Week Five Falk September 23-27

Week Five Falk Laboratory School

September 23

Kindergarten

Third Grade

LESSON 2 OVERVIEW

This lesson will be a continuation of the previous lesson. They will once again engage in intellectual and artistic conversation about the circus and creating their own circus posters. They will continue to sketch out their poster designs and create more detailed compositions. The central part of the circus poster will consist of figures, animal and/or humans, performing circus acts. The posters will also have a title and a color scheme that make the entire poster cohesive and planned out. They will learn how to paint over top of these designs to make a completed poster that will be displayed. The lesson will lead into conversations about Alexander Calder and turning our circus posters into 3D circuses with sculpture and found objects.

LEARNER OBJECTIVES

Students will learn about the history of circus posters, photographers and illustrators who worked for the circus.
Students will have artistic and intellectual conversation about the many performances that humans and animals present at the circus.
Students will create their own color schemes and patterns that relate to the style and design of circus posters.
Students will create a composition, title, style, and theme for their own large-scale circus poster.
Students will watch teacher demonstrations and listen to instructions.
Students will follow a checklist that will act as their assessment.
Students will paint their posters to complete the artwork.

NATIONAL ART STANDARDS

VA:Cr1.2.1a. Use observation and investigation in preparation for making a work of art.

VA:Cr1.2.2a. Make art or design with various materials and tools to explore personal interests, questions, and curiosity.

PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

Standard - CC.1.5.1.A. Participate in collaborative conversations with peers and adults in small and larger groups.

Standard - 9.1.V.1.E1. Use imagination and creativity to express self through visual arts.

Standard - AL.2.1.B1. Complete multi-step tasks with independence.

MATERIALS NEEDED FOR LESSON

Pencils
Eraser blocks
Poster papers
Black Sharpie Markers
Rulers
Paint
Thin tip Paint brushes
Large white sheets of paper
Circus posters
Animal figurines
Drying rack

TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Teacher Actions	Expected Learner Actions
3 minutes: Teacher has classroom prepared for students to come into the art space. Students work is placed at their assigned art-making seats, demonstration materials are set up at the front of the room, teacher examples are placed at the front of the room, and materials for students are ready. Teacher welcomes students into the room and instructs them to go to their assigned art making seats.	3 minutes: Students go to their assigned art-making seats and find their unfinished circus poster and their seat.
15-20 minutes: Teacher instructs students to move to their theatre style seats with no materials in their hands. Teacher begins by reiterating the history we have learned about circus posters and the circus. Teacher asks the students to tell the rest of the class what their poster titles are. The teacher begins to discuss what characters and actions are commonly seen in the center composition of a circus poster. The teacher refers to the original circus sketches the class created and asks what on the sketch can be incorporated into the bigger scale circus poster. The teacher demonstrates beginning to draw the inside composition of the circus poster. Using a black marker the teacher demonstrates how to use the books we have read and the animal figurines as a reference for drawing. Then the teacher begins to paint over top of the black ink. The teacher demonstrates filling in the lines with a small tip paintbrush and discusses creating a color scheme. The background will have only 2-3 colors, so that the inside of the circus poster can pop and stand out. Teacher encourages students to ask questions through out the demonstration. Teacher asks students what animals or characters they plan to make the main theme of their poster. The teacher asks how they will tie their title in with their composition. The teacher asks what color schemes they will use. Teacher will create and go over a checklist with the students.	15-20 minutes: Students move to their theatre style seats. Students engage in conversation with the class and teacher about what they did in the previous class. Students watch the teacher demonstrate what they will do this class period. Students answer questions at the end of demonstration about what they plan to create and to show the teacher they understand what is expected of them. Students will go over the checklist with the teacher.
30-40 minutes: Teacher instructs students to go back to their art-making seats to begin completing their circus posters. Teacher walks around the room offering help to any student who needs. Teacher has animals and books for the students to reference as inspiration for their posters. Teacher will give these animals and books to the students who seem to need extra help.	30-40 minutes: Students will complete their circus posters by creating an inside sketch and then going over everything with paint. There will be smocks available to students who would like to wear one while they paint.
10 minutes: Teacher will begin to instruct the students to clean up. Teacher will help students place their finished circus posters on a drying rack so that the paint can dry.	10 minutes: Students will clean up and put finished circus posters on the drying racks.
10-15 minutes: Teacher will have the students come to their theatre style seats. They will discuss what they created, their process, and their experience.	10-15 minutes: Students will discuss what they created, their process, and their experience

ENDING THE LESSON

Closure of Lesson To end the lesson the majority of the class will have finished painting their circus posters. They will place their posters in a place in the room to dry and later will be hung somewhere in the classroom or the school. We will come together as a class to discuss color schemes we chose, characters we chose to be the main focus of our circus poster compositions, and the actions that the figures performed. We will discuss how they showed movement in the paintings. We will discuss how they connected their title to the rest of the composition. Students will be encouraged to explain their composition, style, and process, in addition to commenting on other classmates’ art works.

Transition to Next Lesson We will discuss how in the following class we will begin to learn about Alexander Calder, an extremely famous multifaceted artist who is most known for his Calder Circus and many other types of mobiles and sculptures. We will learn about his life, his processes, and his most famous creations that will inspire us to create our own Falk Circus.

REFERENCES TO MATERIALS CONSULTED

This section is similar to a “references” section of an academic paper. You need to account for any and all resources that you have used to conceptualize and write your lesson plan (e.g., websites, books, exhibition materials, movies, etc.)

The Magic Ring: A Year With The Big Apple Circus by Hana Machotka

The Circus by Mabel Harmer

Big-Top Circus by Neil Johnson

THE CLASSROOM AS A THIRD TEACHER

The art space will be set up so that there are three large tables around the room and one large open space in the middle. The three tables will be covered in large white paper sheets to give the tables an open and welcoming feel for the students to create their artwork on side-by-side their piers. In the front of the room will be hanging examples of circus posters and teacher examples. At the beginning and closing of the class the students will sit in “theatre style” seats where they all sit and face towards the center of the room where there is the big open space and where their gaze is directed towards the circus print posters and the teacher example. There will also be animal figurines placed in the front of the room that the students will be able to look at for inspiration for their drawings and paintings. Their circus posters from the previous class will be placed at their assigned art-making seats. Black ink markers and pencils will be available at the front of the room. When the class has finished watching the teacher demonstration and engaged in a conversation about what is expected, the students will be able to return to their art-making seats and get a pencil and marker from the front of the room. Also, paint will be out at a table in the room for students to retrieve when they are ready to move onto the painting stage of the project. When students have finished painting and creating their circus posters they will place their circus posters to dry on the drying racks in the room.

ASSESSMENT

There will be no formal grading for this assignment; however, I will be creating a checklist for their circus posters and assessing how vocal and engaged students are during class conversations. I will assess their behavior, i.e. how well they listen, that they only speak when they are called on or if the class is having open conversation then only after someone else has finished speaking, that they treat the materials with care and in the proper manner. For the checklist, it will state that students need to create a poster that has a pattern background, a title, and a central composition with characters from the circus. The checklist will state that they first sketch out the pattern, title, and central composition in black ink and then they proceed to fill it in with paint. Through out the class we will review the checklist to ensure students understand and are completing the expectations.

September 24

Kindergarten Room 27

BIG IDEA

Students will craft paper for their classroom paper collection. Over the course of several weeks they will cut, design, and sort their own paper in various ways to build an array of paper options that they can use in their art making. The children have shown a strong interest in collage in addition to drawing and painting. Making and cutting their own paper will allow them to feel ownership and a sense of gratification that they created the paper options that they have to further create more collages, story/picture books, drawings, and paintings. This paper series will also teach them about different types of paper. They will build a knowledge base of the different density, texture, or transparency that paper can have. And they will discover how different materials affect paper in different ways.

PREREQUISITES Optional

Students will have already done this exact lesson the last time they were in the art space, so they will have an understanding of the process and materials.
Students will know how to use paint and different found objects to print.
Students will know how to make a pattern.
Students will be able to distinguish different shapes.

SAFETY HAZARDS Optional

Students will only have to be cautious with paint. There are smocks for them to wear.

INTERDISCIPLINARY CONNECTIONS

Students will be able to connect this art lesson to their math lessons where they learn about different shapes. They will learn how to create patterns through repetition of shapes, colors, and designs. They will be asked to name certain shapes and example what makes up their patterns.

LESSON OVERVIEW

The students will continue to create patterns and prints with various found objects and paint to add to their classroom’s paper collection. Students will take their prior knowledge of pattern and print making to discover new patterns and ways of printing that may be new and surprising to them. They will be encouraged to use various shapes and colors in their patterns. They will also be encouraged to create numerous different prints on different papers to show they have an understanding and a desire to make new and exciting prints in a variety of ways. Throughout the class they will engage in artistic and intellectual conversation about what printing and patterning is defined as, but also what they have created, their processes, and how they plan to use this paper in new, stimulating, and unusual ways.

LEARNER OBJECTIVES

Students create patterns on paper that they will use for their paper collection in their classroom.
Students will use found objects to create the prints and patterns.

NATIONAL ART STANDARDS

VA:Cr1.1.1a. Engage collaboratively in exploration and imaginative play with materials.

VA:Cr1.2.1a. Use observation and investigation in preparation for making a work of art.

III-C. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

Standard - CC.1.5.1.A. Participate in collaborative conversations with peers and adults in small and larger groups.

Standard - CC.1.5.1.F. Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.

Standard - 9.1.V.1.E1. Use imagination and creativity to express self through visual arts.

MATERIALS NEEDED FOR LESSON

Tempera paint
Large white sheets of paper
Paper
Stamps
Sponges
Found objects
Cardboard pieces

TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Teacher Actions	Expected Learner Actions
10 minutes: Teacher has the art space and materials prepared for students to come in. Teacher welcomes students into the class and has them sit in theatre style seats where their personal puppet is. Teacher shows the student’s prints from the last class and then asks the students to explain what they did what patterns and prints.	10 minutes: Students come into the art space and sit where their personal puppet is located. They look at their artwork from the previous week. Students talk about patterns, prints, and paper. They are encouraged to raise their hand and explain what they designed or their process.
5 minutes: Teacher demonstrates how to make the patterns and prints again. The teacher emphasizes making different shapes and patterns. Teacher explains how to properly and respectfully use all of the materials.	5 minutes: Students watch the teacher demonstrate.
25 minutes: Teacher helps students to create and design prints and patterns on paper.	25 minutes: Students put on smocks and then create prints and patterns on paper.
5 minutes: Teacher explains how the students should clean up and then instructs them to do so.	10 minutes: Students clean up.
10 minutes: Teacher calls the students back to their theatre style seats and asks the students about what they created, their process, and how they plan to use this paper.	10 minutes: Students engage in artistic and intellectual conversation as a whole class.

ENDING THE LESSON

Closure of Lesson

The teacher and students will end the lesson by gathering all of the prints that they have created. They will clean up the printing and painting materials. Then the class will gather in their theatre style seats to engage in artistic and intellectual conversation about their creations, processes, and discoveries throughout the class.

Transition to Next Lesson

Students will repetitively be told that this is the paper that they will have for their classroom collection to use in their art making for sculpture, collage, storybook making, painting, drawing, and more. They will also discuss creating prints and patterns with the different natural powders and pigments that they have been collecting as a class.

THE CLASSROOM AS A THIRD TEACHER

The art space will be set up in three large tables and a large space in the middle of the classroom. There will be large white sheets of paper covering the tables and materials for students to use and explore on the tables. Students will have freedom to move around the art space to design patterns and prints. The middle of the room will be open for the class to come together for artistic and intellectual conversation as they all face each other and are able to look at one another’s work and if the teacher needs to demonstrate.

September 25

Print Project Checklist:

2 Sense drawings
Transfer drawings to Styrene Plates with coloured pencils
Come to teacher print station and complete one print with teacher
Get materials: spoon, ink plate, brayer, paper
Place ink plate in the middle of your space, place the styrene plate on the left, place the paper on the right.
Put ink on plate, roll out brayer, roll brayer onto styrene plate, place styrene plate onto paper carefully, rub out the styrene plate evenly, lift, look!
Place wet prints on the string to hang dry
Experiment