Week Seven Falk Laboratory School

Week Seven Middle School December 2nd-6th

Monday, December 2nd

8th Grade Humanities

• Linoleum Block Printing
• MC Escher
• Mathematics
• Symmetry
• Subject found in nature
• Clashing patterns
• Contrasting light and dark
• Materials
• Linoleum block
• Wood Block
• Carving tools
• Transfer paper
• Sketch paper
• Ball point pen
• Sharpie
• Goals
• Draw Design
• Double 1 thing found in nature
• use 2 clashing paterns
• Transfer to linoleum block
• Sharpie design on linoleum block
• Carve away
• What you carve away will not show ink
• Carve more=lighter pattern
• Carve less=darker pattern

Above are students who are extremely successful in the carving process and in following the guidelines and taking them to unique creative ends.

This student creating the leaf struggled with the carving process and needed strong support to come up with an idea that followed the guidelines. 

8th Grade Art Lab

• Work with students on their individual projects
• Oil painters making progress
• Some students working on large scale paintings, other making series of small paintings
• Some students Gessoing and sanding canvases
• Many students working in clay
• Some students needed to start over after the long break, because pieces dried out, but this was a positive for many students because they could make the new piece better
• All students have completed their reflection form that outlines their main inspiration and what they want to communicate
• Every class they also fill out their progress and materials they may need for next class so the teachers know what step they are on and what we need to do to be prepared for next class 
• Researching artists and art practices for students to inspire
• Fashion from the decades
• Landscape Paintings
• Weather Paintings

Tuesday, December 2nd 

6th Grade Humanities

• Mosaic Glass Tiles
• Radial Symmetry
• Radial symmetry is when there are similar or equal parts that radiate from the center
• Showed students a slide of all different types of photos from nature, architecture, and art that show radial symmetry and had them discuss what they had in common
• Byzantine Art
• The role of pattern, texture, and visual opulence was important in Byzantine
• The mosaic medium gained strong popularity
• Materials
• Goggles
• Glass square tiles
• snippers
• Frit
• Glass sticks
• Broken glass pieces
• Glue
• Tooth picks
• Goals
• Choose a square piece of glass
• Start design in the center
• Create a border
• Make a pattern from center to border
• Wear goggles 
• Only cut snippers in the designated tubs at the front of the room 

8th Grade Art Lab

• Self Proposed Projects
• Students continue to come in and work on their projects
• They each have individual needs and problems that I have to take the time to address and help each student with
• They fill out reflections sheets to help us know what materials they need and the progress they have made
• Mosaic Glass
• Clay
• Acrylic Paint
• Oil Paint
• Paint Pens
• Clothing Design

Wednesday December 3rd

7th Grade Humanities

• Finish editing stop motion videos 
• Watch projection of videos

• This class was very flustering to start...I had not seen this class in 6 weeks because of a guest speaker during their last Humanities class and then the week-long Thanksgiving break.  So when the students walked into the class room I was prepared to teach them a totally new project on relief sculptures and plaster casting.  However, this class did not have the chance to finish editing their stop motion videos from before, so I quickly had to set-up the classroom and give a demonstrations and instruction for this lesson. Everything worked out and went smoothly. 

8th Grade Art Lab

• Students continue working on self proposed projects 
• Glass, oil painting, spin art, clay sculpture (students are getting ready to fire in the kiln)

Thursday December 5th

The entire day students in 8th grade came to the art studio to work on the Holiday Card.  Before Thanksgiving, students in 8th grade signed up to create holiday cards that would be sent to everyone in the Falk Community. They made designs that were related to Winter (Not any religious, Jewish, or Christian association) with sharpies and the Dean choose 2 different designs. Today they were revealed which designs were picked.  The 2 designs were exposed onto several silk screen frames. We demonstrated how to print the designs and then for the entire day students printed over 500 holiday cards.  We had pizza and wore messy clothes. It was so fun, especially for the 8th graders to be apart of the process before they leave the school.





Friday December 6th 

Teacher Actions	Expected Learner Actions
5-10 Minutes: Teacher welcomes students into the classroom. The seats are arranged in a way so that all the students can see the projected power point. The teacher asks the attendance question “Have you ever created art with glass before?” and goes around the room asking this questions and taking attendance	5-10 Minutes: Students come in to the room and take a seat at one of the stools in the center of the room. Students are quiet and respectful as they answer the attendance question.
5-10 Minutes: Give presentation on radial symmetry and brief history of Byzantine Mosaic Art. Teacher asks students to pay attention to what the radial symmetry photographs have in common. Through out the slides the teacher starts to ask the students.	5-10 Minutes: Students respectfully and intently listen to presentation. Students begin to describe what the photos have in common.
10 Minutes: Teacher shows examples of glass tiles that have and have not been fused/fired in the kiln. Teacher gives a demonstration on safety of working with glass, how to use the materials, and what precautions to follow. Teacher shows the students how to create the mosaic glass tiles.  The first step is to create a center. The second step is to create a border. The third step is to create a pattern in the middle that radiates out from the center.	10 Minutes: Students watch the teacher go over instructions, steps, and demonstration.
60 minutes: Teacher instructs students on where to find their supplies and to begin working on their mosaic tile. Teacher walks around the room offering inspiration and assistance to students. Teacher particularly assists and pays attention to the students listed below.	60 minutes: Students have almost the entire rest of the class period to work on their mosaic glass tiles. Students who finish early will be able to draw and work independently in their sketchbooks.
10 minutes: Teacher instructs students on how to clean up and put their mosaic glass tile in a safe place so that it can be fired in the kiln.	10 minutes: Students clean up their work space and continue to practice safety when handling glass and different glass tools.
5-10 minutes: Teacher facilitates closing conversation asking the students about their experience working with glass.  The teacher asks students to describe their successes or challenges they had in their art making.	5-10 minutes: Students engage in artistic and intellectual conversation about their art making.

ENDING THE LESSON

Closure of Lesson:  To end this lesson, students will clean up their space and be careful to collect the loose glass and put it in a safe spot or in the trash.  Students will put away all of their materials. Students will put their glass tiles onto a tray where we have put their name and can properly prepare to put the tiles in the kiln. Then students will engage in an artistic and intellectual conversation about what they created and what they experienced during the art making process. The teacher will facilitate conversation and ask the students questions about the successes and challenges they faced during their art-making. Students will be asked if they would choose glass as their art medium in the future.

 

REFERENCES TO MATERIALS CONSULTED

https://vimeo.com/289199373

https://vimeo.com/42382717

THE CLASSROOM AS A THIRD TEACHER

The classroom will be set up with three large tables for students to work.  There will also be a screen at the front of the room for students to watch a short presentation and video. Students will be asked to crowd around one table while the teacher gives a demonstration. Materials will also be prepared and ready for students to begin their art making as soon as the demonstration is finished.  There will be a checklist and instructions at the front board for students to reference through out the class (this is especially helpful for students in the class with academic and social disabilities)

ASSESSMENT

1.     Students will be assessed on their ability to listen respectfully to presentation, instructions and during demonstration. Students are actively told in the art studio to “practice the art of respectfully listening” and are set to a high standard when it comes to this expectation in the classroom because the majority of the class students are able to engage independently in their art making and artistic conversation.

2.     Students will be assessed on their engagement in their art practice. In the hour and 35 minute class period, they will have enough time to complete their art work and create a piece of artwork that they are proud of, nor did not rush to complete. This also includes a student’s ability to follow all safety procedures through out the class period.

3.     Students will be assessed on their ability to follow the instructions that are presented and demonstrated for them in the beginning of class.  This checklist will include: create a center of your mosaic glass tile, create a border that goes up to the edge, and create a pattern on the tile that starts at the center and radiates out. This will demonstrate the students’ knowledge of radial symmetry and working with the mosaic glass medium.

4.     At the end of the class, students will be assessed on thei ability to engage in artistic and intellectual conversation about their artwork, the process, and the content they learned about radial symmetry.

ACCOMMODATIONS FOR INDIVIDUAL STUDENTS

1.     Joanna: Has academic self-advocacy and executive functioning challenges. Teacher will provide step-by-step instructions both written and verbal for her. Will also check in with Joanna periodically to ensure comprehension of instructions and task completion.

2.     Auden: Has attention challenges. Will provide written instructions at the front of the room for the multi-step assignment.  Will make sure that he is seated away from distractions and close to instruction.  Will make sure that he has a clear view of the demonstration.