will use pencils or pens to create lines, shapes, and texture of a still life objects utilizing light and dark values, which will be printed out onto construction paper. Students will also make additional prints using different colors, patterns, textures, or shapes

NVA.3: Choosing and Evaluating a range of subjects matter, symbols, and ideas.

B) Select and use subject matter, symbols, and ideas to communicate meaning.

• Students will be able to use their prints to express meaning about a certain experience.

NVA.5: Reflecting upon and assessing the characteristics and merits of their (a student’s own) work and the work of others.

B) Describe how people’s experiences influence the development of specific artworks.

• The students will share their scene and explain what experiences influenced them to create it.

 

Procedure:

    Anticipatory Set:

1.    http://www.opb.org/programs/artbeat/segments/view/874. Discuss real examples of printmaking and why people use printmaking techniques. Discuss different holidays with students and ways that printmaking could be used to create scenes or print that symbolize their favorite celebrations.

2.    PowerPoint with real examples of the new vocabulary words.

3.    Have each student brainstorm 3-5 holiday scene ideas that can be easily recognized for the holiday of their choice. Students will pick 1 of these ideas to use in the lesson.

 

 

 

Instructional Input:

 

Safety rules for working with inks in printmaking are:

1. No eating or drinking in the work areas.
2. Cut away from yourself when using sharp tools, such as scissors.
3. When working with paints, roll up long sleeves, take off jackets, wear and apron, etc. to keep clothes clean.
4. Wash hands with soap and water after working with the printmaking  inks.

 

    Modeling:

a.            The teacher selects a foam tray and demonstrates how to draw or etch shapes into the tray using a pen or pencil.

b.            Next the teacher draws large and small details on the tray, in order to show students the different printing effects from different sized etchings.

c.            Once the tray is etched, then the teacher moves to the paint and roller station, which is where he or she will demonstrate how to add paint to paint tray and how to properly add ink to  the roller and apply it to the tray.

d.            Once the tray has been inked, the teacher will then demonstrate how to use the tray to print onto construction paper.

e.            The finished print will then be shown to the students, so that they can discuss the printmaking techniques that they will be using and so that they can ask any questions that they may have at that time.

f.             The teacher will then instruct the students on the cleaning up procedures that they will use after they are done with their printmaking projects.  The teacher will also go over the safety rules again, in order to ensure that all the students understand the rules and also to clarify any rules that students are unsure of.

   

Guided Practice:

1.    Each student needs to select five pieces of construction paper. Each piece will be used for a print. Remind them to put their names on the back of each piece of paper.

2.    Each student will be given 2 foam trays. With their pencils, have them draw out the scene that they chose from their brainstorm on one of the trays. Remind the students that they need to use the entire tray, but to emphasize one aspect in the scene. It is also important for the students to know that smaller details won’t show up as well, so be careful when including them in their scene.

3.    On the other tray, have the students make a design using different shapes. They can choose between organic and geometric. They can also use lines or patterns if desired.

4.    Once both trays are completed, students will move to the paint and roll station that is set up on one of the tables. Here, the students will pick a color that they wish to use for their prints (one color per print, and 3 colors total can be used for their five prints). The teacher will add about a teaspoon of the desired color onto the paint tray, and the student will use the paint roller to apply a thin layer of paint to the roller (a tacky, sticky sound will be made when the appropriate amount of paint is left).

5.    Roll the paint onto the tray design. Make sure that there is paper underneath the tray to protect the table. There only needs to be a small amount of paint on the tray design to work (extra paint will cause the design to not transfer correctly).

6.    Flip the design, paint side down, onto the middle of one of the five construction paper “frames” that were picked out earlier. Press down on the tray to make sure the design transfers.

7.    Peel off the foam tray carefully, and place the print on a drying rack to dry.

8.    The teacher will then help the student pick up the print and move it to a safe drying area (across the back counter).

9.    After they dry, students can choose to add additional bordering to frame their print. Students will also have the option to do the “professional” titling on the front of their print if they choose.

 

Display: The teacher will collect the 3 best prints chosen by each student (one shape, one holiday scene, and the last their choice of a duplicate) after they have had adequate time to dry and be “framed” by the students. The holiday scene print will be posted onto a bulletin board display in the hallway outside the classroom. The title of the board will say: “Holidays our way”.

 

 

Closure: This a time for discussion and student reflection of how they felt the printmaking project went, such as, “was making the designs on the foam trays harder or easier than they thought it would be?” If it was harder than expected, ask for student suggestions on ways to make the printmaking easier.

 

Also, each student will be given a note card, and asked to write about the experience that they created for their holiday scene. Have them answer questions like:

 

• Is this a picture of a memory?
• Why did you pick this scene?
• Does it emphasize something that is important to you?

 

If there is time, give the students an opportunity to share their projects with the rest of the group. Do a group “museum tour” and let the students walk around silently looking at their peer’s artwork. Afterwards, students can raise their hands and positively comment on the art that they saw. Lastly, ask students to identify the design principles that they used in their prints.

 

  *Museum tour can be done after clean up if desired.

 

Clean up: After the students have finished with the museum tour, they will be asked to carefully wash off their foam trays they used for their prints in the sink. Make sure that students wash the paint off completely and then dry them off with a paper towel. The teachers will wash the paint trays and paint rollers at the end of the lesson.

 

Integration: Printmaking techniques can be used for a variety of subjects and themes. One option is to have students create cards. They can then use these cards to write notes or memories to family members or friends. This will give them a chance to personally express themselves through two different forms. It will also allow your students to use different intelligences (visual and verbal), instead of just one or the other.

 

 

 

Student Evaluation:

 

This assignment is worth a total of 20 points, with five different criteria needing to be met with the individual areas being worth a maximum total of 4 points each. The grading scale for each of the five areas is from 1-4, with 1 being the lowest amount of points that can be earned for each section and 4 being the highest amount of points that can be earned for each section. Students will be assessed on the following 5 printmaking skills: Design and Composition, Creativity, Planning and Explanation, Knowledge gained-technique, and Use of materials.

 

All students will be provided with the rubric before starting their printmaking projects, so that the teacher can go through the 5 graded areas and give students an opportunity to ask any questions that they might have in regard to the scoring of their projects.

 

*Rubric attached at end of lesson

 

Teacher Evaluation:

1.    Are the three prints completed and mounted?

2.    How well did the student handle the materials?

3.    Did the student create a print using primarily shapes and designs?

4.    Can the student distinguish and define the difference between geometric and organic shapes?

5.    Did the student provide a scene that included an emphasis in it?

 



Peer Lesson 2--Painting

Easter Eggs

 For this project, I learned about how to mix colors to make different tints, shades, and hues. I used different lines or shapes to make designs on my egg. The color of the finished egg was based on the color of paper found in plastic eggs that were handed out to all students. This is a great activity to help teach students how the different colors combine to make other colors.

Extension Art Activity: This project could be used for combing Science and Art or Geography and Art. For Science, students could paint pictures of the different plants, animals, land, weather, water, etc. that they are studying in class by mixing colors to try to get the color as close as possible to real items. This project can then be used as a study tool, as well as in a display of class work for parents and others to see.

For Geography, students could paint scenes of the different lands, animals, flags, people, or waters that they are studying about in class, which will give them a tangible study tool to back up the class concepts.

Peer Lesson 1-Drawing

Using Your Imagination

 
 
 


For this project, students were all given a blank piece of paper and told to draw a line in a certain direction or shape.

Next students were told to pass their drawing to the person next to them, and then to make a drawing from then line started by their classmate.

Lastly, students were instructed to outline their drawings with a permanent marker and to color it however they wanted. Teachers then told students to write a story about their drawing, telling what they made from the original line and why they drew the objects that they did.

This is a great project to be used for cooperation activities, as well as encouraging students to use their imagination to create a work of art.


Extension Art Activity:  Use this with a Math lesson, especially for problems involving geometric shapes to help students be able to visualize not only the many different lines used in math, but also to show them how math is connected to many real world examples. Have students use different mathematical lines to make different drawings. Also, have students write a short paragraph about which mathematical lines that they chose to use and why, and have students label their line on the drawing with the correct math term.