Seeing the Environment in Art! (part two)

Transcription

1 Seeing the Envirnment in Art! (part tw) Teaching Team: TA: Susie Lee ST1: Andrea Slusarski ST2: Elizabeth Fran Grade Level: 3 rd and 4 th Date Taught: Octber 24 th, 2009 Date Revised: Octber 16 th, 2009 Earth Martin, Aim/Gal f the 5 week Curriculum: Students will participate in a curriculum that revlves arund learning abut the imprtance f healthy chices and healthy lifestyles thrugh explratins in themes f mind, bdy, and heart. Students will be able t creatively express their emtins prvked by the given subject matters. Their bservances f their reactins t physical places in their wrld will lead them t frm ideas n the imprtance f a healthy envirnment creating a healthy life. Students will be able t express these thughts and feelings twards the subject thrugh the art prcess and discussin. Students will explre deeper int the issues f mental and physical health thrugh its cnnectin with nature and their envirnment. Fine Arts Gals Met by the Objectives: 26.B.3a Demnstrate the use f riginality/imaginatin when creating an artwrk 26.B.1a Demnstrate knwledge and skills t create visual wrks f art using manipulatin, eye-hand crdinatin, building, and imaginatin. 25.A.1d Identify the elements f line, shape, space, clr, and texture; the principles f repetitin and pattern and the expressive qualities f md, emtin, and pictrial representatin 25.A.2d Identify and describe the elements f 2- and 3-dimensinal space, figure grund, value and frm; the principles f rhythm, size, prprtin and cmpsitin; and the expressive qualities f symbl and stry. 25.A.2e Describe the relatinships amng media, tls/technlgy, and prcesses. 25.B.2 Understand hw elements and principles cmbine within art frm t express ideas. 26.B.2d Demnstrate knwledge and skills t create wrks f visual art using prblem slving, bserving, designing, sketching, and cnstructing. Objectives: Students will Students will be able t: Students will use sketchbk time at the beginning f class t frm ideas n what a healthy Earth means. They will sketch ut envirnments that they feel are gd t live in and als 1

2 think abut what makes an envirnment un-safe/unhealthy. In yur sketchbks tday think abut what makes an envirnment health healthy (clean water, fresh air, green grass, etc.). Nw draw what yu think a healthy place lks like. Students will gain knwledge and describe the imprtance f living in a healthy wrld. Students will participate in a cntinued classrm discussin f the imprtance f a healthy Earth/envirnment. They will cntinue t frm ideas f why keeping the Earth healthy is imprtant t ur wn health. Students will gain the knwledge f the prcess f creating a msaic piece and understand the histry and meaning that is expressed thrugh the medium. Students will apply their msaic pieces t create their representatin f a healthy envirnment and cntinue t frm ideas n hw expressive thughts are cmmunicate. Vcabulary: 2-D: smething that has tw dimensins, is flat, and has height and width. 3-D: smething that has three dimensins, Clay: naturally ccurring material cmpsed primarily f fine-grained minerals, which shw plasticity thrugh a variable range f water cntent, and which can be hardened when dried and/r fired Msaic: the art f creating images with an assemblage f small pieces f clred glass, stne, r ther materials. It may be a technique f decrative art r f cultural and spiritual significance. Glass: is ften extended t all amrphus slids (and melts that easily frm amrphus slids), including plastics, resins, r ther silica-free amrphus slids Envirnment: an indr r utdr setting that is characterized by the presence f envirnmental art that is itself designed t be site-specific. Health: the general cnditin f the bdy r mind Emtin: a state f feeling Landscape: cmprises the visible features f an area f land, including physical elements such as landfrms, living elements f flra and fauna, abstract elements like lighting and weather cnditins, and human elements like human activity and the built envirnment. Cmpsitin: the rganizatin r gruping f the different parts f a wrk f art s as t achieve a unified whle. Abstract: f r pertaining t the frmal aspect f art, emphasizing lines, clrs, generalized r gemetrical frms, etc, especially with reference t their relatinship t ne anther. Layer: a thickness f sme material laid n r spread ver a surface. Clr: the visual perceptual prperty crrespnding in humans t the categries called red, yellw, blue and thers. Pattern: type f theme f recurring events f r bjects, smetimes referred t as elements f a set. These elements repeat in a predictable manner Primary Clrs: Yellw, Red, Blue Secndary Clrs: Orange, Purple, Green Symmetrical Balance: Well prprtined; equal n bth sides Asymmetrical: Balance where the weight is nt equal n bth sides 2

3 Teacher Materials: (22 students plus dems) Media Cart and Laptp Pwerpint f Msaics and Images fr Discussin Third/Furth Grade entrance pster Dem Materials: White Clay (shuld be pre-rlled and shaped by student frm previus lessn) Msaic Pieces - assrted tiles arranged by clr; dark and light blues, dark and light greens, reds/ pink, purples, yellws, ranges, white, black, Teacher-Made Design Clay Tls (knives and plastic tls) Table Cver Tray t hld clay bdy Ziplc bag Fr Student: Student s Sketchbks Student s Designs (made in previus lessn) Student s Clay Shapes (made in previus lessn) Assrted Drawing Pencils Msaic Pieces Plates (fr pieces at each table) Clay tls Table Cvers Markers Clred Pencils Crayns Pre-rlled/prepared clay bases fr absent students Teacher Made Exemplar: Cmpleted Example f Msaic Prject Half-Cmpleted example f Prject fr Dem Cmpleted Msaic Design Learner Materials (22 students): (22) Sketchbks (22) Nametags Drawing Pencils (15) Cups fr supplies (25) Ziplc freezer bags 3

4 Sharpie pens Markers Clred pencils Crayns Msaic pieces (pre-cut and in individual cntainers) White Clay (15) Plastic Trays (t hld clay pieces) (15) Clay tls (3) Cvers fr the table Mtivatin/Activities and Prmpts: Teacher Generated Pwerpint fr Discussin (Abut Msaics) Cmpleted Exemplars fr Prject Discussin/Dem Multicultural/Histrical Exemplars (included in Pwerpint) Images f Watts Twers by Simn Rdia. Ls Angeles, Califrnia. Stream. Snia King. Ice Land. Snia King. Fund images fr Pwerpint Classrm Layut/Physical Set-up: WALL POSTINGS: Third/Furth Grade sign fr dr Rules pster (n f the frnt bulletin bards) The sketchbk prmpt will be written n the black bard Psters (included in exemplars befre) hung in rm Class schedules (times) will be written n the blackbard TABLE FORMATION: Tables will be gruped tgether arund the rm A rug and dem table will be placed at the frnt f the classrm A visual resurce center will be in frnt f the windws. The sign in sheet, sketchbk, and materials will be set alngside the wall t the left as ne enters the rm Wash table next t sink area Drying racks will be available next t the wash table. Table t include cmpleted prjects will als be made available 4

5 MATERIALS DISTRIBUTION AREA: Materials Made Available n Materials Table:! Sketchbks! Nametags! Pencils and erasers! Markers! Clred pencils! Crayns! Sharpies! Clay! Msaic glass rganized by clrs n paper plates! Plastic Trays Student msaic pieces will be already at student s wrktables fr quick access while starting prject. Will be rganized in cntainers by clr. Students will pick up their frmed clay msaic bases frm the demnstratin table t start wrk sessin f the day. Student design created in previus lessn will als be given ut t students. DEMONSTRATION AREA: White Clay Msaic pieces Clay tls Cver fr table Teacher made exemplars Teacher made msaic clr designs CLEAN UP AREA: All cleaning supplies will be kept n the cunter near the sink. Students will be asked t make sure that they are t clean up their persnal area and their table at the end f class. Students will place cmpleted msaic pieces n their plastic trays and leave at their tables. All ther supplies will be cleaned and returned. Prcedures: SKETCHBOOK TIME: (10 minutes) Students shuld grab their sketchbks and nametags as they walk in, while parents are signing the students in. Students will then take their sketchbks t the frnt n the rug where the materials are lcated and wrk n the sketchbk assignment written n the bard. Students will use sketchbk time t start t recall discussin frm previus lessn. 5

6 Sketchbk Prmpt In yur sketchbks tday think abut what makes an envirnment healthy (clean water, fresh air, green grass, etc.) Nw DRAW what yu think a healthy place lks like. ABSENT STUDENTS: Absent students will be given different instructins during sketchbk time t catch them up with the class. They will be given a pre-prepared slab f clay and they will be asked t cut the shape they want it t be and start cming up with a design fr their msaic. If this is difficulty tell the students they will have the discussin fr the lessn tday t help them with ideas befre they get t wrking. INTRODUCTION: (2 minutes) At frnt f the rm, get students attentin t begin class. G ver and describe the schedule fr the day; Hey class, s we have a pretty fun class tday; first we are ging t start ff with a quick discussin, then we have a dem abut msaics and hw t make them, then we are ging t wrk n putting thse msaics pieces n ur clay bases we made last week... Lead int discussin abut last week and abut what a msaic is. DISCUSSION: (15 minutes) Begin discussin with highlighted and recapping Elizabeth s discussin and ideas frm LP6. Talk abut the envirnment and what it means t keep it healthy. - Why did we say it was imprtant t have a healthy envirnment t live in? - What did we say was part f making an envirnment healthy? (clean air, green grass, recycling, etc.) - What kind f images/symbls did yu guys draw ut last week t express these ideas we talked abut? - Hw did yu think f these ideas? Shw Pwerpint abut Msaic s. WATTS TOWER IMAGES (recap) What is a Msaic? Where d yu usually see Msaics? Hw d they express meaning? SONIA KING IMAGES: - Stream What d yu see in this msaic? Hw des the artist shw that? - Ice Land What d the clrs in this msaic make yu feel? Des it relate well t the title? S we ve been discussing ur envirnment and the imprtance f it being healthy but hw d yu think yu ll be able t shw this thrugh yur msaic? What d yu like abut msaics? D yu think the clr and the imagery in the watts twers and the pictures we just saw were imprtant t shwing there meaning? End discussin and call students t dem table t instruct hw t cmplete their msaic image/prject. S nw, class, if yu can all cme ver t the demnstratin table, I m ging t shw yu hw yu can create a msaic like the nes we just lked at. Can anyne remember the definitin f a msaic and say it ut lud fr the rest f the class? 6

7 DEMONSTRATIONS: (10-15 minutes) Demnstratin time will begin by bringing students arund dem table after Pwerpint and discussin. Begin with reminding students f hw t behave during demnstratins; hands t yurself, wait until I call yur name t answer a questin, etc. Dem Steps: Beginning Our Wrk time - First, shw students hw tday s wrk prcess is ging t start. Tell them when it s time t begin their msaics; they will need t have their already cmpleted Clay bases and designs at their table. - Demnstrate taking the clay ut f the bag and getting ready t put the pieces n. - Remind them t have their designs n their table t lk at fr hw they wanted t chse their clrs fr their piece. Students beginning wrk time/ Hw t Apply the Msaic Tiles apply msaic tiles. - Pick up and shw students what the msaic piece lks like (imprtant t describe nt t put in muth and be careful with them because sme might be a little sharp, but nthing t wrry abut) 7

8 - Next, bring back exemplar and have the students tuch the surface t get a feel fr hw the msaic pieces will be in the class. Ask What are the pieces like in the clay? Are they sticking ut, r are they pushed in their pretty gd? - Explain hw t put the piece n the clay and push int the clay t where nly a little bit is sticking ut higher. (imprtant t tell them that if they dn t push it in the clay far enugh, that when the clay dries it will harden t much and their pieces will pp ut and fall ff.) - Explain/tell students that in msaics the pieces all cme tgether t frm an image, s the spacing between them needs t be clse tgether. NO big gabs, but still want t be able t see sme f the clay in between the separate tiles. - They shuld be cnscius f fitting pieces tgether s that they lk mre cnsistent and chesive with ne anther. Chsing Clrs with the Msaic Pieces - Ask students t lk at teacher exemplar and pint ut the clrs used. Hw were they successful? What d they shw? Where is smeplace that it prbably isn t the best selectin f pieces? - Engage student thught in hw t express their different ideas thrugh their clr chices. - What kind f clrs wuld cme tgether t shw water? the grund? Etc. - What clrs lk gd next t each ther? Wh knws what cmplementary clrs are? In yur msaic tday, yu re ging t have t have 3-5 clrs s take nte f that when yu are wrking. Yur clrs shuld reflect what yur image is. If yu have a simple image, then yu shuld make a mre cmplex backgrund maybe alternating tw clrs that are cmplementary t yur main subject. If yu have a mre cmplex image, then yur backgrund can be simpler. Less is mre! TELL STUDENTS THAT THEY NEED TO HAVE THEIR DESIGN APPROVED/ TALK TO EITHER MS. ANDREA OR MS. ELIZABETH BEFORE THEY CAN START PUTTING THEIR TILES ONTO THEIR CLAY BODY. After ging thrugh dem steps, quiz students n the steps they will be taking t cmplete their prjects and als f imprtant inf they Questins t Ask Students: What are we ging t d first? Take the clay ut f the Ziplc bag and put them n their tray. Then what are yu ging t d with yur bases? put the pieces n them Are we ging t be really careful with the msaic pieces? Hw far are the pieces ging t g int yur clay? T where they nly stick up a little bit. Anybdy have any questins? Yu knw what t d? Yu need t wrk really hard tday s we can get ur msaics all dne! DESIGN/WORK SESSION: (40 minutes) 8

9 When students are ready after dem, they will return t their tables. Each table will then be called up t the frnt f the rm at separate times t cllect their clay bases. *If haven t already Students will talk with teacher abut their design t get apprval Once they have their bases, students will begin creating their msaic images. Students shuld still have their name n their bag that held their clay base. Students will use their designs t help them visualize where t put their pieces n their clay base. Students will be reminded t push their tiles in and als t place them near each ther in the clay. At this time, teachers will walk arund and encurage/assist students with any help/ questins. When students have fifteen minutes f wrk time left, they will be infrmed. Students at wrk. 9

10 CLEAN UP: (5 minutes) Students will be directed t return all unused tiles t their apprpriate cntainers and put back int the center f the table. Teachers will cllect all finished msaic piece prjects. Students shuld wash their hands and make sure that their area is cmpletely clean. Once everything is cleaned, tell students t g sit up in the frnt f the rm n the carpet fr clsure. CLOSURE: (5 minutes) Review the tpics f the day Start clsing discussin by recapping what we went ver/did tday. S tday we started by lking at and thinking abut the ideas f a healthy envirnment frm last week didn t week. D yu have any thughts abut keeping a healthy envirnment? Then we lked at and learned mre abut what a Msaic is, Can anyne give me an example f a msaic we lked at tday in ur discussin? Is there anything else we discussed yu liked? Hw were yu able t express yur cncerns in yur msaic prject? - Ask students if they d like t share what they made/talk abut it. Pint ut a few prjects cmpleted by students and pint ut gd things abut it. What was difficult/hard t d tday? What did yu like abut tday s prject? Explain what was gd r nt gd abut tday s class, what they can wrk n better fr next week and cngratulate n what they did great. Why is a healthy envirnment imprtant t a healthy life? Give students mental hmewrk t start becming mre aware/lking f their envirnments. What places make them feel safer/put them in a gd md. Why d they think that happens? Thanks fr the great day tday, class! Yu all wrked s hard! Have a great weekend and we ll see yu next Saturday! *KILN PROCEDURE Fire students pieces at Cne 17. This will harden the clay, but nt ruin the msaic pieces. Finish by cvering frnt and back with a layer MOD Pdge. 10