This project is a fantastic way to begin a school year and create a sense of pride in students who have not yet become a “group.” The results are easily hung high up, along the top of school walls (depending on fire regulations).
Aims:
To create individual oil pastels pieces which will fit together
To learn about the surrealist party game of the same name
To create a group dynamic, where each student is a part of a larger, greater, whole
Materials & Tools: Pre-marked construction paper*, oil pastels or some other medium like pastels or construction crayons, scissors
*To make the marks you need to know how many students will be involved. There are ways to add more pieces but it is hard to take them away without messing the finished product up.
Lay out the pieces in a row--you can do a few at a time--from left to right. Draw short lines across the two papers, enough to be seen. I vary where I put them to make the end result more interesting-looking. Write the number and draw an arrow on the back side under the topmost line (see illustration). This is super-important so you know the proper placement. If your students follow the directions, when they cut out their pieces, the numbers on the back will stay intact for easy taping together.
Motivation: If you want to show examples of actual exquisite corpses, be mindful that a few of them are rather explicit, so you’ll have to look at what you choose ahead of time. The idea is that you draw something and that it will connect perfectly with the drawing in front of yours and the one behind. It forms a cohesive whole only after the pieces are assembled.
You may also want to have picture library pictures of animal patterns and other images that will stimulate interesting results.
Vocabulary: exquisite, corpse, blending, pattern, continuous
Procedure: After showing and/or talking about what an exquisite corpse was (and defining the nonsense title), explain that each student is going to make a separate piece that will fit together to make a larger project. Explain that one person will do the head, another will do the tail and everybody else will do an inside piece. You can ask for volunteers for the end pieces or randomly hand them out with the other pieces, depending on ow you want to approach it. The students doing the end pieces will only have two (not four) lines on their papers.
The rules are simple: the top two lines on the left and right side of the paper must eventually connect to each other and the bottom ones must also connect. What the line does in between them is what makes the shapes fun and unique. They can wobble, go up and down, have scales, wings, extra heads and feet, etc., as long as they eventually connect. The sides between the up and down lines must stay straight (and uncut) so they fit tightly to the next piece. The arrow on the back will help students work right side up.
Demonstrate good oil pastel use--layering and blending are encouraged. If the construction paper is blue, I tell them cover all the blue. You want to have rich patterns and details. Have them press down and use one color over another. I show them how to peel their oil pastels and that even “dirty” ones have rich, bright colors underneath. “Use them until they disappear,” I tell them.
When colored, they can cut them out. You may want to work with a few students at a time on this step to get it done right. If they miscut, you just tape it together on the back--no worries. Variation: leave the pieces intact and just tape the rectangles together.
If someone needs to start over, you need to make an exact replica of the original paper or it will not fit. If a new student comes in, find the middle of the project (say sheets 13 & 14), ask those students to lend you their papers and make a 13B sheet that fits between them, putting the number and arrow on the back as described above. Begin the project with exactly the number of students you will have that day. I often did almost enough sheets ahead of time and then made the last few as needed, based on attendance.
Tape together from the back and laminate, if feasible. I put pieces of tape horizontally at the top and bottom of the seams in between pieces for extra strength.
Reflection: Share the work, of course! The display of this project will cause create great excitement. I once did this with the entire sixth grade at a large school and wound up with a piece that practically covered the entire school foyer and hallways.
Follow-up: You can make vertical, very tall exquisite corpses based on rainforest trees (with flora and fauna) or just do art elements and keep them abstract. Animals as presented here are only one possibility of many. You can also vary the materials and work in watercolor, oil pastel resist, markers, etc.
Thursday, January 30, 2020
Tuesday, January 28, 2020
Art Methods for the K-8 Classroom-Syllabus Spring 2020
Art Methods—Arts 130—Spring 2020
Wednesdays 6:10 p.m.—9:50 p.m.; Building C
Wednesdays 6:10 p.m.—9:50 p.m.; Building C
Office Hour: Wednesday 12:10-1:10 p.m.
Professor Julia Schmitt Healy
http://artforteachersofchildren.blogspot.com
Introduction: This hands-on course will explore art materials and techniques for K-6 teachers. Students will learn how to develop age-appropriate lessons using collage, drawing, painting, printmaking and sculpture. Both stand-alone art projects and projects that integrate art with other subjects will be emphasized. Students will create a portfolio of their work and keep sketchbook/journals during the semester.
Course Objectives:
At the end of the course, students will:
•Be comfortable with a variety of art materials and techniques
•Understand how art lessons can drive academic learning
•Be able to analyze their own work and the work of others
•Have a broad understanding of art education concepts
•Know what is age-appropriate for the various elementary grades
•Have knowledge of the art elements, visual arts standards and principles of design
Attendance and Lateness: Attendance is mandatory. If you will not be available to attend this class every week, please consider taking it at another time. No make-up work will be allowed in class, as there is no time. You are responsible for the materials necessary to complete missed at home work. Three absences (excused or not) are grounds for a failing grade or automatic withdrawal.
Two tardies will be counted as one absence. If you will have an ongoing scheduling conflict, please discuss it with me at the beginning of the semester.
Leaving early without permission from the professor will be counted as a tardy.
Late work due to an unexcused absence will be lowered by a minimum of one grade. If you were ill, bring a doctor’s note to excuse the absence.
"Do-Nows": There will be occasional warm-up assignments given as a way to help you ready your ideas for the upcoming project. These will be graded as part of your sketchbook/journal overall grade.
Grading: Individual grades will be given for projects and averaged together to make up 50% of your grade. Your written work and sketchbook/journal will count for 20%. Your Museum Assignment will count as 20%, and class participation and attendance will count as 10% to total 100%.
Supplies: Materials and supplies for this class are extensive but there is no overpriced textbook to buy! We will discuss how to approach buying the materials the first class, as some classes have preferred to buy the supplies as a group. You must come prepared to work every week. Do not expect other students to supply you with materials and tools! I will let you know each week what you need to bring and I will post it on our blog.
1/29 #1-Introduction and Syllabus
Group Lesson.
Medium: Oil Pastels.
2/5 #2-Quick Read, Bats by Jane Bates, followed by Class Discussion.
What are the art elements?
Medium: Collage and Watercolor Resist
NO CLASS 2/12—QCC CLOSED.
NO CLASS 2/12—QCC CLOSED.
2/19 #3-What are Visual Arts Standards?
Medium: Drawing Project—Shape Books—colored pencils
2/26 #4-What does a Lesson Plan for Art Look like? What use is it?
Medium: Pop-Up Books—Mixed Media—sharpie marker, watercolor
3/4 #5-What does an Art Unit look like?
Medium: Pop-Up Books, as above
3/8 SUNDAY!!!! GROUP MUSEUM TRIP. (Counts as 5/20 Class.) Meet in the Main Hall of the Metropolitan Museum of Art, 5th Avenue at 82nd Street, Manhattan at noon. If you can’t make this trip, you can go to an approved art museum on your own.
3/11 #6-What are Rubrics/Grading/Assessment/Peer-to-Peer Assessment?
Medium: Pop-Up Books, as above
3/18 #7-Creativity and teaching for artistic behavior
Medium: Pop-up Books and covers
3/25 #8-Classroom Management
Medium: Printmaking—Frottage & Styrofoam Plate Printing in a series
4/1 #9-Art Materials Primer
Medium: Printmaking/Accordion Books
4/7-TUESDAY!!!!
#10-Process Versus Product
Medium: Basic Clay Techniques—Pinch Pots, Coiled pots, Figures; Plaster
Finger Puppets
4/8 and 4/15-NO CLASSES—QCC CLOSED!
4/22 #11-Safety in the Art Room
Medium: Paper Mache Masks
4/8 and 4/15-NO CLASSES—QCC CLOSED!
4/29 #12-Talking about Art, Sharing and Self-reflection
Medium: Glazing Clay and PaperSculpture Project
5/6 #13-Painting Finger Puppets and Masks MUSEUM ART PAPER DUE.
5/13 #14-Final Critique and Sharing
5/20 #15-COMP TIME FOR MUSEUM TRIP
"ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
As stated in the current college catalog, any student who needs specific accommodations based on the impact of a disability should register with the office of Services for Students with Disabilities (SSD) to be eligible for accommodations, which are determined on an individual basis. The SSD office is located in the Science Building, room S-132 (718-631-6257). Students should also contact their instructor privately to discuss their specific needs."
Monday, January 27, 2020
Welcome Students!
This is a blog that will keep you informed about the goings-on of our classes. I intend to post all lesson plans as well as examples of student work and other pertinent information.
Julia Healy
Julia Healy
Thursday, January 2, 2020
Art Methods for the K-8 Classroom-131-Syllabus Spring 2020
Art Methods—Arts 131—Fall 2018
Wednesdays: 6:10 p.m. – 9:50 p.m.; Building C
Office Hour: Wednesdays, 12:10– 1:10 p.m.
Professor Julia Schmitt Healy
text/cell: 646.285.7976
text/cell: 646.285.7976
jhealy@qcc.cuny.edu
Introduction: This hands-on course will explore art materials and techniques for K-6 teachers. Students will learn how to develop age-appropriate lessons using collage, drawing, painting, printmaking and sculpture. Both stand-alone art projects and projects that integrate art with other subjects will be emphasized. Students will create a portfolio of their work and keep sketchbook/journals during the semester.
Course Objectives:
At the end of the course, students will:
•Be comfortable with a variety of art materials and techniques
•Understand how art lessons can drive academic learning such as Math & ELA
•Be able to analyze their own work and the work of others
•Have a broad understanding of art education concepts
•Know what is age-appropriate for the various elementary grades
•Have knowledge of the art elements, visual arts standards and principles of design
Attendance and Lateness: Attendance is mandatory. If you will not be available to attend this class every week, please consider taking it at another time. No make-up work will be allowed in class, as there is no time. Projects for each week are posted on the blog with lesson plan. You are responsible for the materials necessary to complete missed at-home work. Three absences (excused or not) are grounds for a failing grade or automatic withdrawal.
Two tardies will be counted as one absence. If you will have an ongoing scheduling conflict, please discuss it with me at the beginning of the semester.
Leaving early without permission from the professor will be counted as a tardy.
Late work due to an unexcused absence will be lowered by a minimum of one grade. If you were ill, bring a doctor’s note to excuse the absence.
“Do-Nows”: There will be occasional warm-up assignments given as a way to help you ready your ideas for the upcoming project. These will be graded and count towards your sketchbook/journal grade.
Grading: Individual grades will be given for projects and averaged together to make up 50% of your grade. Your written work and sketchbook/journal will count for 20%. Your Museum Project and presentation will count as 20%, and class participation and attendance will count as 10% to total 100%.
Supplies: Materials and supplies for this class are extensive but there is no overpriced textbook to buy! We will discuss how to approach buying the materials the first class, as some classes have preferred to buy the supplies as a group. You must come prepared to work every week. Do not expect other students to supply you with materials and tools! I will let you know each week what you need to bring and I will post it on our blog.
1/29 #1-Introduction and Syllabus
Medium Group Lesson--Oil Pastels
2/5 #2-Quick Read, Bats by Jane Bates, followed by Class Discussion
What are the Art Elements?
Medium: 3D Pop-Out Collage
NO CLASS 2/12—QCC CLOSED.
2/19 #3-What are Visual Arts Standards?
Medium: Drawing—Animal Portraits with a Twist
Medium: Drawing—Animal Portraits with a Twist
2/26 #4-What does a Lesson Plan for Art Look like? What use is it?
Medium: Drawing/Watercolor-- Self-Portrait; Drawing/Art Elements in Background
3/4 #5-What does an Art Unit look like?
Medium: Paper Sculpture—Math/Art Robots Using Nets
3/8 SUNDAY!!!! GROUP MUSEUM TRIP. (COUNTS AS 5/20 CLASS). Meet in the Main Hall of the Metropolitan Museum of Art, 5th Avenue at 82nd Street in Manhattan at noon. If you can’t make this, you can go to an approved art museum on your own!
3/11 #6-What are Rubrics/Grading/Assessment/Peer-to-Peer Assessment?
Medium: Printmaking—Making Collagraph Plates and finishing Paper Robots
3/18 #7-Creativity and Teaching for Artistic Behavior; Child Choice
Medium: Printmaking— Printing.
3/25 #8-Classroom Management
Medium: Mixed Media—Tunnel Books, Part One
4/1 #9-Art Materials Primer
Medium: Tunnel Books, continued
4/7-TUESDAY!!!!!!
#10-Process Versus Product
Medium: Clay Techniques: Slab and Portrait Busts; if time, work on Tunnel
Books
4/8 & 4/15-NO CLASSES. QCC CLOSED.
4/22 #11-Safety in the Art Room
Medium: Plaster Portraits and finishing Tunnel Books OR Mixed Media
Project.
4/29 #12-Talking about art, Sharing and Self-reflection
Medium: Glazing Clay and Mixed Media Project.
5/6 #13-Medium: Painting Plaster Portraits MUSEUM PAPER DUE.
5/13 #14-Sharing and Critique
5/2- #15-COMP TIME FOR MUSEUM TRIP
"ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
As stated in the current college catalog, any student who needs specific accommodations based on the impact of a disability should register with the office of Services for Students with Disabilities (SSD) to be eligible for accommodations, which are determined on an individual basis. The SSD office is located in the Science Building, room S-132 (718-631-6257). Students should also contact their instructor privately to discuss their specific needs."
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