Lesson Plans

Over the course of the 8 weeks at Carrie Martin and Namaqua Elementary Schools I was given the opportunity to teach many lessons to all levels of students grades K-5.

Paper Monsters: On lesson taught, students in grades 1-3 were asked to make a monster out of construction. In order to create their monsters they brainstormed a list of words as a class of what a monster could look like. The class created a monster together picking descriptive words to influence what they added to the monster.IMG_1765

Then I gave them three words to describe a monster (fat, fuzzy, happy) and the students each drew a monster they thought fit that description.IMG_1767

Then, they created their own word bank of words they wanted to describe their monster and drew their own monster.

They then created their monster out of paper. Here is some of the completed projects.

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After they created their monster they completed a reflection worksheet and made up stories on their monsters. They were given the choice to either write their story or video it. Here are some examples of those reflections.IMG_2044

The objectives for this lesson are all aligned to standards, Blooms, and art learnings:

Looking at artwork, TSWBAT identify Francisco de Pajaro and how he uses recycled materials to make art. (Blooms: Analysing / Standard: Transfer / GLE: 1. Visual arts respond to human experience by relating art to the community / Art Learning: Historical/ Multicultural)

Sketching ideas for their monster, TSWBAT identify which paper techniques they can use for parts of their monster. (Blooms: Apply / Standard: Comprehend / GLE: 2. Characteristics and expressive features of art and design are used to identify and discuss works of art / Art Learning: Conceptual/Ideation / Numeracy)

Using construction paper, glue, scissors and markers, TSWBAT create a monster using at least of the paper cutting techniques. (Blooms: Create / Standard: Comprehend / GLE: 1. Artists make choices that communicate ideas in works of art / Art Learning: Materials/Techniques)

Utilizing artist reflection worksheet, TSWBAT imagine how choice of color, texture, and shape express features of their monster. (Blooms: Create / Standard: Create / GLE: 1. Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design / Art Learning: Expressive Features/ Literacy)

Looking at completed artwork, TSWBAT create a story about their monster and tell it to the class (Blooms: Create / Standard: Reflect / GLE: 1. Visual arts use various literacies to convey intended meaning / Art Learning: Reflect/Assess/ Evaluate /Literacy)

Lesson Plan and Support Materials for this lesson are attached. Each plan includes accommodations and modifications as well as pre and post assessment and outcomes.

Paper Creatures

paper creatures

Monster reflection worksheet

Monster Reflection 2

Artist Pinwheels: Students in grades 4 and 5 discovered five different abstract artists who redefined the art world. Vincent Van Gogh, Piet Mondrian, Georgia O’Keeffe, Bridget Riley, and Jackson Pollock provided students with new ways of making art and different techniques. Each artist challenged the students to use a new medium as they used colored pencil, sharpie, markers, watercolor, and acrylics. Here are some works in progress:

The completed project makes a pinwheel. Aren’t they really beautiful?

When completed students will make a work of art using techniques from all the artists they learned.

The objectives for this lesson are all aligned to standards, Blooms, and art learnings:

Looking at artwork, TSWBAT identify Vincent Van Gogh, Piet Mondrian, Georgia O’Keeffe, Bridget Riley, and Jackson Pollock. (Blooms: Analysing / Standard: Transfer / GLE: 2. Artists, viewers, and patrons respond to art from familiar and unfamiliar cultures / Art Learning: Historical/ Multicultural)

Sketching ideas for each section of their pinwheel, TSWBAT identify inspiration from each of the artists while making it their own. (Blooms: Apply / Standard: Comprehend / GLE: 2. Characteristics and expressive features of art and design are used to identify and discuss works of art / Art Learning: Conceptual/Ideation / Numeracy)

Using watercolors, sharpies, acrylic, and colored pencil, TSWBAT create a pinwheel inspired by many artists showing expression and abstraction. (Blooms: Create / Standard: Create / GLE: 1. Use artistic media and expression to communicate personal and objective points of view / Art Learning: Materials/Techniques)

Utilizing refection worksheet, TSWBAT determine how each artist utilized line and color differently. (Blooms: Create / Standard: Comprehend / GLE: 1. Visual arts connect multiple characteristics of art / Art Learning: Expressive Features/ Literacy)

Looking at completed artwork, TSWBAT discuss how each artist redefined what art was (Blooms: Create / Standard: Reflect / GLE: 1. Evaluative criteria is used when responding to works of art / Art Learning: Reflect/Assess/ Evaluate /Literacy)

Lesson Plan and Support Materials for this lesson are attached. Each plan includes accommodations and modifications as well as pre and post assessment and outcomes.

Artist Pinwheels

artist pinwheels

 

 

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