ART PORFOLIO. Rachel van der Wal. Second-Third Grade. Curriculum and Methods in Art. Mrs. Hershberger

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ART

PORFOLIO

Rachel van der Wal Second-Third Grade Curriculum and Methods in Art

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Philosophy of Art Education

Art is about creating beauty through a variety of media. At the elementary age level, art curriculum should focus on introducing students to different media and allowing them to gain experience by manipulating the material and creating their own masterpieces. This can be achieved through a multitude of projects. Art teachers should also introduce the students to a variety of different artists and the methods and media they used to create their works. As the students gain more knowledge about art they can be taught to discern between different levels and quality of art work. Finally, the students should be able to creatively produce their own art, and add their own distinct touch to it.

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Art Project #1 - September

BLIND CONTOUR DRAWINGS

OBJECTIVE: Lines can create shapes.

GOAL: Students will use lines to create shapes in a blind contour drawing. MAIN ELEMENTS: Line

MATERIALS: Dark colored marker White Paper

Interesting objects to draw

STRATEGY: Discuss the technique of “blind contour” – drawing a picture while only looking at the object. NO peeking at the paper! Demonstrate the technique yourself by doing a blind contour drawing of your hand.

Have the students choose an object to draw and do a blind contour drawing. Remind them to draw slowly and carefully, looking at the object they are drawing, not the paper. Also remind them that they are just outlining the shape of the object, and not to worry about details.

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STILL LIFE

OBJECTIVE: Lines can create shapes.

GOAL: Students will use lines to create shapes in a still life drawing. MAIN ELEMENT: Line, shape

MATERIALS: Drawing Paper Markers or crayons

Magazine picture or arranged objects, places where they will not be disturbed until the next art session.

STRATEGY:

1.Help your students select a still life they would like to draw, or help them arrange objects for his own still life.

2. Have your students look at the still life, and each object in the still life to determine its basic shape (outline).

3. The students draw the still life, concentrating on the lines that create the shape of each object. Encourage the students to draw slowly so that they can really see, and to make large shapes so that the page is filled.

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STRING PULLS

OBJECTIVE: Textures can be visual or tactile

GOAL: Students will explore visual and tactile textures in a string pull design. MAIN ELEMENT: Texture

MATERIALS: 18” pieces of string or yarn Medium-size white paper Paints

Paintbrushes Newspaper Smocks STRATEGY:

1. Fold a piece of paper in half and open.

2. Paint a piece of yarn so that it is thoroughly covered and place it on one-half of the page.

3. Fold the other half back over the yarn

4. Place the paper on the table and hold firmly with one hand. With your other hand pull the yarn out. This will leave a repeating line with a strong visual texture.

5. For added texture: Have the students swirl the string, and experiment with different types of string and yarn.

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Art Project #4 – September

CLAY PRINTING

OBJECTIVE: Textures can be very smooth to very rough.

GOAL: Students will explore the different textures in a clay print MAIN ELEMENT: Texture

MATERIALS: Assortment of gadgets for creating texture Clay

Paints Paintbrush Paper Smock

Newspaper (for work area) STRATEGY:

1. Student prepares printing “stamps” by making balls of clay (about the size of meatballs).

2. Flatten the balls slightly to make thick “pancakes”.

3. Student uses the gadgets to make a different texture on each pancake.

4. Student brushes some paint on each clay stamp and prints it on the paper. (Note: Often in print-making, the first few prints are a bit rough, so encourage the students to make several until the prints come out more clearly).

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Art Project #5 - October

FABRIC LEAF PRINTS

OBJECTIVE: Colors can be warm or cool

GOAL: Students will identify warm colors in a fabric leaf print. MAIN ELEMENT: Shape

MATERIALS: Autumn leaves of various shapes

Large piece of white cotton-about 12” x 12” Several smaller squares of white cotton Board

A rock about the size of the student’s fist STRATEGY:

1. Collect leaves, noticing the different colors. Ask the students if they are warm or cool colors.

2. Demonstrate the printing technique. Place the large piece of fabric on the board. Place a leaf on the fabric. Place a small piece of fabric over the leaf. Use the rock to pound the leaf’s natural dyes into the fabric until the colors of the leaf are transferred.

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Art Project #6 – October

CUT PAPER COLLAGE

GOAL: Student will use warm and cool colors in a cut paper collage MAIN ELEMENT: Color

MATERIALS: Construction Paper Pencil Drawing Paper Color wheel Scissors Glue STRATEGY:

1. Review the color wheel, having the students identify the warm colors (yellow, orange, red) and the cool colors (green, blue, purple).

2. Have the students plan a warm or cool background with an opposite foreground. 3. Tell the students that they will be making a collage – any piece of artwork in which

objects are glued onto a flat background.

4. Students will decide on a background (warm or cool) and cuts out pieces of those colors from the construction paper to form the background. Glue these pieces to the drawing paper.

5. Now have the students choose some objects for the foreground in the opposite color theme as the background. Cut these out of the construction paper and glue them onto the background.

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WET CHALK

OBJECTIVES: Colors can suggest a mood.

GOALS: Students will use color to suggest a mood in a wet chalk painting MAIN ELEMENT: Color

MATERIALS: Paper

Warm sugar water (1 part sugar to 4 parts water) Colored chalk

Construction paper (darker colors give more dramatic results) STRATEGY:

1. Dip the end of colored chalk into the sugar water and draw a simple design on the construction paper.

2. Have the students experiment with the wet chalks to determine the colors and lines they like best.

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PAINTING A LA MONDRIAN

OBJECTIVE: Colors can be repeated to unify a design

GOAL: Students will repeat colors to unify a Piet Mondrian-style painting

RESOURCES: Look at sample of Piet Mondrian’s painting at an art museum or in books, and have the students describe the paintings. Mondrian by John Milner.

MAIN ELEMENT: Color

MATERIALS: Paints (blue, red, yellow) Brushes

Permanent black marker Large white paper

Pencil

Black construction paper, cut into ¼ “–wide strips Newspaper

Smock

Samples of Mondrian’s paintings Glue

STRATEGY:

1. Use permanent marker to draw a large tic-tac-toe design on the student’s paper. Subdivide the sections, making smaller square and rectangular areas.

2. Students decide which areas will be red, which blue, which yellow, and which will be left white. Point out that repeating these four colors throughout the painting will unify the design.

3. Students paint each area the designated color.

4. When the paint has dried, the students glue black strips over the permanent marker lines on the painting.

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Art Project #9 – November

FABRIC PAINT SHIRTS

(Note: During Thanksgiving you can have the students make a list of the things they are thankful for, and they draw them on their shirts)

OBJECTIVES: Colors can be repeated to unify a design.

GOAL: Students will use repeating colors to unify a painted shirt design. MAIN ELEMENT: Color

MATERIALS: Fabric paints Large T-shirt

Cardboard or old manila folder (contact paper will also work) Masking tape

Crayons Scratch paper STRATEGY:

1. Tape a piece of cardboard to the inside of the T-shirt to keep the fabric in place while the student is painting.

2. Have the students select crayons which match the colors of the chosen fabric paint. 3. Use these colors to experiment with different designs on scrap paper.

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STENCILLING STATIONERY

(Note: encourage the students to make stationery resembling turkeys or other Thanksgiving symbols)

OBJECTIVES: Colors can be repeated to create patters

GOAL: Student will use repeated colors to create a pattern in stenciled stationery MAIN ELEMENT: Color

MATERIALS: Old sponge Scissors Paints

Tag board, manila folder, or index card Several sheets of writing paper

Smock

Newspaper (for work area) Pencil

A few sheets of drawing paper (for practice) Paper towels

STRATEGY:

1. Look at samples of patterns which use repeating color. Concentrate on the repeating colors, not the shapes.

2. Student decides on one special shape for his stencil – butterfly, snowflake, tree 3. Student selects two colors with which he will make a pattern

4. Students draws selected shape (about 2”x2”) on the tag board. Shape needs to be cut out without disturbing the surrounding area, so some assistance may be needed. 5. Student practices applying paint with a sponge into the cut out area to create a stencil 6. Student stencils across the stationery, alternating colors to create a pattern.

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ROLLER PRINTING

OBJECTIVES: Lines can suggest action and movement

GOAL: Student will use various lines to suggest action and movement in a roller printing. MAIN ELEMENT: Line

MATERIALS: Empty juice can (smaller the better) Yarn or heavy cord

Paints

Construction Paper Newspaper

Paintbrush or old sponge Smock

Ruler (optional) STRATEGY:

1. Student glues “lines” of yarn onto all sides of the juice can using a variety of lines: curvy, straight, zigzag, spiral, dashes etc. Let dry.

2. Student selects a paint color and several pieces of construction paper for printing. 3. Student applies paint to the roller, using the paintbrush or old sponge.

4. Student prints his design by rolling the can across the paper. He can repeat his design, if desired, by using different colors of paint or starting the can at a different section.

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FINGERPRINT MONOPRINTS

OBJECTIVES: Lines can create shapes.

GOAL: Students will use lines to create shapes in a fingerprint monoprint. MAIN ELEMENT: Shape, line

MATERIALS: Finger paints 9” x 13” pan Newspaper Drawing paper Smock

Pencil

Shiny finger paint paper (freezer paper works well) STRATEGY:

1. Draw a few simple shapes on a piece of paper-putting lines together to create shapes. 2. Demonstrate the monoprint technique. Pour finger paint into the pan.

3. Use the finger paint to draw a simple shape on a piece of finger print paper. 4. Place a piece of drawing paper on top of your shape.

5. Gently pat the paper all over and pull away (called “pulling a print”)

6. Explain that this is called a monoprint because you can only make one copy of your picture this way.

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Art Project #13 – December

CHALK STENCILLING

(Note: due to the season, encourage the students to make shapes of their favorite winter/Christmas thing like snowflakes, presents, Christmas trees etc.)

OBJECTIVE: Shapes can be repeated to make patterns.

GOAL: Student will use repeated shapes to create a pattern in a chalk stencil. MAIN ELEMENT: Shape

MATERIALS: Colored chalk

Tag board, manila folder, or index card Pencil

Scissors Paper

Wet sponge or paper towel (for wiping fingers) STRATEGY:

1. Have students decide on two or three shapes for pattern. 2. Students cut out the stencils, and select colors.

3. Cut a shape (about 2” x 2”) from a piece of tag board.

4. Apply chalk along the cut edges of the shape. Place the stencil on a sheet of drawing paper.

5. Use your fingers to rub the chalk off the edges of the cut-out and onto the paper, moving away from the stencil.

6. Carefully lift stencil and look at shape.

7. Make a pattern that fills the entire page. Different techniques can be used including using more than one color of chalk and overlapping the stencils.

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Art Project #14 –December

FINGERPRINT CREATURES

OBJECTIVES: Lines can show various emotions.

GOAL: Students will use lines to show emotion in a fingerprint design. MAIN ELEMENT: Line

MATERIALS: Paint

Black fine tip marker Paper

Comic section of the newspaper Smock

STRATEGY:

1. Look at the comic section of the newspaper and discuss the variety of emotions shown. 2. Ask the students questions like :

How are the eyebrows drawn on an angry face? How is the mouth drawn on the surprised face? How do you know that this character is happy?

3. Student dips fingers into the paint and makes several fingerprints across a sheet of paper. Let them dry.

4. Student decides how to use lines to express different emotions on his fingerprint “faces”.

5. Student uses the marker to draw in the lines.

6. Student now can add finishing touches to the fingerprint creatures, like arms, legs, feet, hats, shoes etc.

7. For more advanced students, have them create a comic strip with their fingerprint characters.

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Art Project #15 –December

YARN PAINTING

OBJECTIVE: Large shapes emphasize an object’s importance.

GOAL: Students will emphasize an object’s importance by making it large in a yarn painting.

MAIN ELEMENT: Shape

MATERIALS: Medium to large size drawing paper or tagboard Pencil

Glue Paintbrush Water bowl Scissors

Yarn of different colors STRATEGY:

1. Discuss how we can use size to emphasize an object’s importance. Ask:

Does an artist use a small shape or a large one when he wants to show something important?

2. Have student choose an object he wants to emphasize. It should be an object that has large, simple, colorful parts like a flower, pineapple etc

3. Student makes a large sketch of his object, filling the page.

4. Student then paints glue into an area and fills the area with yarn ,either coiling from the inside out or from the outside in.

5. Continue working until the object is completely “painted” in yarn. SPECIAL NEEDS ADAPTION:

1. If this is too complicated and intricate for a student who doesn’t have very developed fine motor skills, they can simply outline the shape with yarn and then paint the inside with regular paints.

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Art Project #16 – December

LIMITED PALETTE

OBJECTIVE: Colors can suggest a mood

GOAL: Student will explore ways in which color suggests a mood in a crayon painting. MAIN ELEMENT: Color

MATERIALS: Paper

Selected crayons or oil pastels STRATEGY:

1. Find samples of pictures that use a limited palette (picture that is done in only certain colors). Introduce students to artists like Monet, Manet, Degas, Renoir who use limited palettes.

2. Talk about the limited palettes in the samples. What mood or feeling is created? 3. Student decides on the mood he would like to express in a pictures and selects the color

scheme he feels will best express the mood (pastels look dreamy and calm, dark colors suggest sadness).

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Art Project #17 – January

MURAL

OBJECTIVE: Colors can be warm or cool.

GOAL: Student will explore how colors can create a warm or cool effect in a mural painting. MAIN ELEMENT: Color

MATERIALS: Thick paints Brush Water Bowl Large Paper Newspaper Smock Pencil Color wheel

Rags or paper towels Tape

STRATEGY:

1. Think of several situations or scenes which could be painted in only warm or only cool colors.

2. Tell the student that he will be painting a mural (a picture painted on a wall). Tape the large paper to the wall.

3. Draw a 1” border on each side so the student can paint up to the border and not get paint on the wall.

4. Once the scene has been selected, have the student lightly sketch it in pencil. All objects should be large.

5. Arrange newspaper on the floor under the mural. Have the student paint the border, and then the mural. If the paint runs give him a rag or paper towel to blot it.

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STRAW PAINTING

OBJECTIVE: Lines can be repeated to create rhythm.

GOAL: Student will use repeated liens to create rhythm in a straw painting. MAIN ELEMENT: Line

MATERIALS: Tempera paint, thinned with water (must be VERY thin) Brush Water bowl Paper Newspaper Smock Straw STRATEGY:

1. Use the brush to put a small puddle of paint on the paper. Use the straw to blow the paint into lines of color.

2. Observe that the repeating lines have a feeling of rhythm. 3. Have the students experiment with this technique.

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FINGER PAINTING WITH GADGETS

OBJECTIVE: Texture adds detail and interest

GOAL: Student will use gadgets to add detail and interest in a finger painting design MAIN ELEMENT: Texture

MATERIALS: Finger paints

Finger painting paper (or freezer paper) Newspaper

Smock Water bowl Tape

Gadgets for creating texture (Q-tip, hair curler, sponge, potato masher, wadded-up ball of paper, leaves)

STRATEGY:

1. Tape down and moisten the finger paint paper. Demonstrate creating a smooth, even layer of color with your hands

2. Press two or three objects into the paint and lift them off. The objects will remove some of the paint and create a textured look.

3. Have the student decided on two or three colors of paint and spread them out evenly to cover the surface of his paper.

4. Students should wash and dry hands.

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BLENDED PAINTINGS

OBJECTIVE: Textures can be repeated to unify a design. GOAL: Student will use repeated texture to unify a painting. MAIN ELEMENT: Texture

MATERIALS: Oil pastels or crayons Paper

Pencil eraser STRATEGY:

1. Get examples of Impressionist art from the library to show your class. Discuss the appearance of the works of art, and the “smudgy” appearance – the details weren’t really drawn.

2. Draw an object with the crayons, then rub the pencil eraser all over the picture to blend the colors.

3. The student will select a scene like the ones Impressionists painted (like ballet dancers, children, lily ponds etc)

4. Student draws the scene, filling the entire page.

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Art Project #21 – February

EDIBLE SCULPTURE

(Note: the student can sculpt and decorate a heart for Valentines Day)

OBJECTIVE: Forms have roundness

GOAL: Student will observe that forms have roundness while making an edible sculpture. MAIN ELEMENT: Form

MATERIALS: Edible playdough (Mix 1 c. peanut butter, 1 c. corn syrup, 1 ½ c. powdered milk, and 1 ¼ c. powdered sugar)

“Decorations” (raisins, dried fruit, coconut, cocoa powder, mini-marshmallows, chocolate chips, candies)

STRATEGY:

1. Review the concept of form-form can be viewed from all sides and such has roundness. 2. Students can experiment making different forms with the edible playdough.

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ROCK CREATION

OBJECTIVE: Colors can be mixed to create new colors

GOAL: Student will mix colors for a rock creation sculpture MAIN ELEMENT: Color

MATERIALS: Paints Brush Newspaper Smock

Mod Podge craft gloss Googly eyes and felt

Paper plates (for mixing colors) Several large, clean, dry rocks STRATEGY:

1. Student mixes the colors he wants on paper plates and paints his creation. If he wants to use a color you do not have, show him how to mix colors to create the desired color. 2. Remind the student to paint ALL sides of the creation, because forms have roundness 3. After the paint has dried, the student applies craft gloss to seal the colors.

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POPCORN CARVING

OBJECTIVE: Forms can be representational

GOAL: Student will carve a representational form from a ball of clay MAIN ELEMENT: Form

MATERIALS: Clay

Carving Tools (nut pick, baby spoon, table knife etc.) One sheet of dark construction paper

Popcorn

Magnifying glass (optional) STRATEGY:

1. Give student a ball of clay the size of their fist. Allow them to experiment with the various carving tools.

2. Give the student a handful of popcorn. Have him spread pieces over the dark paper and examine them under the magnifying glass. The student should now pick the single piece of popcorn he finds the most interesting.

3. The student digs, scrapes, and carves the ball of clay to make it look like the piece of popcorn he chose. Tell him he is making a “giant piece of popcorn”

4. Remind the student to do ALL sides of the popcorn on the piece of clay as it is a form and forms have roundness and can be viewed from all sides.

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PAPER SCULPTURE PUPPETS

OBJECTIVE: Forms can be useful (decorative)

GOAL: Student will use paper sculpture forms to decorate a puppet MAIN ELEMENT: Form

MATERIALS: Construction paper in various colors Glue

Scissors

Paper lunch bag

Pencil (for curling, not drawing) Hole punch

STRATEGY:

1. Explore making simple forms with the scissors and paper. (Some ideas to try: fold a strip back and forth like an accordion, cut a circle into a strip to create a spiral, curl a strip of paper on the pencil, cut fringes, glue a cylinder, make “polka dots” or crescents with a hole punch.)

2. Discuss the puppet the student is making. Is it an animal? A person?

3. The student creates his puppet using the paper bag as a base, and adding some of the different forms he explored.

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Art Project #25 – March

MOBILES FROM FOUND OBJECTS

OBJECTIVE: Forms can be non-representational

GOAL: Student will construct a non-representational mobile. MAIN ELEMENT: Form

MATERIALS: Found objects (small boxes, pipe cleaners, lids, egg carton cups etc.) Yarn or string

Scissors

Circular lid to a plastic container Hole punch

Paints (optional) STRATEGY:

1. Prepare the holding piece by cutting the center out of the plastic lid. This should leave a piece looking like a large ring or hoop.

2. Punch two holes in the plastic lid on opposite sides and tie a piece of yarn (12”-15”) to connect the holes. The yarn should NOT be taut.

3. Halfway between the holes, punch a third hole. Punch a fourth hold on the opposite side.

4. Tie another piece of yarn (same length as the first) to connect these two holes. Ties a long piece of yarn to the place where the two pieces of yarn cross so that you can suspend the mobile from the ceiling.

5. The student chooses the objects he wants in his mobile. If he wants to, he can paint them.

6. Attach a piece of yarn to each object. Have the student tie the objects to the holding piece in different locations. Move objects around the circle to achieve balance. 7. As the student works, point out the difference between this mobile and the rock

sculpture the student made earlier. The rock sculpture was representational, but the mobile is non-representational.

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CLAY PINCH POTS 1

OBJECTIVE: Forms can be useful

GOAL: Student will form a clay pinch pot MAIN ELEMENT: Form

MATERIALS: Self – hardening clay STRATEGY:

1. Look at pots in a history book to see the different styles and types.

2. The student kneads the clay several times to remove any air bubbles and make it workable. Then roll the clay into a ball about the size of a fist.

3. The student “opens” the ball by pressing a thumb into the center and then pinching around until the clay is bowl-shaped.

4. Student continues forming the sides of the pot until they are fairly uniform in thickness.

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Art Project #27- March

CLAY PINCH POTS 2

OBJECTIVE: Colors can be repeated to create patterns

GOAL: Student will use repeating colors to create a pattern on a clay pinch pot MAIN ELEMENT: Color

MATERIALS: Paint

Mod Podge craft gloss Newspaper Brush Cotton swabs Water bowl Smock Scratch Paper STRATEGY:

1. The student selects three colors to repeat in a pattern for the previous pinch pot. Let him experiment with different lines on the scratch paper (cotton swabs make neat and easy polka dots).

2. Students paints his pattern on the pinch pot.

3. When the paint is dry, the student applies a coat of craft gloss to seal the colors. Apply the gloss inside the pot, too, to protect the clay from moisture.

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OJO DE DIOS (GOD’S EYE)

OBJECTIVE: Colors can be repeated to create patterns

GOAL: Student will use repeating colors to create a pattern in an Ojo de Dios design MAIN ELEMENT: Color

MATERIALS: 2 sticks or dowels (popsicle sticks work) 3 colors of yarn

Glue STRATEGY:

1. Using the first color of yarn, tie the sticks together at their middles to create a cross shape. Secure the knot with a dab of glue.

2. Begin weaving by wrapping the yarn over and around one stick, over and around the second etc.

3. When you come back to the first stick, continue weaving next to the first strand. As the design builds, it will form a diamond shape on the four sticks.

4. The student will select three colors of yarn and begin weaving. When it is time to change colors, the next yarn color is tied onto the last one.

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Art Project #29 – April

BUTTON TOY

OBJECTIVE: Colors can be mixed to make new colors.

GOAL: Student will combine colors to make new colors in a button toy MAIN ELEMENT: Color

MATERIALS: Large button or round disk, made of cardboard or wood (about 4” in diameter) with 2 buttonholes

3 feet of nylon cord Markers

Sample button toy, previously made, but with no colors yet STRATEGY:

1. Thread the cord through both holes of the button and tie the free ends together to make a giant loop. Wind up the cord by holding an end of the loop in each hand; loop the button around and around.

2. Pull the cord out and in, like playing an accordion. The button will spin as the cord winds and unwinds.

3. The student selects two colors for one side of the button and two for the other side. Then the student colors the button with the markers, making an interesting pattern on both sides.

4. Help the student loop the cord through the button and wind it up. Have him observe what happens to the two colors on each side of the button.

5. Because the colors are spinning so fast, your eyes will blend the two colors into a new one.

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MOSAIC

(Note: For Easter, have the students create a resurrection theme, or something that they associate with Easter)

OBJECTIVE: Shapes can be combined to make objects

GOAL: Student will combine shapes to make objects in a mosaic MAIN ELEMENT: Shape

MATERIALS: Tag board or manila folder White glue on a small plate

Small squares of cut construction paper Pencil

STRATEGY:

1. Find samples of mosaics in a library book and show the class. Point out that the larger objects were made by combining many small shapes.

2. Lightly draw a simple object, like an apple, about 3” high.

3. Dab glue into the apple with your fingertip and apply cut squares (yellow, red, green) to fill the area.

4. The student will decide on a theme for a mosaic and lightly draw the objects on the tag board. The student then proceeds to fill in the mosaic, object by object.

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TIE-DYE

OBJECTIVE: Lines can be repeated to create rhythm

GOAL: Student will use repeated lines to create rhythm in a tie-dye design MAIN ELEMENT: Line

MATERIALS: Fabric dye, prepared in a bucket according to package directions Cotton tee-shirt

Rubber bands (at least 1 dozen) Large fabric scrap (about 12” square) Smock

STRATEGY:

1. First, pinch the fabric at the center and, holding it by the pinched piece, allow the rest to flow down. Twist the pinched piece slightly, and wrap a rubber band around it, about a half-inch down.

2. Add a second band about 1” below the first, and a third about 1” below the second 3. Discuss the concept that, while repeating shapes create patterns, repeating lines create

rhythm.

4. Dip the scrap into fabric dye and rinse according to the package directions. Remove the rubber bands to see the design that has been created.

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WOVEN WALL HANGING

OBJECTIVE: Textures can be repeated to unify a design.

GOAL: Student will use repeating textures to unify a woven wall hanging MAIN ELEMENT: Texture

MATERIALS: Weaving materials (yarn, aluminum foil, fabric strips, cord etc) 5 drinking straws per student

Scissors Masking tape STRATEGY:

1. Measure and cut 5 pieces of yarn (same color) to be about 18” in length. Guide the yarn through the straws by sucking the yarn into them. Tie the strands of yarn together and tape to the table, just below the knot.

2. Slide the straws up as far as they will go. Tell the students that the yarn in the straws is called the warp.

3. Tie a piece of weaving material on to the tied end. Tell the students that this is the weft. Weave the weft over and under the straws, going back and forth over the straws. As the weaving grows, slide the straws down sot that they are always under the weaving. When a new weft is desire, cut the old weft and tie a new weft to it. 4. The student selects three textures and weaves them as demonstrated.

5. When finished, tie the weft and the warp yarns together and cut off any excess.

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Art Project #33 – May

WAX RESIST PAINTING

(Note: encourage the students to create a wax resist painting to give to their mothers for Mother’s Day)

GOAL: Student will use color to create a feeling of warmth or coolness in a wax resist painting.

MAIN ELEMENT: Color MATERIALS: Black paint

Brush Water bowl Paper Newspaper Smock Crayons Color Wheel STRATEGY:

1. Review the color wheel with the student, pointing out the cool side (green, blue, purple) and the warm side (yellow, orange, red).

2. Choose either warm or cool colors and draw your picture, pressing hard with the crayon. When finished, paint over the drawing with thin black paint, using light, quick strokes.

3. The student will decide on a particular warm or cool scene, and choose at least 3 crayons in either warm or cool colors.

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RUBBER CEMENT BATIK

(Note: encourage the students to paint with red, white and blue, and create a patriotic theme for Memorial Day)

OBJECTIVE: Lines can create texture and detail

GOAL: Student will use line to create texture and detail in a batik painting MAIN ELEMENT: Line

MATERIALS: Water colors or thin tempera paint Brush

Water bowl

Large paper-use white Newspaper

Smock

Rubber cement STRATEGY:

1. Paint a large, simple shape with the rubber cement brush. The rubber cement must be somewhat thick. Allow to dry.

2. Using quick, broad strokes paint the paper and allow it to dry.

3. Rub and peel off the rubber cement. Point out how the texture of the lines creates detail and interest. The technique of blocking out paint in certain areas is called batik. 4. The student will paint a line drawing in rubber cement, using large shapes. 5. The student will then paint the entire page in various colors. When the paint is

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SAND PAINTINGS

OBJECTIVE: Colors and shapes can be repeated to unify a design

GOAL: Student will make a sand painting using color and shape patterns to unify the design

MAIN ELEMENT: Shape, color MATERIALS: Jars of colored sand

White glue Small bowl Water 9” x 13” pan Paint brush

Manila folder or tag board Pencil

STRATEGY:

1. Divide the sand into the jars. Add a few drops of food coloring and shake. Leave one jar uncolored.

2. Mix glue and a little water in the bowl and demonstrate the sand painting technique: Dip the paint brush in the glue and paint a small area of a manila folder. Shake on a bit of sand, tapping off the excess over your pan. You can then put the sand back into the jar easily.

3. Trace as large a circle as you can on a piece of manila folder. Explain to the students that he is to make a pattern of colors and shapes inside the circle.

4. Have the student use the pencil to draw a shape in the middle of the circle. Next, he draws two alternating shapes in a ring around the central shape, forming a pattern. The child continues drawing until the circle is filled.

5. The student plans the color pattern. Each ring of shapes should have its own color. The student paints all areas of the same color with glue and shakes on the sand. Repeat for each color.

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Art Project #36– May

SHADOW PUPPETS

OBJECTIVE: Shapes can be combined to make objects

GOAL: Student will make a shadow puppet from combined shapes MAIN ELEMENT: Shape

MATERIALS: Pre-cut manila folder or construction paper shapes Glue

Popsicle sticks Unshaded lamp STRATEGY:

1. Experiment with making shadows of different shapes, using your hands.

2. The student constructs objects (animals, people, cars) from different paper shapes and glues pieces together

3. The student glues the objects to popsicle sticks. Practice making shadows with your puppets, using an unshaded lamp in a darkened room.

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BIBLIOGRAPHY

Carlson, Patty and Soyke, M. Jean, Art Adventures At Home, 1993. Jireh Press. www.dpi.wi.gov/standards

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TABLE OF CONTENTS

SEPTEMBER

BLIND CONTOUR DRAWINGS STILL LIFE

STRING PULLS CLAY PRINTING OCTOBER

FABRIC LEAF PRINTS CUT PAPER COLLAGE

WET CHALK

PAINTING A LA MONDRIAN NOVEMBER

FABRIC PAINT SHIRTS STENCILLING STATIONERY ROLLER PRINTING FINGERPRINT MONOPRINTS DECEMBER CHALK STENCILLING FINGERPRINT CREATURES YARN PAINTING LIMITED PALETTE JANUARY MURAL STRAW PAINTING

FINGER PAINTING WITH GADGETS BLENDED PAINTINGS

FEBRUARY

EDIBLE SCULPTURE ROCK CREATION POPCORN CARVING PAPER SCULPTURE PUPPETS MARCH

MOBILES FROM FOUND OBJECTS CLAY PINCH POTS 1

CLAY PINCH POTS 2 OJO DE DIOS (GOD’S EYE) APRIL

BUTTON TOY MOSAIC

TIE-DYE

WOVEN WALL HANGING MAY

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RUBBER CEMENT BATIK SAND PAINTINGS SHADOW PUPPETS LESSON PLAN #1 Paper Mache BEHAVIORAL OBJECTIVES:

This project is tied to literature, as the students create paper mache finger puppets after the characters in a book of their choosing. When the project is completed, the students will put on a puppet show for the class using their finger puppets. Preparation for this project can be done by reading the book, and then selecting the main characters which will be turned into paper mache finger puppets.

WI MODEL OF ACADEMIC STANDARDS: G.4.1 Know that art communicates ideas MATERIALS:

 Metylan wallpaper paste, prepared according to package directions

 Newspaper strips

 Large bowl or box

 Smock

 Newspaper sheets (to protect work area)

 Paint

MOTIVATION:

Students can pick their favorite book to read and then create characters from. If the student Is not interested in reading or any books, encourage them to create their favorite superhero or characters from a favorite TV show.

PROCEDURE:

1. Cover work area with newspaper and have the students put on smocks to keep clothes clean. 2. Mix the paste in the large bowl.

3. Cut the newspaper into long, even stripes about ¾”-1” wide. 4. Dip the strip of newspaper into the mixture of paste

5. Using your thumb and forefinger, slid them down the newspaper strip removing any excess paste.

6. Now wrap the strip around your finger, carefully layering it until the desired length and thickness has been reached.

7. Allow it to dry a bit before removing from finger, and set it carefully down to finish drying. 8. Repeat process until student has enough finger puppets for the characters they want to create. 9. When all are dried, have the student paint them to represent the characters.

ASSIGNMENT:

The students will finish decorating their finger puppet characters, and then take turns putting on a puppet show using the characters from their selected book.

EVALUATION:

Self: Can directions be presented more clearly? Could a hair-dryer be used to dry the puppets faster? Student: Was the project at the appropriate skill level for the students? Were they enthusiastic about the project?

ADAPTING THE LESSON:

For students who have poor fine-motor skills and coordination, they can be paired with more advanced students to help them wrap their finger puppets.

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For students who struggle with reading, the teacher can read the book aloud to the class while the student uses the puppets to enact the scenes as they are read.

LESSON PLAN #2 Sand Painting

BEHAVIORAL OBJECTIVES:

This project can be used as a follow-up to a cultural lesson on Native Americans. The students will be able to create their own Native American sand painting, based on examples shown to them in class. Skills learned include balancing shape and color to create a repeating, unique design. The students should gain a deeper appreciation for Native American culture and art.

WI MODEL OF ACADEMIC STANDARDS:

A.12.4 Know and recognize many styles of art from various times. MATERIALS:

 Jars of colored sand

 White glue

 Small bowl

 Water

 9” x 13” pan

 Paint brush

 Manila folder or tag board

 Pencil

MOTIVATION:

You can hold a competition to see who can create the most intricate design, use colors effectively etc. PROCEDURE:

1. Divide the sand into the jars. Add a few drops of food coloring and shake. Leave one jar uncolored.

2. Mix glue and a little water in the bowl and demonstrate the sand painting technique: Dip the paint brush in the glue and paint a small area of a manila folder. Shake on a bit of sand, tapping off the excess over your pan. You can then put the sand back into the jar easily. 3. Trace as large a circle as you can on a piece of manila folder. Explain to the students that he is

to make a pattern of colors and shapes inside the circle.

4. Have the student use the pencil to draw a shape in the middle of the circle. Next, he draws two alternating shapes in a ring around the central shape, forming a pattern. The child continues drawing until the circle is filled.

5. The student plans the color pattern. Each ring of shapes should have its own color. The student paints all areas of the same color with glue and shakes on the sand. Repeat for each color. ASSIGNMENT:

Students can create a border around the room using their sand paintings, and even create a poster board for Native Americans.

EVALUATION:

Self: How could the teaching be improved?

Students: Were they enthusiastic? Was it too chaotic? ADAPTING THE LESSON:

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LESSON PLAN #3 Wax Resist Painting

BEHAVORIAL OBJECTIVES:

This activity can be done in conjunction with science class, and you can explain to them why the wax resists the paint. Students will gain understanding and appreciation for different media and the texture that can be created by blending two together.

WI MODEL OF ACADEMIC STANDARDS: C.4.1 Explore the elements and principles of art MATERIALS:  Black paint  Brush  Water bowl  Paper  Newspaper  Smock  Crayons  Color Wheel MOTIVATION:

Students can create pictures to give to their parents for a holiday, or to portray a favorite object or scene of theirs.

PROCEDURE:

1. Review the color wheel with the student, pointing out the cool side (green, blue, purple) and the warm side (yellow, orange, red).

2. Choose either warm or cool colors and draw your picture, pressing hard with the crayon. When finished, paint over the drawing with thin black paint, using light, quick strokes.

3. The student will decide on a particular warm or cool scene, and choose at least 3 crayons in either warm or cool colors.

4. The student draws a picture, and then paints over the scene. ASSIGNMENT:

Paintings can be done for Mother’s Day and portray something that the students appreciate or love about their mom.

EVALUATION:

Self: Did it work? How can it be adjusted for a different effect?

Students: Did they press hard enough? What happened when they painted over? ADAPTING THE LESSON:

For students with ADHD, allow breaks in between coloring and painting for the student to move about the room and wear off some energy.

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LESSON PLAN #4 Cut Paper Collage

BEHAVORIAL OBJECTIVES:

This project can be done around a holiday season, and the students can use the pieces of paper to create a holiday scene or a holiday symbol. Students can even use magazine or newspaper fliers to cut out pictures to add more activity to their collage.

WI MODEL OF ACADEMIC STANDARDS:

D.4.4 Learn about basic concepts in art, such as “form follows function,” “less is more,” balance, symmetry, and originality.

MATERIALS:  Construction Paper  Pencil  Drawing Paper  Color wheel  Scissors  Glue MOTIVATION:

Students can be motivated to create whatever they want to, and to use creativity in their collage. Encourage them to make whatever they want.

PROCEDURE:

1. Review the color wheel, having the students identify the warm colors (yellow, orange, red) and the cool colors (green, blue, purple).

2. Have the students plan a warm or cool background with an opposite foreground.

3. Tell the students that they will be making a collage – any piece of artwork in which objects are glued onto a flat background.

4. Students will decide on a background (warm or cool) and cuts out pieces of those colors from the construction paper to form the background. Glue these pieces to the drawing paper.

5. Now have the students choose some objects for the foreground in the opposite color theme as the background. Cut these out of the construction paper and glue them onto the background. ASSIGNMENT:

Students can make a card out of their collage and then write a note and give it to somebody they appreciate.

EVALUATION:

Self: Were enough materials provided?

Students: How did they handle using little pieces of paper to create a scene? Did they struggle? ADAPTING THE LESSON:

Students with ADHD can tear up a lot of the construction paper to make pieces for the collage. You can also send them on hunts through magazine or fliers to find interesting pictures to cut out.

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