Monday, November 11, 2013
Do-Now 11/11/13
In your sketchbook/journal, draw at least one design for your paper mache mask and two designs for your finger puppets. (More are okay.)
Friday, November 8, 2013
Met Visit This Sunday, November 10
We are meeting in the foyer of the Met Museum on the left side near the coat check at 11 am. We will divide up in groups (my painting class is also coming), and I will meet your group for 30 minutes at an appointed time. Remember you need to come away from this experience with an idea for a lesson plan, so you may want to take notes on what you see.
Tuesday, October 8, 2013
NO CLASS NEXT WEEK!!!!!
We will not have class on Monday (Columbus Day) or Tuesday (QCC's Conversion Day). We will instead meet at the Metropolitan Museum of Art on November 10....
Wednesday, October 2, 2013
Monday, September 23, 2013
Painting Exploration in Tempera Lesson Plan
Grades K-6
Aims: To explore tempera paint, brushes and marking-making and learn about color-mixing
To create paintings that will be used as collage fodder later
Materials and tools:
Tempera paint of various colors...don't leave out magenta and turquoise if possible)
Brushes of various sizes
Water cans (I like coffee cans with the lids put on the bottom)
Paper towels
Heavy painting or drawing paper
Vocabulary:
color wheel
stroke
complimentary color
texture
bristle, etc.
Procedure:
Gather students around the demonstration table and show proper brush and paint use-- washing the brush between colors, not spattering, mixing thoughtfully, "putting your eyeballs on what you're doing," etc.
Explain the theme--it might be color exploration, using only two colors, using only three colors or expressing an idea such as imbalance, fear, or another emotion. You may want to play different kinds of music and let the students react to the sound with their brushes and colors.
Tell them "not to fall in love with their work," as these are experiments and will be used later for another art project.
Make your students responsible for changing the water cans as necessary and clean up. If you train them early they will learn it forever!
Reflection:
Let students marvel as a group at the output. Once dry, put them away for a bit until you do part two, which is a collage.
Aims: To explore tempera paint, brushes and marking-making and learn about color-mixing
To create paintings that will be used as collage fodder later
Materials and tools:
Tempera paint of various colors...don't leave out magenta and turquoise if possible)
Brushes of various sizes
Water cans (I like coffee cans with the lids put on the bottom)
Paper towels
Heavy painting or drawing paper
Vocabulary:
color wheel
stroke
complimentary color
texture
bristle, etc.
Procedure:
Gather students around the demonstration table and show proper brush and paint use-- washing the brush between colors, not spattering, mixing thoughtfully, "putting your eyeballs on what you're doing," etc.
Explain the theme--it might be color exploration, using only two colors, using only three colors or expressing an idea such as imbalance, fear, or another emotion. You may want to play different kinds of music and let the students react to the sound with their brushes and colors.
Tell them "not to fall in love with their work," as these are experiments and will be used later for another art project.
Make your students responsible for changing the water cans as necessary and clean up. If you train them early they will learn it forever!
Reflection:
Let students marvel as a group at the output. Once dry, put them away for a bit until you do part two, which is a collage.
Thursday, September 12, 2013
NOTE!!! NEW SYLLABUS AND NEW CLASS SCHEDULE1
Please refer to the new syllabus below. I will have copies for you next week. Bring your supply money and wear comfortable clothes.
Fall Syllabus
Art for Teachers of
Children—AR271—Fall/Winter 2013
Mondays; 2:10 p.m. – 5:50 p.m.; Building C
Office Hour: Mondays, 1 p.m. – 2 p.m.
Professor Julia Schmitt Healy
http://artforteachersofchildren.blogspot.com
Course
Description
Provides
art experiences for teachers of children using materials and techniques that
are easily translatable to art experiences for children. Class work will
include paint, clay, cut paper, found materials, printmaking, paper mache and
puppets. There will be class discussion and keeping of a log
(sketchbook/journal). This course is also recommended for students interested
in Art Therapy and Occupational Therapy.
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 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.
Since
this is a hands-on class, demonstrations are important, so please be on time. Often we will be sharing and grading work at
the beginning of class. 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.
Each
week there will be a brief discussion at the beginning of the class with both
sections on an educational topic. The information presented in these segments
will help you in designing your Museum Lesson Plan and make your creative work
more appropriate for the elementary classroom.
"Do-Nows":
There will be several 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
55% of your grade. Your
sketchbook/journal and “Do Nows”
will count for another 25%.
Your museum lesson plan will count for 5%, and class participation will
count as 15%, 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.
Sept.
9 Introduction
& Syllabus
Exquisite
Corpse Group Lesson. Materials: Oil Pastels.
Sept.
16 What art the art elements?
Drawing Projects-Drawing
Game, Contour Shoe, Upside-Down Drawing of Animal. Materials: Pencil/colored
pencil/markers.
Sept.
23 What does a Lesson Plan for Art look lIke?
What use is it?
Do-Now
271.1
Oil
Pastel and Watercolor Resist
How
to set up paint in a classroom setting
Tempera
and Acrylic Exercises
Sept.
30 What are Visual Arts Standards?
Shape
Books and Accordion Books
Oct.
7 What does a Unit look like?
Do-Now 271.2
Pop-Up
Books
Oct.
15 Museum
Trip Time
Oct.
21 What are rubrics and how do I grade and
assess art?
Pop-Up
Books, Continued
Do-Now 271.3
Basic
Clay Techniques—Pinch Pot, Coil, Pulled Figure
Nov.
4 Museum Lesson Plan Draft Due
Classroom Management
Printmaking
Projects
Nov.
11 Process Versus Product
Do-Now 271.4
Paper
Mache Masks & Paris Craft Finger Puppets
Nov.
18 Talking about art, sharing and
self-reflection
Painting/Glazing
Clay/Decorating sculptures
Nov.
25 Museum Lesson Plans Due Today
Safety
in the Classroom
Do-Now 271.5
Paper
Sculpture Projects
Dec.
2 Collaborative Learning and Group Projects
Paper Weaving and Mixed Media
Dec.
9 Portfolio
Review
"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, May 13, 2013
Monday, April 8, 2013
Sunday, March 31, 2013
272--Grid Enlargement--Grade 4 & Up
This technique has been used by artists for centuries to enlarge work. It is easy to achieve good proportion by copied what you see in each box or section.
Aims: To learn how to use the grid technique
To reinforce how to use a ruler and measure
To select and enlarge an image that interests the student
To paint or color in the resulting work
Materials:
Photo to be enlarged
18 x 24” drawing/painting paper
pencil, eraser, ruler
Vinyl sleeve, 8 ½” x 11” or xeroxed image you can ruin
Sharpie marker
Technique #1
Black oil pastel or soft crayon
watercolors and brushes
watercolor paper if available
Technique #2
Painting paper
Tempera paints (red/magenta, blue/cyan, yellow, black, white)*
Styrofoam Egg Carton to store paints
Brushes of several sizes
Water can (coffee cans are good)
Mixing trays (Styrofoam plates work well)
Small sponges or damp paper towels “insurance policies”
*Acrylics also work for this project but are more expensive.
Procedure:
Students need to decide what the ratio of the photo-to-drawing will be. Measure the image you want to enlarge and figure out how to best enlarge it to an 18 x 24” size. Often 1” squares on the image will then become 3” squares on the final piece.
Measure your grid onto the vinyl sleeve using sharpie marker, using TWO measurements which are then connected. If you only use one, your work will be crooked.
Slide the image in the sleeve. Next, lightly draw the larger grid on your paper. (Lightly because you will erase this eventually.) Again use two (or three) measurements before you connect!
Now you will transfer your image by observing each square carefully and drawing what you see only in that square into the corresponding larger square. Be sure to ask yourself things like “Where exactly does that curve start? Halfway in the square, one third of the way,” etc. Try to concentrate on the lines and shapes, not what you are drawing!
When finished, erase the grid lines and color your picture.
Resist Drawing Technique
If you can get large watercolor paper, you can do wonders with just black oil pastels (or soft crayons or litho crayons) and watercolor. You make the grid as above, coloring in the gradation of your picture. Leave plenty of white areas showing (don't make your blacks too dense). When done, use watercolors to paint in vibrant colors. The oil in the oil pastels will resist the watercolor and the results can be beautiful. This is especially nice with landscapes.
Painting Technique:
Set up your paints by putting small amounts of paint into each section of the egg carton. One the lid place dampened sponges or paper towels for checking on brush cleanliness. Fill coffee can with water almost to top. (A low amount is not as heavy and honestly tends to spill over more! Counterintuitive, but true.) Have brushes and mixing trays available.
Begin you painting by thinking about the background first. Painters often go from back to front. As a general rule, use the largest possible brush. Think in terms of layers in that you can let an area dry and then go over it with details later.
Teach your students to wash their brushes every time they change a color. Have them keep their eyeballs on what they are doing and swishing the brushes at the bottom of the can. Test on the insurance policies. If still dirty, wash some more. When the water cans look like lentil soup, change the water. I usually have two children share paints and a water can.
Shadows are traditionally made by adding the complimentary color to “dull” the color. Think NY Mets (blue & orange), Christmas (red & green) and what’s left (violet & yellow). You could also add a little black or other dark color.
Add white to lighten. Brown is made with all three primary colors (red, yellow, blue); pink is white plus red and gray is black plus white. Colors in the distance tend to be lighter and hazy and colors close up are more vibrant.
Your brushes can be used “dry” (with very little paint on them); on an angle to produce a thin line and many ways in between. Experiment with what a brush can do. That would be a painting lesson in itself worth giving your students.
Don’t rely on outlining when painting, if possible. Use the idea of edge to differentiate areas and shapes. Add textures to create interest.
Resist Drawing Technique
If you can get large watercolor paper, you can do wonders with just black oil pastels (or soft crayons or litho crayons) and watercolor. You make the grid as above, coloring in the gradation of your picture. Leave plenty of white areas showing (don't make your blacks too dense). When done, use watercolors to paint in vibrant colors. The oil in the oil pastels will resist the watercolor and the results can be beautiful. This is especially nice with landscapes.
Reflection:
As always, have students share their work.
Aims: To learn how to use the grid technique
To reinforce how to use a ruler and measure
To select and enlarge an image that interests the student
To paint or color in the resulting work
Materials:
Photo to be enlarged
18 x 24” drawing/painting paper
pencil, eraser, ruler
Vinyl sleeve, 8 ½” x 11” or xeroxed image you can ruin
Sharpie marker
Technique #1
Black oil pastel or soft crayon
watercolors and brushes
watercolor paper if available
Technique #2
Painting paper
Tempera paints (red/magenta, blue/cyan, yellow, black, white)*
Styrofoam Egg Carton to store paints
Brushes of several sizes
Water can (coffee cans are good)
Mixing trays (Styrofoam plates work well)
Small sponges or damp paper towels “insurance policies”
*Acrylics also work for this project but are more expensive.
Procedure:
Students need to decide what the ratio of the photo-to-drawing will be. Measure the image you want to enlarge and figure out how to best enlarge it to an 18 x 24” size. Often 1” squares on the image will then become 3” squares on the final piece.
Measure your grid onto the vinyl sleeve using sharpie marker, using TWO measurements which are then connected. If you only use one, your work will be crooked.
Slide the image in the sleeve. Next, lightly draw the larger grid on your paper. (Lightly because you will erase this eventually.) Again use two (or three) measurements before you connect!
Now you will transfer your image by observing each square carefully and drawing what you see only in that square into the corresponding larger square. Be sure to ask yourself things like “Where exactly does that curve start? Halfway in the square, one third of the way,” etc. Try to concentrate on the lines and shapes, not what you are drawing!
When finished, erase the grid lines and color your picture.
Resist Drawing Technique
If you can get large watercolor paper, you can do wonders with just black oil pastels (or soft crayons or litho crayons) and watercolor. You make the grid as above, coloring in the gradation of your picture. Leave plenty of white areas showing (don't make your blacks too dense). When done, use watercolors to paint in vibrant colors. The oil in the oil pastels will resist the watercolor and the results can be beautiful. This is especially nice with landscapes.
Painting Technique:
Set up your paints by putting small amounts of paint into each section of the egg carton. One the lid place dampened sponges or paper towels for checking on brush cleanliness. Fill coffee can with water almost to top. (A low amount is not as heavy and honestly tends to spill over more! Counterintuitive, but true.) Have brushes and mixing trays available.
Begin you painting by thinking about the background first. Painters often go from back to front. As a general rule, use the largest possible brush. Think in terms of layers in that you can let an area dry and then go over it with details later.
Teach your students to wash their brushes every time they change a color. Have them keep their eyeballs on what they are doing and swishing the brushes at the bottom of the can. Test on the insurance policies. If still dirty, wash some more. When the water cans look like lentil soup, change the water. I usually have two children share paints and a water can.
Shadows are traditionally made by adding the complimentary color to “dull” the color. Think NY Mets (blue & orange), Christmas (red & green) and what’s left (violet & yellow). You could also add a little black or other dark color.
Add white to lighten. Brown is made with all three primary colors (red, yellow, blue); pink is white plus red and gray is black plus white. Colors in the distance tend to be lighter and hazy and colors close up are more vibrant.
Your brushes can be used “dry” (with very little paint on them); on an angle to produce a thin line and many ways in between. Experiment with what a brush can do. That would be a painting lesson in itself worth giving your students.
Don’t rely on outlining when painting, if possible. Use the idea of edge to differentiate areas and shapes. Add textures to create interest.
Resist Drawing Technique
If you can get large watercolor paper, you can do wonders with just black oil pastels (or soft crayons or litho crayons) and watercolor. You make the grid as above, coloring in the gradation of your picture. Leave plenty of white areas showing (don't make your blacks too dense). When done, use watercolors to paint in vibrant colors. The oil in the oil pastels will resist the watercolor and the results can be beautiful. This is especially nice with landscapes.
Reflection:
As always, have students share their work.
Monday, March 18, 2013
No Class for Two Weeks!!!
Our next class is April 8. Bring your museum lesson plan draft that date. Enjoy your holiday break.
Monday, February 11, 2013
NO CLASS MONDAY, FEBRUARY 18!!
There will be no class on February 18, as the school is closed for Presidents' Day.
Tuesday, February 5, 2013
Homework for 2/11/13
271-Make the first page in your sketchbook/journal your first name by stretching it, exploding it, hiding it, spiraling it, etc. Use your creative skills to make a delicious-looking page! Think pattern, texture, weird edges, and so on. Color with markers or colored pencils...do not use anything that will smear (oil pastels or pastels for example).
272-Create a 5-7-5 haiku using the worksheets I provided. Think about how you want to illustrate it on your rice paper scrolls next week.
272-Create a 5-7-5 haiku using the worksheets I provided. Think about how you want to illustrate it on your rice paper scrolls next week.
Tuesday, January 29, 2013
271 Syllabus--Spring 2013
Art for Teachers of Children—AR271—Spring
2013
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. There will also be occasional readings and discussions in class
concerning art education, lesson and unit
planning, classroom set-up and clean-up, classroom management and other
current issues.
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. Three absences
(excused or not) are grounds for a failing grade or automatic
withdrawal.
Since
this is a hands-on class, demonstrations are important, so please be on time. Often we will be sharing and grading work at
the beginning of class. 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.
"Do-Nows":
Since we have both semester sections in this class, one strand will often have
a "Do Now" project which will be worked on while I am explaining the
lesson to the other strand at the beginning of the class. The next week the order will be switched. These projects will be put into your
sketchbook/journal and graded.
Grading:
Individual grades will be given for projects and averaged together to make up
55% of your grade. Your
sketchbook/journal, “Do Nows” and homework will count for another
25%. Your museum lesson plan will
count for 5%, and class participation will count as 15%, 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 prefer 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.
Jan.
28 Introduction
& Syllabus
Group
Activity: What does an authentic art
lesson look like?
Exquisite
Corpse Group Lesson. Materials: Oil Pastels.
Homework: Briefly write about an early art
memory or art lesson you remember.
You may illustrate it if you wish.
Feb.
4 Together: Can art be taught?
Discussion and sharing
of early art memories, followed by Do-Now
271- 1-Drawing.
Drawing Projects-Drawing
Game, Contour Shoe, Upside-Down Drawing of Animal. Materials: Pencil/colored
pencil/markers.
Homework: Do a drawing using your name as
inspiration in your sketchbook/journal.
If you have done this last semester in AR272, see me.
Feb.
11 Together: What does a Lesson Plan for Art
look lIke? What use is it?
Do-Now
271.2-Color Collage.
Oil
Pastel and Watercolor Resist
How
to set up paint in a classroom setting
Tempera
and Acrylic Exercises
Homework: Write two brief stories for your
sketchbook/journal that you will turn into a shape book and accordion book.
Feb.
18 NO
QCC CLASSES SCHEDULED
Feb.
20 WEDNESDAY-Museum
Trip Time
Feb.
27 Together: What are Visual Arts Standards?
Shape
Books and Accordion Books
Homework: Draw an original four-panel comic
in your sketchbook/journal that relates to an elementary subject
Mar.
4 Together: What does a Unit look like?
Do-Now 271.3 (Characters and Storytelling)
Pop-up
Books
Homework: Design and Construct Pop-Up Book
Cover
Mar.
11 Together: What are rubrics and how do I
grade and assess art?
Check
on Homework
Pop-Up
Books (Continued)
Homework: Draw 4 simple line drawings that
relate in some way to a science lesson (insects, the season, botany, the
planets, etc.)
Mar.
18 Together: Creativity and teaching for
Artistic Behavior
Do-Now 271.4 (Frottage)
Printmaking
Projects
Homework: Work on Museum Lesson Plan-Bring
Draft on April 8
Mar.
25 NO
QCC CLASSES SCHEDULED
Apr.
1 NO
QCC CLASSES SCHEDULED
Apr.
8 Museum Lesson Plan Draft Due
Together: Classroom Management
Clay
Techniques
Homework: Draw a design for a mask and
bring in items to help make it
Apr.
15 Together: Process Versus Product
Do-Now 271.5 (Puppet Ideas)
Paper
Mache Masks & Paris Craft Finger Puppets
Homework: Create a surprising page in your
sketchbook/journal. It could have cut-outs, pockets, folds, etc.
Apr.
22 Together: Talking about art, sharing and
self-reflection
Painting/Glazing
Clay/Decorating sculptures
Homework: Make a cover for your
Sketchbook/Journal. If you have already done this in my previous class, see me.
Apr.
29 Museum Lesson Plans Due Today
Together:
Safety in the Classroom
Do-Now 271.6-Camouflage
Paper
Sculpture Projects
Homework: Make a collage in your
sketchbook/journal with the sheets provided
May
6 Together: Collaborative Learning and Group
Projects
Paper
Weaving and Mixed Media
May
13 Portfolio
Review
"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."
272 Syllabus--Spring 2013
Art for Teachers of Children—AR272--Spring
2013
Professor Julia Schmitt Healy
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.
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. Three absences
(excused or not) are grounds for a failing grade or automatic withdrawal.
Since
this is a hands-on class, demonstrations are important, so please be on time. Often we will be sharing and grading work at
the beginning of class. 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.
Each
week there will be a brief discussion at the beginning of the class with both
sections on an educational topic. The information presented in these segments
will help you in designing your Museum Lesson Plan and make your creative work
more appropriate for the elementary classroom.
“Do-Nows”:
Since we have both semester sections in this class, one strand will often have
a “Do Now” project which will be worked on while I am explaining the lesson or
viewing assignments with the other strand at the beginning of the class. The next week the order will be
switched. Do-now projects will be
put into your sketchbook/journal and graded.
Grading:
Individual grades will be given for projects and averaged together to make up
50% of your grade. Your
sketchbook/journal and “Do Nows” and homework will count for another 25%. Your museum lesson plan will count for
15%, and class participation/preparation 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.
Jan.
28 Introduction
& Syllabus
Group
Activity: What does an authentic art lesson
look like?
Exquisite
Corpse Group Lesson. Materials: Oil Pastels
Homework: Line Drawing Sheet
Feb.
4 Together: Can art be taught?
Do-Now
272.1: Collage Project
Sharing
of Line Drawing Sheets
Drawing
with Glue
Self-Portraits
Homework: Write an original haiku poem
(5-7-5 syllables) in your sketchbook/journal
that you will need to write and illustrate on rice paper
in class next week.
Feb.
11 Together: What does a Lesson Plan for Art
look lIke? What use is it?
Haiku
Poems in Ink
Pastels
on Glue Drawings
Homework: Design three very different faces
in your sketchbook/journal as the basis for your Face Book
Feb.
18 NO
QCC CLASSES SCHEDULED
Feb.
20 WEDNESDAY:
Museum Trip Time
Feb.
27 Together: What are Visual Arts Standards?
Do-Now 272.2 (Personal
Symbols/Image)
Sharing
of Self-Portraits, Glue Drawings and Haiku Poems.
Facebooks
Homework: Finish Facebooks at home for next
week
Mar.
4 Together: What does a Unit Look Like?
Sharing
of Facebooks
Ink
on Muslin and Transfer Plate Prints
Homework: Bring in a simple image to
enlarge—a landscape works best.
Mar.
11 Together: What are rubrics and how do I
grade and assess art?
Do-Now 272-3 (What’s Outside the Door?)
Grid
Enlargement
Homework: Design a tile in your
sketchbook/journal to be made into a bas-relief next week
Mar.
18 Together: Creativity and teaching for
artistic behavior
Clay
Projects--Slab Technique Tile & Storyteller Dolls or Portrait Busts
Homework: Work on Museum Lesson Plan-Bring
Draft on April 8
Mar.
25 NO
QCC CLASSES SCHEDULED
Apr.
1 NO
QCC CLASSES SCHEDULED
Apr.
8 Museum Lesson Plan Draft Due
Together:
Classroom Management
Do-Now 272.4 (Imaginary Animal)
Collagraphic
Plate and Mural (Part One)
Homework: Make a stencil design of
something found under the sea in your sketchbook/journal.
Apr.
15 Together: Product Versus Product
Printmaking
and Murals (Part Two)
Homework: Design a puppet in your
sketchbook/journal to be used with an original story you write or to drive an
elementary lesson (summary of latter needed)
Apr.
22 Together: Talking about art, sharing and
self-reflection
Do-Now 272.5 (Ransom Note Poem)
Glazing
Clay and Model Magic
Homework: Make a cover for your
Sketchbook/Journal. If you have already done this in my previous class, see me.
Apr.
29 Museum Lesson Plans Due Today
Together: Safety in the Classroom
Plastercraft
Portraits
Homework:
Draw a background design in your Sketchbook/Journal for your portrait. Make it
have meaning for you.
May
6 Together: Collaborative Learning and Group
Projects
Do-Now
272.6 (Shape Poem)
Painting
Plastercraaft Portraits
May 13
Portfolio Review
"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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