"Food is not for play"
Frustrated me, yes don't play with your food, eat your greens, don't be wasteful there are other people in need. We live in America. America is wasteful.
BUT there is a way to play with your food, create something wonderful and then eat it. You can still be creative without being wasteful.
"Heather's mom gets married"
I enjoyed this, I grew up in a not so "normal" family. I had young parents, then soon just one parent. Everyone was always assuming things about my family and I always felt odd filling them in about it. Theres not always a mom and a dad, families are unique.
Monday, February 24, 2014
Sunday, February 23, 2014
Rethinking… - Emily
Ok ok ok I'm sorry I completely forgot that this is due on Saturday, I am making a note of it in my calendar and will be better next week. Pinky Promise! I am throwing my self at your feet on bended knee for mercy one last time.
I Won't Learn from You:
I really appreciated that the teacher in this story still treated racism like an ongoing issue. I think that many people get caught up in the mindset that racism was in the past, therefore not in the present. It seems, that in the south especially that racism is still a large issue, and I believe it will continue to be one until the people that believe it no longer exists realizes that they are wrong.
Step by step:
Personally I liked the ideas in lessons 2 and 3. I think that a bulletin board could also be used as a gallery space for students art work. So instead of just decorating a bulletin board with store bought decorations the children could use their art work. Not only would it help liven up any hall way, increase class participation because their art work would then be on display for the entire school, but it would also help teach them the value of sharing their art with others.
I Won't Learn from You:
I really appreciated that the teacher in this story still treated racism like an ongoing issue. I think that many people get caught up in the mindset that racism was in the past, therefore not in the present. It seems, that in the south especially that racism is still a large issue, and I believe it will continue to be one until the people that believe it no longer exists realizes that they are wrong.
Step by step:
Personally I liked the ideas in lessons 2 and 3. I think that a bulletin board could also be used as a gallery space for students art work. So instead of just decorating a bulletin board with store bought decorations the children could use their art work. Not only would it help liven up any hall way, increase class participation because their art work would then be on display for the entire school, but it would also help teach them the value of sharing their art with others.
R.O.C. Reyna
Food is Not for Play
This article gave me a new view on how we play with food. It never called to my attention that playing with food in a classroom can hurt someone, especially a little child. As a child in kindergarden, my classroom always played with blue rice and pinto beans. However I believe you can still use food for learning in a art class; in fact, you can describe the culinary arts to young students and show how they use different colors and textures to make a Yummy look. It can be cross lesson plan with schools that have some type of home Ec course. It just gives students a view that art can be associated outside of a typical paint, pencil, and clay class.
I Won't Learn from You!
I like that the instructor analyzes that racism is still a big problem, but I feel that there is an issue with this article. He observes this classroom taught by a white instructor filled with hispanic students and ends up instructing the white instructors class. He observes that the text is a racist book and explains it to the students that he notices their problem. I agree that the text is racist, but this article does not have a closure to this schools issue. I would like to see how the students and the original instructor discuss this issue whether they resolved it or not. I get that issues like this wont be solved in a day, but I just wanted to hear a little more from that article.
This article gave me a new view on how we play with food. It never called to my attention that playing with food in a classroom can hurt someone, especially a little child. As a child in kindergarden, my classroom always played with blue rice and pinto beans. However I believe you can still use food for learning in a art class; in fact, you can describe the culinary arts to young students and show how they use different colors and textures to make a Yummy look. It can be cross lesson plan with schools that have some type of home Ec course. It just gives students a view that art can be associated outside of a typical paint, pencil, and clay class.
I Won't Learn from You!
I like that the instructor analyzes that racism is still a big problem, but I feel that there is an issue with this article. He observes this classroom taught by a white instructor filled with hispanic students and ends up instructing the white instructors class. He observes that the text is a racist book and explains it to the students that he notices their problem. I agree that the text is racist, but this article does not have a closure to this schools issue. I would like to see how the students and the original instructor discuss this issue whether they resolved it or not. I get that issues like this wont be solved in a day, but I just wanted to hear a little more from that article.
Friday, February 21, 2014
Eric Parr responses 2/24
Rethinking Our Classrooms
I fully agreed with the message in Why Students Should Study History because its important that students learn to think on their own and pursue truth through valid sources not just those that are given to them. Many time when students are given a project per say on the history of the civil war instead of seeking knowledge that they don't currently know, they seek out details to facts that they currently already posses. I truly hope that my students will find and want the truth in life by the importance of it that I teach in history. To many times I find that I have been deceived by the sources that I took for granted. I was taught in high school that NAFTA was loved and accepted by all. Not that there were fierce presidential candidate debates and riots over the issue in mexico. Or that the spread of wealth in Mexico became even more disproportionate 10 years after its initiation. This is all I have to say on this issue.
Wednesday, February 19, 2014
Art Unit Plan
Everyone,
I shortly mentioned that for your next art lesson you will in fact create an art unit plan. I have the NAEA Unit Plan format that you can use. When teaching art you will find that you need more than one class or one week to complete an activity. With the Unit Plan you will think about having your students complete an activity that takes 6 weeks. I use 6 weeks as your time frame because that is how long the grading period is for LISD. Oddly my daughters charter school has gone to a 9 week system.
I will go over this in more detail next class. This will still give you 2 weeks to complete it, but you might want to go ahead and start thinking about what you want to do. You can build on what you already have if you choose to do so.
I will also break you into 3 groups of 3 because I want you to create a work of art that is based on one of the lesson plans in Making Art Together. Many teachers have not created or taught a collaborative lesson, so I thought it would help to ask you all to create something. After discussion in class on Monday I would like to finish discussing lesson plans, but then you will all have the chance to work on your collaborative art project. We can hang them up somewhere after you all finish.
If you have any questions let me know.
I shortly mentioned that for your next art lesson you will in fact create an art unit plan. I have the NAEA Unit Plan format that you can use. When teaching art you will find that you need more than one class or one week to complete an activity. With the Unit Plan you will think about having your students complete an activity that takes 6 weeks. I use 6 weeks as your time frame because that is how long the grading period is for LISD. Oddly my daughters charter school has gone to a 9 week system.
I will go over this in more detail next class. This will still give you 2 weeks to complete it, but you might want to go ahead and start thinking about what you want to do. You can build on what you already have if you choose to do so.
I will also break you into 3 groups of 3 because I want you to create a work of art that is based on one of the lesson plans in Making Art Together. Many teachers have not created or taught a collaborative lesson, so I thought it would help to ask you all to create something. After discussion in class on Monday I would like to finish discussing lesson plans, but then you will all have the chance to work on your collaborative art project. We can hang them up somewhere after you all finish.
If you have any questions let me know.
Weekly Posts, Comments, Questions, Suggestions
Hello Everyone,
In class I reminded you all that 12% of your grade is posting on the blog each week. You have 12 weeks in which you need to post which means that each week is worth 12 points. If you have not been posting you can still easily make an A, but you need to start doing it this week. Therefore, if you do not make any posts your grade will automatically be a B+. It needs to be 2 comments or questions. If you post only 1 then you get half the credit.
These posts need to be in by midnight on the Saturday before class. This gives me time to look over them before class. I know it is no fun to post on a Saturday night but that is part of having a Monday class. These comments and questions are very helpful for me in leading the class discussion. The posts are how I know what you each thought was interesting about the readings.
Thanks again to those who have posted.
In class I reminded you all that 12% of your grade is posting on the blog each week. You have 12 weeks in which you need to post which means that each week is worth 12 points. If you have not been posting you can still easily make an A, but you need to start doing it this week. Therefore, if you do not make any posts your grade will automatically be a B+. It needs to be 2 comments or questions. If you post only 1 then you get half the credit.
These posts need to be in by midnight on the Saturday before class. This gives me time to look over them before class. I know it is no fun to post on a Saturday night but that is part of having a Monday class. These comments and questions are very helpful for me in leading the class discussion. The posts are how I know what you each thought was interesting about the readings.
Thanks again to those who have posted.
RoC & MAT comments-Wendi Coats
RoC
"Why Standardized Tests Are Bad...": I found this article confusing. A previous article, "Expectations and At-Risk Children", spoke about having consistent expectations for all students and not accepting excuses about a self-perceived inability to learn, while this article spends quite a bit time blaming the government/teachers/etc. for students not learning and espousing excuses based on race and economics. In my situation, my parents weren't middle class, but I still excelled at most subjects at school. I think there are some aspects of different cultures, that is ignored most of the time, that I've witnessed in my own friends/family, which is, that if a student begins to excel in school and become "better" than family/friends, then the student makes a choice to "dumb down" to avoid criticism, thus hurting themselves. I think that is a bigger issue to address.
"Thoughts on Teaching Native American Literature": I liked this article and how it explains that this type of literature is not really discussed. I enjoy hearing the stories and the background behind them.
MAT: The Lessons 1-9 sound very fun to try. I think I would like to try, for my collaborative assignment, the chalk drawing or the comic book.
"Why Standardized Tests Are Bad...": I found this article confusing. A previous article, "Expectations and At-Risk Children", spoke about having consistent expectations for all students and not accepting excuses about a self-perceived inability to learn, while this article spends quite a bit time blaming the government/teachers/etc. for students not learning and espousing excuses based on race and economics. In my situation, my parents weren't middle class, but I still excelled at most subjects at school. I think there are some aspects of different cultures, that is ignored most of the time, that I've witnessed in my own friends/family, which is, that if a student begins to excel in school and become "better" than family/friends, then the student makes a choice to "dumb down" to avoid criticism, thus hurting themselves. I think that is a bigger issue to address.
"Thoughts on Teaching Native American Literature": I liked this article and how it explains that this type of literature is not really discussed. I enjoy hearing the stories and the background behind them.
MAT: The Lessons 1-9 sound very fun to try. I think I would like to try, for my collaborative assignment, the chalk drawing or the comic book.
Monday, February 17, 2014
Lesson Plans/ Budget- Emily
Visual Studies Lesson Plan
Names: Emily Grade Level: 4th/5th
Title of Lesson: "Ours"
National Standards:
Texas Essential Knowledge Skills (TEKS):
(a) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(b) Knowledge and skills.
(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:
(A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and
(B) choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
(A) integrate a variety of ideas about self, life events, family, and community in original artworks;
(B) design original artworks; and
(C) invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
(A) identify simple main ideas expressed in art;
(B) compare and contrast selected artworks from a variety of cultural settings; and
(C) identify the roles of art in American society.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:
(A) describe intent and form conclusions about personal artworks; and
(B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.
Source: The provisions of this §117.14 adopted to be effective September 1, 1998, 22 TexReg 4943.
Objectives:
1. Learn team work
2. Establish a good relationship amongst students.
2. Establish a good relationship amongst students.
Introduction:
Vocabulary:
collaboration: the action of working with someone to produce or create something: hewrote on art and architecture in collaboration with John Betjeman.
• something produced or created in this way: his recent opera was a collaboration with Lessing.
Vocabulary:
collaboration: the action of working with someone to produce or create something: hewrote on art and architecture in collaboration with John Betjeman.
• something produced or created in this way: his recent opera was a collaboration with Lessing.
Social/Historic Context for Lesson:
Historic Artists Used:
Contemporary Artists Used:
Judy Baca
Judy Chicago
Judy Baca
Judy Chicago
Books:
The one and the Many: Contemporary Collaborative art in a Global Context
Video:
http://www.sfmoma.org/explore/multimedia/videos/512
The one and the Many: Contemporary Collaborative art in a Global Context
Video:
http://www.sfmoma.org/explore/multimedia/videos/512
Websites:
https://www.moma.org/learn/moma_learning/themes/dada/artistic-collaboration
http://www.trendhunter.com/slideshow/36-artistic-collaborations-fabulous-fusion-of-famous-talents#1
https://www.moma.org/learn/moma_learning/themes/dada/artistic-collaboration
http://www.trendhunter.com/slideshow/36-artistic-collaborations-fabulous-fusion-of-famous-talents#1
Materials Used:
- Paper- $40
- Paint- $18.03 x5
- Pencils- $13.29- misc.- $100
Total cost: $243.44
Technology Used:
-computer
-computer
Timeline for Lesson:
1 week:
1st day- discuss collaboration/working together
2nd/3rd day- assign groups and have them brainstorm/begin creative process
4th/5th day- finish assignments and present to the class
1st day- discuss collaboration/working together
2nd/3rd day- assign groups and have them brainstorm/begin creative process
4th/5th day- finish assignments and present to the class
Activity/Procedure:
1.
2.
3.
4.
Assessments (objective or subjective):
1.
2.
Future Considerations/Notes:
Possibly redo the activity at a later time as a full class collaboration project.
Solo Lesson Plan- ....Is that chicken?
Visual Studies Lesson Plan
(a)Introduction.
(1)Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.
(2)By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(b)Knowledge and skills.
(1)Perception. The student develops and organizes ideas from the environment. The student is expected to:
(A)communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and
(B)choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.
(2)Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
(A)integrate a variety of ideas about self, life events, family, and community in original artworks;
(B)design original artworks; and
(C)invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.
(3)Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
(A)identify simple main ideas expressed in art;
(B)compare and contrast selected artworks from a variety of cultural settings; and
(C)identify the roles of art in American society.
(4)Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:
(A)describe intent and form conclusions about personal artworks; and
(B)interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.
Objectives:
1. To educate students what is really in fast food and why it is unhealthy
2.To allow students to work through this new info by talking about their diets and how they can eat healthier meals.
Social/Historic Context for Lesson: Reality of foods today
4. Students will have the remainder time to work on their projects, encouraged to put their emotions into their piece, why or why not they think fast food is bad for you.
Title of Lesson: ...Is that chicken?
National Standards:
Texas Essential Knowledge Skills (TEKS):
§117.14. Art, Grade 4.(a)Introduction.
(1)Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.
(2)By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.
(b)Knowledge and skills.
(1)Perception. The student develops and organizes ideas from the environment. The student is expected to:
(A)communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and
(B)choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.
(2)Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
(A)integrate a variety of ideas about self, life events, family, and community in original artworks;
(B)design original artworks; and
(C)invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.
(3)Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
(A)identify simple main ideas expressed in art;
(B)compare and contrast selected artworks from a variety of cultural settings; and
(C)identify the roles of art in American society.
(4)Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:
(A)describe intent and form conclusions about personal artworks; and
(B)interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.
Objectives:
1. To educate students what is really in fast food and why it is unhealthy
2.To allow students to work through this new info by talking about their diets and how they can eat healthier meals.
Social/Historic Context for Lesson: Reality of foods today
Historic Artists Used:
Contemporary Artists Used:
Websites:
http://youtu.be/N2diPZOtty0
http://youtu.be/QM0kU77n43w http://youtu.be/awOcIfsTgeg
http://www.huffingtonpost.com/2013/11/20/fast-food-truths_n_4296243.html
<div style='text-align:center'>
http://youtu.be/N2diPZOtty0
http://youtu.be/QM0kU77n43w http://youtu.be/awOcIfsTgeg
http://www.huffingtonpost.com/2013/11/20/fast-food-truths_n_4296243.html
<div style='text-align:center'>
<script type='text/javascript' src='http://pshared.5min.com/Scripts/PlayerSeed.js?sid=281&width=560&height=345&playList=518022041'></script>
<br/>
</div>
Materials Used:
Timeline for Lesson: 2 weeks
Activity/Procedure:
1.I will spend first day in group discussion about what the students eating habits are like. How often they eat fast food and if they know what it is they are really eating.
2.After the initial discussion, students will get into groups of three and plan out how they want to inform others about they have learned about fast food. (Painting, short film, collage, drawing, illustration)
3. Students will then present their idea to myself so together we can figure out all the details, materials and a starting point. Work out the kinks.
4. Students will have the remainder time to work on their projects, encouraged to put their emotions into their piece, why or why not they think fast food is bad for you.
Assessments (objective or subjective):
1. Subjective-to see how students react to the subject of immatation food and how they use art to share it with others
Proposed Budget:
Lesson Plan
Names: Grade
Level: Elementary
Title of
Lesson: Toy Story
National
Standards:
Texas
Essential Knowledge Skills (TEKS):
117.5 (1)
Foundation: observation and perception. The
student develops and organizes ideas from the environment. Students expand
visual literacy skills, utilizing critical thought, imagination, and the
senses, to observe and explore the world by learning, understanding, and
applying the Elements of Art and Principles of Design. Students use what they
see, know, and have experienced as sources for examining, understanding, and
creating artworks.
117.5 (2) Creative
expression/performance. The student expresses ideas through original
artworks, using a variety of media with appropriate skill. Students communicate
their imaginative thoughts and ideas by challenging their creativity in
producing original artworks and solving art problems using a variety of media
with appropriate and progressive skills.
Objectives:
1. To
learn how to make a stuffed doll/shoebox car
2. To learn that it’s okay for boys and girls to like toys that traditionally the opposite gender prefers.
2. To learn that it’s okay for boys and girls to like toys that traditionally the opposite gender prefers.
Introduction:
Vocabulary: Equality, Stereotypes
Vocabulary: Equality, Stereotypes
Social/Historic
Context for Lesson: Learning about gender equality and going against gender
stereotypes.
Historic
Artists Used: Unsure
Contemporary
Artists Used: Unsure of any that are elementary school appropriate
Books: Ballerino Nate by Kimberly Brubaker
Bradley. A book about a boy who enjoys dancing, despite his brother telling him
only girls can dance.
Websites:
http://www.youtube.com/watch?v=MFn81_HAvWg
(maybe not this exact video as it’s 7 minutes long, but a video to show the
students other kids who are challenging gender roles)
Materials
Used:
-
For
girls: Have them bring a shoebox/any cardboard box to class from home, tacky
glue, paint, toothpicks, Scissors
-
For
boys: I will supply pre-sewn and stuffed cloth dolls in a basic
gingerbread-like shape; googly eyes, markers, scissors, glue, have them bring
old fabric they want to use
Technology
Used: Computers and printers for girls to print out what kind of car they want
to design their’s after. Boys may also use the internet for clothing style
ideas.
Timeline
for Lesson: One week, possibly two if needed
Activity/Procedure:
1. Have the girls and boys design their
dolls/cars on a piece of paper before they begin.
2. Have the girls cut circles out of
cardboard for wheels and the boys cut out the outfits for their dolls.
3. Have the girls paint their boxes
whatever color they choose.
4. Have the boys glue on the googly
eyes and clothing.
5. Help the girls stick 4 toothpicks, 2
on each side, for the wheels. Then place the circle cutouts through the
toothpicks.
Assessments (objective or subjective):
1. Have
the children learned how to make their own toys?
2. To see
if students can challenge the ideas of traditional gender roles and stereotypes
Future
Considerations/Notes: Let the
boys know the dolls don’t have to be girly and the girls know their cars don’t
have to be boyish.
Budget =
Melissa's Lesson Plan
Melissa Burgers Lesson Plan
Vocabulary: Animal cruelty: Cruelty to animals, also called animal abuse or animal neglect, is the human infliction of suffering or harm upon non-human animals, for purposes other than self-defense or survival. More narrowly, it can be harm for specific gain, such as killing animals for food or for their fur, although opinions differ with respect to the method of slaughter
Historical Art Used: "Frida Kahlos self portrait with monkeys." "dachshund print."
Visual Studies Lesson Plan
Name: Melissa Burger Grade Level: 9-12
Content Standard: Animal Testing
Texas Essential Knowledge Skills (TEKS):
Objectives: Get students to analyze the harms and dangers of animal testing. Is it fair that we can not experiment on humans without their consent but we can experiment on animals without their consent?
Introduction:
Vocabulary: Animal cruelty: Cruelty to animals, also called animal abuse or animal neglect, is the human infliction of suffering or harm upon non-human animals, for purposes other than self-defense or survival. More narrowly, it can be harm for specific gain, such as killing animals for food or for their fur, although opinions differ with respect to the method of slaughter
Historic Artists Used: Frida Kahlo, Jackson Pollock, Picasso, Andy Warhol
Historical Art Used: "Frida Kahlos self portrait with monkeys." "dachshund print."
Contemporary Artists Used: Ai Weiwei
Websites: http://www.buzzfeed.com/summeranne/16-brilliant-artists-and-their-animal-muses
Materials Used:
-Canvas Paper/canvas.
-acrylic paint
- paintbrushes
- water (soup) cans
-paper towels
Activity/Procedure: Students will think about an animal or pet that has touched them. Students will paint their animal/pet of choice and talk about why this animal is sentimental to them during critic.
Assessments (objective or subjective):
1) Student will be ask what pets/animals are sentimental to them. How did you feel while you spent time with your pet? How did you feel when your pet was excited to see you?
2) How would you feel if an animal you cared about was being tested on?
3) Do you think we should be able to test on animals when they cannot speak for themselves?
4) Once students begin their paintings they can decide to they want to incorporate some time of mixed media into their paintings to make it more sentimental to their animal/pet.
For the Teacher
3.
Budget for Animal testing
100 students
Grade: 9-12
Item
|
Cost
|
Quantity
|
Total
|
Canvas Paper
|
$22.00
|
5
|
$110.00
|
Paintbrushes
| $10.00 | 10 | $100.00 |
| Acrylic Paint |
42.00
|
1
|
$42.00
|
Tin cans for water
|
$0.50
|
100
|
$50.00
|
Paper towels
|
$1.00
|
1
|
$1.00
|
Total for Entire Lesson
|
$300.00
|
Lesson Plan Eric Parr and Readings
Visual
Studies Lesson Plan
Name:
Eric Parr Grade
Level: 9-12
Title
of Lesson: Alter Ego Self Portrait
National
Standards:
3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas
Achievement Standard, Proficient:
Students
a. reflect on how artworks differ
visually, spatially, temporally, and functionally, and describe how
these are related to history and culture
b. apply
subjects, symbols, and ideas in their artworks and use the skills gained to
solve problems in daily life
5. Content Standard: Reflecting
upon and assessing the characteristics and merits of their work and the work of
others
Achievement Standard, Proficient:
Students
a. identify
intentions of those creating artworks, explore the implications of various
purposes, and
justify their analyses of purposes in particular works
b. describe
meanings of artworks by analyzing how specific works are created and how they
relate
to historical and cultural contexts
c. reflect
analytically on various interpretations as a means for understanding and
evaluating works
of visual art
Achievement Standard, Advanced:
Students
e. correlate responses to works of
visual art with various techniques for communicating meanings, ideas,
attitudes, views, and intentions
Texas
Essential Knowledge Skills (TEKS):
§117.53. Art, Level II.
(b) Introduction.
(2) By analyzing
artistic styles and historical periods students develop respect for the
traditions and contributions of diverse cultures. Students respond to and
analyze artworks, thus contributing to the development of lifelong skills of
making informed judgments and evaluations.
(c) Knowledge
and skills.
(2) Creative
expression/performance. The student expresses ideas through original artworks,
using a variety of media with appropriate skill. The student is expected to:
(A) formulate multiple
solutions to expand personal themes that demonstrate intent;
(D) Create original artwork to
communicate, thoughts feelings, ideas, or impressions.
Objectives:
- Students
will begin to understand art as a deeper medium than just creating
something good looking. They will begin to use art to express feelings and
observations about the world around them.
- Students
will take there ideas and create an artwork in the medium which fits their
needs in a way that reflects their alter ego.
Introduction:
- Introduce
students to the idea of art as a way to express feeling or thought.
- Show
a variety of artwork that depicts alter egos or the personalities of
artists who created the work.
- Have
students create a foundation to begin the work, whether in a sketchbook
form or a verbal one. However, a tangible model will be highly advised.
Vocabulary
-
Self Portrait- A self-portrait is a
representation of an artist, drawn, painted, photographed, or sculpted by the
artist.
- Alter Ego- A second self, separate from a persons original
self.
- Metaphor is
a figure of speech that describes a subject by asserting that it is, on some
point of comparison, the same as another otherwise unrelated object.
-Symbolism – The use of symbols to represent ideas or
thoughts.
Historic
Artists Used: Frita Kahlo, Marcell Duchamp, Max Ernst, Andy Warhol
Historical Art Used: Various examples of self-portraits and how sometimes they don’t necessarily represent the true state of the artist. Also works where artists depicted a world different from reality. Surrealist for example.
Contemporary
Artists Used: Tobias Bernstrup, Paul
Wolski, Banksy, Mr. Brainwash, Robert Grober
Websites:
Materials
Used:
- Any materials within the art-room.
- Any materials within the art-room.
A
choice on medium will be given so students will be allowed to pick from what
suits their needs best. However, the artwork will be in a 2-d form
Technology
Used:
A PowerPoint to introduce the idea
of an alter ego and show historical and contemporary artwork
Timeline
for Lesson: 5- 50 minute class periods
Activity/Procedure:
1. Before
starting the lesson students will be asked a few questions that will give them
a starting point for their alter ego piece.
- Who
do you envision yourself being in 5 years from now.
- If
you could shape your future in every way possible what would you be like
when you are 20
- If
you could create yourself in entirety what would you do with your life.
2.
After answering the questions, students can now brainstorm how they can
represent their answers visually. Also
they will decide what they want to accomplish with their work. Have students
create a preliminary idea their design. This will include medium choice.
3. Next students will create a timeline and
figure out how to create their artwork.
4. Students
will now start on their artworks. As they work small critiques will take place
at the beginning of every class to help students continually evolve their
pieces.
5.
After creating their work students will decide how they want to show it. Would
they like to put it up in the hallway, present to the class, or keep it to
themselves. These are several options however students will be allowed to
decide how their work will be displayed.
Assessments (objective or subjective):
1.
Has the student accomplished the goal they set out to accomplish?
2.
Have the students critique their own art work. What do they see in their
classmates work. Is their peers work successful in accomplishing what the
artist set out to do.
For
the Teacher
3. Did
the students seem invested in their project. Why or why not. How can I as a
teacher involve the students who did not seem interested.
4. Was
I as a teacher invested in my students learning process. Did I go the extra
mile the entire time. Why or why not.
Budget for Alter Ego
150 students
Grade: 9-12
Item
|
Cost
|
Quantity
|
Total
|
Watercolor
paper
|
$8.70
|
6
|
$52.00
|
Colored
pencils
|
$58.25
|
1
|
$58.25
|
Watercolor
Paint 12 sets
|
$52.50
|
1
|
$52.50
|
Paint
brushes
|
$20.95
|
1
|
$20.95
|
Speedball
Super Black India Ink Pint
|
$7.80/Bottle
|
6
|
$46.80
|
Ink
pens class set
|
$55.00
|
1
|
$55.00
|
Paper
Towels
|
$2.70/Roll
|
6
|
$16.20
|
Total for Entire Lesson
|
$ 301.50
|
So the story on Math SAT's and Racial profiling. I think that sometimes when we teach people that they can change the world we only teach them the standard basics like arts literature and such are suitable tables for seeking change in the world. However, this lesson emphasized the idea that any medium can be a way to seek change. It is truly powerful when students realize that whatever job field or profession they are in can be a powerful platform for change. It was comforting to see that students are being taught that they can impact the world even if their not a union leader or such.
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