Watercolors

This lesson started off by reviewing the book about the rainbow fish. We then went through key terms and different methods of using water colors, such as using crayons before painting with water colors. After reviewing all the new terms and practicing them we could begin our piece of art. We first had to make our background. The background had to be either cool or warm colors, then our fish had to be the opposite. I chose to do my background as a cool color because water is blue, then have my fish warm colors. Once the background and the fish were dry we could then glue the two together to be hung up on display.

An extension activity that could be done with this lesson would be to have an ocean themed week. Incorporate fish and different aspects of the ocean into every subject area. Students could write a poem in language arts, see how fish have evolved in science, etc. This heightens students interest in the subject at hand.

Painting and Printmaking

For this lesson we began by reaching into a bag and without look at the object(s) inside had to try and figure out what it was by the different texture. Once everyone was finished identifying the objects, we discussed what we thought was in each bag as a class. Then we talked about different artists who use texture within their artwork. We then went through what texture means and how it can add affect to a picture. There are two different kinds of texture, actual, which is actually having texture you can feel and is raised up off their piece of work, and implied which is a piece of artwork that looks as if there texture to it but it is on a flat surface. We also went through the primary colors, secondary colors, and intermediate colors. We then got the supplies needed to complete the project--the three primary colors, different tools to add texture, water, construction paper, and newspaper. We first practiced using the different materials on a piece of paper to help us get a feel of how they will look. We then began our project. We could pick one of four ways to create our project. I chose to do a background texture with my name on it. The textures I used were sponges, carpet and a paintbrush. I first started with my background. The first color I did was the blue with a sponge. Then I added red with a different kind of sponge, then added the yellow using a piece of carpet. I then added my name using some type of sponge stamp. My first name was my intermediate color which i needed to incorporate and my middle name was orange, the secondary color that also needed to be incorporated into the picture in some way.

An extension activity that could be done with this lesson would be a history lesson on the different artists that were talked about. Students would also write a bibliography on the artist of their choice that used either actual or implied texture.

Oil Pastels-Foreground, Middle ground, Background

This lesson began with an introduction to a South Dakota artist Terry Redlin. He uses the concepts of foreground, middle ground, and background in his artwork. After learning the new terms we then were told how to make our 2-D snowglobes using oil pastels. We were shown how to blend colors together and how to make different tints and shades by using white and black. Once all the new terms were explained to us we could begin our globe. We had to include different elements and principles into our artwork, and also foreground, middle ground, and background. We also had to include something within our picture that represented us. My globe I made was of the black hills because I would love to live there someday and also of a log cabin because that is my ideal house someday as well. The S7 on the front of the house is our families brand, and that represents my family and their importance to me.

An extenstion activity that could be done with this lesson would be to have a lesson on the seasons that the students drew. For instance, if a winter scene was drawn, you could have a class discussion on the different environmental factors that makes up winter and the water quality of snow compared to rain.

Monochromatic Painting with Shapes

This lesson began with picking your favorite color and making different tints and shades. First we made some tints by adding white to our paint. After mixing the white with the blue we drew a line on a piece of paper demonstrating the tint. We then added more white to our already tint color. After mixing those two together we drew another line next to the first. That demonstrated how you can get different tints. We then did the same thing for shades. For shades we added black to blue. Many of us found out that only a small amount of black is needed to make a shade. Once the first shade was made we drew a line on the same sheet of paper as the tints. We then added more black to our shade mixture to make a different shade color. Then a line was drawn next to the other shade line to show the difference between shades.
Then we were told pick a shape and draw them onto a piece of construction paper. They needed to be over lapping and different sizes. After the shapes were drawn you could begin painting them in. We needed to have the base color along with different shades and tints. After we were done painting, the shapes needed to be outlined with a black sharpie or marker. They then were hung to be displayed

An extension activity that could be done with this lesson would be with math and geometric figures. They would draw a slip of paper that had a clue to the shape that needed to be drawn, such as "this shape has four congruent sides" etc. They then would make their art project using that specific shape on the slip they received.

Pinch Pots

Pinch pots are the oldest form of ceramic material. This lesson was taught by myself and Ms. Dargatz. We started off the lesson with a history background of pinch pots and what they are used for. We then went through the making of the pinch pots step-by-step. We explained the different terms such as wedging, kneading, slip, etc. After going through the directions students began their own pots. We made a pot along with the students to help them see how their pot should look. Once students had their desired shape, students could start adding different elements and principles to their pot. Students could also add scoring to their pot which we demonstrated as well. Students really enjoyed this lesson.

An extension activity that could go along with this lesson would be a history lesson on where pinch pots came from and what they were used for. Students would break up into groups and pick a specific culture that used pinch pots since there is more than one culture who used them. They then would do research and make a bulletin board explaining that culture and how they used pinch pots

Starry Night Finger Painting

When beginning this lesson we first had a background of Vincent Van Gough and his paintings. We then looked at his famous painting Starry Night and then were told that we would be re-creating his piece of work. We were only given the primary colors and had to create all the colors we wanted from those primary colors. We could either create a Starry Night painting or one of our own. I created one of my own and incorporated a couple of elements and principles of design into my painting. I included line, depth, color, and shape into my painting. This was a fun lesson and allows for students to get their hands dirty.

An extension activity that go along with this lesson would be a history lesson on Vincent Van Gough. We would make a timeline and learn what happened throughout his life. We would also look at other famous artists and compare the two artists to one another.

Another extension activity that could be done would be in Language Arts. Students would write a bibliography on their favorite artist. The paper would have to be at least two pages long. It would also have to include different elements and principles of art that particular artist uses in their artwork.

Starry Night Tissue Collage

When starting this lesson we took different colors of tissue paper and cut many different shapes we wanted. The shapes consisted of swirls, different shapes, etc. After all of the tissue paper was cut it was placed on a piece of construction paper, either black or blue. The pieces of tissue paper were glued down onto the construction paper. Once the tissue paper was glued down, then we painted over our entire project with a glue adhesive. While that was drying we then cut out a city to glue on top of the construction paper. Using oil pastels windows and doors were drawn onto the cut-out city. The city was glued down onto the tissue paper/construction paper. After gluing down the city, then using oil pastels we drew different designs in the sky and on the tissue paper.

An extension activity that could be done with this art project would be to learn about the galaxy and about the atmosphere. We would talk about the different galaxies and their background of what they mean.

Hidden Safari

With this lesson, to get the students attention and to get them interested in the art project, we talked about what kind of animals they would find in the safari. We also talked about what our favorite animals are that are within the safari. We created our glasses that would help us to see the animals within our safari. The glasses were made up of construction paper and cellophane. Then an example was shown of the art project that was going to be created. We were asked if we could see an animal within the picture without our glasses we created. Then we put our glasses on and could see the animal within the picture. Then we went through and drew different parts of an animal to have some practice with drawing. Next we chose an animal we wanted to draw. We drew our picture upside down which helped to not look at the big picture and to just look at the lines being drawn. The animal needed to be drawn with a cool color, such as sky blue. After the animal was drawn we took three warm colors, red, yellow, and orange, and drew a pattern over top of our animal. This helped to hide our animal from the naked eye. Once everyone was finished with their project they were presented to the class and the class used their glasses to see if they could make out what animal was hiding within the picture.

For an extension activity I would incorporate this lesson with a science lesson. We could go through all different kinds of animals found in the safari and categorize them with their kingdom, such as a mammal, amphibian etc. Once they are categorized we then would go through their characteristics of that specific kingdom and why a specific animal is in that group.

Another extension activity I would incorporate would be in a math lesson. Using the different shapes and patterns used within their picture we would determine what shape it is. We would also then use those shapes to do different math problems such as adding, subtracting, multiplying or dividing how many sides the shapes have.

Eric Karl Collage

Before the lesson we went through Eric Karl's book called The Very Hungry Catepillar. After reading the book we went through how Karl makes his collages. First explaining the procedure taken to make a piece of collage, and then watching a video on how they are made. This will allow students to have many different ways to understand how a collage is made. Students will then begin to create many different colored collages. They will have to keep in mind what colors they will need once they create their collage picture. They collage paintings will have to dry overnight. The following day students can create their collage picture, using their colored pictures, and ones from other students.
An extention activity I would do to go along with this story would be in science class. We would discuss the life of a caterpillar. We will discuss the steps the caterpillar takes to make a cocoon and how it turns into a butterfly.
Another extension activity that could be done is for students to write a poem. After going through the science lesson on the caterpillars go through, students will write a cinquain poem on the development of the caterpillar into a butterfly.

Elements and Principles of Art

The top picture shows the principle of movement and rhythm. The first bucket looks closer and is bigger than the rest. The buckets that follow the first slowly look further away and are smaller than the ones before it. With that it makes it look as if they are moving.


The bottom picture shows the element texture. The picture shows how the surface of the object looks rough. You can see the grooves in the picture that make it have that rough look. The object is my glasses case

Introduction Footprint

My footprint I made was of my right foot because I am right-handed. In the background you can see some rolling hills, those represent me home back in North Dakota. The apple and pencil represent teaching. The letters "WNMCDS" are the first letters of the members of my family. Next is the piano. I took lessons in elementary school and I still like to play. It helps me to relax and relieve stress. The number 7 is my lucky number and also is how many members there are in my family. The hat represents my farm and how I love to be outside working on it. The Alaska state is where I would like to teach when I get done with school. I would like to go there for a couple years, and then come back to the upper midwest. I love to play volleyball and that is why that is also on my foot. I played in high school and still play now whenever I can.

This foot is a good way to have students use their creativity in order to introduce themselves to the rest of their class. They have to come up with pictures to describe important aspects in their life instead of standing up in front of the class and talking about themselves.

For an extention activity I would have the students use feet to create a layout of a story being read in the class. For language arts, a book would be read. The students would take sections of the book and create pictures to describe what happened in that particular section of the book. After the entire story is read the feet would be put up on a wall in the classroom. Having a visual for the students too look at will help them understand the story better. Students then can retell the important aspects of the story by looking at the footprints on the wall.