Lowell Elementary ART! Navajo Rugs, Totem Poles, and Collars for Native American Week

Performance-Based Objectives:

·       Students will choose one animal and draw it using stylization.  

·       Students will work with others at their table in order to create a totem pole.

·       Students will choose an animal that symbolizes their family or personality.

Performance-Based Assessment Strategies:

Vocabulary:

Totem Pole – A carved tree used by Native Americans to tell a story.

Stylize – To alter natural shapes, forms, colors, or textures in order to make a representation in a preset style or manner.

Positive Space – An actual object that is drawn.

Negative Space – The area around an object that is drawn.

Lowell Elementary ART! Community

Unit Title: Community

Enduring Ideas: Family, Culture, Community

Rationale: It is important to make connections between visual arts and other disciplines. Art helps you express yourself in a way that very intimate and vulnerable. Art making is a powerful vehicle to address social justice and a way to sensitively explore a social justice issue through an art medium. 

Key Concepts about the Enduring Idea: How to reflect on one’s own family, community, culture!

Key Concepts about Art/Visual Culture: How can art and visual culture affect people’s actions/perspective towards community

Unit Objectives: Students will develop understanding of a community through making a community tree, community map, and community documentary.

National, State, or Local Standards: 

1) Making connections between visual arts and other disciplines Students a. compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context b. describe ways in which the principles and subject matter of other disciplines taught in the school! are interrelated with the visual arts

2) Reflecting upon and assessing the characteristics and merits of their work and the work of others Students a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

3) Understanding and applying media, techniques, and processes Students a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks b. conceive and *create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use 

4) Choosing and evaluating a range of subject matter, symbols, and ideas Students a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in! daily life

Assessment

Evidence: Project based

Levels and Criteria:

   Exemplary: The artwork clearly depicts a specific community. The

 artwork has a clear idea and you can tell time was spent on the details. The artist used elements of art and principles of design effectively. 

   Essential: The artwork has many elements of a community. The artwork has some ideas and some time was spent on details. The artist is using some elements of art and principles of design effectively. 

   Partial: The artwork has a few elements of a community. The artwork has some thought but it feels rushed. The artist is beginning to use elements of art and principles of design.

Goals / Objectives:

The student will produce an original community incorporating two each of both art principles and elements.
 The student will identify his/her general intent and expressive qualities in his/her work.
 The student will incorporate history skills as he/she orally expresses his/her ideas based on his/her own knowledge and experience of community.
 The student will associate concrete ideas with appropriate vocabulary.

Lesson Description: Art Elements and Art Principles of Art Design: line, space, balance, unity

Vocabulary Terms: 

 Line – a dot that moves out into space.

 Space – positive space is the actual object, while negative space is the space surrounding it
 Balance – symmetry (symmetrical, asymmetrical or radial)
 Unity - all the parts work together to make the whole
 Symbol – an item used to represent something else
 Horizon – where the sky meets the earth
 Family – a group of people who are related in some way, such as your descendants or those you live with as a unit
 Culture – beliefs and customs shared by a particular group of people
 Express – share your thoughts out loud
 Personal – unique to you  

Materials Needed: Pencils, erasers, 12X18 80 pound paper, watercolor sets, brushes, clean water, black markers

Lowell Elementary ART! Arbitrary Color Animals

Collage/painting

Grade Level: 1st and 2nd

National, State, or Local Standards: 

1) Making connections between visual arts and other disciplines Students a. compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context b. describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

2) Reflecting upon and assessing the characteristics and merits of their work and the work of others Students a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art 

3) Understanding and applying media, techniques, and processes Students a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks b. conceive and *create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

4) Choosing and evaluating a range of subject matter, symbols, and ideas Students a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture b. apply subjects, symbols, and ideas in their artworks and use the s"kills gained to solve problems in daily life

Objectives: Students will • Gain appreciation for the work of Eric Carle-see book illustration as a career • Speculate about a work of art, what materials, techniques and skills were used-

Study Carle's work to determine how he did it. • Explore various water color techniques • Create a variety textural effects • Design and create a composition using the techniques of Eric Carle -

demonstrate cutting and gluing skills

Resources: Official Eric Carle Web site The Artist Who Painted a Blue Horse by Eric Carle

Materials: 18X12 80 pound paper. 18X12 50 pound paper, crayons, texture plates, the book The Artist Who Painted A Blue Horse, slideshow of pages, watercolor, paper towel, brushes size 6 or 8, water containers

Assessment:

1. Did students analyze the work of Eric Carle? Were they able to see how the works were made?"

2. Did students create a variety of textured papers using various methods presented?"

3. Were students able to create a collage showing contrast, unity and rhythm?" 4. Did students exhibit skills and craftsmanship in executing their collage?

Lowell Elementary ART! Lowell Students are Thankful

Around Thanksgiving the students create a quilt square with drawings of the things that they are thankful for.  They use rulers to make a border around the outside, and they use pencils and markers to create the images.  In the end an entire classroom can display their squares together to form a large Thanksgiving Quilt.
Grade:  All grades Time:  one 45 min classes Materials: 9"x9" pencils rulers Sharpie markers colored markers/crayons	Learning Objectives: To introduce students to the artwork of Faith Ringgold, famous quilt artist. To have students draw from imagination, things that they are thankful for. To have students work as a class to create a collaborative project.

Lowell Elementary ART! First Graders grow Mustaches!

Grade: 1st

Grade Level Expectations (GLEs):
Select and apply media techniques and processes to communicate ideas and solve challenging visual art problems.

National, State, or Local Standards:
1) Understanding and applying media, techniques, and processes
Students a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks b. conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
2) Choosing and evaluating a range of subject matter, symbols, and ideas
Students a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
3) Reflecting upon and assessing the characteristics and merits of their work and the work of others Students a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art d. discuss the nature of art, personal and group responses to artworks

Objectives:

1. The purpose of this lesson is to enhance the students' creative and motor skill
   development and visual/auditory perception to create a unique/one-of a kind
   piece of art.
2. Students will work individually to plan and draw a portrait of Dalí choosing one
   expression.
3. Students will cooperatively develop a portrait that shows a certain expression
4. Students will learn how to express different emotions through drawing of those
   
   expressions/emotions   
5. Students will create a symmetrical mustache                                                                         
   
   
   

   Materials:

   Black construction paper, sketching paper, black/brown pipe cleaner, 12X9 50 pound paper, black crayon/oil pastel, scissors, colored construction paper, stapler
6. Assessment:
7. 1. Did students analyze different emotions/expressions? Do they understand
      who Salvador Dalí is?
   2. Did students create a portrait using craypas and various methods
      presented?
   3. Were students able to create a portrait using symmetry in the mustache?
   4. Did students exhibit skills and craftsmanship in executing their portrait? 
   5. Did students understand and create a symmetrical mustache?

Melissa DeMaagd-Bia 

 Portfolio 

Ceramics 

 Table of Contents

 Artist Statement

 Bowls (spheres, coils)

 Correspondence Bowls

 Scar Series II

 Fragility Bowls II

 Fragility Bowls III

 Slab Bowls and Plates

Artist Statement 

Memory and personal experience influence this work. Exploring the notion of leaving marks and a reference to personal experience are evident. This work aims to convey emotions of healing and scars, to explore fragility, imperfections, and continuity. The medium of clay is elastic, flexible, malleable and free. It is fragile and imperfect. The surface of clay responds to touch. Art lets you see the world in a new way, it asks you to pay attention. Creativity is not a noun, or even a verb. It is a place, a space, a gathering, a union. For many people chaos is something to be avoided but as artists we seek it in order to turn it into something beautiful, sustainable, and lasting. Clay has a durability after it survives firing, from a soft to a permanent quality, there is a resiliency in in character. Art helps express emotions and can be an outlet for healing. There is something so intimate and vulnerable about art making and mark leaving. Just as clay is forgiving, it is also reclaimable, it has a redeeming quality. As a teacher, I want to help students express their emotions through art and creating. I hope that art can be healing for all of us. 

Bowls (spheres, coils) 

Media: Ceramic, glaze, fabric 

These bowls are an exploration of spheres and coils and combining the two techniques. I experimented with different glazes. These explore continuity, the bringing together of things, in life can never be perfectly attained. There are pieces missing and these imperfections give character to these pieces. 

Glaze: DCB 9 Cone 10, Dolomite 12.0, Colmanite 12.0, Whiting 5.6, Sopaspar 32.0, Ballclay 14.4, Silica 24.0--100.0, Rutile 5% SCPG 5 Cone 9, Dolomite 9.6, Colemanite 6.1, Whiting 9.8, Cornwall stone 45.2, Kaolin 19.7, Silica 9.6, Copper Carbonate 3% SCPG 9 Cone 9, Dolomite 9.6, Colemanite 6.1, Whiting 9.8, Cornwall stone 45.2, Kaolin 19.7, Silica 9.6, Rutile 5% Bjorn’s Robins Egg Blue Cone 6 

Correspondence Bowls 

Media: Ceramic, glaze These bowls have letters that were written to me inscribed on them. By writing them into clay there is a permanent quality to the words. When I was inscribing the words into the bowls they were very fragile and even fell apart. Now they have survived firing and intense heat and are very durable. They are very personal and intimate. By writing them out, I could reflect and process the words. 

Glaze: Mung Cone 10 

Scar Series II 

Media: Ceramic, glaze, gauze 

My scar pieces are evidence of chaos and healing. They seek out the beauty in the chaos. Many of us have been sexually abused in our growing up years. These scar pieces are an exploration of how we see our own imperfections and our reaction to them. These scar pieces were inspired by the damage but also the healing process. The scars left by abuse are not just physical but emotional as well. Scars show healing and resiliency. They also show survival and strength. 

Glaze: DCB 9 Cone 10, Dolomite 12.0, Colmanite 12.0, Whiting 5.6, Sopaspar 32.0, Ballclay 14.4, Silica 24.0--100.0, Rutile 5% SCPG 5 Cone 9, Dolomite 9.6, Colemanite 6.1, Whiting 9.8, Cornwall stone 45.2, Kaolin 19.7, Silica 9.6, Copper Carbonate 3% SCPG 9 Cone 9, Dolomite 9.6, Colemanite 6.1, Whiting 9.8, Cornwall stone 45.2, Kaolin 19.7, Silica 9.6, Rutile 5% Fragility Bowls II 

Fragility Bowls II 

Media: Ceramic, glaze The bowl series is about fragility and imperfections. The folds and thin walls at the top of the bowls reference female forms. The drips and pooling of the glaze suggests imperfections. My focus and research have included the misrepresentation of women in galleries. Glaze: DCB9, Cone 10, Dolomite 12.0, Colmanite 12.0, Whiting 5.6, Sopaspar 32.0, Ballclay 14.4, Silica 24.0--100.0, Rutile 5% 

Fragility Bowls III Media: Ceramic, glaze The bowl series is about fragility and imperfections. The folds and thin walls at the top of the bowls reference female forms. The drips and pooling of the glaze suggests imperfections. My focus and research have included the misrepresentation of women in galleries. 

Glaze: Tomoku Black, exact recipe unknown 

Slab Bowls and Plates 

Media: Ceramic, glaze This work is about the coming together of things. The rips and folds resemble scars and wounds. The green represents growth and healing. There is a certain fragility in these pieces and movement within these pieces. The glaze runs and moves. There is beauty in the raw clay next to the glaze. Glaze: Warm Jade Cone 6

Classroom Management

1) Plan curriculum ahead of time-over the summer I plan to do a lot of long-term planning. 2) Post rules and give consequences. 3) Enforce consequences for behavior-be consistent. 4) Go over expectations for students and their artwork. 5) Establish a routine. 6) Organize classroom in an understandable and user-friendly way. 7) Label everything in the classroom that students can or cannot use or have access to. 8) Post a sign saying Artists... -are good listeners -follow directions -use time wisely and complete their work -make creative choices that make their work unique -learn techniques and skills -work with the elements of art and principles of design I plan to create an effective classroom management plan by a simple set of rules and consequences that are printed and displayed in the art room. Van Gogh rarely used more than six colors on his palate. Like Van Gogh’s simple color palette my management plan does not need to be elaborate or complex. I have only the power to influence behavior by creating a classroom that my students want to be a part of and then strictly hold them accountable. I want my classroom management plan to be a contract made between my students and I that promises I will protect their right to learn and enjoy school. Once the plan is established by my students and myself by writing it together, and presenting it in class, we are bound by the contract. I need to follow it every minute of every day without exception. If I do not follow it, I am breaking my word and my students’ trust. The classroom management plan has two purposes-to state the rules of the classroom and to state exactly what will happen if those rules are broken. I do not want to include a system of rewards and incentives, because if I want really focus on behavior then I will only focus on the rules and consequences. The rewards and incentives in a short term solution that may get me through the day but it won’t actually change the behavior of my students. ! I will follow the plan of the following rules that cover every behavior that could interfere with learning and the enjoyment of the class and the consequences-if consistent will teach valuable life lessons. Rules: 1. Listen and follow directions. 2. Raise your hand before speaking or leaving your seat. 3. Keep your hands and feet to yourself. 4. Respect your classmates and your teacher. Consequences: 1st time a rule is broken: Warning-They choose a 1 or 2, 1 is they will change their behavior and 2 is they will go to the office or the principal 2nd time a rule is broken: They get a 2 which means they go to the office or the principal 3rd time a rule is broken: Letter Home 4th time a rule is broken: A meeting with parents and student with the teacher and the principal A classroom management plan, on its own, will provide little motivation for students to behave. Its usefulness is how it is implemented, enforced and carried out. For example, how I communicate with my students, the respect/leverage I have with them and how much they enjoy being a part of my classroom. I will make my classroom exciting and creative so that my students would want to be a part of class and dare not disrupt it. The rules and consequences will be displayed on two large poster boards with rules on one and consequences on the other. They should be displayed as serious and sacred as they are to the classroom. They will be put up on a wall where every one that enters the classroom will know that behaving in a manner that is most conducive to learning is a priority in my classroom.