Day 1

Day 1:

Project/Lesson: To understand how art can tell a story as well as express different parts of the same story, students will use the idea of Time travel take their peers to a moment in the last month. Students will plan and sketch in their sketchbooks to prepare. They will also look at and discuss other works that are examples of this idea and find ideas. Students will then be ready to paint a picture of that tells a story to the class about when you remember doing, where it was, and how it felt. Finally students will be asked to share their painting and the other students will be able to ask questions about their story.

In today’s Learning Experience Students began with introductions to the teachers and volunteers. We discussed what our favorite colors and talked about how students could start thinking about their time travel. Some students decided to sketch a plan first, others were ready to start painting right away. As they started we presented them with images of works by Lee Smith, Romare Bearden, Allan Rohan Crite, and Marjorie Phillips and asked what ideas they had about the story the artist was trying to tell.

Key Concepts: Time, Tradition, Emotion, Memory, Storytelling, Exploration

Essential Understandings: Artists use their memory to create art that tells a story.

Objectives:

1. Using class discussion, the student will be able to generate possible ideas for their artwork. (Standard: Reflect; Bloom’s: Remembering; GLE: “I can create plans that show how my ideas are used in my art work.”)

2. Using drawing materials, the student will be able to sketch a memory from using line, shape, and color to define a composition. (Standard: Create; Bloom’s: understanding; GLE: “I can make plans for myself to follow based on what I know about materials and techniques in art.”)

3. With acrylic paint, the student will be able to create a painting that tells a story.(Standard: Create; Bloom’s: ; GLE: “I can create art to show how I feel and how others understand the world.”)

4. Recording in sketchbooks, the student will be able to experiment with mixing primary and secondary to produce intermediate colors. (Standard: Comprehend; Bloom’s: Applying; GLE: “I can consider and explain how artistic decisions are portrayed in a work of art.”)

5. Given examples by Lee Smith, Romare Bearden, Allan Rohan Crite, and Marjorie Phillips, the student will be able to interpret the story being told by each artist. (Standard: Comprehend; Bloom’s: Evaluating; GLE: “I can explain why artists make art work that is important to them.”)

6. Using their completed paintings, the student will be able to describe the process and story behind their art. (Standard: Transfer; Bloom’s: understanding; GLE: “I can help viewers of my art understand what it means by the way I make artistic decisions.”)

Skills: Remembering, Planning, Expressing

Art Focus: Drawing, Painting, Color, Composition

Literacy Focus: Storytelling, speaking, recording.

What Happened Today?

During our first activity together we drew on memories of our past by using sketchbooks to brainstorm activities that the students engaged in over the holiday break.

Brittany drawing the fireworks she saw on New Years Eve in Old Town.

Brittany drawing the fireworks she saw on New Years Eve in Old Town.

After taking some time to come up with multiple ideas, the students transformed their sketches into paintings.

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Gabe beginning his painting, he went to a coffee shop on New Years Eve and wanted to portray this from someone standing outside of the coffee shop. He began with the window which is shown in the picture above.

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“I chose to draw my cat because she always catches my attention.” Louise allowed her love of her cat to be the focus of her painting. She spent a lot of time with her cat over break and wanted to communicate that in her painting.

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“I just started painting and didn’t really know what I was painting until I began mixing the colors.” Brittany began with the intention of depicting the fireworks she had seen on New Years Eve, but as she began to paint she became more interested in exploring the material than worrying about the story she had presented in her sketch book.

Conclusion:

Not everyone got the chance to complete their pieces but they all had the opportunity to explore color mixing and discovered that they were able to have fun with painting and communicating using visual language. This first class was a lot of fun for getting to know the students at Cooper Home and we look forward to the art adventures that lie before us!

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