Final Presentations

Which art pieces do we need to take pictures of and include in our powerpoint presentation?

Class Canceled April 17

Everyone,

Due to illness class is canceled today. Please see your e-mail for more information.

Faith Ringgold- Class Story Quilt Lesson

Visual Studies Lesson Plan

Names: Caroline Cloutier, Mackenzie Reece, Hailee Innis         

Grade Level: 2

Title of Lesson: Faith Ringgold- Class Story Quilt

National Standards: N/A

Texas Essential Knowledge Skills (TEKS):

(1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

(A)  identify variations in objects and subjects from the environment, using the senses; and

(B)  identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm.

(2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A)  express ideas and feelings in artworks, using a variety of colors, forms, and lines;

(B)  create effective compositions, using design elements and principles; and

(C)  identify and practice skills necessary for producing drawings, paintings, prints, constructions, and modeled forms, using a variety of art materials.

(3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A)  identify stories and constructions in a variety of artworks;

(B)  compare ways individuals and families are depicted in different artworks; and

(C)  identify different kinds of jobs in art.

Objectives:

1.    Students will be introduced to Faith Ringgold and will read the book Tar Beach as a class and will be able to understand what a story quilt is.

2.    Students will learn the importance and prevalence of textiles

3.    Students will connect their home and personal lives to school  and realize that our their culture, experiences, and background are important and unique to themselves.

Introduction: Read Tar Beach

Vocabulary: Story Quilt, Textiles, and Culture.

Social/Historic Context for Lesson: Faith Ringgold and the history of the Story Quilt.

Historic Artists Used: Faith Ringgold

Contemporary Artists Used: Faith Ringgold

Books: Faith Ringgold – Tar Beach

Websites: N/A

Materials Used: Tar Beach, Textiles, Scissors, Glue, Construction paper, yarn, and hole punch.

Technology Used: Power Point

Timeline for Lesson:

·      20 minutes to read book and go through power point

·      5 minute demonstration of activity

·      25 minutes for activity

Activity/Procedure:

1. Students come into class with all materials on the table.

2. Read the book Tar beach.

3. Go through the power point over Faith Ringgold, Story Quilts, and Textiles.

4. Demonstration of class story quilt

5. Students work individually on story quilt (teachers walk around to tables to help).

6.Put story quilt together

Assessments (objective or subjective):

1. Students will learn the history and story of Faith Ringgold, the story quilt, and textiles .

2. Students will work with textiles to develop their own story quilt square.

Insect Lesson Plan

Name: Jaclyn Clark and Emily Mciver

Grade Level: First Grade

Title of Lesson: Colorful Butterfly 

National Standards: N/A

Texas Essential Knowledge Skills (TEKS): S117.52 B2, C1, C1A, C1C, C1D, C2A, C2F

Objectives:

1. The students will have a deeper understanding about insects specifically butterflies while using art to make it fun and interesting. 

2. The student will learn about the colors that make up the color black.

Introduction:

Vocabulary: Insect, Caterpillar, and thorax

Social/Historic Context for Lesson:

Historic Artists Used: None

Contemporary Artists Used:

Books: Waiting for Wings

Materials Used: Coffee Filter, Black Marker, Water, and Scissors

Technology Used: None

Timeline for Lesson: One day

Activity/Procedure:

1. The students will first learn about what an album cover is, and why it is important. The students will view a slideshow over the different kinds of album covers there are. After the students have viewed the inspiration, they will be given instruction to come up with their own album cover idea, for their favorite musician, rapper, singer, band, etc. The idea must be fresh, and new, but also creative. The image must be no realistic, run off the page, and no portraits are allowed; only silhouettes.

2. When the students have finished their sketches, they will bring their ideas to me for review. If off task, I will guide the students in the right direction to head to. Once approved by me, then the students will receive a 7 x 7 piece of paper to begin their final draft. The student must draw lightly and when the image is completely finished, then the students will begin to water color their picture. The students must also try a new technique with the watercolor, that I demonstrated for them.

3. After the students have finished water coloring, then they will be given a sharpie to outline all of their images. This will give the water colored images a graphic hard edge. When finished the students will turn in to me for a grade.

Assessments (objective or subjective):

1. The class will see all of the finished images of their classmates, and relate to each other due to their similar interests in music, and maybe also learn about a new artist, along with an appreciation towards graphic, and advertising art. The students work will be assessed by following directions, creativity, design tactics, and individuality.

Future Considerations/Notes: Try on a larger piece of paper or board.

Maggie, Sam, Caroline's Art Lesson

Visual Studies Lesson Plan

Names: Caroline Kimble, Maggie Faramchi, Sam Fitzpatrick  

Grade Level: Art, Grade 3.

Title of Lesson: Geometry with a Twist

National Standards:

·      Content standard #1- Understanding and applying media, techniques, and processes

·      Content standard #2- Using knowledge of structures and functions

·      Content standard #4- Understanding the visual arts in relation to history and cultures

·      Content standard #5- Reflecting upon and assessing the characteristics and merits of their work and the work of others

Texas Essential Knowledge Skills (TEKS): S117.11 A1, A2, B1B, B2B, B2C, B4A, B4B

Objectives:

1. The students will learn about different lines and shapes, and the basics of stained glass.

2. The students will create their own art influenced by stained glass and geometry.

Introduction:

Vocabulary: Shapes, Geometric shapes, Organic shapes, Lines, Stained glass.

Social/Historic Context for Lesson: Stained glass, art and craft, Ancient Rome, Europe.

Historic Artists Used: Louis Comfort Tiffany

Contemporary Artists Used: Jack Roseman

Books: None

Websites: Navy Pier, FineArtStudioOnline

Materials Used:

·      Hot glue gun

·      Oil pastels

·      Rulers

·      Construction paper

·      Worksheet handout

Technology Used:

·      Computer for PowerPoint, research and presentation.

Timeline for Lesson: 30-minute class period

Activity/Procedure:

1.  The students will first listen and learn from the short power point being taught about lines, shapes, and stained glass. The purpose of this assignment is to work with different types of lines to create both geometric and organic shapes in one piece. By combining the two styles of shapes it makes for a “stained glass” piece that’s both traditional and contemporary. They will then be shown a teacher example of the assignment.

2. The assignment will then be explained and asked to follow along with; which is to take the ¼ sheet of construction paper, draw a flower using organic shapes, then take the ruler and in the background of their flower make clean geometric shapes that intersect.

3. After all of the drawing is complete and they are satisfied with their designs, the students will then use the oil pastels provided to color the flower and the surrounding background shapes, using different colors with connecting shapes.

4. Once the coloring is complete the students will bring their construction paper to one of the three teachers to be hot glued. What will be glued are the lines of the background geometric shapes, and the shapes making up the flower.

Assessments (objective or subjective):

1. The students will learn about shapes, lines, and stained glass through the PowerPoint and through verbal discussion, they will then create their piece using the terms, definitions, and visuals they had just reviewed.

2.  The students will be working on a worksheet activity about the lesson and some questions from the PowerPoint, this will happen while their art is being hot glued by a teacher, and will be completed as a table group (1 per table).

Future Considerations/Notes:

1.     Offer a variety of objects for the main focus to allow freedom.

2.     Offer both large and small pieces of construction paper.

3.     Allow the arrangement to be reversed of organic shapes as the background and the geometric shapes as the main focus.