Dear Parents,
Welcome to Saturday Arts Lab! Our names are Katy, Jojo, and Jane and we are senior Art Education students preparing for student teaching. We are looking forward to creating enriching, exciting, and (most importantly) fun artistic experiences for your child over the next 10 weeks. We are hoping to create hands-on learning experiences for your child that encourage creativity and play.
We look forward to meeting you!
Jane, Katy, & Jojo
Jane McCambley’s color mixing lesson:
Book: Mix it Up! by Hervé Tullet
Materials: Red, Yellow, Blue, Black, and White tempera paints; various sizes of white paper; brushes (if students prefer to use them) two buckets one with soapy water, one with rinsing water; paper towels for drying hands
Students read Mix it Up and interact with the pages: swipe, press and smoosh colors together through the book’s directives.
Then students are given paper and paints to experiment with color mixing on their own with their hands or brushes.
Students rinse hands and discuss their experiments and findings from color mixing.
Connections to following lesson: Student’s develop skills through material exploration and color mixing. Finger painting and color mixing allows a tactile experience to develop different painting processes using movement. In the next lesson, students explore paints as well as markers in relationship to body movement and mark making.
My Movement and Marks Lesson
Rationale: Students will be given directions to perform particular body movements and will respond by recording their movement with mark making on paper. Students will engage by interpreting the directions given to them while recording the corresponding marks on paper. Students will interpret their art by discussing the different types of marks and the relationship to their movements and use of materials.
Materials: 1 large sheet of paper per student; Cups of markers, rainbow available; Wet paints, Brushes of various sizes, moist sponges in bowls; two cups of water per student
Supports: List of Movements:
- Jump
- Wiggle
- Twist
- Tense
- Pin straight
- Zig zag
- Upside down
- Bouncing, monkey
- Rocking,
- Sleepy, sloth
Task/Activity: Students play “the movement game” where they practice the movements before given the materials. After a round of the movement game, they choose a sheet of paper tacked to the wall and listen for the movements of the movement game. They try to record the marks each movement makes with markers. Eventually, some students may exhaust the variety of marks by using the markers. Students are then introduced to paints. Teacher continues to direct different movements while students explore materials and body movements. To end activity, students gather and discuss the connection between movement, material and marks.
| LESSON 1: INSTRUCTIONAL STRATEGIES AND LEARNING TASKS | ||
| LESSON LEARNING OUTCOMESReferenced to NCAS segment objectives Cr, Cn, Pr, Re As a result of this lesson, students will know or be able to: |
LESSON EVALUATIVE CRITERIA You will know the student accomplished the learning because you will be able to observe the following evidence with accommodations & modifications: [qualities, quantities, variations, concepts, processes…] |
LESSON ASSESSMENT INSTRUMENTS Attach rubrics, requirements, guides.You will gather the evidence through: Formative – Summative / Formal – Informal |
| VA.CR.1.K Students will explore how body movement and play affects different materials and mark making. | Students are actively participating Students are moving, to the best of their ability, within the definition of the movement directed students will show 3 different types of marks/line on their papers |
Formative/Informal
Teacher checks if students are participating/understand what to do Students have at least 3 different types of marks/lines of their papers |
| VA:Pr.4.1.K Select the marks that you want to share with the class. Explain why | Students choose one of their drawings and describe the line/marks and why they like what they made. | Summative
Discussion Which drawing did you pick? Why? |
| VA.CR.2.K By experimentation students will build skills in multiple materials as well as see their body as a tool for art making. | Students will show at least 3 different types of marks/lines students will use at least 3 types of materials |
Summative
3 different types of marks or lines |
| VA.CR.3.K Explain the correlation between movement and mark making
VA.CR.3.1 Explain the different types of line, shape, forms created from mark making |
Students will identify 3 of the lines/marks that relate to their movements Students (1st grade) will try to define the differences of their marks using more specific words, such as line and shape. |
Summative
Discussion what worked well with their partner, evidence that they created marks during the process. “What mark did make that you thought went best with the action you said?” “What mark was your favorite making? Why, was it the feeling of the material, the movement, or the mark itself?” |
| Cognitive Engagement
Include warm-up / motivational set, student inquiry for the intended learning outcomes, closure-revisit objectives. Include questions and brief overview of topic discussion. |
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| INTRODUCTION/ MOTIVATION:
Time: 10 Minutes Today we are going to make art while moving! First, we’re going to play a game where we practice moving all together. Once, I think you’ve got the hang of that I’m going to give you some art supplies. You’re going to practice those same movements while trying to make marks on your papers.
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| STUDENT INQUIRY/ EXPLORATION:
(10 min) Students begin to respond to the movements with markers, one full round on one paper. (10 min) change to wet materials, one full round on paper “After exploring with multiple materials….” Mini Reflection (5-7 Minutes) Who thinks they have the best wiggly line? What material was it? Do you think one type of material feels more wiggly? Which one is it? Who thinks they have the best pin straight line? What material was it? Do you think one type of material feels more straight? Which one is it? Now we’re going to partner up and you all can come up with your own directions! you can use the ones we’ve said if you feel stuck. Just remember think about movements. If you ask your friend to be an elephant, think about how an elephant behaves. Become the elephant! How would you paint that way? “He’s slow and maybe heavy.” Try to see what material works best for the directions you’re given. Which one feels, or looks wiggly. Which one looks heavy? Or comes out really really straight? You can use your clean sheet of paper or add on to the old ones. (5-10 min) Partner up: All materials available. |
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| REVIEW OBJECTIVES/CLOSURE:
“After exploring with multiple materials….” Mini Reflection (7-10 Minutes) Who thinks they have the best wiggly line? What material was it? Do you think one type of material feels more wiggly? Which one is it? Who thinks they have the best pin straight line? What material was it? Do you think one type of material feels more straight? Which one is it? What action did you like best? What kind of mark did it make? What mark was your favorite making? Why? (feeling of the material, the movement, or the mark itself?) Do you think that this artwork in front of you is important? Why? What does this artwork show us? What did we do to make this artwork? Does this make us see movement differently? (semi rhetorical) (3-5 mins) Clean up: It’s time to make sure that all of your supplies are put back together. Caps on markers, art sticks in box, paint brushes rinsed out. |
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Connections to following lesson: Students explore material and movement. In the next lesson students explore movement with 3 dimensional materials while constructing sculptures with moving parts.
Katy’s Moving Parts Lesson:
Materials: various sculptural materials: buttons, beads, cardboard, popsicle sticks; boggles, pipe cleaners, fabric, foam pieces, bottle caps, …etc; sculptural connectors: tape, string, clips, rubber bands…etc; tools: scissors, hole punchers.
Students see examples of Nick Cave’s “Until” metallic sculptures
Students experiment with different ways to attach materials to cardboard. Students discuss the different ways their sculpture moves and what materials makes it move that way.
Resources
SEADAE. (2014). Your Custom Handbook. Retrieved September 28, 2017, from http://www.nationalcoreartsstandards.org/
Simpson, Judith W., Delaney, Carroll, Hamilton, Kay, Kerlavage, Olsen. Creating Meaning Through Art, Teacher as Choice Maker. 1998, Prentice Hall, Inc.
Smith, Nancy R. Experience & Art Teaching Children to Paint, 2nd Ed. 1993, Teacher’s College Press.
Wood, Chip. Yardsticks Children in the Classroom Ages 4-14, 3rd Ed. 2007, Northeast Foundation for Children, Inc.
Specific Resources by Lesson
Jane’s Color Mixing Lesson:
Tullet, Herve, and Christopher Franceschelli. Mix it up! Allen & Unwin, 2014.
Movement and Marks:
Jacobson, Abbi. “#10: The Writing on the Wall.” A Piece of Work. WNYC Studios. MoMa, 8/9/2017. Apple Podcast. 9/21/17.
Katy’s Moving Parts Lesson:
Sierzputowski , Kate. “Tens of Thousands of Metallic Lawn Ornaments Glisten Inside Nick Cave’s Monumental Installation at MASS MoCA.” Colossal, Colossal, 14 Apr. 2017, http://www.thisiscolossal.com/2017/04/nick-cave-mass-moca-until/.
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