Aboriginal Art-Journey

My journey. This is my journey from my bed to my kitchen because I live so close to campus that any other journey is super lame. The moon and cloud depict my bed where i sleep, then my footprints past my roommates, the sun and fire because one has red hair and the other has blonde hair. The washer is the blue lake on the left and then the mountains are the stairs. The rain is the shower that I pass on the way to the kitchen where i am standing with a happy belly because I get to eat. I think the stipple was more fun then the cross-stitch and I think it looks cooler.

Andy Warhol

Andy Warhol self-portrait.

Georgia O'Keefe flower

Flower after the style of Georgia O'Keefe using a viewfinder. I did mine of daisies. They were actually both had pink petals but I wanted more color so I did one pink and one blue-green.

BAMBOO BRUSH PAINTING AND CHINESE NAME STAMP

BAMBOO PAINT BRUSH WITH CHINESE NAME STAMP- I DID JACK INSTEAD OF JACQUELINE BECAUSE IT WAS WAY TOO LONG TO GET A GOOD LOOKING ONE. I WAS ABLE TO GET THE COOLEST STAMP USING JACK.

PICASSO

RE-POST OF MY PICASSO STYLE PORTRAIT

COFFEE FILTER SNOWFLAKES

SNOWFLAKES!

MY LAMP SHADE
BUG INK PRINT AND CRAYON PRINT
FREESTYLE SHOE SKETCH
8 TEXTURES

art lesson plan

Objectives

· Students will be able to recognize the line of symmetry in shapes, pictures etc. “c”

· Students will be proud of their finished project. ”c”

· Students will recognize the unique nature of their own artwork. “a”

· Students will be able to successfully reflect the actions of others. “p”

Standards Addressed

Standard 2
(Perceiving): The student will analyze, reflect on, and apply the structures of art.

Geometric Shapes: Circles, squares, rectangles and triangles; mathematical in proportion

Structural lines: interior lines that show the objects unique construction

Vocabulary

· Symmetry-a line that divides an object directly in half.

· Reflection-a mirror image of an object over the line of symmetry.

· Contrast-two parts of a picture that have evidently different characteristics.

· Unique-creating something that is different for every individual

Pedagogy

I will have 4 pictures on the board, two that are symmetrical and two that are not. Talk to the kids about symmetry and what it means in art. Have them come up of ideas of things they see everyday that could have a line of symmetry in them. Relate how they look into a mirror and see themselves to the reflection of an object over the line of symmetry. Have them get into pairs and have one person do an action and the other mirror it back. Then have them switch places. Hand each student a piece of paper. Show them the symmetrical bug that I made. Talk to them about how it is unique because I use my name, and because I colored it the way that I wanted. Help them to understand that they don’t have to do their bug the exact same way that I did, but that they can be creative. Explain the show them step-by-step the steps to making the basic bug shape. Fold the paper in half long ways. Write in CURSIVE their name horizontally on the folded line. Go over the cursive a couple times in black crayon pushing as hard as you can. Fold the paper in half and press as hard as you can over where you wrote your name three or four times. Unfold the paper. You should have a reflection of the bug on the other side of the line of symmetry. Go over the reflected lines if necessary with the black crayon. This is where they can use their creativity to create unique bugs. Let them color the bug however they would like using a variety of different textures and colors. Suggest that maybe they don’t want it to be a bug at all but perhaps it looks like something else to them.

Assessment

Rubric-three things need to be shown. I need to see their line of symmetry; their reflected name and that they put some creativity into it.

Portfolio. I am going to have the children out this in their portfolios of projects they’ve done this year, comparing it to projects they’ve completed already and then those they have yet to complete.

Verbal assessment of whether or not they understood the vocabulary that we discussed. Invite students to explain to the class how they have portrayed the different vocabulary words into their own picture.

Adaptations/Integrations/Accommodations

I could teach this to a younger grade by letting them finger paint or even brush paint on one side of the fold and then when that gets folded over see the paint reflected onto both sides. For a math integration this could easily coincide with a math lesson about symmetrical shapes in geometry. You could even talk about whether the shapes created out of their names were geometric or organic. For a student with special needs I would probably help them write their names and get the reflection but then let them color on it and make it their own.

Teacher Resources

· Premade bug picture

· Extra white paper for kids to follow along with you.

· Four pictures of art that exemplify symmetry

assessment strategies

Exhibitions and Displays

I got this strategy from the book and thought it was what most resembles the assessment I had in my elementary art experiences. This strategy suggests that teachers display their student’s artwork in various way s so that it is not only the teacher who can assess what learning has been going but everyone else as well. The parents, fellow teachers, administration and peers can all see the depth of knowledge that went into the art projects and see the value of art in schools. This strategy also motivates the students to do their absolute best work. They will try their hardest to make sure what everyone sees is a true portrayal of their skills and knowledge.

• Teachers can display artwork for parent teacher conference and kind of use it as a quick snap shot of what the students have been doing all year. They can also display the work in the hallway and just switch it out every so often as the students work progresses. Something that would be fun to do with the community is to have an art exhibition and invite the students to show their favorite piece of work for friends and family to come and see.

Objectives

I’m no sure if this is it’s own strategy but I think that it is a good way to assess students in an art classroom. Having specific objectives gives the students an idea of what they will be assessed on. They will be motivated to do what you ask them to if they completely understand it. I think this assessment is best suited for those students just starting out in an art class. This is a good way to teach skills or fundamental concepts and know that the students are comprehending. It involves more structure and so wouldn’t be the best strategy to always go with but I think in the beginning stages it would be appropriate.

• Teachers could use this approach when emphasizing a certain style, time period or culture. When teaching about specific artists you could give your student’s direct objectives so that they can learn and experience the same style of artwork as that artist. Again, like I mentioned before it would be appropriate for students who are just beginning so they have critic and structure until they learn the skills necessary to venture out on their own and really be able to express on paper what they have created in their minds.

Art Criticism

Have the students’ critic famous pieces of art, or even their peers artwork if you think they can handle it, and look for specific things that have been featured in class. You check for their understanding of art concepts and vocabulary by seeing if they can identify them in the work of others. Have them explain why that particular feature works or doesn’t work in a painting based on what you’ve taught them in class.

• This strategy can be applied whenever you are learning about different artist, cultures, or just new concepts and skills. This can also be beneficial when trying to integrate art with other subjects because you could try to getting the kids to in corporate the feel, textures, or tone to a piece the correlates to the topic you are addressing.

http://home.oise.utoronto.ca/~hinwood/art_assessment.htm

Effort and Attitude

If students take responsibility for their artwork and the process it takes, show pride in what they’ve created, and contribute positively to class discussion and critics I think that can be an adequate assessment. IN the art classroom it is hard to really assess the students because they are all at different levels of skill and ability. IN the elementary classrooms where art is really for learning and expression not so much grades and end of year tests, I think this strategy is very appropriate. If you can tell that the child tried their best and had fun with the project I think that should definitely count for something. A lot of times projects that the students have full creativity in and no limits are the ones that they really throw themselves into and learn a lot about themselves from. I think these projects are extremely beneficial assigned once in a while but not every time.

• This strategy would be most accurate when used on fun creative projects that you really just want to know about the student or see what their skill level is at. You could also use this when integrating other content classes by asking the students to interpret an idea onto paper or illustrate the topic being discussed. In this manner you could easily assess what the student got from the discussion or what they felt was most important because it would be what they put down on the paper.

http://blogs.scholastic.com/arts/2008/10/assessment-stra.html

Levels

I watched a video online about this strategy so I hope I understood it correctly. You have levels that the students are put into at the beginning of the year and they progress throughout those levels. Their grade is dependant on what level they perform at. The teacher outlines exactly what it takes to be at each level and what you need to do to move up to the next level. They emphasize hot to progress through the levels so that the students are really building on their skills and acquiring art abilities. The give each student feedback on their art work telling them what their current level is and then sort of a heck list of things that would need to be improved in order to meet the next levels qualifications. The teachers that used this strategy took their level qualifications straight from the state or national standards. They then simplified the language so that it was “kid-friendly”.

• This type of assessment would not work with the younger grades you would want to use it with kids that are able to self-critic or that can handle the kind of pressure that comes with having to prove what grade you deserve. If you have a big classroom this would be a good way to make sure that you weren’t comparing the students to each other but that their grade was dependent on what work they were able to do and the progress that they made. When you do an art project that would take a couple of weeks this is a good way to continuously improve it and make sure it was their best work by the end.

http://www.teachers.tv/videos/ks3-ks4-creative-arts-art-assessment-awarding-levels

How can I integrate Art into my classroom?

Children need aspects of all learning domains in order for the greatest amount of learning to take place. The three domains can easily be integrated into Art lessons for any subject. No child left behind puts a lot of pressure on teachers to only concentrate on the cognitive domain in their classroom because that is the facts and things they will need to be able to show on the end of year tests. This seems like a backwards way to look at it to me though because using art in the classroom allows opportunities for students to demonstrate higher-level skills and thinking. The psychomotor domain is in my mind the best one to try and incorporate into the classroom and is easily done in an art lesson. This domain stimulates learning and allows students to nonverbally respond to artwork. Many times students don’t know how to express themselves verbally and so giving them the option of expressing nonverbally can be helpful to them and you when trying to assess their learning. Children need to be able to move during the day or they will go crazy. Why not make that movement part of the assignments or class work so that it isn’t distracting to your lessons. For example when teaching Art and discussing different pictures or artists we can let the students show us either in their facial expressions or in body movements how the artwork makes them feel. If when they look at it they feel angry then they would make an angry face or stomp around in an angry manner and things like that. I think that when they are doing more than just reading or listening they remember better and are likely to make further connections. The affective domain is incredibly important to student’s growth and development. Kids need the opportunity to express themselves, feel validated and know that they are individuals. Children will learn to either think positively or negatively about themselves and if we can get them doing art projects that they are proud of then they will learn to be positive about themselves. Self-worth is an incredibly important characteristic that young children need to learn.

The visual cultural approach I think was summed up by the quote on page 82 of our text, “the unity of thought, personal feeling, and expressive action that results from an aesthetic experience.” When we’re trying to teach anything, a visual aid of some sort will always be beneficial. If the students can see it and then discuss it’s characteristics while the teacher is explaining then the information will stick deeper and better. This visual cultural approach helps students figure out who they are, what makes them who they are and then how that is different from the kids in their class. Students are able to compare and contrast their culture with other cultures around the world. This does need to be done carefully though because it is very easy to stereotype a culture when in actuality the majority doesn’t follow that trend at all. Teachers need to find truly authentic art, music, literature etc, to bring in and share with the class so that they don’t grow up following those stereotypes.

I liked a lot of the examples of art-integrated lessons in the text. I thought that the use of clay was great advice because it can be used in so many different classrooms and situations. You can have the kids make anything out of clay and either let it dry out or put it away for use later. Clay is something that a teacher could easily use in any setting to help students grasp the concept visually and kinesthetically because they get to mold it and manipulate it in their hands. Culture specific art is something that can be used in social studies classes because you can copy their cultures specific technique and let the children create something of their own. Another thing with social studies and history even is when using time-lines allow the students to illustrate them so that they get to connect something with the date beside just a name or place. Really liked the idea of creating murals for any subject but especially for social studies or history because it gives you a chance to see what the kids think is important and what they are going to really remember. They can do it in groups, which strengthen their social skills and abilities to negotiate and work collaboratively. Math was harder for me to find integrations for probably just because I have never been that good at math. The book mentioned that when studying tessellations or geometry there is a lot of opportunity for art integration. The students can draw their own tessellations or they can create shapes and put them together, take apart, create different shapes etc. An idea that I had which wasn’t from the book is something I think would work well in a social studies class. Have the students get into pairs and one student poses in an act or position that would be used by the people or time period being studied. The other student draws or sketches that pose and then they switch. The students can then hang them on the wall and have other students try to guess what they were doing and how it relates. The teacher would provide artifacts or costumes that fit the topic also so that they were as authentic as possible.

I think that integrating art into the core classes is absolutely essential because using a variety of activities and assessments is really the only way that students learn and perform to their optimal level. Not all students learn the same or develop at the same rates and so why should we force them to do the same assignments and projects all year round, year after year. You can learn so much form a student through their artwork if you give them limited structure. They will surprise you with what they create. Art projects let them express themselves, what they’ve truly learned, experiences they’ve had, their true feelings and opinions and it gives them the chance to do all those things without the fear of being made fun of by peers or singled out for being different. Inviting art into our classrooms open the door for so many more enriching activities and discussions. Personally I always had more fun when we did an art project in class ay to me it makes sense to try and incorporate them as often as possible. I feel like it is my responsibility as a teacher to make sure that my students are enjoying school and if the only way to do that is by incorporating art then that’s what I will do.