African Tribal Masks

 

This lesson was created by me. I began this lesson with a video about masks. Then I talked about repetition, unity, shapes, and balance. I went over the new vocabulary with them such as relief, ritual, and ancestor. Next I talked about the history of African Tribal Artists and how they are extremely respected in their villages. Then I showed two different types of masks such as the Dan and Goma.

Finally, I showed them a picture of a real African Mask called Pende Pumbu Mask. After this was done, I showed the students the five or six different paper sculpting techniques. They only had two use at least three different paper sculpting techniques. Then I gave everyone a paper plate and the students got to choose their materials such as paint, pipe cleaners, construction paper, collage paper, crayons, colored pencils, etc. The students got really creative with their masks. For an extension activity, I would have students perform a play with their masks in Social Studies class. Also, I would have students make Native American masks and we would perform another play in Social Studies class.

 

 

Classroom Aquarium

 

This lesson was created by Amanda. First she showed us videos about the ocean and all the different kinds of animals that live in the ocean. The videos were really cool to see and kindergarteners would love those types of videos. Then we discussed colors such as complimentary colors and how to find them on the color wheel. Next we started creating our animals. We had to make one animal using oil pastels and water colors. The other animal we had to make using regular crayons and water colors. I decided to using the oil pastels on my fish that I created. I picked the complimentary color of blue, which is orange. Also, I used the oil pastels on the sea weed and on the starfish I made. I chose the complimentary color of green, which is red.  Then for my jellyfish I used regular crayons. I picked the complimentary color of purple, which is yellow. The last step that we did was cut out our animals, so Amanda could hang them up on her bulletin board. For an extension activity, I would have my students write a sentence of where their animal lives. Then I would have them share it with the class. Also, we would learn more about the animals that live in the ocean.

 



 

This lesson was created by Brittany. This lesson was suppose to teach us how to contour drawing and blind drawing while also teaching us about the different water color techniques. First we had to draw our hand without looking. I found this really hard I ended up looking a few times. When we went to draw the flower, I asked her for a paper plate, so I would not look. I think I drew the flower at least two times. Then after we had drawn those we had to pick two or three places on it that had the most detail and we drew a square or rectangle around it. Then she showed us different water color techniques we could use in the squares. After we learned these, we got to start painting using the water color. I used at least four techniques on my piece. I used crayon resist, wet on wet, and a little bit of a dry brush. For an extension activity, I would have my students write a story about what is happening in their piece of art. Also, I would have them explain why they used the specific colors on their piece of art.



 

Pop Art

 

This lesson was created by Kallyn. This lesson was about print making. Kallyn first told us about the history about Pop Art and then she taught us about Andy Warhol. First she told us to make a design and I chose to do the Nike sign. Then we had to roll the paint on the roller, flip it over on a piece of construction paper, and press down. Some of mine did not turn out very good because I did not put enough paint on the roller and I did not press down hard enough. For two of the pieces of construction paper I used one print and on the other two I used two prints. For an extension activity, I would have my students write down why they chose that certain print. Then I would have them create another print, but it would have to be based on a print Andy Warhol would use. 

 

Starry Night

 

This lesson was created by Cassie. First we learned about Vincent Van Gogh and that he created the painting Starry Night. Then each of us had to choose a piece of Starry Night to draw. After we drew the picture, we compared it next to everyone in class to see if we needed to make any changes. I had to change mine a little bit, but I needed to change it a little more. Then we started to paint our piece of Starry Night. I had to come in a couple times outside of class to finish it. I have to say it was really hard to draw and paint the sky. But I really enjoyed mixing the colors and painting. For an extension activity, I would have my students would draw another one of Vincent Van Gogh's painting. Then they would paint it. I would have my students write about how they think Vincent Van Gogh came up with this idea.

Harvey the Hippo

 

This lesson was created by Ryan. First Ryan started the lesson with talking about the foreground, the middle ground, and the background. Then he showed us some examples of each of these in pieces of art. All of us got to create a story with Harvey the Hippo. For me the hardest part was thinking up an idea for my story. Also, I really liked that we used collage paper because it makes the story look more exciting. The collage paper looks like something Eric Carle would use in his books. I spent most of the class trying to figure out a topic and Ryan came over to help me brainstorm ideas. My story involved Harvey slipping in a puddle of water while he was spying on Ryan. For an extension activity, I would have students write a little more to the story. I would have them create a few more pages with Harvey and then they could turn it into a book. Then my students could share it with the rest of the class. 

 

Clay Coil Pots

 

This lesson was created by Michael Alberts. He started his lesson by sharing the history of clay coil pots. First we had to get the air bubbles out of the clay we were using. Next we had to roll out the clay flat. When I did this the first time, the clay got stuck to the table and Michael got some new clay to work with. Then we had to make the base by using either a cup or a bottle of paint. I used the bottle of paint. Next we had to make the strips and roll them, so that we could layer them on to the base. I had at least six or seven layers, but we only needed five layers. Then he made sure that we needed to smooth out the inside of our pot because we did not want any holes and spaces. I decided to paint my clay coil pot because I thought it would look way cooler. For an extension activity, I would have students make another clay coil pot, but this time I would put it in a Kiln. So students can see the differences between the air dry clay and the clay that goes into a Kiln.

 

 

 

Loom Weaving

 

This lesson was created by Emily Miller. She gave us a history of loom weaving. Also, she showed a video that showed all the different types of loom weaving. Then she handed out a piece of cardboard that had four stings on it. She had us go get yarn and pipe cleaners for this project. While we were weaving, Emily had asked us questions about Loom Weaving.  For an extension activity, I would have students practice weaving bigger looms such as a piece of cardboard with eight strings. Also, I could have students make rugs and then I can display them in the hallway for everyone else to see. Then I would have students tell me what their rug represents and why they created it that way.



Hidden Safari 

First, I made a pair of red glasses that I thought were really cool. I practiced how to draw upside down. Then I picked an animal I wanted to draw upside down on a piece of paper. I chose to draw an elephant because I think elephants are really neat. So I made the elephant, but I used a blue pencil. Then after I got done drawing the elephant, I made a pattern to cover the elephant up. I used yellow first and made circles around the whole paper. Then I used red for the swirly things on top of the yellow circles. The last color I used was orange and I put triangles all over the piece of paper. As a result, it ended up covering up the elephant I created. Then I used my red glasses to see if I could still see my elephant and I could so it worked.  The last thing that I did was write three things that would describe the animal that is hidden on the paper, so that people could guess what animal I created.

For an extension activity, I would show students some animals that are hidden in the safari. They would have to use their red glasses to see what it is. Then after they tell me what animal it is, I would teach my students some facts about each animal. Also, they will learn about what a safari is, what/who lives in the safari, where the safari is located, what do the animals that live on the safari eat, and what type of plants there are. Then I would have them pick an animal or plant and find a few facts about the animal or plant. They would share the facts with the rest of the class.

I liked how we watched the video of the story “The Dot” first. I am glad I got to hear the story because I have never heard of that story before. After that we got to create our own Dot Day piece of art. It was so much fun because we got to be as creative as we wanted to be. We each made a bookmark and a piece of paper. I liked that we experimented with oil pastels, crayons, and paint. I really enjoyed this project because it was fun and extremely engaging. Then we experimented with paper plates and coffee filters. This was fun that we could color on them and then use the paint on it.

Also, we split up into two different groups and created two big dots. One group started with warm colors and the other group started with cool colors. Then we switched dots so we could use the opposite colors on the other display. We switched again and they turned out really cool.

For an extension activity, I would go right into math class and we would learn about adding and subtracting using the sticker dots and a chart. So if we had 1+1 with dots then they can count the two dots and realize that 1 dot + 1 dot =2 dots. Then I would have them do some problems using the dots stickers on the page. After that I would give all of my students’ dots (the candy) and I would have them do some more problems. Then after they are done with those problems they can eat the dots (the candy).

 

 

 Space

Sidewalk going through campus

 

Balance - Symmetrical

Student Center Door/Window

 

 

 

Rhythm/Movement

Squirrel moving up tree/Guy walking in the background

 

Value

Crochet Blanket

 

 

 

Unity/Variety

Different Green Colors

 

 

 

 

 

The pieces of construction paper that are on my toes with names written on them are my family members. This relates to my life because it is my family that include my dad, mom, brother, and two sisters. I have them on my toes because I carry them with me wherever I go. The face of the dog that I printed off my computer relates to my life because this is my dog, Boone. The IPod is from a magazine and it relates to my life because I love listening to music. The chocolate thing is from a candy wrapper and it relates to my life because I love chocolate. The smiley face is from a magazine and it relates to my life because I like to smile. The movie reel I made from construction paper and it relates to my life because I love watching/going to movies.

 Students will make a foot that introduces themselves to the class. To create this project first the students will need to trace their foot on a piece of construction paper. Next students will need to cut out their foot. Then students will need to write their name on their foot. Students will be creative and use three mediums on their foot. Mediums mean using different types of materials such as construction paper, colored pencils, magazines, crayons, markers, etc.  Since they are introducing themselves, students will draw things and glue things on their foot. Then students will explain what the things on the foot mean.

An extension activity to use with this is having your students get into groups of two. Then I would have students trace their group member’s hand.  Then the student will write their partners name on the hand. Then they would draw things on the hand that describes their partner. But the drawings have to be different from the partner’s foot that they did before.  Also, I could integrate it in Language Arts because I can have students write a paragraph about themselves. Then I would have students get into small groups and read their paragraphs to each other.