http://www.edutopia.org/arts-music-curriculum-child-development
More proof for what we already know, right!
Wednesday, September 14, 2011
Monday, September 12, 2011
State Standards for Michigan Elementary Visual Art
http:www.michigan.gov/mde/0,4615,7-140-28753-86228--,00.html
ARTS EDUCATION
CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS
Elementary Visual Arts
Content Standard 1: All students will apply skills and knowledge to perform in the arts.
ART.I.VA.EL.1 Use materials, techniques, media technology, and processes to communicate ideas and experiences.
ART.I.VA.EL.2 Use art materials and tools safely and responsibly.
ART.I.VA.EL.3 Use visual characteristics and organizational principles of art to communicate ideas.
ART.I.VA.EL.4 Be involved in the process and presentation of a final product or exhibit.
Content Standard 2: All students will apply skills and knowledge to create in the arts.
ART.II.VA.EL.1 Apply knowledge of materials, techniques, and processes to creative artwork.
ART.II.VA.EL.2 Apply knowledge of visual characteristics and organizational principles communicate ideas.
ART.II.VA.EL.3 Explore and understand prospective subject matter, ideas, and symbols for works of art.
ART.II.VA.EL.4 Select and use subject matter, symbols and ideas to communicate meaning.
ART.II.VA.EL.5 Know different purposes of visual art to creatively convey ideas.
ART.II.VA.EL.6 Use technology as a tool for creative expression.
Content Standard 3: All students will analyze, describe and evaluate works
of art.
ART.III.VA.EL.1 Generalize about the effects of visual structures and functions, and reflect upon these effects in personal work.
ART.III.VA.EL.2 Identify various purposes for creating works for visual art.
ART.III.VA.EL.3 Understand there are different responses to specific artworks.
ART.III.VA.EL.4 Describe and compare the characteristics of personal artwork.
ART.III.VA.EL.5 Understand how personal experiences can influence the development of artwork.
Content Standard 4: All students will understand, analyze, and describe the
arts in their historical, social, and cultural contexts.
ART.IV.VA.EL.1 Know that the visual arts have a history and specific relationships to various cultures.
ART.IV.VA.EL.2 Identify specific works of art as belonging to particular cultures, times, and places.
ART.IV.VA.EL.3 Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.
Content Standard 5: All students will recognize, analyze, and describe
connections among the arts; between the arts and other disciplines;
between the arts and everyday life.
ART.V.VA.EL.1 Explain how visual arts have inherent relationships to everyday life.
ART.V.VA.EL.2 Identify various careers in the visual arts.
ART.V.VA.EL.3 Understand and use comparative characteristics of the visual arts and other arts disciplines.
ART.V.VA.EL.4 Identify connections between the visual arts and other disciplines in the curriculum.
ARTS EDUCATION
CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS
Elementary Visual Arts
Content Standard 1: All students will apply skills and knowledge to perform in the arts.
ART.I.VA.EL.1 Use materials, techniques, media technology, and processes to communicate ideas and experiences.
ART.I.VA.EL.2 Use art materials and tools safely and responsibly.
ART.I.VA.EL.3 Use visual characteristics and organizational principles of art to communicate ideas.
ART.I.VA.EL.4 Be involved in the process and presentation of a final product or exhibit.
Content Standard 2: All students will apply skills and knowledge to create in the arts.
ART.II.VA.EL.1 Apply knowledge of materials, techniques, and processes to creative artwork.
ART.II.VA.EL.2 Apply knowledge of visual characteristics and organizational principles communicate ideas.
ART.II.VA.EL.3 Explore and understand prospective subject matter, ideas, and symbols for works of art.
ART.II.VA.EL.4 Select and use subject matter, symbols and ideas to communicate meaning.
ART.II.VA.EL.5 Know different purposes of visual art to creatively convey ideas.
ART.II.VA.EL.6 Use technology as a tool for creative expression.
Content Standard 3: All students will analyze, describe and evaluate works
of art.
ART.III.VA.EL.1 Generalize about the effects of visual structures and functions, and reflect upon these effects in personal work.
ART.III.VA.EL.2 Identify various purposes for creating works for visual art.
ART.III.VA.EL.3 Understand there are different responses to specific artworks.
ART.III.VA.EL.4 Describe and compare the characteristics of personal artwork.
ART.III.VA.EL.5 Understand how personal experiences can influence the development of artwork.
Content Standard 4: All students will understand, analyze, and describe the
arts in their historical, social, and cultural contexts.
ART.IV.VA.EL.1 Know that the visual arts have a history and specific relationships to various cultures.
ART.IV.VA.EL.2 Identify specific works of art as belonging to particular cultures, times, and places.
ART.IV.VA.EL.3 Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.
Content Standard 5: All students will recognize, analyze, and describe
connections among the arts; between the arts and other disciplines;
between the arts and everyday life.
ART.V.VA.EL.1 Explain how visual arts have inherent relationships to everyday life.
ART.V.VA.EL.2 Identify various careers in the visual arts.
ART.V.VA.EL.3 Understand and use comparative characteristics of the visual arts and other arts disciplines.
ART.V.VA.EL.4 Identify connections between the visual arts and other disciplines in the curriculum.
Sunday, September 11, 2011
Plan Template!
Wow! When I posted that plan template it looked like a real mess! I'll be working on it. In the meantime, here's a cute lesson for Kindergarten I found while browsing:
http://www.projectarticulate.org/lesson.php?Lesson=13
This is a great lesson for texture and shape.
http://www.projectarticulate.org/lesson.php?Lesson=13
This is a great lesson for texture and shape.
I'm working on a lesson plan template! Here's what I have so far...
Julia Garnett
2011-12
Grade Level: 1-5
Subject: Elementary Art
2011-12
Grade Level: 1-5
Subject: Elementary Art
Duration: 40 minute class period
Lesson #- (possible 5 student points)
Preparation: the examples, visuals, set up of room
Key Vocabulary: Element of Design, Principle of Design
http://www.youtube.com/watch?v=nBem1EeO88w&feature=relatedteacher made- good simple explanation
http://www.artsconnected.org/toolkit/explore.cfm interactive exploration
http://www.youtube.com/watch?v=1XMQ6RFsqYc elements-fun teacher made video
http://www.youtube.com/watch?v=K7NTRk2xJKU&feature=related principles-fun teacher made video
- the lesson
Objectives and Goals: cognitive, affective, psychomotor
- the lesson
State Standards:
- the lesson
|
|
Bloom’s Taxonomy:
I am using the new version, noted here.
Remember: the lesson
Understand: the lesson
Apply: the lesson
Analyze: the lesson
Evaluate: the lesson
Create: the lesson
Multiple Intelligence:
Spatial- the lesson fitting name on paper, using whole paper,
Linguistic- the lesson discussion time, write an artist statement
Logical-mathematical- the lesson groups of 4 or 5, pair with a partner, divide into 6 tables, divide up the “jobs”, pass out corresponding paper, countdown to silence, digital timer for countdown to “time’s up”, paper folding-cutting-dividing paper
Bodily-kinesthetic- the lesson younger students begin class with physical activities such as “sky writers”, and “do what I do”, end class with “painters and statues game” or Colors! Colors! active song
Musical- the lesson listen to music during studio time, music for alarm, sing-song for reminders such as name on paper etc., art videos such as Songs in the Key of Art
Interpersonal- the lesson discuss (knee to knee) with a peer
Intrapersonal- the lesson personal interpretation of assignment
Naturalistic- the lesson inspired by nature
Anticipatory Set Artist Workshop Time (5 minutes):
Direct Instruction (2 minutes):
- Explanation the lesson
- Steps to follow for 5 points.
1. Turn paper the portrait, landscape direction. Using pencil write your first and last name at the bottom, back of the page.
2. Draw
3. Use the entire page. Draw large.
4. Add details. Use at least two values. Work neatly.
5. Artist Statement
Closure (2 minutes):
- Students should reflect and review the lesson
- Students will think about the lesson
- Simple and quick Check for understanding
Guided Practice (5 minutes):
- Demonstrate the lesson using the document camera, white board, paper.
Independent Practice Artist Studio Time (10 minutes):
- Create the lesson *Reminder- Heart Head Hands
Required Materials and Equipment:
- Paper
- Crayons, pencils
- multi-media: computer, projector, document camera, videos, music player, digital timer
Clean Up (5 minutes):
- Students will return pencils, crayons to bin.
- Table manager will return portraits to table.
Assessment and Follow-Up Artist Critique Time (5 minutes):
- Did students complete each of the 5 steps for 5 possible points?
- Students will be able to retell or explain the lesson
- Critique- Students will walk by the display of their work and consider what they did well and what they could so to improve.
“Springboard” References for future lesson:
- the lesson
Western Schools Elementary Art Rubric
To earn a Y:
I produce high quality/creative work. I receive the full 5 points possible on my assignments.
I apply all skills, especially those stressed for the assignment.
I participate in class and use time well. I cooperate with the teacher and with my peers.
I solve problems and work independently.
To earn a P:
I produce acceptable work. I receive at least 3 out of 5 points possible on my assignments.
I apply some of the skills that are expected for the assignment.
I usually participate and use time well. I usually cooperate with the teacher and with my peers.
I sometimes solve problems and work independently.
I produce high quality/creative work. I receive the full 5 points possible on my assignments.
I apply all skills, especially those stressed for the assignment.
I participate in class and use time well. I cooperate with the teacher and with my peers.
I solve problems and work independently.
To earn a P:
I produce acceptable work. I receive at least 3 out of 5 points possible on my assignments.
I apply some of the skills that are expected for the assignment.
I usually participate and use time well. I usually cooperate with the teacher and with my peers.
I sometimes solve problems and work independently.
To earn an N:
I produce work of inconsistent quality, or no work. I receive 0 to 2 points out of 5 possible on my assignments.
I rarely apply the expected skills for the assignment.
I sometimes, or never participate and use time well. I sometimes, or rarely cooperate with the teacher and with my peers.
I rarely, or never work independently or solve problems.
I produce work of inconsistent quality, or no work. I receive 0 to 2 points out of 5 possible on my assignments.
I rarely apply the expected skills for the assignment.
I sometimes, or never participate and use time well. I sometimes, or rarely cooperate with the teacher and with my peers.
I rarely, or never work independently or solve problems.
Above Rubric is the combination of several different rubrics.
Monday, August 29, 2011
Imagine A World without Art
I'm thinking that I will start the school year with the question, What would your world be like with out art? http://www.schooltube.com/video/317b49e2762926b70d16/A-World-Without-Art
Thursday, August 25, 2011
circle painting
Circle painting sounds like a great idea to try at the beginning of the year! I love this idea. I think all grades- Young 5's through 8th will enjoy this.
http://elementaryartfun.blogspot.com/search?updated-max=2011-05-17T12%3A11%3A00-07%3A00&max-results=25
http://elementaryartfun.blogspot.com/search?updated-max=2011-05-17T12%3A11%3A00-07%3A00&max-results=25
http://www.google.com/imgres?imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHeOJU60VlhQZALwn9o70HnMZ5HM2Zh2lI61zed1N4DUfF694KBjBQlXDKhgm-By4fVp9sAO460k77GZVE9Zl3BwcrhEsCB-eEWrlFoOz5U1EZSTor7yov_6nft-ir-SrIhcdtVrmLg0xJ/s400/circle+painting.jpg&imgrefurl=http://loveletterstoignatz.blogspot.com/2009/03/circle-game.html&usg=__IhYtvr1SmwBGf_pw5LLajZbrPUM=&h=300&w=400&sz=39&hl=en&start=20&zoom=1&itbs=1&tbnid=dCXho8ttNWJqiM:&tbnh=93&tbnw=124&prev=/search%3Fq%3Dcircle%2Bpaintings%26hl%3Den%26client%3Dsafari%26sa%3DX%26rls%3Den%26tbm%3Disch%26prmd%3Divns&ei=RzdXTvewH67EsQLV3ozDDA
http://elementaryartfun.blogspot.com/search?updated-max=2011-05-17T12%3A11%3A00-07%3A00&max-results=25
http://elementaryartfun.blogspot.com/search?updated-max=2011-05-17T12%3A11%3A00-07%3A00&max-results=25
http://www.google.com/imgres?imgurl=https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHeOJU60VlhQZALwn9o70HnMZ5HM2Zh2lI61zed1N4DUfF694KBjBQlXDKhgm-By4fVp9sAO460k77GZVE9Zl3BwcrhEsCB-eEWrlFoOz5U1EZSTor7yov_6nft-ir-SrIhcdtVrmLg0xJ/s400/circle+painting.jpg&imgrefurl=http://loveletterstoignatz.blogspot.com/2009/03/circle-game.html&usg=__IhYtvr1SmwBGf_pw5LLajZbrPUM=&h=300&w=400&sz=39&hl=en&start=20&zoom=1&itbs=1&tbnid=dCXho8ttNWJqiM:&tbnh=93&tbnw=124&prev=/search%3Fq%3Dcircle%2Bpaintings%26hl%3Den%26client%3Dsafari%26sa%3DX%26rls%3Den%26tbm%3Disch%26prmd%3Divns&ei=RzdXTvewH67EsQLV3ozDDA
Thursday, July 7, 2011
Sing and move to remember
One of the greatest ways to help remember an art concept is through song! It really helps keep art class fun, and it truly gets the vocab in your head. add video and movement- even better!
Here is a list of some songs for teaching art:
http://www.songsforteaching.com/artappreciationsongs/
I found a lot on you tube that had great videos with them. These were great for the last couple of weeks of school.
My young students always love HarryKindergartens' Colors! Colors! http://www.youtube.com/watch?v=-71cKZhnEOA
I especially love any fugleflicks- by Mrs. Fuglestad, an art teacher in Arlington Heights, IL
this one is "Glues Blues" http://www.youtube.com/user/Lumbricia#p/a/f/2/cQL1YJ672Iw
Or check them out on her wiki: http://fugleflicks.wikispaces.com/Fugleflick_Index
or, her school site: http://www.sd25.org/~tfuglestad/art/Drydenart.html
I've posted many other links on my teacher site for my students to use this summer- and for you too!
www.westernschools.org
http://julia-garnett-classro.wes.westernschools.schoolfusion.us/modules/groups/integrated_home.phtml?gid=1485713&sessionid=7b82b1713fa3b37fca7380f81876c86c
Here is a list of some songs for teaching art:
http://www.songsforteaching.com/artappreciationsongs/
I found a lot on you tube that had great videos with them. These were great for the last couple of weeks of school.
My young students always love HarryKindergartens' Colors! Colors! http://www.youtube.com/watch?v=-71cKZhnEOA
I especially love any fugleflicks- by Mrs. Fuglestad, an art teacher in Arlington Heights, IL
this one is "Glues Blues" http://www.youtube.com/user/Lumbricia#p/a/f/2/cQL1YJ672Iw
Or check them out on her wiki: http://fugleflicks.wikispaces.com/Fugleflick_Index
or, her school site: http://www.sd25.org/~tfuglestad/art/Drydenart.html
I've posted many other links on my teacher site for my students to use this summer- and for you too!
www.westernschools.org
http://julia-garnett-classro.wes.westernschools.schoolfusion.us/modules/groups/integrated_home.phtml?gid=1485713&sessionid=7b82b1713fa3b37fca7380f81876c86c
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