What Is Veterans Day?
Grade Levels: 3 - 6
Objectives
Students will learn why Americans celebrate the Veterans Day holiday.
Students will practice reading comprehension skills.
Materials
Copies of The Story of Veterans Day
Copies of Veterans Day Reading Comprehension Questions
Several dictionaries
Copy of The Wall by Eve Bunting
Procedures
1. Distribute the Veterans Day Reading Comprehension Questions.
2. Instruct the students to look the words up in the dictionary and write the definitions on a separate piece of paper.
3. Distribute The Story of Veterans Day and ask the students to read it.
4. Ask students to underline the vocabulary words and then answer the Veterans Day Reading Comprehension Questions.
5. As a culminating activity, have a class discussion about the way different countries remember and honor their war veterans.
Extensions
Read aloud the book entitled, The Wall by Eve Bunting as the students are seated in the Tallapoosa Veteran’s Memorial Park. Discuss soldiers and veterans in their families. Students then return to class and write letters to veterans that can be delivered to local area Veteran’s Hospitals/Clinics.
As an extra project, the students are given several days, including the weekend, to visit the local site of our Veteran’s Memorial and trace (do a rubbing) the names of someone who was possibly in their family of someone whom they had heard of. These are then shared in class, along with pictures and stories about the veterans in their family.
Monday, June 30, 2008
Class Field Trips
Class Field Trips
West Georgia Museum of Tallapoosa
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. $1.00 for students and $2.00 for chaperones
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? A tour guide will be provided. If you call ahead, additional programs can be arranged.
5. Maximum number of students. There is no specified limit.
6. Where will your students eat lunch? On the bus or at the park next door
7. Location? Tallapoosa, Georgia
8. Recommended grade/age level. The museum is for anyone, any age.
9. What is the chaperone student ratio required? 1:10
Link: West Georgia Museum of Tallapoosa
Veteran's Memorial and Medal of Honor Park
For More Information: 770-574-2482
Solemnly dedicated to America's Finest! Site includes the Wall of Tears, the Medal of Honor Fountain and the League-Lowe Memorial.
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. No cost.
3. Bathrooms? Yes – provided by the Business Association across from the Memorial Park.
4. Will a tour guide be provided? Can class tour without a guide? There are no guides. Teacher must prep the students before hand.
5. Maximum number of students. There is no specified limit.
6. Where will your students eat lunch? On the bus or in the park itself.
7. Location? Tallapoosa, Georgia
8. Recommended grade/age level. The Memorial Park is for anyone, any age.
9. What is the chaperone student ratio required? 1:5
Atlanta Center for Puppetry Arts (Create a puppet workshop)
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. $4 for students and free for chaperones
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? The workshop includes a leader explaining the steps to creating a puppet
5. Maximum number of students. 30
6. Where will your students eat lunch? On the bus or back at the school
7. Location? Atlanta, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:10
http://www.puppet.org/
West Georgia Museum of Tallapoosa
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. $1.00 for students and $2.00 for chaperones
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? A tour guide will be provided. If you call ahead, additional programs can be arranged.
5. Maximum number of students. There is no specified limit.
6. Where will your students eat lunch? On the bus or at the park next door
7. Location? Tallapoosa, Georgia
8. Recommended grade/age level. The museum is for anyone, any age.
9. What is the chaperone student ratio required? 1:10
Link: West Georgia Museum of Tallapoosa
Veteran's Memorial and Medal of Honor Park
For More Information: 770-574-2482
Solemnly dedicated to America's Finest! Site includes the Wall of Tears, the Medal of Honor Fountain and the League-Lowe Memorial.
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. No cost.
3. Bathrooms? Yes – provided by the Business Association across from the Memorial Park.
4. Will a tour guide be provided? Can class tour without a guide? There are no guides. Teacher must prep the students before hand.
5. Maximum number of students. There is no specified limit.
6. Where will your students eat lunch? On the bus or in the park itself.
7. Location? Tallapoosa, Georgia
8. Recommended grade/age level. The Memorial Park is for anyone, any age.
9. What is the chaperone student ratio required? 1:5
Atlanta Center for Puppetry Arts (Create a puppet workshop)
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. $4 for students and free for chaperones
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? The workshop includes a leader explaining the steps to creating a puppet
5. Maximum number of students. 30
6. Where will your students eat lunch? On the bus or back at the school
7. Location? Atlanta, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:10
http://www.puppet.org/
Puppet
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This is Leo the leopard. He is a member of our group puppet parade. The Theme: Welcome to the Jungle.
.JPG)
Items of Interest
This is a very good website to show your students certain videos pertaining to a particular subject matter.
http://www.teachertube.com
A to Z Teacher Stuff is an excellent website for all you lesson plans and craft needs.
http://www.atozteacherstuff.com/
Good website for articles and lesson plan ideas
http://www.lessonplanspage.com
Students can learn about famous artists abd their works of art. http://teacherweb.com/IN/PNC/ArtWebQuest/index.html
http://www.teachertube.com
A to Z Teacher Stuff is an excellent website for all you lesson plans and craft needs.
http://www.atozteacherstuff.com/
Good website for articles and lesson plan ideas
http://www.lessonplanspage.com
Students can learn about famous artists abd their works of art. http://teacherweb.com/IN/PNC/ArtWebQuest/index.html
High Museum Observation Report
Midterm Extra Credit:
The Shade was a gift from the French Government to the Robert W. Woodruff Arts Center, formerly the Atlanta Art Association on October 5, 1968. The sculpture entitled The Shade was given in memory of the 122 Atlanta Art Association Members who lost their lives in a plane crash at Orly Field Paris on June 3, 1962.
High Museum Observation Report:
· Your favorite work of art? Why?
The Veiled Rebekah, 1864 by Giovanni Maria Benzoni (Italian, 1809-1873) This work of art was amazing. Although this sculpture is made of white marble, the veil that covers her face seems to be so sheer and real. This sculpture depicts the moment in the Book of Genesis when Rebekah met her future husband, Isaac. Out of modesty. Rebekah "took her veil and covered herself."
· Name a work of art that you like but would not take home. Why?
New Figuration, 1985 Tony Cragg (British, born 1949)
This particular work of art contained everything from plastic lighters to broken pieces of plastic. This brightly assembly of colored plastic objects certainly depicts a figure in silhouette. The way it is displayed on the wall makes it appear as though it is in flight. Amazing!
· Name a work that taught you something that you did not know. What?
Port of London, Night, 1894 Maximilien Luce
This painting was created by using a technique called pointillism. Pointillism is a method in which a creation is made by applying a series of small dots or points of color.
· Name a work of art that felt sad to you. Why did it make you feel sad?
Results of Poor Housing, ca. 1941-1943 Oil on board. Hale Woodruff (American, 1900-1980)
Hale Woodruff made two paintings to express his support for the work of James H. Therrell, the first Director of Public Housing for the city of Atlanta. This particular work of art made me feel sad because of the lifestyles of so many people we say on our trip to the Museum. There were homeless people lying on the sides of the streets and under bridges. The sadness certainly hit home when we say a woman and a man digging for food in the garbage cans. Real life….tremendously sad!
· Name a work of art that identifies a historic moment in time. Why?
Martin Luther King Jr., Arrested Montgomery, Alabama, 1958
While trying to enter a Montgomery courtroom, MLK Jr. was arrested for loitering. Charles Moore’s photograph aroused outrage and support.
Additional works:
Mississippi Burning photographs
Anniston Bus Burning
All of the above are actual incidents that provoked a change in history.
· Name a work of art that reminded you of something or someone in your life? Who?
Portrait of Anne, 1915 Oil on canvas by George Bellows (American 1882-1925)
This work of art reminded me a little girl that goes to our church named Alex. She is very prim and proper just like the little girl portrayed in the painting.
· Name a work of art that shocked you. Why?
She Mistook Kindness for Weakness (SMKFW), 1986 Oil and modeling past on velvet Julian Schnabel (American, born 1951
This work of art was amazing and shocking. It was shocking because when you turn the corner it just looks like a big mess, something that has paint splashed upon it. But, when you really study it, figures form right in front of your eyes.
· Briefly compare the folk art gallery, and the contemporary gallery with the rest of the museum.
Folk art gallery displayed a wide assortment of the use of “common” objects. A wide range of objects reflected the craft traditions and traditional social values of various social groups. The art within the contemporary art gallery focused on things that were more abstract. The items were simple in form and were very colorful. Some consisted of just straight lines, where other works were mangled and had no form. The remainder of the art museum was very poise and precise, focusing of sculptures and paintings.
· What was your favorite gallery and why?
The American Gallery was a favorite. This presented a lifeline through history, and it is important to see where we have come from. However, all the exhibits were fascinating in their own way, some were very simple, and others very elaborate.
· Describe the part of you High Museum experience that was the most meaningful to you.
I enjoyed the entire museum. However, the most meaningful would have to be the three captivating exhibits entitled COURAGE: the Vision to End Segregation, the Guts to Fight for it, Seeking Justice: The Leo Frank Case Revisited and Road to Freedom: Photographs of the Civil Rights Movement, 1956-1968.
The Shade was a gift from the French Government to the Robert W. Woodruff Arts Center, formerly the Atlanta Art Association on October 5, 1968. The sculpture entitled The Shade was given in memory of the 122 Atlanta Art Association Members who lost their lives in a plane crash at Orly Field Paris on June 3, 1962.
High Museum Observation Report:
· Your favorite work of art? Why?
The Veiled Rebekah, 1864 by Giovanni Maria Benzoni (Italian, 1809-1873) This work of art was amazing. Although this sculpture is made of white marble, the veil that covers her face seems to be so sheer and real. This sculpture depicts the moment in the Book of Genesis when Rebekah met her future husband, Isaac. Out of modesty. Rebekah "took her veil and covered herself."
· Name a work of art that you like but would not take home. Why?
New Figuration, 1985 Tony Cragg (British, born 1949)
This particular work of art contained everything from plastic lighters to broken pieces of plastic. This brightly assembly of colored plastic objects certainly depicts a figure in silhouette. The way it is displayed on the wall makes it appear as though it is in flight. Amazing!
· Name a work that taught you something that you did not know. What?
Port of London, Night, 1894 Maximilien Luce
This painting was created by using a technique called pointillism. Pointillism is a method in which a creation is made by applying a series of small dots or points of color.
· Name a work of art that felt sad to you. Why did it make you feel sad?
Results of Poor Housing, ca. 1941-1943 Oil on board. Hale Woodruff (American, 1900-1980)
Hale Woodruff made two paintings to express his support for the work of James H. Therrell, the first Director of Public Housing for the city of Atlanta. This particular work of art made me feel sad because of the lifestyles of so many people we say on our trip to the Museum. There were homeless people lying on the sides of the streets and under bridges. The sadness certainly hit home when we say a woman and a man digging for food in the garbage cans. Real life….tremendously sad!
· Name a work of art that identifies a historic moment in time. Why?
Martin Luther King Jr., Arrested Montgomery, Alabama, 1958
While trying to enter a Montgomery courtroom, MLK Jr. was arrested for loitering. Charles Moore’s photograph aroused outrage and support.
Additional works:
Mississippi Burning photographs
Anniston Bus Burning
All of the above are actual incidents that provoked a change in history.
· Name a work of art that reminded you of something or someone in your life? Who?
Portrait of Anne, 1915 Oil on canvas by George Bellows (American 1882-1925)
This work of art reminded me a little girl that goes to our church named Alex. She is very prim and proper just like the little girl portrayed in the painting.
· Name a work of art that shocked you. Why?
She Mistook Kindness for Weakness (SMKFW), 1986 Oil and modeling past on velvet Julian Schnabel (American, born 1951
This work of art was amazing and shocking. It was shocking because when you turn the corner it just looks like a big mess, something that has paint splashed upon it. But, when you really study it, figures form right in front of your eyes.
· Briefly compare the folk art gallery, and the contemporary gallery with the rest of the museum.
Folk art gallery displayed a wide assortment of the use of “common” objects. A wide range of objects reflected the craft traditions and traditional social values of various social groups. The art within the contemporary art gallery focused on things that were more abstract. The items were simple in form and were very colorful. Some consisted of just straight lines, where other works were mangled and had no form. The remainder of the art museum was very poise and precise, focusing of sculptures and paintings.
· What was your favorite gallery and why?
The American Gallery was a favorite. This presented a lifeline through history, and it is important to see where we have come from. However, all the exhibits were fascinating in their own way, some were very simple, and others very elaborate.
· Describe the part of you High Museum experience that was the most meaningful to you.
I enjoyed the entire museum. However, the most meaningful would have to be the three captivating exhibits entitled COURAGE: the Vision to End Segregation, the Guts to Fight for it, Seeking Justice: The Leo Frank Case Revisited and Road to Freedom: Photographs of the Civil Rights Movement, 1956-1968.
Educational Art Websites
A Lifetime of Color
http://www.alifetimeofcolor.com/
Architecture for Kids
http://www.loggia.com/designarts/architecture/kids.html
Artist Biographies
http://www.comic-art.com/biograph.htm
Artists Teaching and Learning Resources
http://www.free.ed.gov/subjects.cfm?subject_id=208&toplvl=1
Artist's Websites
http://www.watercolorpainting.com/links-artists.htm
Artsedge
http://artsedge.kennedy-center.org/artsedge.html
Biographies of Famous Artists
http://www.factmonster.com/ipka/A0882839.html
CGFA-A Virtual Art Museum
http://cgfa.sunsite.dk/
Crayola Educators
http://www.crayola.com/educators/index.cfm
Exploratorium: Ten Cool Sites for Art
http://apps.exploratorium.edu/10cool/index.php?cmd=browse&category=2
Famous Artists, Famous Artists Biographies
http://www.allfamousartists.com/
Global Gallery-Artist Biographies
http://www.globalgallery.com/artist.bio.index1.php
Incredible Art Department
http://www.princetonol.com/groups/iad/
KidsArt Education
http://www.kidsart.com/
Smithsonian American Art Museum
http://americanart.si.edu/index3.cfm
Smithsonian Education
http://www.smithsonianeducation.org/educators/index.html
The Art Room
http://www.arts.ufl.edu/art/rt_room/index.html
http://www.alifetimeofcolor.com/
Architecture for Kids
http://www.loggia.com/designarts/architecture/kids.html
Artist Biographies
http://www.comic-art.com/biograph.htm
Artists Teaching and Learning Resources
http://www.free.ed.gov/subjects.cfm?subject_id=208&toplvl=1
Artist's Websites
http://www.watercolorpainting.com/links-artists.htm
Artsedge
http://artsedge.kennedy-center.org/artsedge.html
Biographies of Famous Artists
http://www.factmonster.com/ipka/A0882839.html
CGFA-A Virtual Art Museum
http://cgfa.sunsite.dk/
Crayola Educators
http://www.crayola.com/educators/index.cfm
Exploratorium: Ten Cool Sites for Art
http://apps.exploratorium.edu/10cool/index.php?cmd=browse&category=2
Famous Artists, Famous Artists Biographies
http://www.allfamousartists.com/
Global Gallery-Artist Biographies
http://www.globalgallery.com/artist.bio.index1.php
Incredible Art Department
http://www.princetonol.com/groups/iad/
KidsArt Education
http://www.kidsart.com/
Smithsonian American Art Museum
http://americanart.si.edu/index3.cfm
Smithsonian Education
http://www.smithsonianeducation.org/educators/index.html
The Art Room
http://www.arts.ufl.edu/art/rt_room/index.html
Right Brain - Left Brain
Left brain dominant individuals are more orderly, literal, articulate, and to the point. They are good at understanding directions and anything that is explicit and logical. They can have trouble comprehending emotions and abstract concepts; they can feel lost when things are not clear, doubting anything that is not stated and proven.
Right brain dominant individuals are more visual and intuitive. They are better at summarizing multiple points, picking up on what's not said, visualizing things, and making things up. They can lack attention to detail, directness, organization, and the ability to explain their ideas verbally, leaving them unable to communicate effectively.
Right Brain vs. Left BrainDefinitionThis theory of the structure and functions of the mind suggests that the two different sides of the brain control two different "modes" of thinking. It also suggests that each of us prefers one mode over the other.
http://www.funderstanding.com/right_left_brain.cfm
You are more right-brained than left-brained. The right side of your brain controls the left side of your body. In addition to being known as right-brained, you are also known as a creative thinker who uses feeling and intuition to gather information. You retain this information through the use of images and patterns. You are able to visualize the "whole" picture first, and then work backwards to put the pieces together to create the "whole" picture. Your thought process can appear quite illogical and meandering. The problem-solving techniques that you use involve free association, which is often very innovative and creative. The routes taken to arrive at your conclusions are completely opposite to what a left-brained person would be accustomed. You probably find it easy to express yourself using art, dance, or music. Some occupations usually held by a right-brained person are forest ranger, athlete, beautician, actor/actress, craftsman, and artist.
Right Brain vs Left Brain Creativity Test
The Art Institute of Vancouver
http://www.wherecreativitygoestoschool.com/vancouver/left_right/rb_test.htm
Right brain dominant individuals are more visual and intuitive. They are better at summarizing multiple points, picking up on what's not said, visualizing things, and making things up. They can lack attention to detail, directness, organization, and the ability to explain their ideas verbally, leaving them unable to communicate effectively.
Right Brain vs. Left BrainDefinitionThis theory of the structure and functions of the mind suggests that the two different sides of the brain control two different "modes" of thinking. It also suggests that each of us prefers one mode over the other.
http://www.funderstanding.com/right_left_brain.cfm
You are more right-brained than left-brained. The right side of your brain controls the left side of your body. In addition to being known as right-brained, you are also known as a creative thinker who uses feeling and intuition to gather information. You retain this information through the use of images and patterns. You are able to visualize the "whole" picture first, and then work backwards to put the pieces together to create the "whole" picture. Your thought process can appear quite illogical and meandering. The problem-solving techniques that you use involve free association, which is often very innovative and creative. The routes taken to arrive at your conclusions are completely opposite to what a left-brained person would be accustomed. You probably find it easy to express yourself using art, dance, or music. Some occupations usually held by a right-brained person are forest ranger, athlete, beautician, actor/actress, craftsman, and artist.
Right Brain vs Left Brain Creativity Test
The Art Institute of Vancouver
http://www.wherecreativitygoestoschool.com/vancouver/left_right/rb_test.htm
Best Places to Purchase Art Supplies
Hobby Lobby
http://www.hobbylobby.com/
Michaels, The Arts & Crafts Store
http://www.michaels.com/art/online/home
The School Boxhttp://www.schoolbox.com/
Homeroom Teacher
http://www.homeroomteacher.com/
Walmart
http://walmart.com
Teaching Supply Store
http://catalog.teachingsupplystore.com
The School Box
www.schoolbox.com
Oriental Trading
www.OrientalTrading.com
Dollar Tree
Garden Ridge
JoAnn’s Fabric & Craft Store
http://www.hobbylobby.com/
Michaels, The Arts & Crafts Store
http://www.michaels.com/art/online/home
The School Boxhttp://www.schoolbox.com/
Homeroom Teacher
http://www.homeroomteacher.com/
Walmart
http://walmart.com
Teaching Supply Store
http://catalog.teachingsupplystore.com
The School Box
www.schoolbox.com
Oriental Trading
www.OrientalTrading.com
Dollar Tree
Garden Ridge
JoAnn’s Fabric & Craft Store
Sunday, June 29, 2008
Chapter 27 Presentations
Printmaking with Found Objects
¢Colorful and successful prints can be made by very young children using objects such as
—Wood
—Spools
—Bottle caps
—Mailing tubes
—Corks
—Sponges
—Erasers
A science-correlated study of nature’s symmetry can use assorted vegetables that are cut in half or in pieces, painted, and printed
¢Okra
¢Cabbage
¢Mushrooms
¢Peppers
¢Carrots
The halved or quartered vegetables are painted on the cut side with colored tempera, or they are pressed on a tempera-coated, folded paper towel.
¢For best results, the vegetables must be fresh, crisp, and solid, and kept refrigerated between printmaking sessions.
¢The most popular vegetable for this project is the potato.
¢Exercise caution when using sharp tools. Use simple, bold breakup of space in the cutout or incised designs.
¢Suggested designs:
¢Cross-cuts
¢Wedges as in a pie
¢Assorted-size holes
¢Star
¢Asterisk
¢Sunburst
¢Spider’s web effects
Glue-Line Relief Prints
¢Smooth-surfaced cardboard
¢White glue
¢Water-soluble printing ink
¢Soft-rubber brayer or roller for inking
¢Inking surface – cookie sheet
¢Newspapers
¢Newsprint, tissue paper on which to print
Technical Suggestions
¢Preliminary drawing
¢Limit composition to one large motif
¢Trail glue over the drawn line
¢Glue must dry thoroughly overnight before inking
Collographs
¢Collography is a printmaking process in which materials are applied to a rigid substrate (such as cardboard or wood).
¢Tools Required
—Sheet of sturdy cardboard
—Chip-board
—Discarded scraps of illustration board
—Glue
—Scissors
—Assorted-weight papers (smooth or textured)
—The animal world is a favorite theme because it provides so many options for creating a strong, lively design
Styrofoam Prints
¢Trays on which meats, vegetables and fruits are sold
—Ask grocery store managers – donated trays
Cut off the rim
Preliminary drawing transformed to the foam, the design is incised by firmly going over it with a pen or pencil
Linoleum Prints
¢Recommended for upper elementary and middle school
¢Built in patterns
¢Preliminary drawing
¢Reverse sketch letters and numbers
Effective subject-matter themes for lino and foam prints are those that promise a strong light- and dark-value composition, with a variety of shapes, pattern and detail.
—Birds
—Jungle animals Insects
Proofing, Inking, and Printing
¢Proofs of the work-in-progress can be made (without inking) by placing paper over the design and, with the side of a black crayon, or oil pastel, rubbing over the paper with a steady and even pressure.
¢The result proof will reveal how the print design is progressing.
¢Provide inking stations
Aluminum-Foil Reliefs
¢Materials needed
—Heavy-duty aluminum foil
—Blunt-point pen
—Soft-rubber brayer or inking roller
—White glue
—Gold patina
—Masking tape
—Water-soluble printing ink
—Newspapers
Aluminum-Foil Reliefs
¢Attaching the Foil to the Plate
¢Incising to Bring out the Design
¢Inking into the Crevices
¢Cleaning but Leaving the Crevices
¢Colorful and successful prints can be made by very young children using objects such as
—Wood
—Spools
—Bottle caps
—Mailing tubes
—Corks
—Sponges
—Erasers
A science-correlated study of nature’s symmetry can use assorted vegetables that are cut in half or in pieces, painted, and printed
¢Okra
¢Cabbage
¢Mushrooms
¢Peppers
¢Carrots
The halved or quartered vegetables are painted on the cut side with colored tempera, or they are pressed on a tempera-coated, folded paper towel.
¢For best results, the vegetables must be fresh, crisp, and solid, and kept refrigerated between printmaking sessions.
¢The most popular vegetable for this project is the potato.
¢Exercise caution when using sharp tools. Use simple, bold breakup of space in the cutout or incised designs.
¢Suggested designs:
¢Cross-cuts
¢Wedges as in a pie
¢Assorted-size holes
¢Star
¢Asterisk
¢Sunburst
¢Spider’s web effects
Glue-Line Relief Prints
¢Smooth-surfaced cardboard
¢White glue
¢Water-soluble printing ink
¢Soft-rubber brayer or roller for inking
¢Inking surface – cookie sheet
¢Newspapers
¢Newsprint, tissue paper on which to print
Technical Suggestions
¢Preliminary drawing
¢Limit composition to one large motif
¢Trail glue over the drawn line
¢Glue must dry thoroughly overnight before inking
Collographs
¢Collography is a printmaking process in which materials are applied to a rigid substrate (such as cardboard or wood).
¢Tools Required
—Sheet of sturdy cardboard
—Chip-board
—Discarded scraps of illustration board
—Glue
—Scissors
—Assorted-weight papers (smooth or textured)
—The animal world is a favorite theme because it provides so many options for creating a strong, lively design
Styrofoam Prints
¢Trays on which meats, vegetables and fruits are sold
—Ask grocery store managers – donated trays
Cut off the rim
Preliminary drawing transformed to the foam, the design is incised by firmly going over it with a pen or pencil
Linoleum Prints
¢Recommended for upper elementary and middle school
¢Built in patterns
¢Preliminary drawing
¢Reverse sketch letters and numbers
Effective subject-matter themes for lino and foam prints are those that promise a strong light- and dark-value composition, with a variety of shapes, pattern and detail.
—Birds
—Jungle animals Insects
Proofing, Inking, and Printing
¢Proofs of the work-in-progress can be made (without inking) by placing paper over the design and, with the side of a black crayon, or oil pastel, rubbing over the paper with a steady and even pressure.
¢The result proof will reveal how the print design is progressing.
¢Provide inking stations
Aluminum-Foil Reliefs
¢Materials needed
—Heavy-duty aluminum foil
—Blunt-point pen
—Soft-rubber brayer or inking roller
—White glue
—Gold patina
—Masking tape
—Water-soluble printing ink
—Newspapers
Aluminum-Foil Reliefs
¢Attaching the Foil to the Plate
¢Incising to Bring out the Design
¢Inking into the Crevices
¢Cleaning but Leaving the Crevices
10 Creative Field Trips
Callaway Gardens
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. For groups of 15 or more adult $10.80 and children (6-12) $5.40 (children under 6 free)
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? A class can tour w/o a guide
5. Maximum number of students. Any number
6. Where will your students eat lunch? Students will eat lunch outside or on the bus if there is bad weather
7. Location? Pine Mountain, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:5 ratio
Atlanta Zoo
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. $8 per student and chaperone.
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? Can do a tour but it cost more, $12-16 per student or a self-guided tour is what is included in the $8 price.
5. Maximum number of students. Any number
6. Where will your students eat lunch? Picnic tables outdoors
7. Location? Atlanta, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:5 ratio
Fernbank Museum of Natural History
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. $11 per student, and $13 per chaperone
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? yes
5. Maximum number of students. Any number
6. Where will your students eat lunch? On the terrace or on the lawn in front of Museum
7. Location? Atlanta, GA
8. Recommended grade/age level. Best for 4th grade, but any K-5 can go
9. What is the chaperone student ratio required? 1:5 ratio
John Tanner State Park
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. Free
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? N/A
5. Maximum number of students. No Limit
6. Where will your students eat lunch? Under the pavilions at the picnic tables
7. Location? Carrollton, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:10 or 1:5 ratio
Carlton Farms
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone.$5 per student and chaperone
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? yes
5. Maximum number of students. Any number
6. Where will your students eat lunch? On the farm
7. Location? Rockmart, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:5 ratio
World of Coke
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. $9.00 per student and $15.00 chaperone
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? Self-guided tour
5. Maximum number of students. Any number
6. Where will your students eat lunch? Sack Lunch in Centennial Park
7. Location? Atlanta, GA
8. Recommended grade/age level. Any age
9. What is the chaperone student ratio required? 1:5 ratio
Georgia Aquarium
(404) 581-4433 or www.georgiaaquarium.org
1. Are field trips allowed? Yes
2. Cost per student. Cost per chaperone. $11 for Students. Free for chaperones
3. Bathrooms? Yes, there are bathrooms
4. Will a tour guide be provided? Can a class tour without a guide? A guide will be provided
5. Maximum number of students. 28
6. Where will your students eat lunch?
7. Location? Atlanta, GA
8. Recommended grade/age level. K-8
9. What is the chaperone student ratio required? 1 adult for every 5 students
All guided tours and activities are based on the Georgia Performance Standards for each grade. This would be a great opportunity to teach about the different species of fish; the effects of ocean pollution on sea creatures, etc.3
Cultural Arts Center
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. $4 per student and chaperone
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? N/A
5. Maximum number of students. Any number
6. Where will your students eat lunch? Would go back to the school since it is a local field trip.
7. Location? Carrollton, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:10 ratio
Center for Puppetry Arts (Create a puppet workshop)
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. $4 for students and free for chaperones
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? The workshop includes a leader explaining the steps to creating a
. Maximum number of students. 30
6. Where will your students eat lunch? On the bus or back at the school
7. Location? Atlanta, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:10
Atlanta Botanical Garden
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. Chaperones are free Students are $7
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? Group can tour with or without a tour guide
5. Maximum number of students. 50
6. Where will your students eat lunch? No outside food allowed on grounds. Students may eat on the bus or back at the school.
7. Location? Atlanta, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:8
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. For groups of 15 or more adult $10.80 and children (6-12) $5.40 (children under 6 free)
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? A class can tour w/o a guide
5. Maximum number of students. Any number
6. Where will your students eat lunch? Students will eat lunch outside or on the bus if there is bad weather
7. Location? Pine Mountain, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:5 ratio
Atlanta Zoo
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. $8 per student and chaperone.
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? Can do a tour but it cost more, $12-16 per student or a self-guided tour is what is included in the $8 price.
5. Maximum number of students. Any number
6. Where will your students eat lunch? Picnic tables outdoors
7. Location? Atlanta, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:5 ratio
Fernbank Museum of Natural History
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. $11 per student, and $13 per chaperone
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? yes
5. Maximum number of students. Any number
6. Where will your students eat lunch? On the terrace or on the lawn in front of Museum
7. Location? Atlanta, GA
8. Recommended grade/age level. Best for 4th grade, but any K-5 can go
9. What is the chaperone student ratio required? 1:5 ratio
John Tanner State Park
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. Free
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? N/A
5. Maximum number of students. No Limit
6. Where will your students eat lunch? Under the pavilions at the picnic tables
7. Location? Carrollton, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:10 or 1:5 ratio
Carlton Farms
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone.$5 per student and chaperone
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? yes
5. Maximum number of students. Any number
6. Where will your students eat lunch? On the farm
7. Location? Rockmart, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:5 ratio
World of Coke
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. $9.00 per student and $15.00 chaperone
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? Self-guided tour
5. Maximum number of students. Any number
6. Where will your students eat lunch? Sack Lunch in Centennial Park
7. Location? Atlanta, GA
8. Recommended grade/age level. Any age
9. What is the chaperone student ratio required? 1:5 ratio
Georgia Aquarium
(404) 581-4433 or www.georgiaaquarium.org
1. Are field trips allowed? Yes
2. Cost per student. Cost per chaperone. $11 for Students. Free for chaperones
3. Bathrooms? Yes, there are bathrooms
4. Will a tour guide be provided? Can a class tour without a guide? A guide will be provided
5. Maximum number of students. 28
6. Where will your students eat lunch?
7. Location? Atlanta, GA
8. Recommended grade/age level. K-8
9. What is the chaperone student ratio required? 1 adult for every 5 students
All guided tours and activities are based on the Georgia Performance Standards for each grade. This would be a great opportunity to teach about the different species of fish; the effects of ocean pollution on sea creatures, etc.3
Cultural Arts Center
1. Are field trips allowed there? yes
2. Cost per student. Cost per chaperone. $4 per student and chaperone
3. Bathrooms? yes
4. Will a tour guide be provided? Can class tour without a guide? N/A
5. Maximum number of students. Any number
6. Where will your students eat lunch? Would go back to the school since it is a local field trip.
7. Location? Carrollton, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:10 ratio
Center for Puppetry Arts (Create a puppet workshop)
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. $4 for students and free for chaperones
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? The workshop includes a leader explaining the steps to creating a
. Maximum number of students. 30
6. Where will your students eat lunch? On the bus or back at the school
7. Location? Atlanta, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:10
Atlanta Botanical Garden
1. Are field trips allowed there? Yes
2. Cost per student. Cost per chaperone. Chaperones are free Students are $7
3. Bathrooms? Yes
4. Will a tour guide be provided? Can class tour without a guide? Group can tour with or without a tour guide
5. Maximum number of students. 50
6. Where will your students eat lunch? No outside food allowed on grounds. Students may eat on the bus or back at the school.
7. Location? Atlanta, GA
8. Recommended grade/age level. K-5
9. What is the chaperone student ratio required? 1:8
Artists for the Classroom
Michelangelo- I would use Michelangelo to teach my students about his paintings, sculptors as well as architecture. I would focus on the Sistine Chapel and David. I would also discuss life in Rome during this time.
http://www.socialstudiesforkids.com/subjects/michelangelo.htm
Leonardo Da Vinci- Da Vinci was a sculptor, a scientist, an inventor, an architect, a musician, and a mathematician. When he was twenty, he helped his teacher finish a painting called The Baptism of Christ. When he was thirty, he moved to Milan. That is where he painted most of his pictures. Da Vinci's paintings were done in the Realist style. Areas of interest would be the famous Mona Lisa as well as his many inventions!
http://www.surfnetkids.com/davinci.htm
Vincent Van Gogh- He worked at many jobs, such as at an art gallery, a school, a bookstore, as a preacher, and at lastly, he became an artist. He didn't have a very happy life. He painted sad paintings with poor people in them. His paintings were always very dark until he saw some colorful Japanese paintings. Then Van Gogh started painting happier paintings. I would also tell about his struggles in his life.
http://www.geocities.com/ljacoby_2000/vangogh.html
http://www.vangoghgallery.com/misc/bio.html
Pablo Picasso- Picasso’s work is often categorized into periods. While the names of many of his later periods are debated, the most commonly accepted periods in his work are the Blue Period (1901–1904), the Rose Period (1905–1907), the African-influenced Period (1908–1909), Analytic Cubism (1909–1912), and Synthetic Cubism (1912–1919). Because much of his work consisted of multiple styles, Picasso became very famous. He used great lines and color in his paintings.
http://www.surfnetkids.com/picasso.htm
Claude Monet- Claude Oscar Monet (November 14, 1840 – December 5, 1926) was a founder of French impressionist painting, and the most consistent and prolific practitioner of the movement's philosophy of expressing one's perceptions before nature, especially as applied to plein-air landscape painting . The term Impressionism is derived from the title of his painting Impression, Sunrise
http://www.socialstudiesforkids.com/subjects/michelangelo.htm
Leonardo Da Vinci- Da Vinci was a sculptor, a scientist, an inventor, an architect, a musician, and a mathematician. When he was twenty, he helped his teacher finish a painting called The Baptism of Christ. When he was thirty, he moved to Milan. That is where he painted most of his pictures. Da Vinci's paintings were done in the Realist style. Areas of interest would be the famous Mona Lisa as well as his many inventions!
http://www.surfnetkids.com/davinci.htm
Vincent Van Gogh- He worked at many jobs, such as at an art gallery, a school, a bookstore, as a preacher, and at lastly, he became an artist. He didn't have a very happy life. He painted sad paintings with poor people in them. His paintings were always very dark until he saw some colorful Japanese paintings. Then Van Gogh started painting happier paintings. I would also tell about his struggles in his life.
http://www.geocities.com/ljacoby_2000/vangogh.html
http://www.vangoghgallery.com/misc/bio.html
Pablo Picasso- Picasso’s work is often categorized into periods. While the names of many of his later periods are debated, the most commonly accepted periods in his work are the Blue Period (1901–1904), the Rose Period (1905–1907), the African-influenced Period (1908–1909), Analytic Cubism (1909–1912), and Synthetic Cubism (1912–1919). Because much of his work consisted of multiple styles, Picasso became very famous. He used great lines and color in his paintings.
http://www.surfnetkids.com/picasso.htm
Claude Monet- Claude Oscar Monet (November 14, 1840 – December 5, 1926) was a founder of French impressionist painting, and the most consistent and prolific practitioner of the movement's philosophy of expressing one's perceptions before nature, especially as applied to plein-air landscape painting . The term Impressionism is derived from the title of his painting Impression, Sunrise
Saturday, June 28, 2008
Team Teaching
Valarie Davis, Tanish Springer, Kimberly Schwab
ART 3000
Title of Lesson: Building a Stratovolcano
Grade Level: 5th
Class Time: 20 minutes
Concepts: Artistic skills and knowledge: creating, performing, and producing
Objectives:
1. The student will demonstrate proper care and safe use of art materials and tools.
2. The student will create a work of art than imitates nature.
3. The student will follow step-by-step instructions in order to build their own volcano.
Motivation: The students will get to work in groups to build their own volcanoes.
Vocabulary:
Stratovolcano: A volcano composed of alternating layers of lava and ash.
Moderate: Kept or keeping within reasonable or proper limits; not extreme, excessive, or intense.
Steep: Having an almost vertical slope or pitch, or a relatively high gradient, as a hill, an ascent, stairs, etc.Slope: To direct at a slant or inclination; incline from the horizontal or vertical.
Lava: The molten, fluid rock that issues from a volcano or volcanic vent.
Vent: An opening at the earth's surface from which volcanic material, as lava, steam, or gas, is emitted.
Ash: Also called volcanic ash. Geology: finely pulverized lava thrown out by a volcano in eruption.
Instructional strategies: Students will be given step-by-step instructions on how to build their own volcano. The students will be broken up into 5 groups and given the supplies to build their own volcano.
Modification: Picture instructions as well as written instructions will be given for the students who do not read well.
Assessment: The individual groups will be graded upon their ability to follow instructions and build their own volcano.
Materials/supplies:
a piece cardboard roughly 9 x 12 inches
small vial (film containers work well)
tape
newspaper
aluminum foil
spray paint
spray glue (optional)
sand or ash (optional)
Resources: http://volcano.und.nodak.edu/vwdocs/volc_models/models.html
Closing Statement: Now that you can see that with a few supplies and instructions you can build a stratovolcano what other land forms could you use this technique to build?
Possible answers:
Mountains
Mesa’s
Large land masses
Team Teaching Lesson
Our Team consisted of three members: Kim Schwab, Tanish Springer, and Myself. Our goal was to integrate a sciences lesson and an art lesson. We did so by teaching a lesson about a stratovolcano and the different parts of the volcano itself. After the lesson was completed, in groups of 5, our class made their own volcano by using newspaper, small medicine bottle, tape, vinegar, detergent, and baking soda. The volcano erupted. This was a very fun lesson. Chapter 27 Test Questions: Printmaking
Chapter 27: PrintMaking
1. Printmaking can be achieved by using the following objects:
a. Corks
b. Sponges
c. Tubes
d. All of the above
2. For best results, vegetables must be fresh, crisp and solid, and kept in the refrigerator between printmaking sessions.
a. True
b. False
3. What is the most popular vegetable for printmaking?
a. Cabbage
b. Carrot
c. Potato
d. Bean
4. Is it necessary to have preliminary drawings before printmaking projects such as glue-relief prints, collographs, and Styrofoam prints?
a. Yes
b. No
5. What are the most effective subject matter themes for linoleum prints?
a. Insects
b. Birds
c. Jungle animals
d. All of the above
6. What is the most important aspect when lettering your prints?
a. Draw neatly
b. Reverse the letters
c. None of the above
7. Can proofs of the work-in-progress be made without inking?
a. No
b. Yes
8. Why is it necessary to provide inking stations?
a. Keep area clean
b. Centralized location
c. Both A and B
1. Printmaking can be achieved by using the following objects:
a. Corks
b. Sponges
c. Tubes
d. All of the above
2. For best results, vegetables must be fresh, crisp and solid, and kept in the refrigerator between printmaking sessions.
a. True
b. False
3. What is the most popular vegetable for printmaking?
a. Cabbage
b. Carrot
c. Potato
d. Bean
4. Is it necessary to have preliminary drawings before printmaking projects such as glue-relief prints, collographs, and Styrofoam prints?
a. Yes
b. No
5. What are the most effective subject matter themes for linoleum prints?
a. Insects
b. Birds
c. Jungle animals
d. All of the above
6. What is the most important aspect when lettering your prints?
a. Draw neatly
b. Reverse the letters
c. None of the above
7. Can proofs of the work-in-progress be made without inking?
a. No
b. Yes
8. Why is it necessary to provide inking stations?
a. Keep area clean
b. Centralized location
c. Both A and B
20 Lesson Plans
1. Beginning of the Year/ Have my students do an ABC book about themselves at the beginning of the year. This way they can all get to know each other.
2. Science/ Volcano lesson: Have the students get newspaper, cardboard, aluminum foil, and a small medicine bottle and make an erupting volcano. Using vinegar, baking soda and detergent helps allow the volcano to be active.
3. Reading/ Read the book entitled The Very Hungary Caterpillar to the students and ask them to create their favorite animal from the story out of tissue paper or construction paper and present it to the class.
4. Math/ Caterpillar Counting: Have the students construct a pattern using the following shapes: squares, circles, or triangles. Draw a specific number of dots on the body parts of the caterpillar, which will help them count by tens or etc.
5. Science/ The Water Cycle: Have the students draw out the water cycle allows them to actually see how the water cycle takes place. Conduct an evaporation experiment where the students can chart the water evaporating by using a gauged cylinder.
6. Math/ Solving Story Problems: Using the concepts of color, students will use representations to model addition and subtraction.
7. Reading/ Monsters Love Adjectives: As the book Go Away, Big Green Monster! is read to the students they will identify the adjectives by playing the game entitled “Thumbs Up”, raising their thumbs every time they hear an adjective.
8. Self-Portrait Collage: Have the student make a mixed collage self portrait and write a poem using decorative letters.
9. Social Studies/ Mixed Media Landscape: The students can make a cityscape, seascape, or landscape using crayons, oil pastels, watercolors, and tempera paint (any combination or all can be included in their artwork. Must use more than one method).
10. Social Studies/ Diorama: Allow the students to choose a topic they are interested in (as it relates to science, social studies or literature) and present it in a shoebox using 2-dimensional and 3-dimensional elements. Make sure to cover the shoebox entirely.
11. Social Studies, Reading/ Paper Mache: Using a specified theme, have the students create a Paper Mache mask related to the topic of discussion.
12. Science/ Painting Techniques: Create a painting of your own using any type of technique, but NOT a paint brush.
13. Literature/ Read information pertaining to Pablo Picasso. Incorporate his artwork into their own by making a sculpture from pantyhose and close hangers.
14. Literature/ Find appropriate children’s websites pertaining to artists studied in the class and have the students research them and compile the information into a presentation.
15. Take a field trip to the local Museum. Study and observe the contents as well as the local history. As an extension, have the students replicate something they found to be interesting on the field trip.
16. Contact the local museum and request an exhibit for your classroom to display their personal artwork. Set aside a special parents night and invite everyone to attend the exhibit.
17. Colors: Teach the students the concepts of primary, secondary, and intermediate colors by using oil pastels or tempera paint. This concept can be achieved by allowing the students to mix the colors and review the end product.
18. Puppets: Have the students create hand-made puppets and devise a skit and present it to the class.
19. Teach the students about recycling by allowing them to create artwork using only materials that they have recycled.
20. Conduct a field trip to the High Museum of Art and teach them about true art. Contact your local chamber of commerce and inquire if your town has any local artists. If so, invite them to your classroom for the day.
2. Science/ Volcano lesson: Have the students get newspaper, cardboard, aluminum foil, and a small medicine bottle and make an erupting volcano. Using vinegar, baking soda and detergent helps allow the volcano to be active.
3. Reading/ Read the book entitled The Very Hungary Caterpillar to the students and ask them to create their favorite animal from the story out of tissue paper or construction paper and present it to the class.
4. Math/ Caterpillar Counting: Have the students construct a pattern using the following shapes: squares, circles, or triangles. Draw a specific number of dots on the body parts of the caterpillar, which will help them count by tens or etc.
5. Science/ The Water Cycle: Have the students draw out the water cycle allows them to actually see how the water cycle takes place. Conduct an evaporation experiment where the students can chart the water evaporating by using a gauged cylinder.
6. Math/ Solving Story Problems: Using the concepts of color, students will use representations to model addition and subtraction.
7. Reading/ Monsters Love Adjectives: As the book Go Away, Big Green Monster! is read to the students they will identify the adjectives by playing the game entitled “Thumbs Up”, raising their thumbs every time they hear an adjective.
8. Self-Portrait Collage: Have the student make a mixed collage self portrait and write a poem using decorative letters.
9. Social Studies/ Mixed Media Landscape: The students can make a cityscape, seascape, or landscape using crayons, oil pastels, watercolors, and tempera paint (any combination or all can be included in their artwork. Must use more than one method).
10. Social Studies/ Diorama: Allow the students to choose a topic they are interested in (as it relates to science, social studies or literature) and present it in a shoebox using 2-dimensional and 3-dimensional elements. Make sure to cover the shoebox entirely.
11. Social Studies, Reading/ Paper Mache: Using a specified theme, have the students create a Paper Mache mask related to the topic of discussion.
12. Science/ Painting Techniques: Create a painting of your own using any type of technique, but NOT a paint brush.
13. Literature/ Read information pertaining to Pablo Picasso. Incorporate his artwork into their own by making a sculpture from pantyhose and close hangers.
14. Literature/ Find appropriate children’s websites pertaining to artists studied in the class and have the students research them and compile the information into a presentation.
15. Take a field trip to the local Museum. Study and observe the contents as well as the local history. As an extension, have the students replicate something they found to be interesting on the field trip.
16. Contact the local museum and request an exhibit for your classroom to display their personal artwork. Set aside a special parents night and invite everyone to attend the exhibit.
17. Colors: Teach the students the concepts of primary, secondary, and intermediate colors by using oil pastels or tempera paint. This concept can be achieved by allowing the students to mix the colors and review the end product.
18. Puppets: Have the students create hand-made puppets and devise a skit and present it to the class.
19. Teach the students about recycling by allowing them to create artwork using only materials that they have recycled.
20. Conduct a field trip to the High Museum of Art and teach them about true art. Contact your local chamber of commerce and inquire if your town has any local artists. If so, invite them to your classroom for the day.
Painting Technique without using a Brush
I used a paper towel as my painting technique to create this nature scene.
Mixed Media Cityscape
This is an outline of the city of Atlanta. I used crayons, watercolors and oil pastels to create this project.
Imaginative Art Game
I created a Memory Match game using an old deck of cards and pictures of artists and some of their most popular paintings. This is just like the regular memory match game, the object is the same.Teach for Success Diorama
This is a diorama I created from my husband's shoebox. Using the classroom as the theme, I incorporated 2-dimensional and 3-dimensional elements throughout the scene. this was a very fun project.Sculptures
Above are two sculptures that I created by using a wooden block, knee high stockings, and wire hangers. This project was inspired by our study of Picasso.Wednesday, June 11, 2008
Philosophy of Arts in Education
The arts are essential to every child's education. It is important that each child have a certain amount of exposure to the necessary forms of art education. This concept will enhance their knowledge as well as their creativity and self-confidence. Thus, giving each child a feeling of self-worth.
~Valarie
~Valarie
Philosophy of Education
Children enter the school system with a wide variety of life experiences as well as a very diverse set of abilities. Within the years to come, the children will obtain a vast amount of information. Whether it be from their peers or the teacher, it is extremely important that instruction occur at the appropriate levels. It is the duty of the teacher to provide the necessary means of instruction that will allow each individual child to obtain their maximum potential and be a successful learner.
~Valarie
~Valarie
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