starrynight

scatchboard. the abc's are a bit abstract:)

lesson plan for kindergarten.

art lesson plan for 1st grade

Kurt Morrison

Art 3700         

Art Lesson Plan 1^st Grade

Source:  www.lessonplanspage.com

Shakespear

Title - Cave Paintings
Original Author- Christy Zoulek(adapted by Kurt Morrison)
Primary Subject - Art
Secondary Subjects - Social Studies
Grade Level – 1st Grade
Lesson Plan Title: Cave Painting

Concept / Topic to Teach: Stereotypes may not be correct, what we see in movies and on TV isn't always the way life really was/is.

Standards Addressed: Students will understand the place of art in history as well as an understanding of their environment.

General Goal(s): Students will gain information about the people of the Stone Age, and create a work of art, drawing from their new knowledge.

Specific Objectives: The Learner will explore the life of a stone age Homo sapiens and demonstrate how symbols and models are used to represent features of the environment.

Vocabulary:  line (contour, vertical, horizontal), art media

Required Materials: roll(s) of Brown Craft Paper
          Charcoal

Set-Up: Create a cave in the room by turning the tables on their sides and facing the tops of the tables in toward each other, touching at the edges to create an enclosed cave. Crumple Brown Craft paper slightly to resemble rough rock walls and cover the table tops to create the walls of the cave. Print or Photocopy images from the caves in Lascaux, and stick them randomly around the cave walls. You may create a "fire" out of a flashlight and tissue paper. Intercept students before they enter the room.

Anticipatory Set (Lead-In): "We are entering a sacred cave, we must be very quiet - sit in a circle inside the cave and close your eyes" - students may open their eyes when it is time for discussion. "What are some of your ideas about people who lived in the Stone Age? What did they look like? What did they wear? What did they do?" Read the book - The Cave Painter of Lascaux

Step-By-Step Procedures:
          1) Look at the pictures stuck on the walls of the cave. Discuss the ways that people made pictures in the Stone Age - they didn't have tubes of paint and brushes to buy! Imagine that the stick of charcoal is a stick from yesterday's fire that has cooled, and we are using the charred wood to draw.  Discuss types of lines used to draw figures such as vertical, etc.
          2) Close your eyes once again - and we will go back in time. "It has been a long time since we have been on a hunt, and our family is getting very hungry. We have entered our sacred cave, to ask the spirits to help us to catch some large animals to feed us, and to provide our clothes. By drawing the animals we will hunt on the walls of our sacred cave, we will have power. We will be as fast as the deer, as strong as the bear and the mighty buffalo. Our drawings are as sacred and as special as this cave.
          3) Students may open their eyes and begin to draw on the walls of the cave.


Closure (Reflect Anticipatory Set): "Why would the drawings that you have just done be sacred?" "What is different about Stone-age people than you had originally thought?"

Assessment Based On Objectives: Each student must offer in discussion at least one thing about the Stone Age people that was different than they thought. Each student must create a drawing of at least one animal on the cave walls.  Identify types of lines used in drawings.  

Adaptations (For Students with Learning Disabilities): assess the level of disability; sit near students who need additional assistance, Provide larger, easily manageable drawing tools for students who have difficulty with fine motor skills.

Extensions (For Gifted Students): Students may draw with as much detail, and draw as many animals as they have time for.

Possible Connections To Other Subjects:
          Social Sciences: The study of the Stone Age - how homo sapiens of the Stone Age lived
          Earth Sciences: The study of the Stone Age - the finding, excavating, and dating of tools, artifacts, etc.
          Language Arts: Write a story from the point of view of a Stone Age person to go along with an image from Lascaux - contrast communicating with pictures versus communicating with words.

art lesson plan reflection #8

Kurt Morrison

Art 3700

Lesson Plan Reflection #8

Shakespear

Monochromatic Painting

Grade Level(s): 5, 6, 7, 8, 9, 10, 11, 12

Subject(s):

• Arts/Visual Arts
• Arts/Process Skills

Overview: This activity is very simple to prepare and only requires that the students have access to a sink.

Purpose and integration: This activity is designed to create a connection between art and language, and to generate critical discussion.

Standards Assessed:

Making, perceiving, expressing, contextualizing.

Objectives:

1. Students will experiment with monochromatic painting.

2. Students will create an original monochromatic painting.

3. Students will learn and understand the definitions of monochromatic, tint, and shade.

4. Students will analyze their paintings objectively.

5. Students will determine the connection between color and emotion.

Vocabulary:

 1. tint - adding white to a color to create different hues

2. shading - adding black to a color to create different hues

3. monochromatic - artwork created using one color

4. palette - a flat piece of wood or plastic on which an artist mixes colors for painting

Materials:

1. white art paper (either 9 x 12 or 12 x 18)

2. undiluted tempra paint, multiple colors

3. paint brushes, multiple brush sizes

4. paint palettes (can use plastic plates)

5. containers of water (to rinse brushes)

6. rulers, compasses, protractors, pencils

Activities and Procedures:

Have students close their eyes and imagine that they are either flying or sailing through the Bermuda Triangle. It is a beautiful day without a cloud in the sky. Decide what color would best describe how you feel right now.

As you continue to travel through the Bermuda Triangle, you begin to feel uncomfortable, a little apprehensive. Something is not quite right. What color is this feeling?

Suddenly you see it. It is the scariest thing you've ever seen. What color is this emotion?

Explain to the students that they will be making a monochromatic painting today using one of the colors that described their feeling as they journeyed through the Bermuda Triangle. Demonstrate how different hues are made from color by adding different quantities of white (tinting) or black (shading). Place a small amount of a color of paint on your palette. Mix in a small amount of white paint. Move over on the palette and do the same thing only adding more white (tint) to your color. Make several hues with your color and black (shade).

Give each student a piece of paper, his/her choice of one color of paint, white and black paint, a palette, and a brush. Have the students create large overlapping geometric shapes and fill them in with their new hues using different brushes. Have the students cover the paper completely with the new hues.

Assessment Activities

Have students discuss:

1. how they created certain hues.

2. their impressions of monochromatic painting.

3. how color can be used to portray emotion.

4. what they might do differently next time.

I really feel this lesson plan, which is located at www.eduref.org and authored by Marcella Embry, is appropriate for these particular grade levels.  The text, Art Emphasis, states the following about students entering the fifth grade, “Children’s criteria of what is good in art outrace their abilities.  They come to feel that their drawings are not good enough and they decide they are no good at art.”  This type of lesson plan could offer this age group a whole new approach to art.  Instead of more simplistic drawings, they can use art as a way of exploring and expressing their current emotions, which I’m sure are ever changing at this age. 

Another aspect of this lesson plan which is appropriate are the assessment activities, which allows the students to thoughtfully consider how colors can portray emotions as well as analyze what they would do differently given the opportunity.  Referring back to the text, we learn, “Fifth and sixth grade students typically are becoming more self-critical and reasonable.”  They also are, “interested in doing and making things “right””.    From this information we can assume that these students appreciate the opportunity to stretch themselves and want the chance to succeed.  This is the type of art project where all students should be able to benefit.

colorwheel

watercolor mood indicator

coil pot

coil pot

pinch pot

pinch pot

Kurt Morrison

Art 3700

Reflection #5 

Shakespeare

What Makes A Quality Art Lesson?

The timing of this particular reflection is very apropos as I just had the wonderful experience of completing my practicum.  Together with Rick and Lori Gomez, we presented an art lesson to an all-day kindergarten class in Willard, Utah.  This was my first practicum in my elementary education major and I entered it with a desire to present a lesson that would be of value to the students as well as the teacher who so generously gave of her time.  As Rick, Lori, and I worked on the lesson plan, one question kept coming to my mind, what will make our art lesson one that will stand out and leave the children more knowledgeable about art, or in other words, what will make this a quality lesson plan?

In analyzing what makes an effective art lesson, allow me to first reference our hierarchy.  From the website www.schools.utah.gov, we learn of the four standards they desire us to incorporate when teaching art, they are:  Making, Perceiving, Expressing, and Contextualizing.  Without going into a lengthy description of each standard, I will just make mention that they are fairly straight forward as well as very worthwhile on the surface.  I say on the surface for the simple reason that there is always room for customizing the standards to your particular class and art lesson.  Some teachers could look at these standards as only barriers to their teaching methods but i believe we should respect them while also keeping in mind their pliability, which I’m sure the authors allowed for. 

Another important aspect of a quality lesson plan is making it effective for all types of learners as well as giving each student a well-rounded experience.  From the class text, Emphasis Art, this idea is expressed as they state, “Education should focus on the integration that occurs within the child - the integration of the child’s emotional, psychomotor, intellectual, perceptual, and aesthetic experiences.  We all know as educators and future educators that students learn through a variety of teaching methods and art can and should be taught with this knowledge in mind. 

My final frame of reference for this subject comes from my recently completed practicum referred to in my introduction.  Rick and Lori were very instrumental in supplying an effective lesson plan for this wonderful kindergarten class, and I was grateful for the experience of working with them.  One of the key aspects of this lesson plan that I felt very strongly about was the idea that we allow these young students to express much of their art from within and not try to instruct them on every little detail.  It is this principle, which if included in all lesson plans, could help to insure that the art students produce true expressions of themselves and not mirrored copies of examples we may show them.  While we did cover all aspects of the lesson plan as instructed, we were richly rewarded by seeing the ideas these young artists came up with on their own. 

In conclusion, I would like to stress my belief in the importance of a well prepared and effective lesson plan.   A wise man once said, “If ye are prepared ye shall not fear”.  Once we feel that we have accomplished this main step in teaching we can then feel confident in our approach to the students and be able to customize any further steps as the lesson begins.