Week Four Falk Laboratory School
Week Four September 16-20th
September 16th
Superheros with third grade
Wire wrapping undersea creatures and fish fifth grade
Patterns and printmaking with Kindergarten
Aed 495 conference
Standard - 9.1.V.1.E1. Use imagination and creativity to express self through visual arts.
ENDING THE LESSON
REFERENCES TO MATERIALS
CONSULTED
September 18th
Kindergarten
Pigments, pulverising, and painting with natural materials
Third Grade Circus
Revised the lesson briefly, modifying some photos and figuring out the sound so it will be able to play music in the class today.
Will be able to show student examples in this class period, hopefully this deters students from mimicking the exact design from the teacher example.
First Grade Layers
Standard - 9.1.V.1.E1. Use imagination and creativity to express self through visual arts.
ENDING THE LESSON
REFERENCES TO MATERIALS
CONSULTED
September 19th
4th grade
Narrative, Layers, Print, Andy Warhol, Senses
K
Room 25, Animal collage exploration
September 16th
Superheros with third grade
Wire wrapping undersea creatures and fish fifth grade
Patterns and printmaking with Kindergarten
Aed 495 conference
- Artist trading cards
- Art criticism- looking at and talking about art
- Shelby
- Cut out found images and then they add the rest in, turning it into an environment
- Brooke
- Paper Making- with every grade
- Making stencils
- Making own paint pallets
- Color mixing
- Bens Bells Tuscan- community project promoting kindness and mindfulness
- Tiny art show instagram
First Grade ideas
- Clay
- How to make something functional unfunctional
- Beautiful oops
- Layers
September 17th
LESSON OVERVIEW
For the class lesson
“Narratives and Prints” students will write a narrative that relates to the
collage they created with mixed media pieces and many layers. They will connect their artistic practice to
a story, looking back on the layers of the artwork and creating a layered
narrative. We will talk about the book
“Colors” and further introduce printing.
This will lead to a conversation about famous printing artists in
history and today. The inspiration for
their prints will be the senses humans’ experience. Over the course of this class and the next
several classes they will create 3-5 prints, depending on how quickly they
work. Each print will be inspired by one
of their senses: touch, sound, smell, or taste. We will have a group discussion
about this project and the class will be shown teacher examples. We will discuss the printing process for
professional printers and then go over a demo for first sketching out the print
design and then transferring it onto styrene plates. They will be shown
examples of how to create more or less negative space and what the finished
print will look like. The prints they
create in this class will carry over into the next several classes where they
will create a series of prints based off of their favorite smells, tastes,
sounds, and feelings. Each print will be apart of a larger layered print
piece.
LEARNER OBJECTIVES
1.
Students will learn vocabulary words and concepts that will explain
the lesson.
2.
Students will engage in intellectual and artistic conversation as
a class whole.
3.
Students will write a story.
4.
Students will learn about famous artists in history and how their
style and artworks relate to our lesson.
5.
Students will find inspiration from the books we read and the
artists we discuss.
6.
Students will learn a new art medium and process.
7.
Students will engage with their senses.
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.
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.
Standard -
AL.3.2.A1. Use
and connect materials/strategies in uncommon ways to create something new or to
solve problems.
MATERIALS NEEDED FOR LESSON
1. Black ink markers
2. White paper
3. Pencils
4. Ball point pens
5. Styrene plates
6. Printing Brayer
7. Paint
8. Print posters
TEACHER ACTIONS / EXPECTED LEARNER ACTIONS
Teacher Actions:
A detailed,
rich description of what you are doing at a particular moment. You need to
imagine your class from start to finish, detailing every action that is taken.
Those who read your less should not only understand what you are doing, but also how
you are doing something.
Expected Learner Actions:
A
detailed, rich description of what the students are doing at a particular
moment. You need to imagine your class from start to finish, detailing every
action that is taken. The “expected learner actions” should correspond with
what you have written in the teacher actions. Those who read your less should
not only understand what you are
doing, but also how you are doing
something.
Please note you may change this format if you
wish.
Teacher Actions
|
Expected Learner Actions
|
5 minutes: Teacher welcomes students into
the class and directs them to their assigned seats. Teacher hands out collage
projects.
|
5 minutes: Students come into class and sit
at assigned seats. They get their collages back. Students that did not put their name on it
will have to figure out which is theirs.
|
10
minutes: Teacher instructs students to come to their theatre seats and the
teacher facilitates a group discussion about what they did last class. They
recall vocabulary words like opaque, transparent, translucent, layers,
collage, mixed media, and narrative. The teacher explains to the students
what is expected when writing the short narrative about their collage
piece. They will be instructed to do
this quietly and take the time to write something meaningful and including
some layers into the story.
|
10
minutes: Group discussion.
|
10
minutes: Teacher encourages students to be quiet while they write their
narratives.
|
10
minutes: Students write their narrative inspired by their collage.
|
10
minutes: Teacher calls the students back to their theatre seats. Teacher
encourages students to read their stories. Teacher collects their collages
and stories to put them aside, but students can take them home or hang them
up if they would like.
|
10
minutes: Group discussion. Students can read their narratives.
|
10
minutes: Teacher introduces printmaking to the students. Teacher brings out the book they already
read, Colors, and they briefly talk about the process of printing. The teacher introduces several famous
printers like Andy Warhol. They look
at posters of screen prints. They discuss the layers of prints or the one
solo layer that is created every time you run a screen or press a print.
|
10
minutes: Students learn what they will be doing next. They are encouraged to
ask questions and engage in artistic conversation about printmaking and Andy
Warhol.
|
15
minutes: Teacher explains how the students will be creating prints that are
inspired by their senses. For example
a lavender print for my favorite smell.
A Bunny print because my favorite feeling is soft fur. A laughing print because my favorite sound
is someone laughing. Teacher shows original sketch with pencil and paper. And
then shows the process to put the design onto the styrene plates. Teacher
shows an example of running the paint onto the plate and making a print. (Students will not get to that step this
class period).
|
15
minutes: Students respectfully watch the teacher demonstrate what they will
be doing next.
|
25
minutes: Teacher instructs students to return to their seats to sketch out
what designs they will create for their styrene plates. Over the next 1-2 class periods they will
be able to make 2-4 different prints designs, so that they can combine the prints
together and layer them on a bigger art piece.
|
25
minutes: Students create sketches on paper with paper for their human senses
inspired designs. They will create one
at a time. When they have created a
sketch that they like, they can move on to transfer the design onto a styrene
plate.
|
10
minutes: Teacher instructs students to clean up and come together for closing
questions. They will also discuss
briefly what they will be doing in the next class.
|
10
minutes: Clean up and final closing words.
|
ENDING THE LESSON
Closure of Lesson
To end this lesson students will have created at least one of their
styrene plates. They may possibly have
created two. They will clean up what
they have finished and put their names on the back of everything and place it
in a pile to leave in the art room. The
class will have a closing discussion about their experience, their process, and
what they still plan to create.
Transition to Next
Lesson
To transition into the next lesson, they will talk about what they
predict their styrene plate prints will look like and/or what prints they still
plan to design. The teacher will explain
that they will be arranging and layering the different prints with different
color layers.
REFERENCES TO MATERIALS
CONSULTED
THE CLASSROOM AS A THIRD TEACHER
The classroom will be set up in three large tables with white sheets of
paper covering the tables. On each table
will already be set out their collage mixed media piece. The ones without names will be displayed in
the front of the room for students to retrieve.
There will be piles of materials that the students will be using
throughout the class. There will be
posters of screen prints for the class to discuss and the students to use as
reference and inspiration.
ASSESSMENT
Students will not be formally assessed; however, they will need to
complete a narrative for their collage mixed media. They will also be expected
to engage in artistic and intellectual conversation with their piers during
group discussion. They will be expected
to be respectful and quiet when asked to.
They will be expected to complete at least one of their print designs
onto the styrene plate.
September 18th
Kindergarten
Pigments, pulverising, and painting with natural materials
Third Grade Circus
Revised the lesson briefly, modifying some photos and figuring out the sound so it will be able to play music in the class today.
Will be able to show student examples in this class period, hopefully this deters students from mimicking the exact design from the teacher example.
First Grade Layers
LESSON OVERVIEW
For the class
“Material Exploration with Layers” the students will create artwork that
focuses on paper, layering and collage. First they will read a book that
explains colors, layering, and printing.
They will go over artistic terms such as collage, opaque, translucent,
transparent, cellophane, acetate, texture.
They will be asked to reiterate and respond to what these words mean and
how they plan to create through out the rest of the class. They will see a teacher example and then the
teacher will facilitate them creating one together as a class to go over things
like scissor safety and use, proper use of tape, and possibilities with paper. We
will look at examples of artwork that have extremely apparent layers with one
or multiple mediums and we will also look at artwork that has layers that may
go unnoticed or overlooked. When they
have finished their collage and mixed media artworks, they can create more or
the teacher will read to them more books that relate to the activity. When all students have completed their
collages, they will, in groups of 3-4, tell each other the narrative or story line
of their collage artwork. This will
encourage them to connect to the fantasy world and come up with words and
sentences that explain or expand their creations.
LEARNER OBJECTIVES
1.
Students will learn vocabulary words and concepts that will explain
the lesson.
2.
Students will engage in intellectual and artistic conversation as
a class whole.
3.
Students will tell a story.
4.
Students will find inspiration from the books we read.
5.
Students will explore a variety of materials.
6.
Students will learn how to mix various mediums.
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.
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.
Standard -
AL.3.2.A1. Use
and connect materials/strategies in uncommon ways to create something new or to
solve problems.
MATERIALS NEEDED FOR LESSON
1.
Tissue paper
2.
Acetate paper
3.
Cellophane paper
4.
Construction paper
5.
Scissors
6.
Tape
7.
Glue
8.
Markers
TEACHER ACTIONS / EXPECTED LEARNER ACTIONS
Teacher Actions
|
Expected Learner Actions
|
25 minutes: Teacher has classroom and
materials set up ready for the students. Teacher welcomes the students in to
sit at their assigned art making seats. When they have arrived and settled,
they will be instructed to come to their theatre seats. Teacher will read
“Colors” to the students and go over vocabulary words like collage, translucent,
transparent, opaque, cellophane, acetate, and texture. Teacher will show
students a teacher example.
|
25 minutes: Students come into class and
sit at art making seats. Students are quiet and respectfully move to their
theatre-style seats. They will listen to the teacher read “Colors”. They will learn new vocabulary terms and be
encouraged to engage in conversation about what these words mean and how they
can use them in their art making.
|
30
Minutes: Teacher instructs students to work on their collages and layered
mixed media pieces and offers guidance and inspiration to anyone that needs. Students
who finished early can read more books that will be available.
|
30
minutes: Work time. Students who finish early can read other books with the
teacher.
|
10 minutes:
Teacher instructs students to put away all materials and gives directions
how. Teacher then has students stay in their art making seats while she tells
a story about the narrative of her collage.
|
10
minutes: Students clean up and then respectfully listen to the teacher tell a
story about her final artwork.
|
10
minutes: Teacher instructs the students to tell each other in groups of 3-4 (the
section already at their assigned art-making seat) the narrative they have
come up with for their collage art piece.
|
10
minutes: Students go around in their table groups of 3 or 4 and each tells a
story about the artwork they created. They can make the story as long or
short as they want. If the child is uncomfortable
or hesitant they can just listen to their peers or tell their peers the name
they have given their artwork.
|
5
minutes: Teacher instructs the students to come to their theatre style seats
for a final whole-class discussion about what they created and to recall the
new artistic vocabulary words that they learned.
|
5
minutes: Students come to theatre style seats for group discussion and final
remarks.
|
ENDING THE LESSON
Closure of Lesson To end this lesson, students will
work in groups of 3-4 to tell one another the stories or narrative of their
collage artwork. They will be asked to
clean up. They will then come together in their theatre seats to have a whole
group discussion about materials they used and have the opportunity to show the
entire class what they made and the story behind their work. They will be asked to explain the definitions
of the words we focused on in class.
REFERENCES TO MATERIALS
CONSULTED
“Colors”
Ruth Keller
THE CLASSROOM AS A THIRD TEACHER
The classroom will be set up in three large tables with white sheets of
paper covering the tables. On each table
will already be set out colorful tape, glue, colorful sharpie markers,
scissors, and a piece of acetate for each student. When students come into the room they will
have their assigned seats but we will meet in the middle of the room in an open
circle for artistic and intellectual conversation. At the front table will be
three separate bins with colorful cellophane, colorful tissue paper, and
colorful opaque papers that the students will come pick and choose from for
their art practice after we have had our conversation. In the room will also be
two light boxes that the students will be able to view their artworks and art
materials “in a new light” throughout the class and when they finish. The light
table is also where they will be able to view their peers’ work. Students will
be able to freely move around the art space to find new materials and let their
artwork move and flow.
ASSESSMENT
Students
will not be formally graded, but will be expected to engage in artistic and intellectual
conversation with the whole class. They will also be expected to act
respectfully towards one another and the art space. They will create collages and use a wide
range of materials in new and explorative ways. They will be expected to clean
up how and when they are told to.
September 19th
4th grade
Narrative, Layers, Print, Andy Warhol, Senses
K
Room 25, Animal collage exploration
September 20th
K
Gary exploration, observation, conversation, draw Gary puppets
5th
Steam punk vehicles
3D sculpture, box cutting, hot glowing, wire, attachment, planning, paper mache
1st
Layers, Collage
K
Gary exploration, observation, conversation, draw Gary puppets
5th
Steam punk vehicles
3D sculpture, box cutting, hot glowing, wire, attachment, planning, paper mache
1st
Layers, Collage
Leo Lionni “Matthew’s Dream”
The Fred Roger’s Company by Sara Stein “A
Piece of Red Paper”
Annette Tison and Talus Taylor “The
Adventures of the Three Colors”
Animal collage, food collage, or an animal eating food challenge inspired by the books
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