faith ringgold chapters 1&2

    I am so jealous of her because she was present during such a historical time to be making amazing art, Civil rights & Women's rights. On top of that she has had a lot of experience with witnessing people she loved and cared about struggle with addiction. She also did not let other peoples opinions of her art stop her from making a name for herself in the art world. All in all she has been through a lot and channeled it into something amazing.

6 week lesson plan

Lesson Plan Template

You can download the template from google docs via this link or copy and paste from below.

Visual Studies Lesson Plan

Names:   Melissa Burger                                                                                                                                                     Grade Level:High school

Texas Essential Knowledge Skills (TEKS):

Objectives:

1.  Students will think of topics that they are passionate about: immigration, gay marriage, feminism 
2. students will illustrate the topics they are passionate about on fabric squares provided

Introduction:
Vocabulary: 

Historic Artists Used:none

Contemporary Artists Used: Faith Ringgold

Books: Faith Ringgold book

Websites:none

Materials Used: fabric, needle, thick and thin thread, quilting badding

Technology Used: none

Timeline for Lesson: 6 weeks, meeting twice a week

Activity/Procedure:

1. Students will take a while to brain storm topics that they are passionate about or maybe even topics that reflect them individually. 

2. Students will than chose colors and patterns of fabric to help strengthen the concepts of their work. 

3.Than, they will begin placing the shapes and patterns according on the background fabric. 

4. Once all materials are finalized and in place, students may begin threading their needles and sewing everything into place. Student may even use yarn and mixed media buttons to help strengthen  their concepts. 

Assessments (objective or subjective):

1. Critique will be given afterwork to help students with feedback and get students talking about each others work. 

2.Primary sketches will have to be made before hand just so no time is wasted or materials are ruined. 

Future Considerations/Notes:

Eric Parr NAEA Lesson Plan

NAEA Lesson/Unit Plan Template

Name: Eric Parr        

     

School:  Wilson Elementary, Crandall Independent School District

     

Lesson/Unit Title: Taking Your Art Out of the Landfill

     

Lesson/Unit Overview: We will taking our artwork to the next level by making it personal. This lesson will teach the students to invest their lives not only in their artwork but much more because creativity must not be limited to the classroom and two and three-dimensional artwork.      

 

Grade Level: Intermediate Elementary (3-5)      

Media Type: All Types

     

Duration: 6 weeks with 50 min. Class periods / I will see students three times a week.

Entry Point For Generating Lesson/Unit Ideas: Create in students the idea that creativity and investing themselves is something that can permeate all points of their lives. The starting point is artwork.

Artwork/Artists: All great artists who invested themselves in their work, but what works great are those who went against the current because they believed in their work. Faith Ringold,  Andy Wharhol, Pablo Picasso, Van Gogh, Barbara Kruger

           

Media: Watercolor, colored pencil, acrylic paint and collage, sharpie,

     

           

Subject Matter: Landscape, Most influencal person/ Role Model, Worldview

     

           

Concepts: Art concepts, process concepts, historical concepts, etc.

           

Examples of Art Concepts:

o      Unity can be achieved by the way line, shape, color, texture, and form are arranged in a composition.

o      Shades can be achieved with the same color

o      Variety can be achieved by line variation

o      Unity can be achieved with random shapes

           

Examples of Process Concepts:

o      A landscape can be done with one continual line: contour

o      A portrait can be done with one color in multiple shades (mono-chromatic)

o      Abstract work can represent ideas and feelings that everything can grasp.

o      Symbols and Motifs can be represented with a single object 

            Examples of Historical Concepts:

o      Artists use models

o      Artists use sketchbooks to record ideas and formulate plans

o      Modern artists experiment with new mediums that best translate their idea

o      Artwork should be personal and reflect a part of the artist         

     

Enduring Ideas: Creativity is the idea that a person can input their life into any part of their life, especially artwork.

           

Examples of Enduring Ideas:

o      Creativity is a mindset

o      Good Artwork is loved but not by all

o      Artwork is Enduring and Universal         

     

Theme: Our projects will represent what is important to the students

Examples of Themes in Art:

o      Artists as Lunatics

o      Art and Philosophy

o      Humanity in Art

     

Rationale: Because Children matter, one day they will be in our shoes and others in theirs thus they must be invested in with life lessons; not just simple knowledge like how to make a color wheel. If we teach a child how to use a hammer but not that he can use it to the benefit of his neighbor how will the houses of all the rest be built?

      

Objectives:

·      FUN!

·      Contour Lines a mastery of them

·       

Objective(s) for Planning: Is the child mastering the concept that he is taught.

Example of Objectives for Planning:

o      Students will participate in discussion from presentations and artist talks

o      Students will demonstrate knowledge of the reasons why to create art.

    

Objective(s) for the Product(s):  An inclusion in the grading process that addresses skill level and a mastery of techniques described.

     

Objective(s) for Student Reflection: An inclusion in the grading process that measure student understanding: personal message/meaning, understanding of the relationship with the artist or theme, the process and media used, the technical skills that were gained.

Examples of Objective(s) for Student Reflection:

o      Students will share results of their critiques

Assessment:

·      In class progress 50%

·      Self Assessment done as a class with critique and self assessment forms. Before the project starts the students will write down what they hope to accomplish and judge themselves on what and how they performed 25%

·      Final Project Assessment 25%

     

Assessing student products:  Summative assessments that measure the application of skills, media, and art concepts in a product generated as a result of the lesson.

Examples of Assessing Student Products:

The final projects demonstrate

o      Thought

o      That student cared about how they were presented to the world

o      emphasis through the use of a specific color scheme

o      Craftsmanship

     

Assessing student reflections: 

·      Students will record what they hope to achieve and grade themselves based on an A, B, C, or F scale.      

Content and Achievement Standards: 

     

Content Standard

Understanding and applying media, techniques, and processes

Achievement Standard

·       Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

·       Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

Materials: Paper , Acrylic Paint, Paintbrushes, canvas, Sharpies, Pencils

     

Procedure:

Week One-Two Lesson One (Create a Dream Dwelling)
            Day One- An introduction to the teaching standards of the next few weeks and a presentation with class discussion on drawing a landscape. Students will formulate ideas and brainstorm for the next class period.

            Day Two- Students show me their ideas and begin sketching their dream dwelling.

            Day Three- Students will continue sketching their sketches for their dream dwelling.

            Day Four- Students will trace their final sketch in a contour line creating a contour line drawing of dwelling.

            Day Five- Students will create a title and showcase their work outside with a personalized namecard. Self evaluations will be had.

            Day Six- Students will view and critique their work in the pre-described manor.

Week Three-Four Lesson Two (Create a Monochromatic portrait of the most influential person/ role model in their life)

            Day One- An introduction to the assignment with a class discussion and a presentation of sample artworks. Students will begin to formulate ideas and bring a picture of the selected person to class next class. Send a note home to parents explaining the circumstances and asking them to assist their students.

            Day Two- Taking the picture and blowing it up to scale with a projector to trace on canvas 8.5*11 multiple students tracing at once. The rest of students are working on paragraph about the individual to accompany the piece.

            Day Three- Same as Day Two

            Day Four- Students will receive three colors black white and _______ to create their monochromatic portrait.

            Day Five – Students will hang the pieces and create a custom name card.

            Day Six- Students will view and critique their work in the pre-described manor.

Week Five-Six Lesson Three (Worldview Lesson – creating an abstract piece about the world.)

            Day One- An introduction by asking the students to write down one descriptive word that describes the world. Then ask them to create a piece that represents that word. Legnthy explanation on how a piece can convey an emotion (ROTHKO). 

            Day Two- Have students brainstorm ideas for five to ten minutes and then jump right into it. Give them access to everything in the room.

            Day Three- Have Students create a name card and display their piece.

            Day Four- Students will view and critique their work in the pre-described manor.

           Day Five – Students will pick there favorite work from the three completed write a paragraph on why they picked it and begin to formulate final show.

            Day Six- Students will display pieces in final show.

Cross Curriculum Integration:  Language Arts

     

Differentiated Instruction:  I will modify accordingly to the different and unique levels of each student I see unable to complete the lesson at the same level as the class.

     

Searchable Keywords: Abstract for Elementary, Elementary Lesson Plans, Six Week Lesson Plans, Completed Lesson Plans 

Unit Lesson Plan - Emily

NAEA Lesson/Unit Plan Template

Name:  Emily Livingston

     

School:  School, District, and State

     

Lesson/Unit Title:  Song for Clay

     

Lesson/Unit Overview: In this lesson we will focus on learning the basics of clay.

     

 

Grade Level: Intermediate Elementary (3 – 5)

     

Media Type:  Clay.

     

Duration:  1 day a week meeting for 50 minuets at a time.

     

Entry Point For Generating Lesson/Unit Ideas:  Introduce the lesson my showing the class how ceramics is an ancient art that has been used for many years in different parts of the world.

Artwork/Artists: 

Jennifer McCurdy - http://www.combustus.com/13/when-natural-science-informs-art/

Piet Hein Eek - http://www.pietheineek.nl/en

African art: http://africa.si.edu/exhibits/ceramics.htm

Chinese Ceramics: http://www.artsmia.org/art-of-asia/ceramics/

     

Media: Clay.

     

Subject Matter: non-objective. Hand built ceramics.

     

Concepts: .

Art Concepts:

Shape, texture, and form

Process Concepts:

Clay can be taken from a flat surface into a 3d form by being rolled into coils and manipulated into a 3d form or flattened into slabs and then formed into a 3d shape.

Historical Concepts:

The impact of ceramics on Chinese culture and trade.

Enduring Ideas: The student would learn that something can be artful as well as functional and profitable. They would also take away from it the fact that ceramics is an ancient art that we still place value in today.

Theme: Art as storytellers as well as Identity.

     

Rationale: This lesson is important because it not only relates to art but to the history of the world. It is also important to allow kids to make hands on art, because it helps with patience and fine motor skills.

     

Objectives: They should have a basic, if not informed knowledge of hand built ceramics as well as knowledge of the history surrounding ceramics.

Objective(s) for Planning:  

Behavioral or knowledge objectives that measure idea generation, refinement of plans, choice making, etc. in relation to planning a product.

Example of Objectives for Planning:

• Students will participate in discussion from projected slides and photos showing numerous architectural styles.
• Students will demonstrate knowledge of details of architecture within their community and in history.

     

Objective(s) for the Product(s):  Students will be able to choose the use of an object and create their own based on examples from other cultures. Ie water jug, teapot, cups, drums, bowls, etc.

Objective(s) for Student Reflection: Students will be asked to name the ceramic objects in their home or that they encounter on a regular basis.

Assessment: Students will design something out of clay and we will critique it at the end of the unit. We will also discuss as a class what historical context the students have learned about ceramics.

Assessing student planning:  Preliminary sketches of ideas will be turned in before clay is given out for the final project.

Assessing student products:  Craftsmanship, completion, and implementation of the elements of art will be taken into consideration when assessing the students final works.

     

Assessing student reflections:  students will explain during critique why they chose to express the elements of art the way they did.

Content and Achievement Standards:  Select the standards based on http://artsedge.kennedy-center.org/educators/standards.aspx

Select no more than five standards.

     

Materials: Clay, kiln, disposable table clothes, squirt bottles, scoring tools (old combs, plastic forks, etc), and trash bags to cover clay until end of project.

     

Procedure: 

Lesson 1: describe the lesson briefly then give the students historical/ background information on ceramics, especially hand building.

Lesson 2: review briefly what was discussed last week, then have them begin doing preliminary drawings and brainstorming ideas for their creations.

Lesson 3: Give them demos on how to work with clay. Also explain terminology and teach vocabulary. (Wedging, rolling coil, slab making, slipping and scoring, etc.)

Lesson 4: Have the students begin working on their projects, go over demos again as needed.

Lesson 5: Continue working on projects/ finish them. Explain how the kiln and firing works.

Lesson 6: Return pieces and do a class critique.

     

Resources: Include URL links to any sites (museum, etc.)  which can be used in teaching this lesson.  

     

Cross Curriculum Integration:  Art history and social studies.

     

Differentiated Instruction:  Students with special needs will be given extra help and attention if required as well as grades based on their work ethic rather than the finished project if needed.

     

Searchable Keywords: Clay, Ceramics, elementary, 3-5