My creation, A peaceful night.
Thursday, November 29, 2007
High Museum Visit
My favorite work of art. Why?
My favorite are of work would have to be a piece by Hale Woodruff, who was American. The title of the work of art, “Results of Good Housing” shows positive and negative living styles in public housing projects. It was something that I felt was real and people can relate to it and feel they understand art work. I also like the colors and the layout of the drawing. Even though the picture might have showed some negative things, it still gave a warm feeling about it.
A work of art that you like but would not take home. Why?
A work of art that I liked but would not take home would be a piece by Chuck Cose, who was American born in 1940. The work of art was a self portrait. I thought the work of art was different because it was composed of different shapes and figures to make a self portrait using only black and white colors. I would not take the work of art home because it was not a self portrait of me.
A work of art that taught you something that you did not know. What?
A work of art that taught me something I did not know was about a refugee. The work of art was by a sculpture, Jo Davidson. It was “The Peasant of Pain, a refugee from Palencia, Old Castile in1938. The refugee viewed the civil war and described Barcelona as a city of Spanish Refugees escaping the countryside.
A work of art that felt sad to you? How did it make you feel sad?
The work of art that felt sad to me was a piece by Ann Wolf- German Born in 1937. The title was the “Double Face Goddess” created in 1986 by Blown and sandblasted glass. The work of art made me feel sad because the goddess looked sad and lonely. When I think of a goddess I think of someone who is gorgeous and happy, with a lot of power and everyone wants to be her or be with her.
A work of art that identifies a historic moment in time. When?
A work of art that identifies a historic moment in time is a piece by Francois Frederic Lemot; he was France and lived from 1772-1827. The title of the work of art was titled, “Napoleon in Triumph”, and made in 1808. It represents Napoleon as the emperor of France. The statue was wear a Roman toga, and was made of lead that was 8,500 lbs.
A work of art that reminded you of something or someone in your life. Who?
The art work by Gerhard Richter who was born in 1932 reminded of my grandmother. The work of art was titled, “Oil and Linen”. The work art just reminded of something peaceful and calming, and when I think of peaceful and calming I think of my grandma because she is peaceful and claming. Also if I’m ever having a busy day my grandmother is always around to clam me down and say peaceful words.
A work of art that shocked you. Why?
A work of art that shocked me was a piece by Richard Jolly, 1952. It was made by a translating substance. It was a sculpture of a naked man, with a covering of a leave for his private part, and another human head laying on him. This work of art shocked me not because of the naked man, with his private covered up, but to have a head of a human lying on him was just weird. I really did not know was message was trying to be portrayed. The head that was missing a body was just a little too creepy.
Briefly, compare the Folk art gallery with the rest of the museum.
In comparison with the rest of the museum the Folk art gallery was very distinguished. It was really display well, and every step I took was interesting and peak my interest.
Share your thoughts about the contemporary gallery.
I felt that the contemporary works were nice, but nothing really stood out as breathtaking, which is surprising since the museum was filled with a lot of contemporary works of art.
Describe the part of your High museum experience that was most meaningful to you.
The part of my High museum that most meaningful to me was the African Art. I enjoy viewing and reading about the African Art. I also like how their were screens besides the
Works to give real life background information on a culture or tribe whose artwork or craft are being viewed.
Saturday, November 17, 2007
Chapter 15 Presentation
Methods For Teaching Art
Chapter 15
How does one go about teaching art?
Methodology
•Methodology concerns itself with the most effective means of moving students toward realization of curriculum goals.
•Methodology brings to mind certain principles and techniques of motivation and control that can be studied, observed and reflected on.
Three General Styles of Instruction:
•The directive method, appropriate for transmitting skills, techniques, or processes.
•The Socratic or questioning method, employed with groups or individuals, is used to guide students in finding answers.
•Discovery, the method in which the teacher sets the stage for lessons that are open ended, speculative, and problem-solving.
Who Should Teach Art?
The National Art Education Association states that “art instruction shall be conducted by qualified teachers of art”
Effective teachers in all subjects are expected to demonstrate the following abilities:
•Know the content of the curriculum.
•Be able to create an environment conducive to learning.
•Accurately observe and record aspects of performance to enable the diagnosis of individual and group learning needs.
•Be able to work effectively with colleagues, parents, and others.
•Be able to carry out administrative tasks appropriate to the level of appointment.
•Adopt methodologies consistent with the goals of the curriculum.
Teaching Practices In Art
•Setting the Stage
•The Sources of Art
•Motivation
Setting The Stage
•Methodology begins before the students enter the art room.
•Teachers should avoid commercial giveaways from product manufacturers and instead display reproductions of artworks and natural objects, such as flowers or plants.
The Sources Of Art
•When teachers respect the memories, the imagination, and the life experiences of children, they set the stage not only for studio activities but also for an awareness of history and criticism.
Motivation
•The teacher should avoid striving for the short-term gain of the former, and the concentrate on intrinsic sources, which are far more valuable in the long run to the child’s development.
A Range of Teaching Methods Used in Classroom Practice
•Demonstrations
•Assignments
•Audiovisual presentations
•Lectures
•Individual work
•Group activities
•Student reports
•Games
•Field trips
•Guest speakers
•Dramatizations
•Visual displays
•Discussion
Teaching With Technology
With computers, students of all ages can create visual images, download works from the world of art, access information about these artworks, engage in critical analysis and discussions, and compare and contrast the aesthetics of a wide variety of cultures.
Organizing For Instruction
•Selecting Art Materials and Tools
•Teacher Talk
Third Grade: Clay Animal
STUDENT: It doesn’t look like a dog; it’s all lumpy.
TEACHER: I think you are going to have to decide what kind of a dog-
STUDENT: A German shepherd. I like German shepherds. My uncle has one.
TEACHER: What makes a German shephered different from, say, a beagle?
STUDENT: The ears stick up.
TEACHER: Okay, Then let’s begin there. Pull its ears up, and I think you can smooth out some of those lumps.
Questionable Methods for Teaching Art
•Mechanistic Production: Present busy work not art.
•Tidy Art: Classroom is neat in appearance, and a model of order.
•Formula Art: Using geometric shapes to draw house and human figures.
Analyzing the Teacher: Five Phases of Instruction
•Preparation for Instruction and Classroom Management
•Presentation of Lesson
•The Class in Action
•Evaluation Period (for Final Group Evaluation)
•Teaching Style (Personality)
Chapter 15
How does one go about teaching art?
Methodology
•Methodology concerns itself with the most effective means of moving students toward realization of curriculum goals.
•Methodology brings to mind certain principles and techniques of motivation and control that can be studied, observed and reflected on.
Three General Styles of Instruction:
•The directive method, appropriate for transmitting skills, techniques, or processes.
•The Socratic or questioning method, employed with groups or individuals, is used to guide students in finding answers.
•Discovery, the method in which the teacher sets the stage for lessons that are open ended, speculative, and problem-solving.
Who Should Teach Art?
The National Art Education Association states that “art instruction shall be conducted by qualified teachers of art”
Effective teachers in all subjects are expected to demonstrate the following abilities:
•Know the content of the curriculum.
•Be able to create an environment conducive to learning.
•Accurately observe and record aspects of performance to enable the diagnosis of individual and group learning needs.
•Be able to work effectively with colleagues, parents, and others.
•Be able to carry out administrative tasks appropriate to the level of appointment.
•Adopt methodologies consistent with the goals of the curriculum.
Teaching Practices In Art
•Setting the Stage
•The Sources of Art
•Motivation
Setting The Stage
•Methodology begins before the students enter the art room.
•Teachers should avoid commercial giveaways from product manufacturers and instead display reproductions of artworks and natural objects, such as flowers or plants.
The Sources Of Art
•When teachers respect the memories, the imagination, and the life experiences of children, they set the stage not only for studio activities but also for an awareness of history and criticism.
Motivation
•The teacher should avoid striving for the short-term gain of the former, and the concentrate on intrinsic sources, which are far more valuable in the long run to the child’s development.
A Range of Teaching Methods Used in Classroom Practice
•Demonstrations
•Assignments
•Audiovisual presentations
•Lectures
•Individual work
•Group activities
•Student reports
•Games
•Field trips
•Guest speakers
•Dramatizations
•Visual displays
•Discussion
Teaching With Technology
With computers, students of all ages can create visual images, download works from the world of art, access information about these artworks, engage in critical analysis and discussions, and compare and contrast the aesthetics of a wide variety of cultures.
Organizing For Instruction
•Selecting Art Materials and Tools
•Teacher Talk
Third Grade: Clay Animal
STUDENT: It doesn’t look like a dog; it’s all lumpy.
TEACHER: I think you are going to have to decide what kind of a dog-
STUDENT: A German shepherd. I like German shepherds. My uncle has one.
TEACHER: What makes a German shephered different from, say, a beagle?
STUDENT: The ears stick up.
TEACHER: Okay, Then let’s begin there. Pull its ears up, and I think you can smooth out some of those lumps.
Questionable Methods for Teaching Art
•Mechanistic Production: Present busy work not art.
•Tidy Art: Classroom is neat in appearance, and a model of order.
•Formula Art: Using geometric shapes to draw house and human figures.
Analyzing the Teacher: Five Phases of Instruction
•Preparation for Instruction and Classroom Management
•Presentation of Lesson
•The Class in Action
•Evaluation Period (for Final Group Evaluation)
•Teaching Style (Personality)
5 Artist I Would Use In My Classroom
- Pablo Picasso- His paintings looked flat and round, so round it seemed that you could actually pick it up. During the Cubism Period, he painted people and things that looked abstract instead of realistic.
- Leonardo DaVinci- Best known for the "Mona Lisa" and "The Last Supper"; DaVinci learned from nature and science when it came to painting. He left many of his pictures unfinished.
- Vincent Van Gogh- He was a tragic artist who never smiled in his self portraits. He used strong lines and shapes to draw everyday people. Famous for "Starry Night". He died believing he was not a good artist.
- Claude Monet- Even when he was young he was a very good artist. His pictures were so good that an art supply store let him hang his pictures in their window. Unlike many artists, he was famous even before he died. He is best known for his painting, "Morning Haze".
- Jacob Lawrence- He used art to tell stories. He painted African American hero historicals teaching history through art. His 60 paintings, "Migration Series", told the story of blacks who left their homes in the south for a better life up north and the struggle it took to get there. He painted all 60 drawings at the same time.
10 Best Places to Purchase Art Supplies
1. http://www.misterart.com/ - The world’s largest Online Discount Art and Craft Supply Store
2. http://www.danielsmith.com/ - Fine art supplies
3. http://www.crayola.com/
4. Michael’s
5. Hobby Lobby
6. Wal-Mart
7. Target
8. Art Supply Warehouse- http://www.aswexpress.com/
9. http://www.discountart.com-/ Art supplies for a low price
10. Binders Art Supplies and Frames
2. http://www.danielsmith.com/ - Fine art supplies
3. http://www.crayola.com/
4. Michael’s
5. Hobby Lobby
6. Wal-Mart
7. Target
8. Art Supply Warehouse- http://www.aswexpress.com/
9. http://www.discountart.com-/ Art supplies for a low price
10. Binders Art Supplies and Frames
Lesson Plan: Alice’s Wonderland Adventurous In and Out the Classroom!
Title of Lesson: Alice’s Wonderland Adventurous In and Out the Classroom!
Grade Level: 1rst Grade
Class Time: One whole day
Concepts: Concept Standard #1: Understanding and applying media, techniques, and processes.
Content Standard #2: Using knowledge of structures and functions.
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas.
Georgia Standards: Mathematics
M1M1. Student will compare and/or order the length, weight, or capacity of tow or more objects by using direct comparison or a nonstandard unit.
Language Arts
ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words.
Science
S1L1 G. Compare a fairy tale story about an animal and a science story of an animal, Tell how they are similar and how they are different.
Objective: The students in this first grade class will understand the adventures of Alice by building their understanding of Science, Language Arts, and Math literacy by going to a museum and using manipulatives to complete the field trip booklet with 90% accuracy.
Motivation: The teacher will show a picture of Alice and ask who was she, and what did she do? The teacher and students will orally review the story.
Vocabulary: Measurement Weight
Croquet Onomatopoeia
Length Height
Capacity
Instructional Strategies:
a. The teacher will tell the students that they will be going on field trip to help build their knowledge on Science, Language Arts, and Math literacy.
b. Before the teacher and students depart for the field trip they review some Math and Science terms along with the story of Alice in Wonderland.
c. Next the teacher discusses the field trip booklet and how the students can work on the booklet at the museum, during lunch time, and on the bus, and the last 20 minutes of class. The booklet will be due at the end of the day.
d. The teacher will read a poem, “The Lobster-Quadrille”, by Lewis Carroll.
e. After the students have finish listing to the poem, they will draw a picture to illustrate The Lobster-Quadrille.
f. The teacher will tell the student, that just as they use their imagination to draw that picture, they will use their imagination at the museum.
g. The teacher and student will depart to the museum.
h. After the teacher and students has arrived back to the classroom, the student will have 20 minutes to finish their booklet before leaving for the day.
Field Trip Information:
During the field trip, children will make exciting discoveries that will engage them in an exploration of learning. Children will be learning in the subject areas of Art, Math, Language Arts and Science. They will go through some of same challenges like in Alice in her Wonderland. Students will enter the museum’s wonderland at the same place Alice’s dream adventure begins. They crawl through a rabbit hole and fall through the earth. They will play with meaning of words, learn about measurements. The will discover special illusions and surprises. Next, they will create a mad tea party, manipulate a crazy clock, and end the tour with playing a game of croquet where balls in motion are a surprise.
Date of Field Trip: November 20, 2007
Time: 9:45 am -1:00 pm
Chaperones: 1 chaperone per every 5 children.
Price: Student discount rate is $6.50 with one free chaperone for every five students. Additional adults pay the full price of $11.00. The museum charges sales tax unless a tax exemption form (ST-5 or Letter of Authorization) is submitted prior to visit.
Contact Info: Tawana Francisco, Education CoordinatorPhone: 404-527-5967Email: mailto:beth.thomsen@imagineit-cma.org
Parking:
Imagine It! The Children's Museum of Atlanta275 Centennial Park Drive NWAtlanta, GA 30313-1827(corner of Baker St. and CentennialOlympic Park Dr.)
Modifications: For modifications the teacher can assist students where needed.
Assessment: Students will have to show good behavior and listing instructions on the field trip and complete their field trip booklet.
Materials/Supplies:
-Field trip booklet -Crayons
-Pencil
Closing Statement: The teacher will end the lesson with an oral review of the things that the students observe and learned at the museum.
Grade Level: 1rst Grade
Class Time: One whole day
Concepts: Concept Standard #1: Understanding and applying media, techniques, and processes.
Content Standard #2: Using knowledge of structures and functions.
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas.
Georgia Standards: Mathematics
M1M1. Student will compare and/or order the length, weight, or capacity of tow or more objects by using direct comparison or a nonstandard unit.
Language Arts
ELA1R2 The student demonstrates the ability to identify and orally manipulate words and individual sounds within those spoken words.
Science
S1L1 G. Compare a fairy tale story about an animal and a science story of an animal, Tell how they are similar and how they are different.
Objective: The students in this first grade class will understand the adventures of Alice by building their understanding of Science, Language Arts, and Math literacy by going to a museum and using manipulatives to complete the field trip booklet with 90% accuracy.
Motivation: The teacher will show a picture of Alice and ask who was she, and what did she do? The teacher and students will orally review the story.
Vocabulary: Measurement Weight
Croquet Onomatopoeia
Length Height
Capacity
Instructional Strategies:
a. The teacher will tell the students that they will be going on field trip to help build their knowledge on Science, Language Arts, and Math literacy.
b. Before the teacher and students depart for the field trip they review some Math and Science terms along with the story of Alice in Wonderland.
c. Next the teacher discusses the field trip booklet and how the students can work on the booklet at the museum, during lunch time, and on the bus, and the last 20 minutes of class. The booklet will be due at the end of the day.
d. The teacher will read a poem, “The Lobster-Quadrille”, by Lewis Carroll.
e. After the students have finish listing to the poem, they will draw a picture to illustrate The Lobster-Quadrille.
f. The teacher will tell the student, that just as they use their imagination to draw that picture, they will use their imagination at the museum.
g. The teacher and student will depart to the museum.
h. After the teacher and students has arrived back to the classroom, the student will have 20 minutes to finish their booklet before leaving for the day.
Field Trip Information:
During the field trip, children will make exciting discoveries that will engage them in an exploration of learning. Children will be learning in the subject areas of Art, Math, Language Arts and Science. They will go through some of same challenges like in Alice in her Wonderland. Students will enter the museum’s wonderland at the same place Alice’s dream adventure begins. They crawl through a rabbit hole and fall through the earth. They will play with meaning of words, learn about measurements. The will discover special illusions and surprises. Next, they will create a mad tea party, manipulate a crazy clock, and end the tour with playing a game of croquet where balls in motion are a surprise.
Date of Field Trip: November 20, 2007
Time: 9:45 am -1:00 pm
Chaperones: 1 chaperone per every 5 children.
Price: Student discount rate is $6.50 with one free chaperone for every five students. Additional adults pay the full price of $11.00. The museum charges sales tax unless a tax exemption form (ST-5 or Letter of Authorization) is submitted prior to visit.
Contact Info: Tawana Francisco, Education CoordinatorPhone: 404-527-5967Email: mailto:beth.thomsen@imagineit-cma.org
Parking:
Imagine It! The Children's Museum of Atlanta275 Centennial Park Drive NWAtlanta, GA 30313-1827(corner of Baker St. and CentennialOlympic Park Dr.)
Modifications: For modifications the teacher can assist students where needed.
Assessment: Students will have to show good behavior and listing instructions on the field trip and complete their field trip booklet.
Materials/Supplies:
-Field trip booklet -Crayons
-Pencil
Closing Statement: The teacher will end the lesson with an oral review of the things that the students observe and learned at the museum.
Lesson Plan: The Life Cycle of a Butterfly
Title of Lesson: The Life Cycle of a Butterfly
Grade Level: 2nd Grade
Class Time: 30 minutes
Concepts: Concept Standard #1: Understanding and applying media, techniques, and processes.
Content Standard #2: Using knowledge of structures and functions.
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas.
Objective: The students in this second grade class will describe the life cycle of a butterfly by writing a sentence for each stage of the life cycle and demonstrate a caterpillar and butterfly using manipulatives to model, construct, and compose original artworks; an with 90% accuracy.
Motivation: The teacher will show a picture of a butterfly and ask questions about butterflies, and how they are formed?
Vocabulary: Butterfly Larva
Caterpillar Chrysalis
Pupa Insects
Metamorphosis Nectar
Instructional Strategies:
a. The teacher will show a picture of a butterfly and ask questions about butterflies, and how they are formed?
b. The teacher will start the art project in making a butterfly.
c. The teacher will read the story about butterflies.
d. The teacher will review the life cycle of a butterfly, showing all the stages of a butterfly using pictures.
e. The teacher will continue to instruct the students in making a caterpillar to a butterfly.
f. The teacher will instruct the students to write sentences about the life cycle of a butterfly.
g. The students will make crafts and write sentences about the life cycle of a butterfly.
h. The teacher will walk around the room and assess the students in completion of craft and sentences.
i. For modifications the teacher can assist students where needed.
j. The teacher will end the lesson with an oral review of a life cycle of a butterfly and the students will share their artwork.
Modifications: For modifications the teacher can assist students where needed.
Assessment: Students will be ask to write a sentence on each stage of a butterfly life cycle and will be able to make a caterpillar to a butterfly using selected materials. Students will be assessed with the completion of their craft and sentences to describe the life cycle of a butterfly.
Materials/Supplies:
-Butterflies by Karen Shapiro -markers
- pinch-type clothes-pin -watercolors
-medium –size pom-poms -paintbrush
-school glue -water
-pipe cleaner -paper towels (white)
-pictures of a life cycle of a butterfly
Resources: DLKT’s Crafts for Kids
http://www.dltk-kids.com/crafts/insects/mcat2butter.htm
Closing Statement: The teacher will end the lesson with an oral review of a life cycle of a butterfly and the students will share their artwork.
Grade Level: 2nd Grade
Class Time: 30 minutes
Concepts: Concept Standard #1: Understanding and applying media, techniques, and processes.
Content Standard #2: Using knowledge of structures and functions.
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas.
Objective: The students in this second grade class will describe the life cycle of a butterfly by writing a sentence for each stage of the life cycle and demonstrate a caterpillar and butterfly using manipulatives to model, construct, and compose original artworks; an with 90% accuracy.
Motivation: The teacher will show a picture of a butterfly and ask questions about butterflies, and how they are formed?
Vocabulary: Butterfly Larva
Caterpillar Chrysalis
Pupa Insects
Metamorphosis Nectar
Instructional Strategies:
a. The teacher will show a picture of a butterfly and ask questions about butterflies, and how they are formed?
b. The teacher will start the art project in making a butterfly.
c. The teacher will read the story about butterflies.
d. The teacher will review the life cycle of a butterfly, showing all the stages of a butterfly using pictures.
e. The teacher will continue to instruct the students in making a caterpillar to a butterfly.
f. The teacher will instruct the students to write sentences about the life cycle of a butterfly.
g. The students will make crafts and write sentences about the life cycle of a butterfly.
h. The teacher will walk around the room and assess the students in completion of craft and sentences.
i. For modifications the teacher can assist students where needed.
j. The teacher will end the lesson with an oral review of a life cycle of a butterfly and the students will share their artwork.
Modifications: For modifications the teacher can assist students where needed.
Assessment: Students will be ask to write a sentence on each stage of a butterfly life cycle and will be able to make a caterpillar to a butterfly using selected materials. Students will be assessed with the completion of their craft and sentences to describe the life cycle of a butterfly.
Materials/Supplies:
-Butterflies by Karen Shapiro -markers
- pinch-type clothes-pin -watercolors
-medium –size pom-poms -paintbrush
-school glue -water
-pipe cleaner -paper towels (white)
-pictures of a life cycle of a butterfly
Resources: DLKT’s Crafts for Kids
http://www.dltk-kids.com/crafts/insects/mcat2butter.htm
Closing Statement: The teacher will end the lesson with an oral review of a life cycle of a butterfly and the students will share their artwork.
Subscribe to:
Posts (Atom)
