Unit Overview: Students studied the artist Georgia O'Keefe and her artwork in order to understand close-up art. Students then chose either a flower or a bone to draw in detail and paint using watercolor paints.
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Unit Overview: Students studied the history of Egyptian mummification and the process of embalming a person in order to understand why canopic jars were important. Students discussed how embalming is important today. Students applied their understanding of canopic jars to the ceramic handbuilding technique of soft slab building in order to build their canopic jar. Students made a pinch pot lid and added sgraffito design and additive feature to their canopic jars. Pre-glazed Canopic Jars Glazed Canopic Jars
Unit Overview: Students examined traditional sugar skulls from the holiday Day of the Dead in order to study the meaning, symbology, and traditions behind sugar skull design. Students then created a sugar skull of their own design incorporating family history, heirlooms, and personal story.
Students studied the holiday Day of the Dead in order to understand the meaning and symbology of the holiday. Students compared this holiday to other holidays that celebrate common themes such as death, spirits, and family. Ultimately, the purpose in this project was for students to create a sugar skull of remembrance. The skulls would reflect the character, traits, and personality of either a deceased family member or the student themselves. This project was used for Art to Remember. Unit Overview: Students examined Kenyan Soapstone Painted Rock Art and designed a pattern using three motifs in order to create a personalized river rock art design.
Students reviewed pattern and motif in this short, 3-D unit. We also examine an art form that is little known about and very beautiful - Kenyan Soapstone Painted Rock Art. Students analyzed the designs on the rocks and discussed what made the patterns special, similar, different, and personal to the artist. Students then practiced a design sketch of their own and chose a rock for their river rock design. Students used metallic paint pens and sharpies to complete this project. I loved how this sub plan turned out. It was so cool to see the ideas that students came up with to create their own comic/superhero character.
Unit Overview: Students will create a personal parade drawing using observation and imagination in order to demonstrate contour line and visual story.
As a first year teacher, I love this lesson as a way to get to know students. There were four prompts to make this parade. I had students follow the prompts that were given them, but be creative within those prompts. The prompts had to do with observation, imagination, hybrid drawing, and memory. First in their parade, students drew a picture of themselves leading the parade. They also had to create a banner, sign, or display that showed the name of their parade. Within this prompt, the students could be creative by making themselves any way they wanted. If they wanted to be a Jedi, clown, dancer, band leader, etc, they could draw themselves in that manner. Second in their parade was an observational drawing. Students were required to draw something that they could see. They could draw anything in the classroom. I even brought some fun objects in to draw. Students were allowed to animate the objects after drawing them from observation. Third in line was a drawing from imagination. I read a prompt and students created an animal based on that description. The description was such: This creature has large fuzzy feet, big ears, and a long spiky tail. This was a fun and exciting prompt for the students. Fourth and last, students created a hybrid drawing. I introduced students to what a hybrid drawing is and showed examples of "hybrid animals" to students. After the slideshow, I told students that they must combine a minimum of two objects together to create one hybrid object. The outcomes were creative and delightful. This lesson helped me to get to know my students in a creative and artistic way. It allowed me a glimpse into the student's life and told me about what they admire, celebrate, and deem important. Unit Overview: Students will learn about artist Johanna Basford in order to create their very own personal coloring page. Students will learn about form, pattern, and motif in order to create their own coloring page. Students will based their coloring page on the form of an animal. Students learned about artist Johanna Basford and created their very own coloring page. Students learned that by using a basic form and adding pattern, motif, and design, one can create a unqiue and creative coloring page.The students coloring pages were combined to create a class coloring book that was sent out to parents and teachers in a pdf format. Students received their original coloring page and access to the pdf copy for unlimited print outs. (For students or schools who may not be able to afford a yearbook, this is a fun way to create a class yearbook and commemorate each student's individuality.) 5th Grade Coloring Pages 4th Grade Coloring Pages 3rd Grade Coloring Pages
Unit Overview: Students will learn about face jugs from the South in the United States during the 1800's. Students will examine what makes a face jug different from other jugs in history. Students will create their own face jar based on the face jugs of the South during the 1800's in order to demonstrate self-expression, creativity, and 3-D building techniques.
Students made face jars once again, but in another grade. While the previous jars were at a third grade level, these are what the fourth graders came up with. Unit Overview: Students will create op art using line, rhythm, and color. Students will choose an object to use as their op art illusion and create their op art based on an everyday object.
This is a fourth grade unit I taught about Op Art. Students learned about the history of Op Art and looked at the art of artists Victor Vassarly, Bridget Riley, and M.C. Escher. Students then learned how to create their own op art design by using continuous line. Students were given various tools to choose from to make their Op art design. Students then discussed how certain colors and color schemes emphasize visual rhythm. Students reviewed monochromatic and complementary color schemes. However, students were given creative freedom to color their Op art design in any way that created visual rhythm. Unit Overview: Students will design a quilt square using Maryland iconography in order to create a fabric square for Project Linus. Students will understand the elements of balance, rhythm, unity, and contour line in their design.
This is a fourth grade lesson I taught about using contour line in design. Students looked at all of the Maryland State symbols and were allowed to create a design based on those symbols. Students used balance, rhythm, and unity in their design to create a meaningful quilt square. Our project was used to support Project Linus. Project Linus is an organization seeks to "Provide love, a sense of security, warmth and comfort to children who are seriously ill, traumatized, or otherwise in need through the gifts of new, handmade blankets and afghans, lovingly created by volunteer “blanketeers.” http://www.projectlinus.org/ The quilt squares made by these students will be sewn together to create multiple blankets that will be given to children at Carroll County Hospital Center. |
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