In-Class Art Projects

Transcription

1 ART 460 Methods, Materials and Philosophy: Art in the Elementary Classroom Fall, 2007 Instructor: Crystal H. Yang, Ph.D. & MFA, Assistant Professor, Art Department Office: Room 111A, Hughes Fine Arts Center Office Telephone: Office Hours: Monday and Wednesday, p.m. (or by appointment) Overview of This Course This course is aimed to prepare students for teaching art in elementary school classrooms. In order to facilitate students artistic and instructional abilities, five in-class art projects, two art classroom observations at elementary schools, and a visit to an art museum are arranged during the semester. Educational theories will be exemplified through observing real teaching settings and in-class discussions. In addition to the emphasis on both making and teaching art, an interdisciplinary approach is highly encouraged. Because most of students taking this course are elementary education majors, the design of this course intends to lead students to integrate art activities and course projects with other academic disciplines. For example, the in-class art projects (which are mainly based on the textbook, Art From Many Hands: Multicultural Art Projects) are enriched with diverse cultural content. The visit to the exhibition in the North Dakota Museum of Art will associate an art lesson with social studies. By the end of the semester, students will demonstrate their abilities in making art lesson plans and teaching art through presentations and the completion of teaching portfolios. Textbook Schuman, J. M. (2002). Art from many hands: Multicultural art projects. Worcester, Massachusetts: Davis Publications, Inc. Basic Materials to Bring to Class Pencil, ruler, scissors, paint, brushes (of different sizes), palette (or use a disposable plate instead), empty containers (jars, yogurt or butter containers, etc.), cutting tool. In-Class Art Projects 1

2 Project I (2-D painting): Hawaiian stamped Tapa designs (pp ) OR aboriginal bark paintings of Arnhem Land (pp ) OR Amate paper paintings (pp ) (1) Hawaiian stamped Tapa designs: Making Tapa with design tablets (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp Materials to bring to class: pencil, ruler, glue, scissors, brown paper bag, thin string (old cotton wrapping string) brown crayon, brushes, black (and/or brown, red-brown) paint, palette, container. Materials available in class: iron, poster board. (2) Aboriginal bark paintings of Arnhem Land: Making paintings on laminated paper boards (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp Materials to bring to class: heavy brown paper bags, newsprint (for drawing a design), scissors, container, paint (red, brown, black, and/or yellow), brushes, palette, white chalk, colored pencils, 2 straight sticks (bamboo or wood branch. Materials available in class: school white glue), hole puncher, brown jute twine. (3) Amate paper paintings: Making paintings on prepared brown paper (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp Materials to bring to class: brown paper bag, scissors, wax paper, brushes, palette, container, tempera paint (black, magenta, turquoise, yellow-green, pink, orange, purple, and white) and/or fluorescent paints, a drop or two of liquid soap or detergent. Materials available in class: iron. Project II (Papier-Mâché): The gift-giving bowls of Micronesia (pp ), OR Didgeridoos (pp ), OR Island Maracas (pp ) (1)The gift-giving bowls of Micronesia: Making bowls inspired by the shell inlaid bowls of Belau (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp

3 Materials to bring to class: balloon, container, brown paper bag, newspaper, container, masking tape, pencil, knife, hole puncher, thread, dark brown tempera paint or brown acrylic paint, a big brush, palette, scissors, clear acrylic finish, glue. ***Remember to bring an extra container (such as yogurt or butter containers) Materials available in class: Papier-Mâché paste, white paper, plastic wrap, (2) Didgeridoos (or rain stick): Making cardboard Didgeridoos (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp Materials to bring to class: tubes of paper towel (or of plastic wrap, tin foil, gift wrapping paper, or PVC pipe, etc.), newspaper, brown paper bag, container, masking tape, brushes, paint, clear acrylic finish. ***Remember to bring an extra container (such as yogurt or butter containers) Materials available in class: Papier-Mâché paste, tubes of toilet paper, school white glue. (3) Island Maracas: Making Maracas (refer making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp ) Materials to bring to class: balloon, container, brown paper bag, newspaper, container, masking tape, dried split peas (or rice, smaller seeds, or very tiny pebbles), an 11 piece of 1/2 dowel, a large-headed tack, paint, clear acrylic finish. ***Remember to bring 2 extra containers (such as yogurt or butter containers) Materials available in class: Papier-Mâché paste. Project III (paper cutouts): Polish Wycinanki (pp ), OR Amate paper cutouts (pp ), OR Cuna Indian mola (pp ) (1) Polish Wycinanki: Making Kurpie Wycinanki (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp Materials to bring to class: pencil, small pointed scissors, knife or knife pen, glue, brown paper bag. Materials available in class: construction paper. 3

4 (2) Amate paper cutouts: Making symmetrical cutouts (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp Materials to bring to class: pencil, small pointed scissors, knife or knife pen, glue, wax paper, brown paper bag. Materials available in class: construction paper, newspaper, iron. (3) Cuna Indian mola: Making paper molas (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp ) Materials to bring to class: pencil, an X-acto knife (or knife pen), glue. Materials available in class: construction papers, newspaper. Project IV: Book making (refer to making instructions in Art From Many Hands, pp , an additional handout will be provided) Materials to bring to class: cloth, A4 copy paper (at least 25 sheets), metal spoon, needle, thread, school white glue, pencil, ruler, scissors, wax paper (to smooth out glued surfaces), cutting tool. Materials available in class: brush, tempera, acrylic, rubber comb, all-media paper, allpurpose Chipboard (single & double thick), cutting tool, awl, iron. Project V: Making a book, OR African masks and sculpture (pp ), OR American applehead dolls (pp ) (1) Making a story book, recipe book, photo album, poetry book, journal, family book, etc. (2) African masks and sculpture: papier-mâché masks and sculpture (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp. 7-29) Materials to bring to class: container, masking tape, paint, clear acrylic finish (depending on individual projects, additional materials may be needed) Materials available in class: Papier-mâché paste, Kraft paper, newspaper. 4

5 (3) American applehead dolls (refer to making instructions in Art From Many Hands, pp ) Reading: Art From Many Hands: Multicultural Art Projects, pp ) Materials needed: a large apple (as head), knife, 18-gauge wire, salt, an apple (for making hands), lemon juice, scissors, pliers, plastic electrical tape, crepe paper or rags, fabric, needle, thread, leather, glue, cloves, cotton or yarn or fleece (as hair), (depending on individual projects, additional materials may be needed) ***It takes 1 to 2 weeks for the applehead to dry. Two lesson plans from art classroom observations 1. For observing art classes In order to complete this assignment, students are first required to sign up for 2 art classroom observations (2 hours in total) at area elementary schools. A handout about the Artwise Artist in the Classroom Program and observation rules will be provided before observations begin (Feb. 5). It is important that you read this material before going to observe. 2. For writing lesson plans Describe 2 observed art lessons (include the art teacher s name, grade level, school, date and time, duration of the class, title of the project, a list of materials needed, and artmaking procedures). In order to illustrate the finished art product in the paper, observers may ask for permission to take pictures of children s work during observations, or reproduce the artwork after observations. It is suggested that students avoid observing the same projects and grade levels taught by the same art teachers in the same week. If this situation happens, please make the second lesson plan into a descriptive observation paper (you may make a comparison of the 2 observed art classes). If an art project goes on for more than one class period and only one (or two) class period(s) are observed, in addition to describing the day observed, please ask the art teachers for general ideas about the whole lesson plan in order to fill in the part(s) not observed. Presentations in Class 5

6 Each student has to choose an art object from a culture in the world (including, but not restricted to, those featured in the textbook), and then extend it into an interdisciplinary art lesson. It is essential for students to do in-depth research on the chosen art object and its culture (history, geography, religious beliefs, customs, rituals and ceremonies, arts, etc.). You may refer to the resource books listed in the bibliography of Art From Many Hands, or search for information in the library or on websites. This written art lesson plan will be edited in the teaching portfolio (see the Teaching Portfolio section below). Between Nov. 26 and Dec. 5, students will have about 15 minutes each to present their art lessons in class. If you choose to do a group presentation, there should be a main theme (such as the same culture) to tie all teammates art lessons together. Each group s presentation time will be extended accordingly, but lesson plans in teaching portfolios should be submitted individually. What to consider for preparing your presentation and interdisciplinary art lesson plan: *First of all, please keep in mind that this is an art lesson plan. Therefore, making and teaching an art project is the main focus of your presentation, even though it is an interdisciplinary lesson. *The art lesson plan should be age-appropriate. *Prior to your presentation, you need to make the art project by yourself to make sure that it is feasible. *It is favorable that the art project allows artistic creativity to develop and the outcome of the artwork displays aesthetic value. *Your teaching or presenting method can be fun, expressive, creative, and/or related to your personal life experiences. ***Laptop (both PC & Mac), and LCD projector will be available in classroom during the presentation times. You may want to test the equipment in advance to make sure that it is working. 6

7 Teaching Portfolio A teaching portfolio will include 3 sections of lesson plans (please label each section clearly): (1) Two lesson plans from art classroom observations (due on Nov. 5. But, here is the chance to redo it, if your grade is unsatisfactory) (2) A lesson plan or refection paper (double-spaced, at least 2-page long, due on Dec. 5) for the exhibition (at the North Dakota Museum of Art) (3) An interdisciplinary art lesson plan Suggested contents of the art lesson plan are: 1. An introduction to the topic--a culture s history, geography, customs, rituals and ceremonies, and/or arts, etc., and related disciplines (such as music, math, biology, etc.) 2. Description of the lesson--including title, grade level, duration, content of the subject, educational objectives, a listing of materials needed, and art-making procedures, supplementary information (such as art forms, designs, and styles), etc. 3. Pictures and illustrations 4. References and/or a bibliography (books, articles and internet resources) Grading In-class art project I: 10 % In-class art project II: 10 % In-class art project III: 10 % In-class art project IV: 10 % In-class art project V: 10 % Two lesson plans from art classroom observations 10% (5% for each paper) A lesson plan or a reflection paper of Exhibition 10% Presentation + An interdisciplinary art lesson plan 30% Total 100% Final grade: A (90 and above), B (80-90), C (70-80), D (60-70), F (below 60) For more details: 7

8 *The criteria for grading each art project and paper will be explained in class. In general, the grades stand for: Grade Description Point A + Exceptional 10 A Excellent 9 B Good 8 C Meets Expectations (fulfills basic requirement) 7 D Below Expectations (but still a passing grade) 6 F Unacceptable (failing grade) 0-5 *Three unexcused absences will result in 1 point deduction from your final grade. *All art projects and papers should be submitted by the deadlines. Each late submission will cause 1 point deduction. *If a better work is produced after deadline, it can be submitted and evaluated. A new grade will replace the previous one. *Extra points can be earned for additional good works. *During the lecture period (11/14, 11/19) and the student presentation period (11/26, 11/28, 12/3 & 12/5), class participation is required of all students. During these dates, each class absence will automatically cause a 0.5 point deduction from your final grade due to a lack of participation. *For students who choose to use technology for their presentations and/or the interdisciplinary art lesson plan, 2 extra points will be added to the total. Importance of Attendance and Class Participation In accordance with UND s attendance policy (see page 37 of the UND s Academic Catalog), students are to be informed of the impact of attendance and class participation. Your hands-on in-class art projects will be assessed in part as a form of class participation. Excessive absences will result in less classroom participation (which might lower your grade significantly because you are not learning when you are not participating). Disability Access Information 8

9 If you have emergency medical information to share with me, if you need special arrangements in case the building must be evacuated, or if you need accommodations in this course because of a disability, please make an appointment with me. If you plan to request disability accommodations, you are expected to register with the Disability Support Services (DSS) office (190 McCannel Hall, v/tty). Timetable 8/22 Classes begin 8/27 In-Class Art Project I (2-D painting) 8/29 Project I continued 9/3 No class (Labor Day) 9/5 In-Class Art Project II (Papier-Mâché) 9/10 Project II continued 9/12 Project II continued 9/17 Project II continued 9/19 Project II continued 9/24 In-Class Art Project III (paper cutouts) 9/26 Project III continued 10/1 Project III continued 10/3 In-Class Art Project IV (book making) Deadline: in-class art project I, II & III 10/8 Project IV continued 10/10 Project IV continued 10/15 Project IV continued 10/17 No class (Professor will be at the SECAC Conference in Charleston, WV) 10/22 Project IV continued 10/24 Project V (making a book or 3-D work) 10/29 Project V continued 10/31 Project V continued 11/5 Visit to the North Dakota Museum of Art (Exhibition: Autumn Auction guided by Sue Fink) Deadline: 2 lesson plans based on art classroom observations 9

10 11/7 Project V continued 11/12 No class (Veterans Day) 11/14 Lecture: Children s Artistic Development 1 Project V continued 11/19 Lecture: Children s Artistic Development 2 Project V continued 11/21 Project V continued Deadline: in-class art project IV & V 11/26 Presentations 11/28 Presentations 12/3 Presentations 12/5 Presentations Deadline: Teaching Portfolio (includes 2 lesson plans from art classroom observations, a lesson plan or a reflection paper of Exhibition, and an interdisciplinary art lesson plan) 10