2 nd Grade Melting Popsicles

Transcription

1 2 nd Grade Melting Popsicles Class Time: 45 minutes 2:00 Start Duration: 2.5 days 2:37 Clean Up 2:42 Review / Closure Attachments: PowerPoint 2:44 Stack Chairs / Line Up 2:45 End PWCS Art Objectives 2P.3.Line 2P.3.1 The student will explore various media and tools to create line and line variations. 2P.9 Principals of Design 2P.9.1 The student will further explore the use of pattern through various media. 2P.9.2 The student will identify and use pattern complex, alternating, repeating. Virginia Art SOLs & 5 The student will identify and use the following in works of art: 3. Line vertical, horizontal, diagonal 5. Pattern complex, alternating and repeating Essential Question: How can using different media change how a line looks in an artwork? Materials & Supplies: Day 1 pencils white paper 9 x cake tempera paint palettes (all colors except black and white) water buckets paint brushes (bigger ones) Day 2 scissors popsicle sticks popsicle stencils white paper 12 x 18 markers (thin and thick) crayons liquid glue Vocabulary: medium (sing.), media (pl) materials and means used to bring an artwork into existence elements of art line, shape, form, value, color, space, texture line characteristics (learned in Kindergarten): straight/curved, thick/thin, long/short, vertical/horizontal/diagonal line variations (learned in 1 st grade): zig-zag, dotted, wavy, spiral principles of design different ways artists combine the elements to achieve a desired effect or outcome 1

2 balance, unity, contrast, emphasis, pattern, movement, rhythm pattern principal of design; repetition of one or more element Prep Work: Make popsicle stencils. Daily Greet / Role / Announcements / Q & A of the Day Greet teacher and students at door. o When the door closes there is no talking or you will lose your point Greet class from front table. Role SB: Artwork and Question of the Day Day 1 : Henri de Toulouse-Lautrec, Jane Avril, 1893, lithograph, printed in black What types of line do you see in this lithograph? Day 2 : Jean Dubuffet, Le Tetrascopique, 1971, mixed media on four polyvinyl panels What line characteristics do you see in these panels? Day 3 : Baghdad by the Bay, Gary Molitor, computer graphic in woodblock style What line characteristics do you see in this graphic? Review / Q & A of the Day / Points Review Questions o Day 1: What were the three line variations you could use for your popsicle? o Day 2: What types of lines were used for the puddles and the sun? o Day 3: What types of media did we use for this lesson? SB: Artwork and Question of the Day Points Lesson Plans Day 1 Objective and Essential Question / Prior Knowledge / Hook SB: Today we will explore various media and tools to create line and line variations. o Define the term medium / media. o How can using different media change how a line looks in an artwork? SB: What line variations and characteristics do you remember from Kindergarten and 1 st grade? (one column for variations and one column for characteristics). o variations from straight: zig-zag, dotted, spiral, wavy o characteristics: straight/curved, thick/thin, long/short, vertical/horizontal/diagonal SB: What types of line characteristics do these popsicles have in common? o (straight, thick, horizontal, curved) Intro to Project / Where to Start Show project sample and describe / summarize it. Today we are making. We will start the project by making the popsicle. Demonstration or Modeling and Materials Make sure they walk! Part 1: Popsicle Painting Step 1: On the 9 x 12 white paper, write name and table on the back with a pencil. Step 2: Flip over paper and place it on scrap paper in landscape position. Step 3: Students get: 2 paint palettes, 2 water buckets, one big brush (review paint and sink rules) Step 4: Choose one line type: wavy, zig-zag, or straight (draw on board), and paint this line variation horizontally (about 1 thick) across the entire paper. 2

3 Cover entire paper; allow colors to blend as they touch. Step 5: Get painting approved by teacher and place on drying rack. Lesson Plans Day 2 Review of Project (Sample, Objective, Materials, Art Techniques, Requirements) Show project sample and describe / summarize it again. SB: Review lines by filling in columns again: o variations from straight: zig-zag, dotted, spiral, wavy o characteristics: straight/curved, thick/thin, long/short, vertical/horizontal/diagonal Demonstration or Modeling and Materials Part 1: Popsicle (do first so they know the color order of melting) Step 1: Fold your 9 x 12 painted paper in half hamburger style so that the painted part is hiding inside. Step 2: Center and line up the popsicle stencil along the folded edge. Step 3: Trace your popsicle stencil (the folded edge side won t need to be traced). Step 4: While the paper is still folded, cut out your popsicle along the lines. Step 5: Open popsicle and write your name and table on the painted side that will be glued to the paper. Step 6: Place liquid glue on the white side around edges and center (where popsicle stick goes). Step 7: Place popsicle stick inside about half way and make sure it has enough glue. Step 8: Close up popsicle and hold for 30 seconds. Step 9: Remove any excess glue and place to the side for reference. Part 2: Melting Drawing (pencil) Step 1: On the 12 x 18 white paper, write your name and table on the back with pencil. Step 2: Draw a circle in the top right or top left side of your paper for the sun (whichever side the popsicle is not pointing). Step 3: Draw curved / wavy lines to form free-form shapes that represent puddles (towards center and bottom). Step 4: Make enough puddles to cover the entire bottom of paper. Part 3: Melting Background (crayon and marker) Step 1: Decide how your popsicle will be glued down so you know your color pattern. Step 2: Using thin markers, trace your puddle lines using the same colors from your popsicle. The order of color on your popsicle will be the order of the puddles. Trace the area that will be under the popsicle as well! Step 3: Trace the sun with thick marker and create sunrays with marker. Step 4: Using crayons, fill in each puddle with the same color as the marker by creating line variations and patterns. Refer to SB chart! Step 5: Glue down popsicle. Step 6: Check with your teacher, and then place on the drying rack or table folder. 3

4 Assessments: Project Requirements Project Requirements: Students must Use all four line variations (learned in 1 st grade): zig-zag, dotted, wavy, spiral Use several line characteristics (learned in K): straight/curved, thick/thin, long/short, vertical/horizontal/diagonal Repeat colors of Popsicle in melting puddles to create a repeating pattern. Use various media: tempera cake paint, crayons, markers Knowledge and Skill Assessment Knowledge Assessment: Student is able to define medium / media apply knowledge of line from Kindergarten and 1 st grade reverse a color pattern Student understands that different materials can be used in one artwork to create a whole Skill Assessment: Student is able to create their own line variations and characteristics repeat lines to form a pattern trace a stencil start to learn how to blend cake tempera paint like watercolors Reflection: Project make over! The students loved this project, but I began to dislike it. it took too long the students didn t take their time making the puddle lines / were confused about lines the different drawing materials confused them (what goes where) With a few changes, I too can enjoy teaching this lesson. If I did it again, there is no need to make the popsicle 3D, so they can paint lines on a smaller paper. A 9 x 12 paper divides into fourths to make 4.5 x 6. That is all the students need for their popsicle. Painting time would be cut in fourth! Student would put the painting on the drying rack and be able to start on the 12 x 18 paper on Day 1, making it no more than a 2 day project. Students would no longer be rushed doing their puddle lines. As for materials, I could either reduce the number of drawing materials (probably best idea) or better map out what goes where. Popsicle would also be limited to wavy or straight (no zig-zag). 4

5 Independen ce in Work Class Performance & Creativity Achievement & Craftsmanship Mrs. Jacqueline Demko, Fall 2013, Elementary School Rubric: 2 nd Grade Melting Popsicles S+ S S- N -mastery of the objectives: all parts of drawing are present: popsicle, sun, sunrays, puddles one line type is used for the popsicle lines are used for sun, sunrays, puddles, and inside of the puddles appropriate materials were o big marker: sun / rays o thin marker: puddles o crayons: inside puddles o paint: popsicle -superior level of popsicle lines are horizontal, not vertical puddles and sun are neatly drawn in pencil, then traced with marker inside puddle lines are drawn neatly popsicle was made correct way (fold, glue, cut, etc.) puddles look like puddles -fully participates and demonstrates effort in all class activities -exhibits originality and creativity in thinking, expression, and work products; takes risks to discover -is self-directed -assumes responsibility for behavior and assignments -adequately meets objectives: one line type is used for the popsicle lines are used for sun, sunrays, puddles, and inside of the puddles appropriate materials were o big markers o thin markers o pencils o crayons o paint - sufficient popsicle lines are horizontal, not vertical lines are drawn somewhat neatly puddles look like puddles -willingly participates and demonstrates effort in class activities -exhibits average creativity in thinking, expression, and work products; does not take any risks -is self-directed -occasionally requires individual attention -falls short of meeting objectives; needs teacher support, more time, and assistance to meet most of the objectives: one line type is used for the popsicle lines are used for sun, sunrays, puddles, and inside of the puddles some materials were o big markers o thin markers o pencils o crayons o paint -falls below the average level of -inconsistently participates and demonstrates effort in class activities -no originality and lack of creativity in thinking, expression, and work products -frequently requires individual attention -has difficulty meeting objectives at this time, even when teacher support or extra time to learn is given: no lines no media popsicle -poor -consistently requires teacher direction and encouragement to participate in class activities -demonstrates little effort in class activities -consistently requires teacher direction and encouragement to complete tasks 5