Fishbowl Multimedia Project

Art Lesson
Fishbowl Painting
Grade 2

Resources: teacher exemplar

Materials:11”x14” fishbowl templates, pencils, crayons, watercolor paints, watercolor brushes, and buckets for water.

Objectives: Student Will:
-create an underwater composition.
-choose the elements that will go into his/her fishbowl.
-draw various sealife.
-create a wax resist painting.

Procedure:
Day 1: Student will view teacher’s exemplar and listen to the steps of the lesson. Student will draw in pencil the sea creatures and elements of his underwater composition as he chooses from a demonstration made by the teacher on the whiteboard. Student will begin coloring his fishbowl.
Day 2: Students will review the teacher’s exemplar and steps of the lesson. Student will finish coloring his underwater scene in crayon. Student will paint his fishbowl with watercolor paints. Student will participate in a gallery walk to assess the finish products of his peers.

Assessment: Rubric

Winter Banners

For second grade this winter I thought to make a Chinese New Years themed winter banner. We learned about landscapes, decorative edges, architecture. Students drew along with me as I drew step-by-step on the board. They used markers and chalk to color their banners when they were finished.

Magazine Covers Lesson Plan

Art Lesson

Grade 5

Magazine Cover

Materials: one 12”x14” sheet of paper per student, scrap sketch paper, crayon, pencils, mirrors, erasers, and markers.

Resources: examples of magazine covers appropriate for this age group.

NV State Standards addressed in this lesson:
1.0 Students know and apply visual arts media, techniques, and processes.
3.0 Students choose, apply, and evaluate a range of subject matter, symbols, and
ideas.

CEF’s: 1.2, 1.5, 2.5, 3.1 c, 3.2 a, and 4.4

Cross-Curricular Connections: character education, library

Vocabulary: font, advertising, graphic design, autobiography, self portrait

Procedure:
Day 1: Student will be introduced to the lesson in which they will create a magazine cover for an autobiographical magazine entitled Me. Student will listen to the steps of the lesson and discuss the teacher exemplar. Student will sketch a self portrait of his/herself in pencil on scrap paper. Student will list catch phrases, interests, and practice writing in various font styles on the back of his/her scrap paper.
Day 2: Student will review the lesson steps and teacher exemplar. Student will view various examples of magazine covers to get ideas as to how best organize the layout of his magazine cover. Student will draw on white 12”x14” paper in pencil the layout including his self portrait and title.
Days 3-4: Student will review the lesson steps and teacher exemplar. Student will view various examples of magazine covers to get ideas as to how best organize the layout of his magazine cover. Student will finish drawing his magazine cover and color it in with marker. Students will color the background with crayon.
Day 5: Student will participate in a group discussion/critique of the finished works and turn his work in for a grade.

Assessment:
Student will be assessed on his finished work, participation in critique and class discussions through a rubric.
　
　
　

Eraser Keepers

I have a big problem with pink erasers disappearing in my art room. At first I tried art gum erasers that came in a box, but found after a while they became crumbly play toys. So now what I am doing is choosing one eraser keeper per table (there are four tables in my room) to be in charge of keeping watch and returning to me the pink erasers. So far, so good.

Magazine Covers

This is a new project I'm doing with my fifth graders. We are making magazine covers for autobiographical magazines. The title of the magaine is "ME" and they are required to do a self portrait using a mirror and write at least 4 ads on their cover for articles about subjects that interest them. I am not requiring my students to write the articles, but it would be a great interdisciplinary connection. The finished piece is colored with markers on 11"x14" white paper and the background is crayon.

Coloring Page Maker

Crayola.com has an online coloring page maker that is so easy to use, a 2nd grader could create his/her own coloring sheet after they finish their work! http://www.crayola.com/coloring-page-maker/

Cross Curricular Approach

So ofcourse, if we are doing our jobs our students are learning social studies, math, science, and literacy along with art. If you really want to incorporate what the students are learning in the classroom with art check your state standards for math, science, language arts, reading, and social studies. Also you can ask classroom teachers what units they work on throughout the year so you can incoroporate that into your art curriculum.

Wishlist

To keep myself better organized with ordering I signed up to an online account at Dick Blick and when I think of a supply that my classroom needs I add it to my wishlist.

I Hate This Project!!!

Every so often I hear this from a student. Sometimes a group of students, sometimes a class! So what do I say to that? I generally try to listen to see why the student dislikes the project. Maybe they feel that their drawing skills aren't up to par, maybe they can't stop turning clay into mush with water, maybe they just have a short attention span. If the students struggle across the board, I try to adjust to meet their needs. If it is the same student who always complains, I take their criticism with a grain of salt.

Permanent Marker Rules

When my students use permanent markers I give them the following rules:
1. Do not draw on eachother.
2. Do not draw on yourself.
3. Do not draw on another's paper or clothing.
4. Do not draw on the table.
5. All you draw on is your paper!!!

Warhol Flowers

Art Lesson Plan
Grade:1
# of sessions: 3

Art Resources: Flowers by Andy Warhol, Getting to Know the World’s Greatest Artists by Mike Venezia, teacher product, and visual aide.

Art Materials: 8”x11” sheets of white paper cut, scrap paper, paint, paintbrushes, water, and flower templates.

Objectives- Student will:
-create a monoprint of flowers.
-use visual characteristics of Pop Art such as popular subject matter, repetition, and bright colors to create his/her monoprint.
-use tempera and watercolor paint and crayons to create his monoprint.
-learn about Andy Warhol’s art, subject matter, and style of art.

Relation to life/Why this is important: Student will understand how Pop Art’s visual characteristics are influenced by the media and pop culture..

Interdisciplinary Connections: Social Studies and Language

Vocabulary: Pop Art, Andy Warhol, transfer, print, and wax resist.

Procedure: Day 1: Teacher will introduce the Flowers by Andy Warhol. Tacher will read pgs. 1-13 in Getting to Know the World’s Greatest Artists by Mike Venezia. Student will view the visual aide/teacher product and learn vocabulary terms. Student will discuss what a monoprint is. The teacher will demonstrate how a monoprint is made. Student will trace two flowers on scrap paper. Day 2: Student will review vocabulary and teacher product/visual aide. Teacher will read pgs. 14-32 in Getting to Know the World’s Greatest Artists by Mike Venezia. Student will review demo of monoprinting. Student will paint his two traced flowers with tempera paint and press a good sheet of paper onto his painting to create his/her monoprint. Day 3: Student will review vocabulary and teacher product/visual aide. Student will watch a demonstration on how to create a crayon resist grass background for his print. Student will draw grass with crayon and paint over with watercolor paint.

An Easy Sub Plan

Sub Lesson Plan
Grades 1-3

My Creature

Materials: pencils, erasers, round jars (which are inside the bins on each table), 8”x10” manilla paper, and crayons.

Procedures:
*Show students teacher example from the substitute folder.
*Have students use the clear plastic jars from their bins to trace a circle in the center of their paper in pencil.
*Students then place their hands inside the circle and trace their fingers three or four times to create horns for their creature.
*Then ask students to mix and match parts from different animals to create a face and body for their creature. Help them brainstorm for this part. Ex: It could be furry, or smooth, or scaley. It could have sharp teeth or claws. How many legs does it have? Does it have a tail?
*Once everything has been drawn in pencil students can color in their creature with crayons.
*If there is left over time students can draw or write about their creature’s home, favorite food, and name him

Graphic Organizers

I have started to really use graphic organizers for art history, critique, and procedures. This is a very helpful website filled with all sorts of graphic organizers: http://www.eduplace.com/graphicorganizer/index.html