The following are areas you will want to address in making an art lesson plan:
Title
Age or Grade of Students
Class Periods or Time Frame of Lessons
Aims/Goals/Outcomes (these are sometimes separate, sometimes not)
Materials and Tools
Vocabulary
Standards/Common Core
Rubrics/Assessment Chart
Motivation/Visuals
Questions or Narrative in Your Introduction of the Lesson
Procedure
Special Needs: Learning Disabled/Gifted
Closure
Reflection/Questions that circle back to your aims and goals
Follow-Up (Optional)
Tuesday, September 22, 2015
131-Collagraph Lesson Plan—Ages Pre-K (with help) and Up
This is a printmaking process in which you make a plate and then rub it or use a brayer to make multiples. While sophisticated artists use this process, it is also adaptable to young children.
Aims: To explore the process of collagraphy
To make multiples of an artwork
Materials & Tools:
Cardboard (chipboard; not corrugated)
Oak tag or Bristol board
Elmer’s Glue
Brayer
Inking Tray
Water-based Printmaking Ink-one color plus white
Paper to print on—especially neon or bright and black
Papers such as fadeless and bond paper work well. Construction paper is okay but due to its “tooth” won’t be as solid an image.
Optional: twine, string, fabric.
Procedure:
First, choose your theme. It could be fantasy animals, abstract shapes, the zoo, the circus, the rainforest, etc. Remind students that this process needs simple shapes without too many small details.
Make the plate:
This is a backwards process. Cut shapes (I prefer it when students don’t draw their shapes first) and glue on using glue brushes. Remember, you only need to glue around the edges.
Any blob of glue will print, so beware. (You can actually make glue drawings on cardboard, let them dry and print them.)
Teach your students to overlap—so to make an eyeball you’d cut an almond shape, an iris and then a pupil and glue one on top of another.
Let dry completely before printing.
Printing:
There are two basic ways to print collagraphs without a press.
Single Drop Printing is printing once. Spread ink on a tray and roll back and forth. Listen for a “kissing” sound. It should not be too thick (like icing on a cake). You will learn what is the right amount. Cover your printing area with newspapers to protect table. Ink the collagraphic plate being sure to cover all four corners.Don’t try to push ink down into areas that seem “bald”—that’s how the image will show up.
Move plate to a clean area to print. Lay your paper on top of the plate and rub with the flat of your hand. Pull up your print from one corner and put on drying rack or clothesline to dry. Don’t change ink colors until the plate is perfectly dry. Use different colored paper to make it more interesting.
Double Drop Printing: You need two brayers and two inking trays. One will have color (like turquoise) and the other will have white. This works best on black or dark colored paper. Make a print in any color except yellow or white. Set aside. Ink the plate right away in white. Lay the plate almost on top of (but not quite) the wet print. Flip over carefully and rub. Remove print. You will have a 3-dimensional looking print.
Reflection:
As always, be sure to share your work.
Variations:
You can make a group quilt or use this process to make a mural. The collagraphic plates could be shaped (not rectangular) if you wish and you could print on mural paper;
Aims: To explore the process of collagraphy
To make multiples of an artwork
Materials & Tools:
Cardboard (chipboard; not corrugated)
Oak tag or Bristol board
Elmer’s Glue
Brayer
Inking Tray
Water-based Printmaking Ink-one color plus white
Paper to print on—especially neon or bright and black
Papers such as fadeless and bond paper work well. Construction paper is okay but due to its “tooth” won’t be as solid an image.
Optional: twine, string, fabric.
Procedure:
First, choose your theme. It could be fantasy animals, abstract shapes, the zoo, the circus, the rainforest, etc. Remind students that this process needs simple shapes without too many small details.
Make the plate:
This is a backwards process. Cut shapes (I prefer it when students don’t draw their shapes first) and glue on using glue brushes. Remember, you only need to glue around the edges.
Any blob of glue will print, so beware. (You can actually make glue drawings on cardboard, let them dry and print them.)
Teach your students to overlap—so to make an eyeball you’d cut an almond shape, an iris and then a pupil and glue one on top of another.
Let dry completely before printing.
Printing:
There are two basic ways to print collagraphs without a press.
Single Drop Printing is printing once. Spread ink on a tray and roll back and forth. Listen for a “kissing” sound. It should not be too thick (like icing on a cake). You will learn what is the right amount. Cover your printing area with newspapers to protect table. Ink the collagraphic plate being sure to cover all four corners.Don’t try to push ink down into areas that seem “bald”—that’s how the image will show up.
Move plate to a clean area to print. Lay your paper on top of the plate and rub with the flat of your hand. Pull up your print from one corner and put on drying rack or clothesline to dry. Don’t change ink colors until the plate is perfectly dry. Use different colored paper to make it more interesting.
Double Drop Printing: You need two brayers and two inking trays. One will have color (like turquoise) and the other will have white. This works best on black or dark colored paper. Make a print in any color except yellow or white. Set aside. Ink the plate right away in white. Lay the plate almost on top of (but not quite) the wet print. Flip over carefully and rub. Remove print. You will have a 3-dimensional looking print.
Reflection:
As always, be sure to share your work.
Variations:
You can make a group quilt or use this process to make a mural. The collagraphic plates could be shaped (not rectangular) if you wish and you could print on mural paper;
130--Accordion Books Lesson Plan
Accordion Books [K (with some help)- adult]
This is a book arts technique from Japan, that works well for all ages of elementary students. It could be a stand-alone art project or be have a cross-curricular aspect to it.
Aims:
•To create an original book
•To learn about cultural connections (Japan)
•To integrate academic curriculum into your art lessons (optional)
Materials & Tools:
Scratch paper for planning
2 pieces of chipboard or heavy cardboard a bit bigger than the folded page size of your book
white paper cut, folded (and glued by overlapping if necessary) to make even numbered folded stack with correct number of pages (see below). Rice paper is another, more expensive possibility.
Paper for covering cardboard covers--4” larger on top and bottom (for an 8 x 10 cover, you’d want 12 x 14” cover paper)
pencil, eraser, scissors, tape, white glue
Sharpie markers, watercolors, watercolor brush, water can
Colored pencils
Ribbon or string for tying
Procedure:
Decide the theme for your lesson. It could be a book without words, a book about one’s family, a creative story, etc. Have your students work out their stories on scratch paper (4-6 folds is a good number). You need to have a long, folded sheet have 2 more sections than your story, so for a 4-panel story you need six sections and for a 6-panel story you need eight. Keep the numbers even so the book glues together well.
Fold the panels to make equal sections, gluing on extra paper if necessary by overlapping slightly (The seam will disappear once the panel is colored, so don’t worry about it). It might be easier if you give your class the same specifications--say 6 panels for everybody, because then the construction will be the same for everyone.
Draw, sharpie and color the insides as desired.
Next, make your covers. The cardboard should be a little bit bigger than our folded pages for the best possible look. Cover the cardboard by cutting your paper 4” each way (2” per side). Draw “envelope” flaps on all four sides, directly from the corners. You are making angled lines going inward on each side--not outward!!!! Cut out the odd-looking corner shapes which will resemble a triangle with a drooping bottom. Fold over each flap and tape down. This side will be the inside of your front and back covers. Tape ribbon on the left side for the cover and the right side for the back. Glue the end “extra” pages over the inside covers, tie your book closed and you have an accordion book.
Reflection
Share your books as always.
Variations:
Use other materials such as collage. Books can open up and down, too.
This is a book arts technique from Japan, that works well for all ages of elementary students. It could be a stand-alone art project or be have a cross-curricular aspect to it.
Aims:
•To create an original book
•To learn about cultural connections (Japan)
•To integrate academic curriculum into your art lessons (optional)
Materials & Tools:
Scratch paper for planning
2 pieces of chipboard or heavy cardboard a bit bigger than the folded page size of your book
white paper cut, folded (and glued by overlapping if necessary) to make even numbered folded stack with correct number of pages (see below). Rice paper is another, more expensive possibility.
Paper for covering cardboard covers--4” larger on top and bottom (for an 8 x 10 cover, you’d want 12 x 14” cover paper)
pencil, eraser, scissors, tape, white glue
Sharpie markers, watercolors, watercolor brush, water can
Colored pencils
Ribbon or string for tying
Procedure:
Decide the theme for your lesson. It could be a book without words, a book about one’s family, a creative story, etc. Have your students work out their stories on scratch paper (4-6 folds is a good number). You need to have a long, folded sheet have 2 more sections than your story, so for a 4-panel story you need six sections and for a 6-panel story you need eight. Keep the numbers even so the book glues together well.
Fold the panels to make equal sections, gluing on extra paper if necessary by overlapping slightly (The seam will disappear once the panel is colored, so don’t worry about it). It might be easier if you give your class the same specifications--say 6 panels for everybody, because then the construction will be the same for everyone.
Draw, sharpie and color the insides as desired.
Next, make your covers. The cardboard should be a little bit bigger than our folded pages for the best possible look. Cover the cardboard by cutting your paper 4” each way (2” per side). Draw “envelope” flaps on all four sides, directly from the corners. You are making angled lines going inward on each side--not outward!!!! Cut out the odd-looking corner shapes which will resemble a triangle with a drooping bottom. Fold over each flap and tape down. This side will be the inside of your front and back covers. Tape ribbon on the left side for the cover and the right side for the back. Glue the end “extra” pages over the inside covers, tie your book closed and you have an accordion book.
Reflection
Share your books as always.
Variations:
Use other materials such as collage. Books can open up and down, too.
131-Haiku Scrolls Lesson Plan--Grades 4 and Up
Haiku Scrolls—Grades 4 and up
Aims:
- To learn how to use gradated shades of ink on rice paper to create a “Japanese-style” scroll
- To integrate literacy and social studies into the curriculum
- To combine poetry and image in a work of art
- To learn about syllables and the haiku form
Materials
India ink/water
Styrofoam egg carton or watercolor palette
Bamboo ink pen
Soft brush
Rice paper (11”x 36” or so)
Practice paper
Procedure
If you have students who need a place to start, have them write on a piece of paper the following:
2 places
A weather word
Another weather word
6 verbs
2 names
6 nouns
6 descriptive words (Adverbs/adjectives)
2 animals
4 feelings
A few random words (and, the, into, out, etc.)
(You can make up your own list, but you need enough to give your students good options.) Have students cut out the words, magnetic poetry style and write how many syllables are in each word at the top of each small piece. This will help when constructing your haiku.
Students then are give the challenge of constructing a simple haiku using the 5-7-5 syllable format. An example might be
Fleeting gold sunshine
Falls into winter darkness
Until the morning.
Usually there is some sort of reference to the season in a haiku, which is something your students might be able to try. After they get their haiku composed they should plan their scroll on practice paper, putting the words in the body of the scroll. Decide whether you want horizontal or vertical scrolls. (I prefer vertical.) Next, you can have your students play with their bamboo pens and brushes to see how to make marks and get effects on the rice paper. Put newspaper under the work to protect the table as rice paper is very porous.
When students have practiced, they can go onto the scroll. (I prefer not drawing in pencil first but this may be difficult, depending on your students. Working directly on the rice paper will give you more luscious results.)
When completed, you may glue dowels to the ends, adding a string hanger for vertical scrolls.
Note: These scrolls look beautiful in windows, as they are translucent.
Monday, September 21, 2015
Sunday, September 13, 2015
NO CLASS ON MONDAY!!!! SCHOOL CLOSED.
Our next class will be on Monday, September 21!!!!! See you then. Please check your syllabus (below) for homework due and come prepared to work.
Art Elements Mobiles (Lesson Plan)--131
Using any materials or processes you like, students will make 2-sided shapes that will become a hanging mobile.
Grades: 3 (with wire-cutting help) and Up
Aims: To learn the art elements
To explore various processes and media
To venture into the world of kinetic sculpture by making a mobile
To learn about balance
Materials and Tools:
You may choose what materials and processes you want your students to use. It could be anything from oil pastels, construction paper crayons, ink, watercolor, paint, collage or mixed media.
Choose the paper you want to use, being mindful that it needs to be able to be laminated (no bulky cardboard pieces!)
You will also need scissors, glue (if doing collage), fishing line, armature or other soft, bendable wire, wire cutters, pliers, a laminator and laminating film.
Procedure:
Begin with a discussion of the art elements. (Include the principles of design as well, if you like).
See how many elements you can elicit from your students, rather than telling them. (Line, shape, color, contrast or [light and dark], texture, pattern, volume.)
Explain that you would like your students to depict each and every art element without words. They need to be two-sided, so as they hang they look good, so there may be some drying time involved.
When finished, laminate the pieces. Have the students cut around the shapes, leaving at least of an eighth of an inch so nothing unpeels. Punch holes in the top of each shape and tie fishing line on, using a square knot. Make it at least 20" long, as you can always cut it. Cut wire into several lengths (you'll need a longish one for the top piece), and show students how to bend the ends to curl the wire around and make enclosed ends. (Some people might prefer using wooden dowels, instead of wire, which is fine. In that case you need a small saw to cut the lengths of wood to size.)
Create mobiles by arranging the pieces to balance on the various ends of the wires. You will cut some of the fishing line short to make it work. Each mobile will be different, depending on the size and weight of the shapes. Shapes can be tied to one another to balance the other side. Play with moving the shapes to get the balance you want.
Reflection/Assessment:
Make sure you try to hang these up if you can. They really energize a ceiling! If you want to create a simple 1-4 rubric, your students will be able to understand what you are looking for (7 different shapes, two-sided, nicely colored, appropriate to the art element, etc.)
Variation:
You can use the idea of a mobile for science, social students, women's history month, holidays, etc.
Note: To take home, lay down mobile on a large sheet of paper and tape down the fishing line, placing another sheet of paper on top to make an envelope of sorts. Otherwise mobiles will get impossibly tangled!
Grades: 3 (with wire-cutting help) and Up
Aims: To learn the art elements
To explore various processes and media
To venture into the world of kinetic sculpture by making a mobile
To learn about balance
Materials and Tools:
You may choose what materials and processes you want your students to use. It could be anything from oil pastels, construction paper crayons, ink, watercolor, paint, collage or mixed media.
Choose the paper you want to use, being mindful that it needs to be able to be laminated (no bulky cardboard pieces!)
You will also need scissors, glue (if doing collage), fishing line, armature or other soft, bendable wire, wire cutters, pliers, a laminator and laminating film.
Procedure:
Begin with a discussion of the art elements. (Include the principles of design as well, if you like).
See how many elements you can elicit from your students, rather than telling them. (Line, shape, color, contrast or [light and dark], texture, pattern, volume.)
Explain that you would like your students to depict each and every art element without words. They need to be two-sided, so as they hang they look good, so there may be some drying time involved.
When finished, laminate the pieces. Have the students cut around the shapes, leaving at least of an eighth of an inch so nothing unpeels. Punch holes in the top of each shape and tie fishing line on, using a square knot. Make it at least 20" long, as you can always cut it. Cut wire into several lengths (you'll need a longish one for the top piece), and show students how to bend the ends to curl the wire around and make enclosed ends. (Some people might prefer using wooden dowels, instead of wire, which is fine. In that case you need a small saw to cut the lengths of wood to size.)
Create mobiles by arranging the pieces to balance on the various ends of the wires. You will cut some of the fishing line short to make it work. Each mobile will be different, depending on the size and weight of the shapes. Shapes can be tied to one another to balance the other side. Play with moving the shapes to get the balance you want.
Reflection/Assessment:
Make sure you try to hang these up if you can. They really energize a ceiling! If you want to create a simple 1-4 rubric, your students will be able to understand what you are looking for (7 different shapes, two-sided, nicely colored, appropriate to the art element, etc.)
Variation:
You can use the idea of a mobile for science, social students, women's history month, holidays, etc.
Note: To take home, lay down mobile on a large sheet of paper and tape down the fishing line, placing another sheet of paper on top to make an envelope of sorts. Otherwise mobiles will get impossibly tangled!
Friday, September 11, 2015
131--Drawing With Inked Glue Lesson Plan
This technique is inspired by an idea in a book called Glorious Glue!. The concept is simple, yet very sophisticated-looking. Children grades 4 and up will have no problem working with this process. Younger students may need some guidance.
Aim: To explore the use of line in a mixed media piece
To use a mixture of glue and india ink to create stained-glass type, raised lines
and then color them in
Materials: heavy white paper, elmer's white glue bottle (not school glue), india ink,
pencil, eraser, pastels or watercolors. The india ink is mixed into the glue
50-50. Make sure the nozzles aren't clogged.
Motivation: Depending on whether you are introducing a theme (the city, buildings of
the future, the rainforest, magical flowers, etc.) you may want to begin only
talking about line. What kind of lines are there? (skinny, fat, scalloped,
wiggly,zig-zag, dotted, swirly, etc). If you have a theme or are integrating
another subject you may have photos or posters to stimulate interest and
discussion. Just remember that if you show completed projects or art work, your
students will have trouble being creative.
Vocabulary: india ink, mixed media, texture
Procedure: After your opening discussion, show your students how to draw lines with a
pencil and then use the bottle to trace over the lines. Start in the center
and work out. Don't encourage small shapes as they will blob. Let the finished
work dry completely.
Next, have students color in with pastels or watercolors. If you use pastels,
instruct your students not to blow away the dust (take it to a deep garbage can
and shake it, instead). If you want to fix the work, you can use hairspray when
students are not around. Fixative can be used outdoors, but never around young
lungs.
Reflections: These will be beautiful and should be talked about and displayed.
Aim: To explore the use of line in a mixed media piece
To use a mixture of glue and india ink to create stained-glass type, raised lines
and then color them in
Materials: heavy white paper, elmer's white glue bottle (not school glue), india ink,
pencil, eraser, pastels or watercolors. The india ink is mixed into the glue
50-50. Make sure the nozzles aren't clogged.
Motivation: Depending on whether you are introducing a theme (the city, buildings of
the future, the rainforest, magical flowers, etc.) you may want to begin only
talking about line. What kind of lines are there? (skinny, fat, scalloped,
wiggly,zig-zag, dotted, swirly, etc). If you have a theme or are integrating
another subject you may have photos or posters to stimulate interest and
discussion. Just remember that if you show completed projects or art work, your
students will have trouble being creative.
Vocabulary: india ink, mixed media, texture
Procedure: After your opening discussion, show your students how to draw lines with a
pencil and then use the bottle to trace over the lines. Start in the center
and work out. Don't encourage small shapes as they will blob. Let the finished
work dry completely.
Next, have students color in with pastels or watercolors. If you use pastels,
instruct your students not to blow away the dust (take it to a deep garbage can
and shake it, instead). If you want to fix the work, you can use hairspray when
students are not around. Fixative can be used outdoors, but never around young
lungs.
Reflections: These will be beautiful and should be talked about and displayed.
Thursday, September 10, 2015
130--Drawing Upside Down Lesson
This lesson works wonders for helping students to begin to draw realistically. The idea is to forget what you are drawing and just think in terms of shapes textures and tonal qualities. Older students (Grade 5 and up) should be able to do this. It is also wonderful practice for would-be teachers who have never learned drawing skills.
Aims: To render a realistic drawing from a photograph
To look closely at details and relationships in a photograph and begin "seeing"
Materials: picture library pictures (I give out animals), pencil, eraser, white drawing paper or sketchbook/journal
Motivation: Get your students on board by telling them that they won't believe what good drawers they are, but they have to forget about what they are drawing to do it.
Procedure: Hand out photographs to each student. I give easier ones to my beginners and more complicated ones to my more advanced students. The picture library I've made has all my images (thousands of them) mounted on 9 x 12" oak tag. Place the photo upside down, tell the person to forget what it might be and just draw the triangles, blobs, lights and darks as they go along. Show them how they can take their pencil and lay it down to find angles or what's longer. Give them enough time and if you see them going wrong, stop them and discuss what needs changing. When they finally turn their drawings right-side up they can't believe they drew them.
Reflection: Share and display, if possible.
Follow-up: Tell your students to do more.
Aims: To render a realistic drawing from a photograph
To look closely at details and relationships in a photograph and begin "seeing"
Materials: picture library pictures (I give out animals), pencil, eraser, white drawing paper or sketchbook/journal
Motivation: Get your students on board by telling them that they won't believe what good drawers they are, but they have to forget about what they are drawing to do it.
Procedure: Hand out photographs to each student. I give easier ones to my beginners and more complicated ones to my more advanced students. The picture library I've made has all my images (thousands of them) mounted on 9 x 12" oak tag. Place the photo upside down, tell the person to forget what it might be and just draw the triangles, blobs, lights and darks as they go along. Show them how they can take their pencil and lay it down to find angles or what's longer. Give them enough time and if you see them going wrong, stop them and discuss what needs changing. When they finally turn their drawings right-side up they can't believe they drew them.
Reflection: Share and display, if possible.
Follow-up: Tell your students to do more.
130--Contour Drawing of Shoe
This is a well-known lesson that has been done forever to help students learn to see. 4th Graders and up can probably do it.
Aim: To learn to see by studying the parts of a sneaker and drawing it simply with a contour drawing.
Materials: sneaker, pencil (or pen), eraser, white paper or sketchbook/journal. Use BABY SHOES if you can gather enough of them. Your students will respond favorably!
Motivation: Putting their shoes on the table to draw will create excitement and moans of "his is stinky" even when it isn't.
Vocabulary: contour, linear
Procedure: Explain that something like a shoe has small dips and bends that we usually don't see. When we do a contour drawing we look deeply at the object and try to draw these subtleties. The key is to try to look at the show more than your paper. You almost pretend you are touching the edges and contours of the shoe with your pencil. Look back at your paper only to place the beginning of the next section of shoe. The drawings will be very linear (no shading allowed).Go slowly and make sure you see the inside of the shoe if it is visible. Doing several of these will really begin to help our students to see clearly.
Follow-up: Have your students draw a chair that has rungs (negative shapes). Put it up high and follow the same procedure of close looking.
Aim: To learn to see by studying the parts of a sneaker and drawing it simply with a contour drawing.
Materials: sneaker, pencil (or pen), eraser, white paper or sketchbook/journal. Use BABY SHOES if you can gather enough of them. Your students will respond favorably!
Motivation: Putting their shoes on the table to draw will create excitement and moans of "his is stinky" even when it isn't.
Vocabulary: contour, linear
Procedure: Explain that something like a shoe has small dips and bends that we usually don't see. When we do a contour drawing we look deeply at the object and try to draw these subtleties. The key is to try to look at the show more than your paper. You almost pretend you are touching the edges and contours of the shoe with your pencil. Look back at your paper only to place the beginning of the next section of shoe. The drawings will be very linear (no shading allowed).Go slowly and make sure you see the inside of the shoe if it is visible. Doing several of these will really begin to help our students to see clearly.
Follow-up: Have your students draw a chair that has rungs (negative shapes). Put it up high and follow the same procedure of close looking.
Tuesday, September 1, 2015
Homework Due next THURSDAY (Conversion Day)!
There is no class on Monday, Labor Day. We meet on Thursday, instead.
Arts 130--Write about an early art memory or memories--good or bad! What are your attitudes about art? Are you fearful? Why do you think that is?
Arts 131--Write about why art is important to teach in school. Make it like an editorial/opinion piece for the New York Times.
Arts 130--Write about an early art memory or memories--good or bad! What are your attitudes about art? Are you fearful? Why do you think that is?
Arts 131--Write about why art is important to teach in school. Make it like an editorial/opinion piece for the New York Times.
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