Wire Sculpture

This is my wire sculpture...and it's a lion. It looks NOTHING like a lion. Haha.This was a fun project, but it took me forever to do, and it looks like it was done in 5 seconds. I was blind, and after looking at everybody else's blogs in class and then again at home, maybe I should have had a physical handicap. I think it would have been a lot easier for me to complete this project with gloves on versus what I did, which was blindfold myself. If I do this project again, I am going to wear mittens next time.

Modeling Clay Animal

Ugh! Technology issues are going to be the death of me this semester! I went to upload my stuff at 6:30, and my internet was down. :( Anyway, this is my durtle. It's a cross between a duck and a turtle. It eats plants, and small fish. It lives in saltwater environment, and it can dive like a turtle, and swim like a duck...and he's cute.

Second Grade Lesson Plan- Lines & Color

Lines & Color

Second Grade Lesson Plan

Tara Peterson

Art 3700

Objectives

· Students will use color and line to create an Abstract work of art. (A) · Students will apply contrasting colors to create an emphasis area. (C,A)

Standards Addressed · Use a protractor and/or ruler to make interesting abstract patterns. Overlap shapes to create a design. Use secondary colors to fill in design. (Build Skills Practice.) · Apply contrasting colors to create an emphasis area in a painting using paint or colored construction paper. (Research Create) · Combine geometric shapes to create more complex new ones. (Explore Contextualize)

Materials

Different colored paint

Colored pencils

Markers

Crayons

Art paper

Paint aprons

Paintbrushes

Rulers

Masking tape

Vocabulary

Contrasting Colors: Two colors from different segments of the color wheel are contrasting colors. For example, red is from the warm half of the color wheel and blue is from the cool half. They are contrasting colors.

Abstract Art: Abstract art uses a visual language of form, color and line to create a composition which may exist with a degree of independence from visual references in the world.

Pedagogy

Start off by explaining to the kids what abstract art is. Bring out some examples of Abstract artist’s work. Give each student a piece of paper, a ruler, and the art supplies. Have each student tape off a border for their work. The students will then make many different geometric shapes with their rules. After they have completely filled the page with geometric shapes, they will use their different art media (paint, colored pencils, crayons, markers) and will fill in the shapes with primary, complementary, contrasting, warm, and cool colors. After they are finished, they will let their pictures dry, and will then mount them on a larger piece of construction paper, and will make a wall mural.

Teacher Resources

Abstract Artist’s work

Assessment

· The student’s work will be assessed in the following criteria: Did the student fill the entire page? Did the student use all art media? Did the student tape off a border on their piece of paper? Did the student use primary, complementary, contrasting, warm, and cool colors? I will walk around while the students are working, and will silently assess them, and they will be assessed a 3-2-1-0 on a rubric.

3 (Excellent)	2 (Average)	1(Below Average)	0 (Unsatisfactory)
The student filled the entire page	The student filled most of the page.	The student filled some of the page.	The student did not fill any of the page, or did not try.
The student used all of the art media (colored pencils, markers, crayons, paint).	The student used most of the art media (colored pencils, markers, crayons, paint).	The student used some of the art media (colored pencils, markers, crayons, paint).	The student did not use the art media (colored pencils, markers, crayons, paint).
The student taped off a border on their piece of paper.	The student taped off a border on most of their piece of paper.	The student’s border was crooked or not even.	The student did not tape off a border.
The student used primary, complementary, contrasting, warm, and cool colors in their artwork.	The student used most of the primary, complementary, contrasting, warm, and cool colors.	The student used some of the primary, complementary, contrasting, warm, and cool colors.	The student did not use primary, complementary, contrasting, warm, and cool colors.

Adaptations/Integrations/Accommodations

This could be used in older grades as a Math integration.

Third Grade Lesson Plan - Squashed Art

Squashed Art

Third grade Lesson Plan

Tara Peterson

Art 3700

Objectives

· Students will recognize colors on a color wheel. (C)

· Students will mix primary colors to make secondary colors. (C)

· Students will talk about how different colors make you feel (C,A)

· Students will recognize lines of symmetry in their environment and in art. (C, P)

Standards Addressed · Identify and name colors in a simplified color wheel showing only primary and secondary colors. (Identify Experience) · Mix primary colors to make secondary colors. · Experience color mixing variations by placing colors on one half of paper, folding it in half to create a mirror image · Compare and contrast old master’s use of color. Discuss how color impacts the emotional feel of the painting (aesthetics). ·

Materials

Red, yellow, and blue paint

White and black cardstock

Paint aprons

Paint cups

Vocabulary

Line of symmetry: A line of symmetry divides a figure into to halves that are the mirror images of each other.

Pedagogy

1. Have each child put on a paint apron, and set up art stations at the front of the room with the paint cups. Pass out three paint cups to each table. Pass out a piece of white cardstock and a piece of black cardstock. Next, take out your examples of pictures with lines of symmetry. Explain that a line of symmetry divides something into halves that are mirror images of each other. Draw a square on the board, and draw a line down the middle. Ask the kids if the square is symmetrical or non-symmetrical. Draw a few more shapes on the board, and do the same thing. Next, draw a design on the board that is not a shape. Draw a line of symmetry on the board, and ask the kids if it is symmetrical.

2. Fold the paper in half, creating a line of symmetry. The students will dribble red, blue, and yellow paint over their papers. Make sure you remind them not to put too much paint on their papers, otherwise it will soak through. Next, the kids will “squash” the two halves of their papers together, and will un-do the paper, showing their symmetrical “squashed art.” They will do this on both the black and the white paper. Next, we will have a discussion about the different colors, and how they make us feel.

3. Allow the artwork to dry, and then hang the artwork on the wall to display it.

Teacher Resources

I will need student examples to show the students. I will also need some posters showing lines of symmetry, and color emotion posters.

Assessment

I will walk around the classroom, and will make sure they use each of the primary colors to make their squashed art. They will participate in the class discussion about color and emotions.

Accommodations/ Adaptations

This lesson is an integrated Math lesson on symmetry. You could accommodate students in your classroom with disabilities by folding the paper in half for them, and by using cups with large spouts and large handles to making pouring the paint easier for them.

First Grade Lesson Plan- Name collage

Romare Beardon-style collage

First grade Lesson Plan

Tara Peterson

Art 3700

Objectives

· Students will cut 1 “ strips of paper from magazine pages. (P, C)

· Students will draw a stick figure of the first letter of their name. (P)

· Students will choose a watercolor, and will cover the background of their collage. (A)

· Students will do a rubbing to create visual interest. (C)

Standards Addressed · Match primary colors to a color wheel. Begin with pasting colored construction paper to correct site. Later use paint, crayons or markers to identify colors and their placement within a color wheel. (Identify Experience) · Make several texture “rubbings.” Analyze which textures are most visually interesting. (Analyze Integrate) · Make texture“rubbings” in pencil, crayon or charcoal of actual texture. (Explore Contextualize)

Materials

2 magazine pages

Drawing paper

Glue sticks

Pencils

Watercolor mixing sets

Watercolor brushes

Peeled crayons

2-3 items that have an interesting texture

Vocabulary

Texture: is used to describe either the way a three-dimensional work actually feels when touched, or the visual "feel" of a two-dimensional work.

Pedagogy

1. Give each student 2 colorful magazine pages, drawing paper, glue stick, and pencil. The students are to center a large simple stick figure of their first name initial on the drawing paper, in pencil.

2. They then form their initial using approximately 1” wide magazine strips. Demonstrate for them how to tear the magazine strips verticall, and how they stay even on the page. The students will trace their letter with the glue stick, covering generously, and glue the magazine strips in place.

3. The students will choose from several different textures- (anything that has a good texture), and will create a crayon rubbing around their letter.

4. Next, the students will use a Watercolor Mixing Set and water to paint just one solid color around their letter. When complete, they may take a paper towel to dab and speed up the drying process.

5. Finally, a small darker piece of peeled crayon is rubbed along the edges of the page.

Teacher Resources

I will need student examples to show the students.

http://www.artprojectsforkids.org/search/label/1st%20grade?updated-max=2010-11-10T20%3A56%3A00-08%3A00&max-results=20

Assessment

· The student’s work will be assessed in the following criteria: Did the students cut strips from magazine pages? Did the student draw a stick figure of the first letter of their name? Did the student choose one watercolor, and cover the background of the collage? Did the student do a texture rubbing to create visual interest?

3 (Excellent)	2 (Average)	1(Below Average)	0 (Unsatisfactory)
The student cut strips of paper from magazine pages.	The student cut most of the paper from magazine pages.	The student cut some of the paper from magazine pages.	The student cut none of the paper from magazine pages, or did not cut it in strips.
The student drew a stick figure of the first letter of their name.	The student drew a letter, but it was not the first letter of their name.	The student drew a picture on their paper.	The student did not draw a letter.
The student chose one color of watercolor paint and covered the background.	The student chose more than one color of watercolor paint, and covered most of the background.	The student did not cover their background.
The student did a texture rubbing to create visual interest.	The student did a texture rubbing on most of the page.	The student did a texture rubbing on some of the page.	The student did not do a texture rubbing.

· I will walk around while the students are working, and will silently assess them, and they will be assessed a 3-2-1-0 on a rubric.