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/

Masterpieces

These are oil pastel paintings created by my 3 art clubs based on famous art works.

A Great Lesson for Paper Scraps!

I found this lesson online and thought it would be a fun end of the year or recycling project. Check it out:http://www.princetonol.com/groups/iad/lessons/middle/Linda-mask.htm

Interesting Multicultural Lesson

I really liked the way this mandala is constructed using simple materials. It can also be used for a dreamcatcher project or a medicine wheel. http://www.saxarts.com/resources/lessonPlans/viewLessonPlan.jsp?lp=135

Animal Masks

While I was student teaching I learned a great way to make paper masks. The students color, cut and paste the features they want to add to their mask on an 11"x14" sheet of construction paper. Afterwards I fold the bottom corners in and staple. I do this project in 3 weeks: the first they sketch their idea, the second they draw and color on the construction paper, and on the third they cut and paste parts that stick out (ears, hair, whiskers, etc). I do this project with second grade and they love the final product!

Clay Cartouches

These are two of the finished clay cartouches made by my art clubbers. 5th and 4th grade could easily do it, 3rd struggled with carving the letters and creating the scroll at the bottom. I am really impressed with how they cam out, nevertheless. After the entire Egypt unit one of my students was asked where Egypt is and he pointed to the art room and said "There!" Ofcourse Africa would have been more appropriate, but it put a smile on my face!

Nevada Youth Art Month

These are decorations created by my students to celebrate Nevada Youth Art Month, enjoy!

Differentiated Frida Kahlo Lesson

Name Liza Camhi
Strategy: Multiple Intelligences or Triarchic Model
TIERED Instructional Project #1
Grade Level & Content: 5 Art
Title: Frida’s Story Through her Art


Power Standard(s) It is expected student will:(5) 2.3 discuss artistic styles, e.g, define characteristics in works of art that identify individual artists, groups of artists, or cultures (NS 4.5.2)(5) 2.6 engage in art historical research/inquiry, e.g., find answers to questions about an art object’s time, place or people by examining images, reading, listening, etc. (NS 4.5.2)


Objective(s)-Student will relate the symbolism (hair cut off, Mexican motifs, heart surgery, and pets) found in Frida Kahlo’s artwork to the artist’s life.-Student will listen to and discuss the main events of Getting to Know the World’s Greatest Artist’s: Frida Kahlo by Mike Venezia.-Student will identify the events of the artist’s life as they are revealed in Frida Kahlo’s self-portraits through a group project.


Kid-friendly Objective(s) or Essential Question(s)1. How does an artist paint his /her autobiography?2. How would I paint my autobiography?3. What are the important events in my life that I would want to show in my self-portrait?4. How can I figure out what the artist is trying to say in his/her artwork?


Pre-Assessment KWHL table: What do I already know?, What do I think I know?, What did I learn?, What do I want to learn?


Final Assessment: Group: The Task Activities will be graded by rubric. Individually: A fill in the blank test on the life and art of Frida Kahlo. (20 questions)


Whole Class Activities- (visual/spatial, verbal/linguistic, interpersonal, intrapersonal)
Day 1: The teacher will display Frida Kahlo’s Self-Portrait with a Monkey for the class. The class will discuss what they know previously about the artist and this artwork from the project they did in second grade. The student will fill in his/her KWHL chart (What do I already know?) (What do I think I know?) and share his answers with the group. The student will listen to a reading of Getting to Know the World’s Greatest Artists: Frida Kahlo by Mike Venezia pgs. 3-19. The student will fill in his “What have I learned?” section based on the day’ reading and share his answers with the class.
Day 2: The class will review discuss the previous weeks reading. The student will listen to Getting to Know the World’s Greatest Artists: Frida Kahlo by Mike Venezia pgs. 20-32. The student will finish filling in his “What have I learned?” section of his KWLH chart and share his answers with the class. The student will write at least two items in the section “What do I want to learn?” in his KWHL chart. The student will listen to an explanation of the 5 task activities he can choose from. He will fill in a choice questionnaire and list his favorite task activities from 1-5. Day 3: The student will be assigned to his task group. The teacher will give specific jobs to each member of the group.

Task 1 Activities (Group) Group will create an illustrated timeline of the artist’s life. The timeline must include important events in the artist’s life and explain how they influenced specific works of art created by Frida Kahlo. There must be a minimum of 7 illustrations of to go along with the timeline. (logical/mathematical, verbal/linguistic, interpersonal, visual/spatial)


Task 2 Activities (Group) Group will create an original Frida Kahlo self-portrait poster that describes an important event in the artist’s life. The poster must represent the style in which Frida Kahlo created her art.
(interpersonal, visual/spatial)


Task 3 Activities (Group) Group will write and perform a five- seven minute skit based on a period of the artists life. The skit must include three major events that influenced the artist’s work.
(bodily/kinesthetic, verbal/linguistic, interpersonal)


Task 4 Activities (Group) Group will work individually on a journal entry in the voice of Frida Kahlo. The student must write 3 paragraphs describing an event in Frida Kahlo’s life as if it happened that day. The student must describe how they would feel if they Frida Kahlo on that particular day. (verbal/linguistic, interpersonal, intrapersonal)


Whole Group Sharing: Task 1 Group will share their timeline with the class, read the events, and explain their illustrations. Task 2 Group will show their poster to the class describing how they were influenced by the artist’s life and style in their poster. Task 3 group will perform their skit for the class. The students in Task 4 group will share within their group by exchanging their work with a partner to read and critique.

Group Expectations: 1. Students will create their project within 2-3 class periods. 2. Students will perform their roles in order to keep arguing to a minimum and make the group functional. 3. Each student will participate equally.·

Type of Flexible grouping: By level of interest. The interest choice should indicate to some degree if the student is logical/mathematical (group 1), visual/spatial (group 2), bodily/ kinesthetic(group 3), or intrapersonal (maybe verbal/linguistic as well) (group 4). To some degree all groups are interpersonal, even group 4.·

Formation of groups, i.e., how students are assigned to groups: 5-6 Students will be assigned to each group based on their level of interest in the activity.·

Roles of group members, e.g., Recorder: Task Manager, Voice Controller, Sketch Artist (task 1&2), Clean Up Kids, Teacher Liaison, Time Keeper.·

Directions to Groups, i.e., how students know their learning tasks: The tasks will be explained to the groups prior to being assigned to a group. There will be laminated directions at each group’s workspace.·

Anchor Activity: Student will create a self-portrait describing an important event in their life. (intrapersonal, visual/spatial)

Portraits of Women

This is a video that shows over 200 years of female portraiture. It's from the Saatchi Gallery in London. It's a beautiful video and makes the viewer realize how differently the same subject can be construed.

http://www.saatchi-gallery.co.uk/blogon/mtvideobox.php?video_id=78

Recycled Critters by Jeanne L. Bayless

Along with the whole school, our 4th graders are recycling ... and creating 3-D Critters...Cans, plastic bottles, milk cartons, cardboard, paper tubes... it's all good...Free... This is just the beginings... am showing them unfinished so ya can see how it's done...students will continue by embellishing them next week and displaying them in a parade down the hall during YOUTH ART MONTH.

Jennifer Maestre

These sculptures are incredible! Imagine what they could inspire kids to make with found objects?

http://www.jennifermaestre.com/pencil_show.html

Egyptian Art Unit

ArtUnit
Egyptian Art
Grade: 5/Art Club
# of lessons: 3

Art Resources: Egyptian photographs and artifacts from trip, Art and Religion in Ancient Egypt by Leslie Kaplan, teacher products, and visual aide.

Art Materials: clay, clay tools, gold and silver paint, rulers, pencils, blue/turquoise paint, watercolor paints, paintbrushes, buckets for water, pre-cut paper triangles (gold, red, and blue), glue, toothpicks, string, and scissors.

Objectives- Student will:
- create a series of artworks based on ancient Egypt.
- use a variety of 2-d and 3-d materials.
- learn about various types of sculpture.
- use hieroglyphics for writing.
- learn about life and art in ancient Egypt.


Relation to life/Why this is important: Student will learn about the art of an ancient culture.

Interdisciplinary Connections: Language and Social Studies

Vocabulary: cartouche, hieroglyphics, hamsa, scarab, Nefertiti, King Tut, mummy, ruin, pyramid, tomb.

Lessons: The display will consist of the following components:

A. Clay Hamsa- will use hamsa tracer to cut out the shape of a hamsa from rolled out clay. Student may carve into their hamsa for details or keep it smooth. The hamsas will be fired and painted with watercolor paints.

B. Hieroglyphic Cartouche - Students will write their name in hieroglyphics on a cartouche worksheet. The student will cut out his cartouche and use it to trace the oval onto rolled out clay. Student will trace his name through the paper onto the clay. Student will add the bottom components of the cartouche in clay and it will be fired. Student will paint his cartouche either silver or gold.

C. Scarab Necklace- Each student will roll a scarab shape into clay. Then he will carve a traditional into the clay with a paperclip and poke a hold through it. The scarab will be fired and paint with turquoise paint. The student will string it with three strings and use paper beads as the chains.

Wild Hair Self Portrait

The itinerant art teacher at my school, Melissa Kehr, shared with me this lesson and it was a lot of fun! Students drew linear self-portraits in pencil. When they got to their hair they would draw a circular bubble shape that runs off the page and fill it with their name written in stylized letters. As far as the handwriting fonts were concerned I let the students come up with their own. They traced the whole picture with Sharpie markers and colored their hair, eyes, lips, and clothing with crayon.

Amazing Projects With Plastic Bags

I have recently become aware of Craftzine which is a magazine dedicated to new ideas in crafts. You should definantly check out his site and even subscribe to the magazine. Here is a link to craft projects made out of plastic shopping bags. Some of these could be used in the classroom and are quite inexpensive! They introduce students to the idea of found object art, recycling, and fashion design. It's really amazing what you can do with a plastic bag.http://craftzine.com/projects/

Recipe for Moon Sand

by Debra M. Fornero

Recipe for homemade moon sand:
(1 batch)6 cups of play sand (I got a 50lb bag from Lowes, it was $4.99 plus tax)
3 cups of cornstarch (most dollar stores carry it for $1 per box...you'll need around 24 boxes for the whole 50lbs!)\
1 1/2 cups of cold water

Step one: Mix the water and cornstarch together thoroughly, this will take a few minutes to get it nice and smooth.

Step two: Gradually mix in the sand, one cup at a time. You'll need to really work it in with your fingers.

Step three: Play with it!

Step four: When you're all done, pop it in an airtight container.

Step five: When you next play with it, you'll need to revive it with 2-3 tablespoons of water. Just sprinkle it over and work it in.That's all there is to it. Very cheap, very easy and the kids will get to play with heaps of the stuff. Play sand also comes in different colors, so buy different colored bags to mix things up a little. Have fun!

Art History Games

I currently have my three art clubs creating games based on the lives of famous artists. So far we have Rousseau, Warhol, Riveira, O'Keeffe, Seurat, Da Vinci, Titian, Van Gogh, Grant Wood, and Hopper. I've deivided each club into groups of four and had them research the artist and create sketches for their gameboard for three sessions before building the boards and drawing on them. I've bought dice and we used Crayola Air Dry Clay for the pieces.