Graffiti Name Art

Graffiti Name Art-

This 5th grade lesson was started by showing the class different types of graffiti and how it has evolved overtime. If someone wasn't familiar with graffiti our teacher would quickly explain what it was and the purpose for most graffiti art. We learned about a famous graffiti artist and got to see a few examples of his work. Next our teacher explained symbolism and told us that our graffiti name tags needed to have at least two symbols that mean something to us. When we had decided on our two symbols we began our project. The first thing we did was get a normal sized sheet of white paper. On the paper our teacher had us write our names in pencil in different directions and scripts and then added our symbols to the design. Elements of the design needed to overlap at least 10 times and our names needed be written at least 5 times. When the design was completed we traced our pencil lines in black sharpie. Graffiti art is known for having black borders and thick bold lines so that's what we were creating with this project. After the design was outlined we learned about the different color schemes we could use to finish our graffiti art. Where parts of the design overlapped we would use different colors so that the design was in full color. The color schemes that we learned about were analogous, triadic, complementary, split-complementary, square color scheme, warm color , and cool color schemes. The color scheme I used was split-complementary which is the two colors adjacent to the compliment. After it was completely colored we glued our sheet of white paper on a larger piece of construction paper so it would act as a frame.

I really liked the concept of this lesson. It is a great way to introduce color schemes to students in a fun way. If I were to use this lesson I would have my students do it in a larger scale only because I love the message and look of graffiti. For example having the students create a large painting would be a way to get more detail into their graffiti art. While presenting this lesson I would stress that the graffiti art needs to have a strong message. This lesson of course will be geared towards a older audience and it will be the first step to getting students to understand the ideas and messages behind art. Many students in high school do not understand that art is more than just making a pretty picture but that a message is being told through the art.

Dragon Eggs

Dragon Eggs-

This second grade lesson was designed around a book called The Egg by M P Robertson. We began by reviewing the book which was about a little boy who found an egg and it turned out to be a dragon egg. The boy keeps the egg and later helps the dragon return to the place where he is from. Our teacher asked us questions about fiction and non-fiction and had us determine what the book would be considered. Then we began making our own dragon egg out of clay. Our teacher demonstrated how to knead the clay so that no air bubbles would be in our clay. When our air dry clay was ready we molded it around a plastic Easter Egg. When the Easter Egg could no longer be seen and the clay took the shape of the egg we then started putting texture where we wanted on our eggs. Clay tools were being passed around so that the students and I could imprint the textures we desired. On the back table was gold chains and little aquarium pebbles that we could use on our dragon eggs. Tempra paint was on the back table as well so that we could take whatever colors we wanted and paint our egg, I painted my egg lime green and blue and then sat it in the window to dry. After our project we had a worksheet where we critiqued how we did on the project and got to name our dragon egg.

Lesson plans based on books are very fun in my opinion because it helps the students remember the book better because they have a visual aide. If i was to do this lesson I would present this to an older crowd. However, I would integrate it with a biology less where we are learning about dinosaurs instead of a fictional character such as a dragon. During this I would have the students choose a specific dinosaur and research the size and texture of the dinosaur's eggs. This way the students can compare the eggs and determine the difference in the species of dinosaurs.

Happy Spring!

Happy Spring!-

This 3rd grade project was used to introduce the different parts of the flower to us. We began by learning about the different flowers that are blooming during this season and all the different colors of each. Then we broke down flowers and learned the different parts. For instance our new vocabulary included the stem, leaves, petal and the pistil which is the female reproductive part of the flower. To learn the parts we created our own flowers out of Popsicle sticks and construction paper. First, we glued Popsicle sticks to strips of green construction paper until it looked like a stem of a flower. Then we went and chose three colored hard stock sheets of papers that were used to make the petals of our flowers. After we traced the flower pattern our teacher gave us on our three sheets of paper we cut them out and began folding. We were instructed to fold the  flowers a certain way so that we could fold them to look like a tulip. We were able to write messages on the inside of the flowers if we wanted and then give them to our families. With the flower pattern now we made small cuts on the overlapped the sides to make the shape of the tulips. Lastly we made small holes in the bottom of the flowers so that we could stick our stems through the flower. The end of the Popsicle stick that sticks through the center of the flower was made to represent the piston. With a bow we tied the three flowers together.

This lesson was a great because it allows for the visual learners to get more out of the science lesson plan. Pipe cleaners could be a way to make it a little easier for younger children because folding the construction paper around the Popsicle sticks was a little tricky. Having the students do a little more with the piston would be a way to teach them about the pollination process. Perhaps painting the stick yellow and putting bits of yellow powder in the center of the flower would demonstrate how when bugs come in contact with the flower that is how the pollen is circulated.

Japanese Cherry Blossom-Straw Painting

Japanese Cherry Blossom-Straw Painting-

This 2nd grade lesson dealt with cherry blossoms and the meaning behind the flower that is now blooming in Washington DC. We began the lesson by learning about the four different seasons and then learned about the history of cherry blossom trees. We then watched a short documentary on cherry blossom trees and their significance to Japan and Washington. After we saw examples of cherry blossom trees our teacher explained our project for the day. The project was to make cherry blossom scrolls using a blow paint technique. First, we were showed how to fill our straws with water downed paint and instructed us not suck up the paint but rather blow into the straw. We practiced on a spare piece of paper by dripping some paint on the paper and then blew on it with our straws to spread the paint to look like branches. After we got the hang of it we did the same process on a longer piece of paper that was going to be our scroll. When we had created our blow art tree we let it dry and then learned about the appropriate color to paint the flowers for our cherry blossom trees. We mixed a little bit of red paint into some white paint until the paint was a lovely shade a pink. We had a choice of using coke bottles to stamp with paint to create flowers, or use q-tips to make them instead. The cherry blossom composition was complete after we added the flowers. The final step was simply making our artwork look like Chinese scrolls. Gluing popsicle sticks to the bottom and top and added a string to the top created our Chinese scrolls.

The Cherry Blossom is a important symbol to the Japanese people and creating a project around the Japanese symbols would be a great was to add some art history. In an older classroom learning about the traditions and festivities of the Japanese people is a way to extend this project. Creating artwork in honor of the Cherry Blossom festival would be a way to have the students learn the principles of art by having them create cherry blossom trees using line, shape, and lastly value.

Mexican Folk Art

Mexican Folk Art-

This 5th grade lesson dealt with Mexican folk art. First, we learned about metal embossing techniques used in Mexican Folk art and the symbols and patterns used. After viewing a short PowerPoint we filled out a brainstorming worksheet where we began thinking about the symbols we wanted to use on our own artwork. Symbols such as hearts for love, eagles for freedom, and flour leaf clovers for luck were used by many students. Next, each student was given the materials needed for the project. We began by drawing the symbols we wanted to use to create our own Mexican folk art on a piece of aluminum foil. To scratch the symbols into the aluminium foil we used wooden sticks. When we wanted parts of our design to stick out or bulge we would flip the foil over and scratch on the other side. We could use spoons and other tools to create the metal embossing effect on the aluminium foil. Then we repeated the process until the design was how each student wanted and began the coloring phase. In most Mexican folk art bright colors were used and in order to get a good grade our piece of art we needed to include 3 or more colors. Final stage was using a piece of pipe cleaner to create a handle for our Mexican embossed art.

This was a wonderful lesson for a 5th grade students. If I wanted to introduce this metal embossing technique to an older audience I would have the students create a composition using aluminium foil still but the different levels of the design would be made from layering the aluminium foil; not pressing into the aluminum foil like was used for the project up above. Using different mediums and painting them to look like embossed metal would be another project that could be used to introduce Mexican folk art.

Mexican folk art is very interesting and is used to celebrate the Day of the Dead. Creating a lesson where each student learns more about the Mexican holiday and then creates their own Mexican folk art by creating a traditional Day of the Dead skull composition.

Monet's Water Lilies

Monet's Water Lilies-

We started the 3rd grade lesson by viewing a short clip of water lilies blooming. Then we were told about our projects for the day which was making water lilies inspired by Claude Monet. The teacher then gave us all a background on the life of Monet and showed some famous works of art he has created. At each of our tables was a pattern of lily pad that each student traced on green construction paper. After that was done we cut out each of our lily pads and then glued a white construction paper circle that our teacher gave us on our lily pads. She explained that this was going to be our base for our flower. Then each students got to choose the tissue paper of their choice. I choose to use orange and purple tissue paper to create my flower for my lily pad. Our teacher instructed us to crumple the tissue and pinch the ends so that we could glue it to the circle. Using pencils and folding the tissue paper around the pencil and pressing that into glue created the flower petals. After pinching the tissue paper and gluing it down over and over again when the circle was done we were finished. Lastly, we sprayed the tissue paper flower with water to create a bleeding effect.

Learning about some art history was very nice in this lesson. With more time learning more about the history of Monet would be a great way to add to the lesson. Monet was known for his style of painting so in advanced classes I would have students paint in the style of Monet and perhaps create a lily painting of their own but with some original flare. After they had finished their painting I would encourage when to experiment with some sort of texture. With the texture I would have my students emphasize at least one aspect of their water lily painting. Some could choose to emphasize the water the lily pads were sitting on by using clear gel medium to create some textured water while other students could simply make origami flowers and glue them on the painting to show another use of texture and 3D elements.

Seasons Best

Seasons Best-

Began this 5th grade lesson by viewing images that represented the four seasons on a PowerPoint. Our teacher then asked us when we think of the four seasons what comes to mind and wrote a few on the board. Next our teaching explained that our lesson for the day involved print making. Each student was given four pieces of paper, and four pieces of foam. On the pieces of paper we were to draw a design that represented one of the four seasons. After we sketched the design on the paper we took pencils and redrew the picture on the foam. The tricky part is when drawing the picture on the foam one must push really hard to get the picture engraved into the foam. When that is done we went to the back table where our teacher was demonstrating how to roll the printing paint to a good liquidity in order for us to use it. Then we used the rollers to roll the paint onto our foam stamp and then printed it on some drawing paper. We completed this process three more times for the other three seasons. When we were done we signed our name on the bottom and cleaned up the room.


Print making is a wonderful technique to teach students. I would plan to incorporate print making in a high school setting by using rubber pads to create the stamp in stead of foam. By doing this it is teaching the students the main focus of print making which is making multiples of one print. An extension to any printing making lesson would be adding some information about the history of print making. This way the new material is presented in an interesting way.

Stain Glass Vase

Stain Glass Vase-

This 2nd grade project was used to make Mother's Day presents for every students mother. We began the class by learning about stain glass. Students started listing places that we have seen stained glass and some of the answer were churches and other important buildings. Then we referred to the PowerPoint and saw some basic examples of stain glass and learned the new vocabulary for the day. We learned that red, orange, and yellow are warm colors and blue, purple, and green are cool colors. The teacher then distributed the materials for the lesson including a small jar that will be used as a vase and different colors of tissue paper.Paper plates with mod podge which is simply glue were given to each table so we could create our stain glass vases. We began by painting the bottom the jars with mod podge and stuck pieces of tissue paper on it. This gives the jar a translucent look that resembles stain glass. After every student had three to four layers of tissue paper and pod podge on their bottles and like
d the look they were finished. If the bottles were dried we were required to sign our names on the bottom. Next, thing we did was add flowers to our vases. The teacher gave us freedom on making our flowers any way we wanted to. I decided to create a origami flower with white paper so it looks like a white tulip. The teacher gave each student straws that we could use for stems.

This is a second grade lesson however if I were to teach this lesson in a high school setting I would have the students create actual stain glass compositions or work with translucent materials to create a stain glass inspired sculpture. The concepts of warm and cool colors will be implied but due to the grade level that will be a very minor part of the project. The new material addressed would either be the technique of modern stain glass or having the students apply three or more principles and elements to their translucent sculptures.

Picasso Faces

Picasso Faces-

Began this 5th grade lesson by viewing some of Pablo Picasso famous paintings. The one we focused on was his "Girl Before the Mirror." We then discussed the characteristic of the abstract painting. Some of the characteristics that were noteworthy were the use of shapes, color, and line. Then we learned about the profile face used in Picasso painting and learned how to draw one by looking at an image of the face of the nickel. We then practiced by drawing the profile view of someone in our class but used the a technique called blind drawing where we only look at our subject and not our drawing. The second practice we did was just a normal profile drawing of our partner.

Now we began our project by taking out our white construction paper and began making our Picasso inspired art projects. We first drew the face in pencil and then later added the color using oil pastels. Our Picasso faces needed to have the characteristics of abstract art just as Picasso's had. The faces we created needed to     include a profile line as well as four or more bright colors, and at least two different shapes and patterns. When we included all the criteria all the students had successful abstract works of art.

This lesson was very interesting because learning about an artist as famous as Picasso is necessary for young students. An extension activity to add to this project if the class allowed more time would be learning more about Picasso. A short art history lesson attached with this project would give the students more of a background on art and explain why Picasso is still viewed as one of the greatest artists that
ever lived.

Mouse Paint

Mouse Paint-

The project we made was painting palettes inspired by the book Mouse Paint by Ellen Stoll Walsh. We began the 1st grade lesson by viewing some pictures on PowerPoint and determined that the pictures were created out of paint. During this project we learned about geometric and organic shapes as well as primary and secondary colors. Next we referred to the PowerPoint and learned the new vocabulary that we were going to learn with the project; defined Geometric and Organic shapes.

 Then each student chose one piece of construction paper and traced the pattern provided on the tables. The pattern was an organic shaped painting palette that was going to be our base for our project. After each student cut out their pattern we traced another little pattern six times on drawing paper that later became our mice. After those were cut we watch an narrated video on the book Mouse Paint. The book is about three curious mice who are trying to hide from a cat some they jump into paint and learn the basics of mixing colors. After learning more about the secondary and primary colors our teacher brought us trays of paint and we painted three of the mice spots- red, blue, yellow. Next, we learned how to mix the secondary colors by watching our teacher demonstrate for the class. The easiest way to mix the colors was by only adding small amounts of one color to the mixture at a time. When we had our colors mixed we painted the last three mice spots- purple, green, orange. When the paint was dried we glued the mice spots on our palettes any where we wanted. Lastly, we were given sharpies to draw eyes, nose, tails, and ears on our mice as well as our names on the back. 

This project was good for the age group however math could be integrated in a way that would be fun for the students. Before the lesson the teacher could experiment and figure out just how much red and yellow paint makes the perfect orange mixture and during the activity the students would be learning about measurement as well as art. Another activity still using the book Mouse Paint would be a finger painting lesson that can be used for younger ages. By only giving the students the primary colors they will be able to notice themselves how the colors are acting when mixed. 

Do you dare to dream?

Do you dare to dream?-

We began this 5th grade project by visualizing what we wanted our dream house to look like. Next, we learned about parallel lines and the different aspects that make up a house. Lots of independent practice was utilized during the next phase of this project by allowing us students to have freedom to create our own "dream homes".

Our dream houses in order to receive full credit needed to have 2-3 details and the layout of the houses needed to be functional. For example my details were my lazy river that is wrapping around the house and the tennis court on the side. By adding more personal touches to my house I drew curtains and added house numbers. After we had our house completely drawn the next step was too take a sharpie and outline our drawings and then lastly we cut them out and glued our drawings on a piece of construction paper.

An extension activity for this lesson would be incorporating some mathematics into the project. A great way to do this would be by teaching the students how to draw 2-dimensional drawings as I demonstrated up above. This way the students are geared in a direction rather than having so much freedom. The students in order to do a successful 2-dimensional drawing will need to measure angles so incorporating this lesson with some math concepts would be perfect.

Safari Project

Safari Project-

Today's project was about learning about cool and warm colors as well as other techniques used in drawing. The project was presented to us as if we were 1st grade students. First, thing we did was watch a PowerPoint as if we were going on a safari. All the different animals you could find on a safari were represented on the screen. Second, we made glasses so we would be able to see the animals. We used the teachers pattern to cut out the form for our glasses. Then we glued transparent red paper over top for lenses. After our glasses were complete and drying we started learning a new technique that would help our drawing abilities.

The technique was drawing something upside down because that then teaches students to concentrate on the shapes rather than the drawing what they think the object looks like. The teacher had printed off pieces of paper where we could practice the new method. After that we choose from pictures of safari animals what we wanted to draw for our main project. I choose a tiger. The first thing I did was flip the drawing I was going to copy so I would be able to concentrate on the shapes. Everyone drew their animal in blue color pencil because it was necessary for the second part of our project. Drawing upside down was very challenging because it required lots of hand and eye coordination. After my drawing was complete we began learning about warm and cool colors. Our teacher told us to grab crayons the are considered "warm colors" (orange, red, yellow) and do patterns over the drawing of the safari animal until you cant see it anymore. After layers and layers my drawing ended up like this.

Now this is where the glasses come into effect. When you hold the glasses up to look at the photo because of the red transparent paper all that is visible is the hidden animal we drew in blue color pencil. Our teacher had us glue three clues onto our project so the viewer could guess the animal before they looked threw the glasses.

Other ways to incorporate this lesson would be by making the glasses differently for different ages. For example by using paper cups and string we could cut out the bottom and put the red transparent paper at the end and it would be as if the kids have binoculars which is perfect since they are going on a safari. For high school I would stay clear of the safari theme.However I would have my students do a project where they planed out a theme. I would have them design a scene that looks as if something were to happen. For example a kid might want to depict a scene about fishing. I would have him draw the scene using all cool colors, however when drawing the scene he has to remember the viewers wont see this part until after they see the original scene. When the original scene is finished and the audience puts on the glasses they will see a similar scene but other things are happening The change could be night and day, or the water could turn from being calm and no fish to super wavy water and fish all over. The project is a good way to introduce warm and cool colors as well as making the kids display the element of movement. 

Dot Day

Dot Day-

For International Dot Day we watched the short video by Peter Reynolds called "The Dot". The video is about a young girl who believes she cant draw, until her teacher frames her drawing of simply a "dot". The young girl then realizes she can make an ever better dot and goes wild painting, drawing, and even sculpting dots. The girl then understands that even the simplest designs can be considered art and that art is something that everyone can make.

In honor of Dot Day we were given coffee filters, paper plates and many different types of mediums to make our own "dots". The project was to get us familiarized with the different types of mediums and how they can be manipulated to get the look we want. My two examples are down below. I chose to use the circle of the coffee filter to represent my dot. Then drew shapes and patterns to make my "dots" more interesting.

                           

Another activity that can be done in honor of Dot Day is simply a mural collaboration project. With high school students I think it would be fun to have them create a wall mural with only dots. The dots would be made out of construction paper and then adhered to the wall in some fashion. The class would be split into groups of 3-4 students. First, each group would need to plan out their designs and get them approved. The theme will be something-school orientated because each group is going to put up their mural someplace in the school. Second, the students within each group will need to think of whether they want to use different size of dots, overlap the dots, how many colors to use, and other design elements. I feel this project will be a fun challenge for my class because it requires a great deal of planning in order for their designs to be successful. 

Principles/Elements

(1) Principle: Texture- is the look or feel of something.  It is used to describe either the way a three-dimensional work of art actually feels when it is touched. Being able to feel the texture is referred to as tactile texture. Art can also have visual texture if it appears to be textured but your unable to feel it. 
**Texture- Snow Tire Print- Steel Parking lot

 (2) Element: Value- this refers to the color’s or compositions light and  dark elements. White is the lightest value, and black is the darkness value. In general, work using a full range of values will stand out more and be pleasing to the eye of the viewer.
**Couch Sheet- Dorm Room

(3) Element: Balance- is the distribution or visual weight in a piece of art. This is a way of combining elements to add a feeling of equilibrium. Some types of balances are symmetrical, asymmetric, and radial. Symmetrical is when identical forms are equally balanced. Asymmetrical is when one non-identical forms are balanced. Radial is symmetry around a central axis. 

**Valentine Heart- Walmart

(4) Element: Rhythm/Movement- Anything that has visual movement is considered rhythm. When elements are repeated, alternated, or arranged they can create a sense of rhythm.
**Towels- NSU Locker room

(5) Element: Unity/Variety- Unity is when elements are in harmony. In other words Unity is when elements have an harmonious relationship and complement each other. Variety is using a range of different qualities or instances of an art element to create a desired visual effect. 

**Fence- Aberdeen SD

Introduction

Introduction-

The first day of class is very important. This is where you must introduce your-self to your class as well as their introductions. A way I chose to do the introductions this year was by having my class create a foot print name tag. I choose a footprint because the students could create a collage that represents themselves and the things that have made them into the person they are today. An example of mine is down below.

I choose a green background to represent my favorite color as well as grass. The grassy footprint reminds me that running has gotten me to where I am today. The sports represented are on my collage for the same reason. My home state is represented to show my love and devotion to my state as well as my family. Growing up I always found the most peace being in a garden so I chose to sketch poppies to represent just that and my love for drawing. The tenting display is a reminder that I spend most of my summers in a tent and I don't regret a thing. Lastly my name is a reflection on my art background because I filled my name in with my favorite analogous color scheme. Overall everything on my name tag is a representation of me as well as what I have gone through. 

For high school this project was perfect however it may be too deep for other ages. A way to integrate it with other ages would be by having your students create one when they have come back from a holiday break. They then could design a footprint to depict their travels over break. Another creative use for elementary kids would be having them trace there foot print on the color of construction paper of whatever color shoe they are wearing that day. Then having the class do a color study of that color. By giving the students magazines they would then have to cut out different objects in the magazine that are also that color. That way the whole construction paper footprint is a color study of other objects that are also that color.