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