I decided that I wanted to hang up my posters, so I didn't want to have things on the back.However, I have an extra file folder that will be kept with my posters. In that file folder I put all my examples of my work, including some extra pictures/examples of others' work. Also, I listed multiple ways to use the techniques at the bottom of the posters. However, they are in a smaller print so they are hard to read when you zoom in on the picture. I have post them below so that you will know what they say.
Textures:
Use textures to fill in blind-contour drawings such as Picasso face; OR in other drawings with many empty areas such as a house, animal or flower.
Collographs:
Create collographs of bugs, flowers, faces, animals, etc.
Modeling clay:
Modeling clay can also be used to make small people, scenery for claymations, objects for science lessons (plants, animals, planets, etc.) and so much more!
Stain Glass:
Create any type of stain glass art with this technique. This would be great integration. Have the children depict sections of history such as the crossing of the mayflower or Independence Day (the first in 1776, fireworks, etc.). This would also be good for projects like state/country reports (flags).
I did an example for them. This was both a good and bad experience. It was bad because I didn’t do the squiggly line in a way that I could find real shapes in my doddle. For example, I did not draw a triangle or a square. However, I pointed out a shape and said, “This one looks kinda like a circle, doesn’t it?” One child piped in “It looks more like a oval” and another child said, “If you turn it on its side it looks like a rain drop.” It was clear to me that the children knew their shapes and so I did not cover them even though I should have. If I were to do this lesson again, I would explain the line in the same way I did this time and then continue to explain the basic shapes and shapes that don’t have any name, the ones that look like blobs. After I explained about lines and shapes, I would explain how to combine them into the designs that we made. The children were very receptive. I drew the sleeping and standing lines on one side of the paper and the design on the other and some of the children did just that, even though they didn’t need to draw the lines on the other side. As some of the children were finishing faster than others, I told them that they could draw shapes on the back or draw another design. Most of them that drew something on the back drew shapes that they already knew. Sadly I didn’t get any pictures of that. This project made me excited for teaching art because they children were eager to make their own designs and they all came up with beautiful art work! I was very impressed with what they produced.
I named this little creature Stitches, because it looks like it has stitches on its shell. Stitches is actually a hard shell bunny-dog. These animals live in the shadows of rooms and buildings and eat dust bunnies. When dust bunnies are short, they also eat dirt, but it is not well liked. They really like lemons but tend to get hyper after words, so beware. They do not like direct sunlight light and prefer cool temperatures. They are cute cuddly animals, especially Stitches. I love my new found friend, Stitches.
I made this horse with mittens on. To start, I first had to think about how to make a 3D horse, so that wasn't to bad. But then I started working and it got frustrating because I couldn't produce what was in my head. It was my first time working with this type of wire and it just didn't do what I wanted it to do. It has given me a new perspective on those that struggle with fine motor skills.
Students will to identify and draw organic lines and geometric lines while creating a line design or pattern.
Standards Addressed
Recognize the difference between organic lines (found in nature) and man-made geometric line.
Experiment with spiral, curve, branch, zigzag forming patterns.
Vocabulary
·Line: a stroke between two points
·Sleeping line: horizontal lines that go left to right/right to left
·Standing line: vertical lines that go up and down/down and up
·Organic line: irregular, bumpy lines found in nature (spirals, coils, branching, drops, starbursts)
·Geometric line: straight lines or lines that sharply change direction
·Line design: repetitive lines making patterns
·Repetition: the rhythmic repeating of objects and patterns (stiletto AAA or alternating AbAb)
Pedagogy
·Pass out paper and colors (markers/crayons/etc.) to the students.
·Review what a line is and what sleeping and standing lines are.
·Go over organic lines and geometric lines. Have the children pick out these types of lines in the classroom and/or from pictures you provide.
·Have the children fold their paper in half (hamburger style). On one half on the paper have the children draw the different types of lines.
·Go over line design and repetition (patterns) and find/give examples of these as well.
·On the other half of their paper, have the children draw a line design.
Assessment
Assess child’s understanding of lines if there is at least one example of each type of line on their paper.
Assess their line design if they have successfully created a pattern.
Adaptations/Integrations/Accommodations
You can integrate social studies by showing the children examples of cultures that use patterns in their rugs, pottery, or other parts of their culture.
You can have the children come up with patterns that they can put themselves into (boy girl, boy girl)
You can have the children listen to music and creates a line design that goes along with the rhythm they hear. In this case you will need to go over the meaning of rhythm.
Teacher Resources
DESCRIPTION
Teach about different kinds of lines and how lines can create patterns and/or show rhythm.
Students will be able to differentiate between different textures.
Standards Addressed
Play with smooth and rough textures, talk about the difference.
Vocabulary
Texture: The surface qualities of objects; how objects feel.
Smooth: having a surface free from roughness or bumps or ridges or irregularities.
Rough: having or caused by an irregular surface.
Pedagogy
(Suggestion: practice making a picture with your selected paper, glue sticks and sand before trying it out on the children. You might have to change materials or methodology if your paper or glue is too weak to support the sand. Elmer’s liquid glue may be a better choice than glue sticks.)
·Talk about textures (rough and smooth). List examples of things that are rough and smooth.
·Tell the children that they are going to make colored sand and colored sand pictures. Explain that they are going to add sand to their pictures to give some objects a rough texture and that the paper will be their smooth texture.
·Show them an example of a typical child’s sand art picture.
·Encourage the children to think first about what they are going to make (and which surfaces they want to make rough and which they want to leave smooth). And then encourage them to try and follow through with that picture. This just helps with learning to think ahead and make good decisions, instead of having to start over again.
·Have the children draw their picture on a heavy paper like white construction paper, white cardboard or any other firm material; regular paper cannot support the heavy sand. Remind them that they will have to cover at least one object in their picture to give it a different texture. (The children that finish drawing faster can start to color the smooth surfaces on their picture.)
·Once the children are done drawing their picture, explain that they will make colored sand by mixing food coloring into regular sand inside of a plastic bag.
·Talk about the fact that when the children put the food coloring in with the sand, the sand is going to change color, because the sand is going to absorb the food coloring.
·Explain to the children that the more they shake the bag with the sand and food coloring, the more the color will disperse throughout the sand. Talk about the fact that if you add 3-4 drops, the color is not going to be as bright as it would be if they put 5-6 drops of food coloring in it.
·In addition, you could discuss the fact that if you drop red and blue drops of food coloring into the bag, you will get purple sand. Also, yellow and blue drops will make green sand. And red and yellow drops will make orange sand.
·Call each child up to you one at a time or in small groups and have them bring their pictures. Have them tell you which area they want to cover in sand and ask what color they want the sand to be.
·Give them a zipbock baggie with about ¼ cup sand in the bag. Help them add drops into the sand and make sure their bag is closed tightly before they begin to mix the color into the sand. (Have wet wipes handy for stray drops.)
·They will now make their picture by generously applying glue stick to all of the areas on their paper where they want a particular color, pouring a little of that colored sand on the area (while holding their picture over the cardboard box or trashcan) and then shaking off the excess back into the baggie (for the first color at least) or into the box. Let them share colors that their friends/classmates have made.
·After everyone has made their pictures, let them dry completely and then hang them up to display.
Clean-up
·Have children put away glue and throw away sand. If sand is going to be kept, make sure the bags are sealed tight.
Assessment
Assess that at least one area is covered in sand and one colored area is left without sand.
Adaptations/Integrations/Accommodations
When the project is done, you could also tell them that sand is used in other types of types of pictures and decorations (show them pictures of Native American, Tibetan and Mexican Day of the Dead sand paintings, elaborate sand sculptures and colorful sand bottles).
History can be integrated by giving a history lesson and then having them draw a related picture.
You can have colored sand for them already.
You can also talk about (and give definitions of) primary color and secondary colors and mixing/making colors.
