Tuesday, November 8, 2011
Monday, October 24, 2011
Museum Lesson Plan
Using your own experiences to INVENT lesson plans and units will make your teaching more exciting to you and your students.
Visit a museum and take in the art and/or architecture.Come up with an idea for an art lesson for elementary students Follow the format below. Include a postcard or photograph of the inspiration, if you can.
HERE IS A SAMPLE FORMAT:
LESSON TITLE
GRADE OR AGE
DURATION OF LESSON (2-45 minute periods, for example)
AIM(S) AND/OR GOALS
MATERIALS AND TOOLS NEEDED
VOCABULARY YOU WILL INTRODUCE
MOTIVATION (PICTURES, PHOTOS, BOOKS, READINGS, ETC.)
PROCEDURE
CLOSURE/REFLECTION
FOLLOW-UP (IF APPLICABLE)
Visit a museum and take in the art and/or architecture.Come up with an idea for an art lesson for elementary students Follow the format below. Include a postcard or photograph of the inspiration, if you can.
HERE IS A SAMPLE FORMAT:
LESSON TITLE
GRADE OR AGE
DURATION OF LESSON (2-45 minute periods, for example)
AIM(S) AND/OR GOALS
MATERIALS AND TOOLS NEEDED
VOCABULARY YOU WILL INTRODUCE
MOTIVATION (PICTURES, PHOTOS, BOOKS, READINGS, ETC.)
PROCEDURE
CLOSURE/REFLECTION
FOLLOW-UP (IF APPLICABLE)
Monday, October 3, 2011
272--Facebooks: Exquisite Corpse Books
Exquisite Corpse Book--Grades 4 and up
This is a fun book to make, pure and simple! It was inspired by a book my children had many years ago.
Aim:
•To create an interactive, creative book
•To invent unusual characters and details that will “morph” into each other
•To learn how to use a ruler and measure
•To learn about the surrealist game of the Exquisite Corpse
Materials & Tools:
Bristol board or oak tag (several sheets)
pencil, eraser
colored pencils, sharpie markers, crayons, colored markers
scissors
stapler, tape
Procedure:
Establish guidelines for your students or you’ll be driven insane. Have the sizes of the “cuts” established as well as the side margins on each cut.
I’ve always measured the whole page and cut last but after making one, you may choose to cut first.
Plan on dividing the pages into four or five sections. Each section will not be the same size! The top section will probably be bigger than the eye area, etc. One basic 5-section example might be 3” hat/hairline/2” eyes and eyebrows/1 1/2” nose/2 1/2” lips and chin/3” neck to body. Like our exquisite corpse animal, the margins must mesh, so make each piece a set size--say the hat piece 1” on each side and the eye piece 3/4” on each side, etc.
Motivate your students by talking first about Surrealism and then about crazy hairstyles, hats, jewelry, costumes, etc. that they might be able to come up with. You might have some picture library examples which will spark ideas and your discussion.
Next then need to measure out their sheets. This might be boring, but make them learn how to use a ruler!
Have each student do at least four different faces, letting them be a bit silly but not mean. They will then color in their books. Have students cut their pages leaving about 3/4” on left side for strength.
Assemble the books by stapling the left edges together. I like the idea of making a solid cover which could be slightly bigger and glued to the staples “spine.” You may come up with other variations.
Reflection:
Your students will love seeing some of the wacky combinations that will come up.
Variations:
•Have your students make books made up of one page of their own and three from other friends.
•Do the whole figure of various people or creatures.
•My student, Delia, had the great idea of having students do probability
lessons using these books.
This is a fun book to make, pure and simple! It was inspired by a book my children had many years ago.
Aim:
•To create an interactive, creative book
•To invent unusual characters and details that will “morph” into each other
•To learn how to use a ruler and measure
•To learn about the surrealist game of the Exquisite Corpse
Materials & Tools:
Bristol board or oak tag (several sheets)
pencil, eraser
colored pencils, sharpie markers, crayons, colored markers
scissors
stapler, tape
Procedure:
Establish guidelines for your students or you’ll be driven insane. Have the sizes of the “cuts” established as well as the side margins on each cut.
I’ve always measured the whole page and cut last but after making one, you may choose to cut first.
Plan on dividing the pages into four or five sections. Each section will not be the same size! The top section will probably be bigger than the eye area, etc. One basic 5-section example might be 3” hat/hairline/2” eyes and eyebrows/1 1/2” nose/2 1/2” lips and chin/3” neck to body. Like our exquisite corpse animal, the margins must mesh, so make each piece a set size--say the hat piece 1” on each side and the eye piece 3/4” on each side, etc.
Motivate your students by talking first about Surrealism and then about crazy hairstyles, hats, jewelry, costumes, etc. that they might be able to come up with. You might have some picture library examples which will spark ideas and your discussion.
Next then need to measure out their sheets. This might be boring, but make them learn how to use a ruler!
Have each student do at least four different faces, letting them be a bit silly but not mean. They will then color in their books. Have students cut their pages leaving about 3/4” on left side for strength.
Assemble the books by stapling the left edges together. I like the idea of making a solid cover which could be slightly bigger and glued to the staples “spine.” You may come up with other variations.
Reflection:
Your students will love seeing some of the wacky combinations that will come up.
Variations:
•Have your students make books made up of one page of their own and three from other friends.
•Do the whole figure of various people or creatures.
•My student, Delia, had the great idea of having students do probability
lessons using these books.
Wednesday, September 21, 2011
Sunday, September 18, 2011
272 Students! Bring Scissors!
We will be doing collages. Bring a pair of good scissors (I like Fiskars). Smaller to medium sized scissors work best for collage.
Thursday, September 15, 2011
271 Fall 2011 Syllabus
Art for Teachers of Children—AR271—Fall 2011
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. 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.
"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 60% of your grade. Your sketchbook/journal and “Do Nows” will count for another 15%. Your museum lesson plan will count for 5%, a final exam will count for 10% and class participation 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. You must come prepared to work every week. Do not expect other students to supply you with materials and tools.
Aug. 29 Class cancelled due to hurricane
NO CLASS SEPT. 5!!!!!!!!
Sept. 12 Introduction & Syllabus
What does an authentic art lesson look like?
Sept. 19 Painting Projects
Why teach art?
Sept. 26 Drawing Projects
How does one go about teaching art? Can you teach art? What does
teaching for artistic behavior mean?
Oct. 3 Shape Books and Accordion Books
NYS Visual Arts Standards and Talking About Art
NO CLASS OCT. 10!!!!!!!!
Oct. 17 Pop-up Books
What does a lesson plan look like?
Oct. 24 Pop-Up Books (Continued) and 3 D O’s/”Z” strips
Rubrics and Assessment
NO CLASS OCT. 31!!!! You will use this as comp time for a museum trip.
Nov. 7 Self-Portraits
Unit Planning
Nov. 14 Paper Sculpture & Stuffed Sculpture
The Museum as a “Classroom”
Nov. 21 Printmaking: Frottage & Styrofoam Plate Printmaking
Encouraging Creativity/Museum Lesson Plan Due
Nov. 28 Paper Mache Masks & Paris Craft Finger Puppets
Collaborative Learning
Dec. 5 Clay Techniques
Classroom Management
Dec. 12 Painting/Glazing Clay/Decorating sculptures
Differentiating Instruction
Dec. 14 (Wednesday!)--Make up Class--Finishing Work &
Writing and Performing Playlets
Celebrating Diversity
Dec. 19 Final Exam and Critique
"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."
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. 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.
"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 60% of your grade. Your sketchbook/journal and “Do Nows” will count for another 15%. Your museum lesson plan will count for 5%, a final exam will count for 10% and class participation 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. You must come prepared to work every week. Do not expect other students to supply you with materials and tools.
Aug. 29 Class cancelled due to hurricane
NO CLASS SEPT. 5!!!!!!!!
Sept. 12 Introduction & Syllabus
What does an authentic art lesson look like?
Sept. 19 Painting Projects
Why teach art?
Sept. 26 Drawing Projects
How does one go about teaching art? Can you teach art? What does
teaching for artistic behavior mean?
Oct. 3 Shape Books and Accordion Books
NYS Visual Arts Standards and Talking About Art
NO CLASS OCT. 10!!!!!!!!
Oct. 17 Pop-up Books
What does a lesson plan look like?
Oct. 24 Pop-Up Books (Continued) and 3 D O’s/”Z” strips
Rubrics and Assessment
NO CLASS OCT. 31!!!! You will use this as comp time for a museum trip.
Nov. 7 Self-Portraits
Unit Planning
Nov. 14 Paper Sculpture & Stuffed Sculpture
The Museum as a “Classroom”
Nov. 21 Printmaking: Frottage & Styrofoam Plate Printmaking
Encouraging Creativity/Museum Lesson Plan Due
Nov. 28 Paper Mache Masks & Paris Craft Finger Puppets
Collaborative Learning
Dec. 5 Clay Techniques
Classroom Management
Dec. 12 Painting/Glazing Clay/Decorating sculptures
Differentiating Instruction
Dec. 14 (Wednesday!)--Make up Class--Finishing Work &
Writing and Performing Playlets
Celebrating Diversity
Dec. 19 Final Exam and Critique
"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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