Monday, March 28, 2011
Friday, March 25, 2011
Line Designs - First Grade Lesson Plan
Objectives
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.
MATERIALS
Paper
Colors (markers, crayons, colored pencils, paint, etc.)
Music/Music Player will be needed if you want the children to explore rhythm
Examples of another culture’s art if you are going to integrate it with social studies.
Pictures of where organic lines are found and where nature creates patterns (ripples) or line designs (trees) may be helpful.
A story book where lines and patterns are found may also be helpful.
Textured Sand Pictures - Kindergarten Lesson Plan
Objectives
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.
Teacher Resources
http://www.lessonplanspage.com/ArtMakeColoredSandAndSandPicturesGoodIdea14.htm
DESCRIPTION
Children will make pictures and add colored sand to create a rough texture contrasting the smooth paper texture.
MATERIALS
Sand
Food coloring
Cardstock /construction paper/or any other firm surface that the children can draw on
Markers/crayons
Glue
Trays that extra sand can be shaken into
Thursday, March 10, 2011
Aspects of Quality Art Lesson Plans:
There are many aspects of a quality lesson plan that are all important to consider. These are just a few that really stick out to me.
Hands-on learning is one of the most important things about a quality art lesson. Art would be very hard for children to learn art and art techniques without performing them. Also doing a hands-on lesson helps the children express themselves and be comfortable doing so. When children have a hands-on lesson, especially one that they can get messy with, it is fun for them and they will begin to grow a love for art. Once children love art, they will also love learning about it.
Art terms are another important aspect of quality art lesson plan. I think that using the correct art terms really teaches art. You can integrate an art lesson but without the proper terminology, it is almost a worthless integration. For the younger grades it may not be possible for them to fully understand some terms. For example a preschooler may not grasp the idea of a horizontal line. However, you can explain that horizontal lines look like they are sleeping so we will call them sleeping lines; continuing the lesson calling them sleeping lines instead of horizontal lines.
Fun and expressive lessons are also very important. It is one lesson if you say flowers have five red petals and have green stems. It is a completely different lesson if you let the children create their own flower which however many petals and in whatever colors they choose. Letting the children be expressive and creative really helps them to enjoy art, and when they enjoy it, they will remember it better.
We have talked about art being cognitive, affective and psychomotor. It is important to remember that art isn’t always about painting or drawing but about moving around as well. Art can be explored threw making different kinds of lines and shapes with your body or countless experiences like going outside and finding shapes or colors in nature. It is also important to included these types of activates in your lesson plans, especially since there are many kinds of learners, even in art.
Clements, Robert D. “Emphasis Art” 2010. Ninth edition
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