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Lesson List:
Click on the title of a lesson to see it's overview. |
| Draw
"At an Amusement Park" |
5
Media Picture |
5
Line Picture |
Overlapping Ex |
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Overlapping Highway |
Compound Word Project |
Magritte Silhouette |
God's Eyes |
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Animals In Nature Collage |
Create-A-Book Project |
City
Sunrise |
Egyptian King Tut Pic |
| Van
Gogh Updated Bedroom |
Classic Face |
Generic Face |
Surrealistic Painted Poem |
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Drawing Airplanes |
Crayon Batik Flowers |
Musician Picture |
Weaving Project |
| Clay
Portrait Cups |
Styrofoam Print |
Art
Room Interior |
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Title:Line
Quality: Amusement Park |
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| Grade Level: 3 |
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Goals/Objectives (from Graded Course of Study):
C. Media and Techniques
4. Discuss
the composition of a work of art (refer to elements of art and principles
of design, media, and techniques, Goal III)
8.
Identifies themes in art (ideas, events, or relationships important to
individuals and/or society, such as family, work, everyday life, historical
events, etc.)
14. Evaluates
own art work
22.a. LINE
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Artistic/Occupational Influence: It is important to have a good grasp of the
possible applications for various line qualities. |
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Strategies (to meet needs of different learning styles): n/a |
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Activities (Step by Step):
1.
BACKGROUND KNOWLEDGE/ SKILL DEVELOPMENT:
On the
chalkboard discuss:
Line
Qualities: Different types of lines which may be used to achieve a
different look or emotional impact. Examples include:
·
 thick
·
 thin
·
 straight
·
wavy
·
zig-zag
·
  broken/dotted
Hatching:
The use of a series of parallel lines to show value and shading.
Value:
The lightness and darkness of a color or object
Texture:
The roughness or smoothness of an object.
Cross
Hatching: XXXXXX crossed hatching
Basket
Weave: 
Herring
Bone
2.
PROJECT:
1.
Explain to class and LINE QUALITY is, demonstrating line qualities on the
chalkboard.
2. Give
each student a pencil and a piece of paper (12 x 18).
3. Assign
the class the subject matter they will have to show, an amusement park, and
explain tactics for drawing this subject.
4. Make
it clear to the students that they will be responsible for showing at least
5 different line qualities.
5.
Encourage the students to use only lines.
Evaluation: Project will be evaluated for the usage of 5 different line
qualities, good details, good composition, and EFFORT!
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Title:Overlapping
Exercise |
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| Grade Level: 3 |
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Goals/Objectives (from Graded Course of Study): |
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Artistic/Occupational Influence: |
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Strategies (to meet needs of different learning styles): |
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Activities (Step by Step): |
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Evaluation: |
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Follow-Up: |
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Title:
Crazy Highway (overlapping) |
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| Grade Level: 3 |
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Goals/Objectives (from Graded Course of Study): |
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Artistic/Occupational Influence: |
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Strategies (to meet needs of different learning styles): |
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Activities (Step by Step): |
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Evaluation: |
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Follow-Up: |
| Title:Drawing
Cats, Insects, and Sea Creatures |
Illustration: |
| Grade Level:
2-7 |
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Goals/Objectives (from Graded Course of Study): 25.d.
Proportion/Distortion
26.a.
Demonstrates ability to produce Drawings
27.b.
Demonstrates ability to use standard techniques effectively for Crayon
27.f.
Demonstrates ability to use standard techniques effectively for Pencil/pen and
ink
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Artistic/Occupational Influence: Illustration |
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Strategies (to meet needs of different learning styles):
Each student will be evaluated
based upon their age and individual artistic abilities. |
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Activities (Step by Step): Students will have available to them pages from
Draw 50 Cats, Draw 50 Creepy Crawlies, and Draw 50 Sharks,
Whales, and other Sea Creatures These pages illustrate how to draw
creatures in a step-by-step manner. Using these pages, a 12 x 18"
piece of paper and a pencil, students should draw at least three animals
from the sheets and arrange them in a way to create a complete composition.
Other subject matter must be added to create a foreground, middleground, and
background. These other objects are only limited by the students'
creativity. If they wish, they may mix and match animals from one book
with animals from another, say a cat next to a picnic basket, with ants and
other bugs around. It would obviously be harder to mix and match sea
creatures with cats or insects, unless some level of surrealism is inserted.
When the pencil drawing is completed, it should be colored with either
colored pencils or crayons (crayons are recommended for lower grades).
If students seem to be finishing too quickly, make sure that they are
creating a COMPLETE scene, with adequate supporting objects. This
project should be fun and a little silliness is O.K., but students must
understand that I will expect them to be using the models illustrated on the
pages from the books for their drawings. They should not just make
things up. |
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Evaluation: This will count as a project grade for grades 2-4, a quiz
grade for grades 5-7. Students will be evaluated on:
--accurate drawing of at least
three animals from the sheets provided.
--a detailed foreground,
middleground, and background which creates a sense of three dimensional
space around the animals.
--craftsmanship and effort
in both drawing and coloring.
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Follow-Up: n/a |
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Title: Clay Portrait Cups |
Illustration:
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| Grade Level: 3 |
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Goals/Objectives (from Graded Course of Study): 6.
Identifies a variety of art forms (paintings, murals, ceramics, sculpture, etc.) 9.
Identifies the function of art works (the different uses for which works of art
have been created, as worship, entertainment, utility, etc.) 10.
Identifies art objects as fine art, functional art, folk art 26.c.
Demonstrates ability to produce Sculptures 27.g.
Demonstrates ability to use standard techniques effectively for Clay: pinch,
slab, coil |
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Artistic/Occupational Influence: Potter |
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Activities (Step by Step): The teacher will tell the students how clay
dries, is fired in the kiln, and is glazed. A demonstration will be
given as to how to create a pinch pot as well as how to score and slip to
add a handle, eyes, nose, etc. The students will be given clay and
access to necessary tools and will create a portrait cup which consists of a
basic cup with a handle and human features added to one side. These
will be fired, then glazed and fired again. |
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Evaluation: The students will be evaluated by the craftsmanship
exhibited--the form of their cups, smoothness of the finish, the ability of
the added parts to not fall off, etc. |
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Follow-Up: clay projects in subsequent years. |
| Title:Compound
Word Project |
Illustration:
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| Grade Level: 3 |
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Goals/Objectives (from Graded Course of Study):
1. Identifies works of art as
realistic, imaginary/fantasy, nonobjective
4.
Discuss the composition of a work of art (refer to elements of art and
principles of design, media, and techniques, Goal III)
19.
Recognizes various styles of art SURREALISM
26.a.
Demonstrates ability to produce Drawings
27.b.
Demonstrates ability to use standard techniques effectively for Crayon |
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Artistic/Occupational Influence:Salvador Dali |
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Strategies (to meet needs of different learning styles): Students work at
their own ability. |
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Activities (Step by Step): Begin by discussing Surrealism and Salvador Dali,
presenting his Persistence of Memory. Tell the students you want them
to come up with a word that is made up of two words put together that, when
the two words are looked at separately, have a completely different meaning.
Brainstorm with the class and make a list of these words. Their job is
then to pick one of these words, illustrate the new concept, create an
appropriate background, and color with crayons. Example Butter/fly--a
flying stick of butter. |
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Evaluation: Grade. |
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Follow-Up: N/A |
| Title: One
Point Perspective Farm Picture |
Illustration: |
| Grade Level: 3 |
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Artistic/Occupational Influence: |
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| Title: Woven
Watercolor Painting |
Illustration: |
| Grade Level: 3 |
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Goals/Objectives (from Graded Course of Study):26.b.
Demonstrates ability to produce Paintings 27.a.
Demonstrates ability to use standard techniques effectively for Paper |
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Artistic/Occupational Influence: Painter |
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Activities (Step by Step): Each student will be given two sheets of 9
x 12" paper. They will draw a scene with flowers on one of them, then
trace that onto the other. Lines will then be drawn on each page to
mark where they should be cut--one vertically, the other horizontally.
Each of these scenes will be painted with watercolor paints. When dry,
the pages will be cut apart, then woven together on a sheet of construction
paper. |
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Evaluation: Projects will be evaluated for neatness of cuts and
weaving, and craftsmanship of painting. |
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Follow-Up: n/a |
 Still working on it!
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