Teaching Portfolio

Teaching Portfolio

by Michelle Farkouh

TABLE OF CONTENTS

CONTACT INFO

email: michellefarkouh@gmail.com phone: 347-247-2236 resume + references available upon request

Vision Statement

A well-rounded education must include a visual arts curriculum that provides students

ample opportunity to manipulate various artistic media, explore possibilities, share ideas, and make insightful connections to better understand their world. Today, children come into contact with art, design, and aesthetics constantly in their everyday lives. Just as literacy is a language to be learned, art is a visual language to be learned, analyzed, and practiced to the point of fluency, in which students can subsequently take control and create their own solutions. Among the multiple modes of communication that exist, art lends itself to children’s essential need for expression and invention. My art classes are structured to include art history, aesthetic awareness, learning about other cultures, and building interdisciplinary connections to science, math, social studies, reading, and writing.

All of my art lesson plans include scaffolding and differentiation to be developmentally

appropriate and meet every child’s needs. These lessons incorporate goals from the Common Core Curriculum, the Blueprint for Visual Arts as well as the City and New York State Standards for the Arts. Assessment tools are included in each lesson, such as rubrics, documentation, and student responses to determine how all objectives are met.

Art educators that become involved in a school’s culture and areas of need can create a more comprehensive learning experience for each student. Planning lessons that exercise students’ imagination and justify their personal ideas can help them take initiative and become conscious of their role in a community. Lessons combining art with technology can prepare our students with skill sets to think critically, be innovative, and adapt to societies’ continually changing needs.

Art classrooms should be organized to successfully manage students, introduce

routines, provide instruction, and administer guidelines that will enable each student to reach their potential. In every art project, students will go through the process of considering possibilities, weighing alternatives, arriving to a solution, and judging the outcome. Children are encouraged to develop good habits, such as increased selfdiscipline, necessary problems solving skills, and a strengthened work ethic. Ultimately, effective art education fosters students’ self-confidence in their abilities to make informed decisions from the infinite number of opportunities life bestows.

“Young children undoubtedly draw upon cultural conventions, social situations, and denotative systems to give shape and form to their experience.”

–Linda Louis

art educator

PAINT

Project: Transforming Self Portraits Grade: 3rd grade Essential Questions: How do artists transform themselves? What is a goal you would really love to do one day? Where do you imagine yourself in the future?

Paragraph Describing Project: This 5 lesson self-portrait project is multi-layered. Students will view a presentation of various artists’ self-portraits, while discussing how the artists transform themselves. They will use their journal homework to help inspire and direct their ideas. Students will paint a self-portrait of themselves in an environment with specific attributes - but they will leave out their face. Students will ultimately cut out negative space of where their head will be placed in the painting. The final product is a photograph of them interactively appearing in their painting. Teacher can show their personal interpretation of the self-portrait as a visual aid.

Learning Objectives, students will: • view and analyze self-portraits by several artists from different cultures and time periods • learn the variety of ways artists can transform themselves.

• use their imagination to place themselves in a different environment with describing attributes • consider how different compositions can successfully communicate their ideas • learn the proportion of head to the shoulder ratio in a brief demonstration on the board • continue to learn how to spread paint, mix colors (building on knowledge from previous lesson about mixing colors) • learn how to use negative space to benefit their paintings (with scaffolding, using a face template and example of completed project) • connect their art project into a narrative story Performance Objectives, students will: • view and analyze self-portraits by various artists, participating in a discussion of the ways artists can transform themselves • review their written ideas in their journals and choose one to portray • begin painting themselves in their created environment, with attributes of their choice.

• effectively juxtapose reality (their face) and their created art (the painting) • pose with their painting and have the opportunity to share projects in class critique • write a story based on the fictional back-story of their art project Presentation: Pablo Picasso: mood, color, style

Yayoi Kusama: costume, environment Caravggio: character, props, mythical attributes

Frida Kahlo: costume, environment, color, mood

Kehinde Wiley: costume, background, animal (as a prop), history Diego Velazquez: composition, straightforward vs. hidden, additional people in environment

Giorgio De Chirico: costume, posture, facial expression Cindy Sherman: character, history, costume, background, wigs, make-up

this is what Cindy Sherman looks like in real life!

Marc Chagall: realistic vs. imaginary, memory, environment, story

I will also show my interpretation of the project to help students visualize a final result

PAINT

Artistic Development: • Students are mostly intentionally representational • Their main goal is to share thoughts, feelings, ideas and be understood • Students often adopt cultural depiction strategies and conventions • They strive to use the material’s visual effects to support their representational intentions • Students have specific artistic intentions, usually based on personally meaningful experiences and stories • Students have had regular art instruction beginning in 1st grade NY Standards: • Creating, performing and participating in the arts • Responding to and analyzing works of art • Knowing and using arts materials and resources • Understanding the cultural dimensions and contributions of the arts Vocabulary List: costume, environment, attributes, transform, mood, character, props Literacy Component/Journal Assignment: The week before this class, ask the students to pick 3 things they would like to do one day and write it down in their journals. It can be a realistic job (firefighter, lawyer, doctor) or something a little more far-stretched (astronaut, rock-star, scuba diver, climb Mount Everest, become an alien). We will also go over vocabulary words pertaining to the lesson and they will be on the board throughout the project. After the paintings are finished, ask the students to write a back-story inspired by their painting. There will be thoughtprovoking questions listed on the board to give students a launching point. The story must be at least 4 sentences long, explaining the how they attained their goal.

Individual Lesson Themes:

Day 1: Students will view a presentation of a variety of artists’ self-portraits and discuss the meaning of the word transformation. Discussion will compare and contrast the 2 self-portraits done by each artist to emphasize the different ways one person can transform themselves. Students will refer to their journals to choose one of their ideas and sketch themselves in that role.

Day 2: Teacher will show an example of the project, where the face is clearly cut out to explain the final step of the project. A brief demonstration will be given on board about head to the shoulder ratio. Students begin working on large paper and use pre-cut templates to approximate the size of their face. Students will then begin painting while the teacher circulates the room to review written goals in their journal, sketches, and discuss individual ideas with students.

Day 3: Students will begin the class with painting. Teacher will circulate the class to oversee conceptual ideas and painting techniques while students work.

Space that is specifically left blank while painting for students to cut out later

Day 4: Students will continue painting and consider final details. The paintings should be finished by the end of this lesson, so that they will be dry for next lesson.

Day 5: With dry and finished paintings students will cut out the negative space for their head with scissors (some may require teachers help to cut out more intricate areas). Students will write the back-story of their painting, based on questions listed on the board, as the teacher photographs each child with their painting. At the end of class, there will be a sharing critique.

Materials: Tempera paint, large paper, paintbrushes, water, scissors, pre-cut oaktag templates Assessment: Assessment will be done two ways. The first form of assessment will be reviewing students’ journals to make sure they are used constructively and as required. Students will be marked for completion of the original three goals homework assignment during student-teacher discussions on Day 2. At the end of the project, teacher will collect their journals and read the fictional back-stories. Teacher will mark a check on the corner of each journal page reviewed and write comments on statements and sketches when appropriate.

The second form of assessment is a graded rubric at the end of the project. There will be space for the student to self-assess and reflect their own project’s progress. There will also be a column for the teacher to grade and review the student’s artwork. Completed rubrics will be stapled into students journals.

PAINT

Journals: Homework, Sketches and Ideas

PAINT

Finished Self-Portraits with Back-Story Paragraphs

Nikola, popstar

Jonathan, Mexican artist

Matthew, pizzeria shop owner

Mario, race car driver

Brian, ninja

Victoria, ballerina

Madeline, bride/studio artist

Christian, magician

PAINT

RUBRIC: on a scale of 1 to 5 5=Mastery: exceeds the objective and requirements, puts in extra time and effort 4=Advanced: the objective and requirements are met at an advanced level 3=Proficient: the objective is met, project requirements are fulfilled 2=Capable: the objective is almost met, project needs more time and/or planning 1=Emerging: objective is not met, the project is unfinished

Objectives The artist transformed themselves using an environment, attributes and costume

The artist used the head to shoulder ratio we learned in class and created a composition that uses the whole page

The artist mixed several different colors using paint and completed a full painting

The artist cut out a space for their face (or part of their face) in a way that makes sense for their painting and character

The artist has a clear idea and goal that we can understand and see in their painting

The artist wrote an interesting story that explains how they reached their goal in the future

Self

Teacher

“Students must acquire enough knowledge and skills to endure some success when reaching beyond their current abilities and skills. Other resources, such as time, technology, funding, will, and commitment are all important but no amount of them will obviate the need for student and teacher competence.� –Samuel Hope

art education advocate

PAINT

Project: Larger than Life Self Portraits Grade: Kindergarten + 1st grade Essential Questions: What are the different parts of our body? How can we paint ourselves from our head to our toes? How can we mix our individual skintone colors?

Paragraph Describing Project: The students will paint a large self-portrait in three steps, while strengthening their color mixing skills and knowledge of anatomy. First, they will paint their heads and shoulders on one large piece of paper. On the next piece of paper, they will paint their torso, followed by their legs and feet on the last piece of paper. The 3 pieces will be attached to create a larger than life self-portrait.

Learning Objectives, students will: • comprehend all of the different parts of their body • draw correlations between body parts and pre-existing knowledge of shapes • continue learning about the properties of paint, by layering layers of colors • understand how to mix their skintone color using trial and error process • reflect upon how to depict themselves in 2-dimensional form • discern which colors would be appropriate for a background color/pattern • understand how many separate shapes can make up a whole image Performance Objectives, students will: • identify the different anatomical parts of their body • associate body parts with correlating shapes to deductively break down forms • learn how to and practice mixing their individual skintone color repeatedly • paint the different parts of their self-portrait inductively using layers of overlapping shapes • choose a contrasting background color and/or pattern to support their overall painting • assess a finished work of art that is physically larger than themselves Artistic Development: • Students are mostly intentionally representational, but not all • Their main goal is to share thoughts, feelings, ideas and be understood • Students often adopt cultural depiction strategies and conventions • They strive to use the material’s visual effects to support their representational intentions • Students have specific artistic intentions, usually based on personally meaningful experiences and stories • Students have had regular art instruction beginning in kindergarten Vocabulary List: head, shoulders, neck, torso, arms, elbows, hips, legs, knees, feet Literacy/Anatomy Component: Students will learn the different parts and proportions of the body as we paint them over the three lessons. On the board, the students will label the different parts of the body and choose a shape for each part (i.e. circle for head, square for neck) Individual Lesson Themes:

Day 1: We will begin with a class discussion to identify the parts of the body using the vocabulary words and correlating shapes on the board. Students will begin with their first sheet of large paper to paint their head, neck and shoulders. We will create our individual skin tone colors by mixing all of the primary colors and adding white as necessary. Students will test their skintone accuracy by holding out their hand to match the paint mixture. When they are ready to proceed, students can begin painting the basic shapes for the head and neck, followed by their shoulders. If there is time, they will paint their facial features, hair, shirt and a background color/pattern of their

choice. We will have a discussion about how to choose a contrasting background color that will complement their painting. Before the next lesson, the teacher will attach another piece of paper below this one.

STEPS: 1. mix and test skintone color 2. start with basic shapes 3. paint facial features 4. complete the background

Day 2: In this lesson, we move onto our second piece of paper, where the students will paint their torso and arms. They are reminded to continue painting their shirt and background the same color. We will also practice mixing our skintone colors a second time, followed by exploring how to paint our hands accurately using basic shapes. Before the next and final lesson, the teacher will attach another piece of paper below this one.

PAINT

Day 3: For our final lesson, student will paint their legs and feet. We will discuss what kinds of clothing and shoes we can depict ourselves wearing. Once the third painting is complete, we will unfold and spread out to see our entire paintings from our heads to our toes.

Students will executively decide if any changes, improvements, or final touches need to be made.

Materials: large paper, tape, tempera paint, paintbrushes, water

“Tell me and I forget.

Teach me and I remember.

Involve me and I learn” –Benjamin Franklin

COLLAGE

Grade: 2nd + 3rd grade

Project: Collage Superheroes

Essential Questions: If you could have any superhero powers, what would they be? How you would wake up and travel to school in the morning if you were a superhero?

Paragraph Describing Project: During this lesson students will imagine themselves as a superhero. They will start with a worksheet comic strip to brainstorm and sketch different scenes.

Next, students will use paper shapes to proportionally build a person up and practice arranging them into different poses. Students will ultimately paste down the shapes into the superhero action pose of their choice. They will continue to build up their collages using different kinds of paper and shapes to create a completed scene.

Learning Objectives, students will: • utilize their imagination to create a new identity with special qualities • explore how to translate their fictional ideas into visual form • allow the worksheet to be a brainstorming opportunity for their final scene • learn the correct proportions of the body by inductively arranging different shapes to equal a whole • observe and practice how to accurately re-create the body in different positions • learn the meaning of vocabulary words, building on previous knowledge • discover opportunities to connect shapes and build layers using overlap and glue • analyze shape and color of different paper to create a match for their purpose and intent • practice using scissors as a tool to achieve optimal effects of paper • consider the significance and meaning of including defining details and effects Performance Objectives, students will: • invent an alter-ego superhero identity with special powers • reflect on their average morning routine and contemplate ways to enhance it • participate in a class discussion about their ideas and developments • arrange paper shapes to create a proportional body form • examine and re-create how the body moves in different poses, based on life observation • consider how a pose and arrangement of limbs implies action and/or movement • make informed choices about which colored paper and collage materials will identify and best express their superhero’s identity and the surrounding environment • inductively overlap colored shapes and pieces to complete a collage with a foreground and background Artistic Development: • Students are mostly intentionally representational • Their main goal is to share thoughts, feelings, ideas and be understood • Students often adopt cultural depiction strategies and conventions • They strive to use the material’s visual effects to support their representational intentions • Students have specific artistic intentions, usually based on personally meaningful experiences and stories • Students have had regular art instruction beginning in 1st grade

NY Standards: • Creating, performing and participating in the arts • Responding to and analyzing works of art • Knowing and using arts materials and resources • Understanding the cultural dimensions and contributions of the arts Vocabulary List: background, foreground, transform, props, collage, pose, details, special effects Literary Component: Ask students to continue writing their stories in their journals. They can imagine themselves as a superhero at a different time of day using additional comic strip worksheets. This will help them understand how to sequence a story in both visual and written format.

Journal Assignment: After lesson 3, ask the students to complete a collage assignment in their journals. They can create anything they want – but it must include one unusual material that is not paper (i.e. aluminum foil, plastic, found object, fabric, thread, tape).

Individual Lesson Themes:

Day 1: Students will begin with the superhero comic worksheet. The students will consider the questions on their worksheet and draw four scenes in the designated boxes. They will sketch scenes and have a class discussion at the end of class about their ideas and inventions.

Allie, 3rd grade

COLLAGE

Louis, 2nd grade

Jenna, 3rd grade

Matthew, 2nd grade

Vincent, 2nd grade

Thomas, 3rd grade

Superhero Comic 1. How do you wake up in the morning? Do you have a special alarm clock or jump out of bed?

2. Do you have a sidekick or an arch nemesis? Are they human, an animal or an alien? What are their special or evil powers?

3. Do you wear a special costume everyone can see or are your superhero powers hidden? Do you have something special you carry around (a prop)?

4. Since you’re a superhero now, do you eat something different for breakfast?

5. How will you travel to school? Do you have a special vehicle, wings, super-powered shoes, a cape, or a special prop?

COLLAGE

Day 2: In this lesson, students will start with kits of brown paper shapes to build a body form and one large piece of white paper. The class will collaboratively agree how to arrange the shapes into a person. Students will take turns making superhero poses for the class, while they arrange their shapes on the page to re-create the pose. At the end of class, students will paste down their own superhero pose and on the paper.

Ziploc bags with shapes

Piecing the body together on the board and paper

completed superhero action poses

gluing pieces down

Day 3: This class, students will build upon their superhero figure with collage. Various colored construction paper shapes, glue and scissors will be available for them to choose from on each table. The teacher will go over the vocabulary words on the board so they can make careful considerations about different components of their collage.

Day 4: This final lesson, students will continue working on their collages with additional materials like tissue paper and aluminum foil available for special effects and finishing touches Materials: pre-cut brown paper shapes, construction and tissue paper shapes, glue, glue brushes, aluminum foil, scissors

Vincent, 3rd grade

COLLAGE

Louis, 3rd grade

Allie, 3rd grade

Samantha, 3rd grade

Matthew, 3rd grade

Annabella, 3rd grade

“Through experiences with materials children build basic concepts of how the world with objects works and also of their own capacity to be effective in it.”

–Nancy Smith

art education scholar

COLLAGE

Grade: 4th – 6th grade

Project: Value Self Portraits

Essential Questions: How can we manipulate charcoal to create value scales, textures, and patterns? How can we use values and collage to create a self-portrait?

Paragraph Describing Project: The students will use charcoal to practice creating tonal value scales, followed by a challenge to create an assortment of textures and patterns. Students will learn about the different properties of vine and compressed charcoal, as well as kneaded erasers to create a variety of effects. Using their explorations as materials, students will cut up their charcoal textures to create a self-portrait collage.

Learning Objectives, students will: • understand how to incrementally create tonal values into a scale • learn and master the properties of kneaded erasers, vine, and compressed charcoal • experiment and learn how use new materials to create a variety of textures and patterns • recognize what additional textures are necessary to complete their self-portrait • analyze which values and textures to select for different parts of their face • contemplate how to create their image using multiple layers • discover where shadows and highlights are found on their face • consider and accept feedback from peers to create final touches and adjustments Performance Objectives, students will: • create a gradating value scale from black to white • use both kinds of charcoal and erasers to create a variety of textures and patterns • create additional textures to serve their self-portrait depiction • select appropriate values and textures for different parts of their self-portrait • observe demonstrations and participate in class discussions • complete self-portrait based on feedback from fellow classmates Artistic Development: • Students are interested in learning and acquiring new skills and techniques • They have a tendency explore less and use depiction conventions • Students have greater intentions and expectations that surpass their abilities • They strive to create meaningful artwork that others can understand and relate to • Some students are beginning to transition through puberty and psychological changes • Students have had varying art instruction beginning in kindergarten Vocabulary List: value, grayscale, texture, pattern, effects, markings, soft, rough Mathematical Component: To create value scales, students will divide a paper into 10 equal parts and create a gradually progressing value scale from white to black. Each gray tone progresses in 10% increments from light to dark. This process requires analytical thinking and judging to create an accurate value scale.

Individual Lesson Themes:

Day 1: Students will watch a brief demonstration on the differences between vine and compressed charcoal, as well as how to use a kneaded eraser. They will take a strip of paper, divide it into 10 sections and create a value scale that progresses incrementally from white to black. Students must use both kinds of charcoals and the eraser to achieve a successful range of gray values.

Day 2: Students will begin by dividing a large piece of paper into 20 sections. The students are challenged to create as many different patterns, textures or effects as possible using charcoal markings. Some examples to consider are using lines, smudging, erasing, cross-hatching, rubbing the side of the charcoal, etc. Students are also encouraged to create a range of textures that include light, medium, and dark tones – similar to their value scales.

Day 3: The teacher will notify the students that their charcoal experiments will become collage material for their self-portrait. They are given an optional second piece of paper to create any textures that would be necessary to use for the effect of flesh, hair, and shadows. The students will be given a piece of black paper to begin collaging their self-portrait on top of using scissors and glue.

Day 4: This lesson will begin with visual demonstration on the board about where we find shadows on our faces. The students are all given mirrors and the teacher will fill in shadow areas on the face with the students’ input (i.e. around nostrils, under the chin, around the eyes). Students will continue building their collage self-portraits using layers. Halfway through class, the teacher will give another brief demonstration on how to create an anatomically correct eyes using multiple layers of shapes and values: cornea, iris, pupil, and eyelid.

COLLAGE

Day 5: This is the final lesson, where students will finish their projects. The teacher will ask the students to consider including details, such as: eyelashes, eye reflection, additional highlights and shadows. When the projects are complete, students will assess their artwork and give feedback suggestions to each other.

Materials: large paper, vine + compressed charcoal, charcoal pencils, kneaded erasers, mirrors, glue, scissors, black paper Finished Value Self Portraits:

“The arts humanize the curriculum while affirming the interconnectedness of all forms of knowing. They are a powerful means to improve general education.”

–Charles Fowler

architect

MIXED MEDIA

Grade: 8th grade

Project: Adaptation Creation

Essential Questions: How do animals adapt to new environments? Which animal do you identify with? How can you, as an animal, adapt to survive in a different climate?

Paragraph Describing Project: Students will learn about animal adaptations and different climates in a presentation. They will choose an animal they identify with, designate an alternate climate for their animal to live in and decide how their animal will adapt. Students will utilize a worksheet and Venn diagram to guide their ideas, process presented information and conduct independent research. After sketching their morphed animals, students will learn how to use watercolor washes combined with colored pencils for their mixed media final depiction.

Learning Objectives, students will: • understand from the presentation how animal characteristics are defined by an adaptation to climate • contemplate and make an executive decision about which animal identifies them • choose an alternate climate they would like to adapt to • utilize their imagination to hypothesize how their animal will adapt to the new climate in visual form • allow independent research to guide their new invention • explore various possibilities and options through sketching • evaluate their fellow students’ and personal creations in class discussion • explore using mixed media technique of watercolor and colored pencils • practice creating variations of secondary colors using layers of primary colors • exercise 3D observational drawing skills while drawing textures in colored pencils • create a final depiction that involves research, planning, assessment and personal decision Performance Objectives, students will: • view a presentation and participate in a discussion about animal evolution, adaption and different climates/environments • choose an animal they identify with and conduct independent research • complete a worksheet and Venn diagram to guide their project • hypothesize how their animal will adapt to a new climate in visual form • create a sketch with labels pointing out adapted characteristics • observe a mixed media demonstration using watercolor and colored pencils • utilize new artistic technique in exploration and also to create a final depiction • name their new species Artistic Development: • Students are interested in learning and acquiring new skills and techniques • They have a tendency explore less and use depiction conventions • Students have greater intentions and expectations that surpass their abilities • They strive to create meaningful artwork that others can understand and relate to • Students are transitioning through puberty and psychological changes • Students have had regular art instruction beginning in 1st grade NY Standards: • Creating, performing and participating in the arts • Responding to and analyzing works of art • Knowing and using arts materials and resources • Understanding the cultural dimensions and contributions of the arts

Science Common Core Standards: • Gathering and Processing Information: Accessing information from printed media, electronic databases, and community resources and using the information to develop a definition of the problem and to research possible solutions.

• Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.

• Common Themes: Observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.

• Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.

• Presenting Results: Using a variety of media to present the solution and to communicate the results.

Science Component: Students will learn about different climates and various animal adaptations. Students will document observations during presentations on the worksheet provided and also discuss recognizable adaptation patterns according to climate in class discussion.

Students will also conduct independent scientific research about a particular chosen animal, and then form a visual hypothesis about its adaptation to another climate.

Vocabulary List: adaptation, climate, environment, transform, morph, characteristics Individual Lesson Themes:

Day 1: Start with a presentation about different climates and how animals have adapted to them. Students will fill out a worksheet with observations during the presentation. For homework, they will choose a specific animal they identify with.

Each student should research their animal, it’s natural environment and bring in 2 photograph references.

Presentation: Four animals per climate were presented and the class discussed their adaptations

Other Underwater animals: • Sea Turtle • Clown Fish • Flounder

Other Desert animals: • Fennec Fox • Desert Tortoise • Scorpion

MIXED MEDIA

Other Frozen Arctic animals: • Polar bear • Seal • Reindeer

Other Tropical Rainforest animals: • Red-Eyed Tree Frog • Orangutan • Tarsier

Other Temperate animals: • Giraffe • Cheetah • Brown bear

*Extra Credit: How have humans adapted in the last 300 years?

Bring in the answer next lesson.

ANIMAL ADAPTATIONS WORKSHEET

Examples of Animal Adaptations

Name: ___________________________________________________ Climate

Underwater

Desert

Frozen Arctic

Tropical Rainforest

Temperate

Class:____________________

Which animal do you identify with? _______________________________________

What type of climate/environment does it normally live in? ___________________________________

What are some of your animal’s adaptation characteristics based on its natural climate?

1. ___________________________________________________________________________________________

2. ___________________________________________________________________________________________

3. ___________________________________________________________________________________________

2. NEW Climate

4. ___________________________________________________________________________________________ 1. Animal Characteristics

3. Adaptation

Day 2: In class we will find adaptation patterns according to climate on the board. Students will then choose a completely different environment that they would like their animal to adapt to, and fill out their Venn Diagram to guide their ideas. The worksheet and information about climates on the board is available to help students hypothesize how their animal will look in visual form and begin sketching.

Worksheet observations and Sketches:

MIXED MEDIA

Day 3: This lesson will allow students to explore the mixed media process and materials to be used for the final artwork. Students will explore using primary colored watercolor inks to create washes of secondary colors.

Day 4: With their 3 dry swatches, students will use colored pencils to draw different textured materials from observation. We will review how lines create texture and the correlating vocabulary words. There will be a variety of animal textures they can choose from available on each table.

Variety of textures available

Day 5: Students will continue exploring the mixed media technique. A demonstration of the process will be shown to the students in steps. When finished, students will be given watercolor paper to begin their final animal depictions.

Demonstration: The maeterials process is broken down into 9 steps in a powerpoint slideshow

Sketch: basic shapes

Sketch: contours and details

Sketch: environment

Watercolor: 1st layer backgound

Watercolor: 2nd layer backgound

Watercolor: 3rd layer backgound

Watercolor: 1st layer animal

Watercolor: 2nd layer animal

Colored pencils: details, outlines and textures

MIXED MEDIA

Day 6 + 7: Students will continue to work on their final animal depictions. When the project is finished, they will hand in their worksheet and artwork. The final step is naming their new species an appropriate name and writing it on the back of the painting.

Materials: Worksheet, pencils, primary color watercolor inks, watercolor paper, brushes, water, colored pencils

Finished Mixed Media Paintings:

Adaptation Creation RUBRIC

Percentage

Objectives

10%

Research: Choose an animal and conduct independent research about its adaptations

10%

References: Brought in reference images of the animal

15%

Worksheet: Fill everything out including the Venn Diagram

15%

Sketch: complete a sketch of the newly adapted animal, including adaptation labels

20%

Materials: created 3 swatches of secondary colors, used watercolor wash and colored pencil for texture

30%

Finished product: artwork that involved research, planning, effort and naming the new species

Grade

TOTAL: _________

“An arts education helps build academic skills and increase academic performance, while also providing alternative opportunities to reward the skills of children who learn differently.”

–Gavin Newsom

American politician

PAPER

Project: Paper Exploration and Playgrounds

Grade: 1st grade

Essential Questions: How many ways can we change a piece of paper or attach it? Where will place your shapes to make a collage? How can we use paper to build a playground?

Project Description: During this lesson students will explore the properties of paper, how to change it, attach it and build both 2-dimensional and 3-dimensional form. The first day, we will create collages using arrangement and the second day we will construct paper playgrounds.

Learning Objectives, students will: • discover that physical actions have visual consequences • allow imagination and ideas to dictate their arrangements • investigate the properties of paper, including the number of way to transform it and attach it • explore opportunities for creating edges and overlap • make independent judgments as they work • discover that the whole is greater than the sum of the parts • analyze shape and color of the paper materials provided • identify their personal experiences at the playground using prepositions • explore how to transform paper strips to recreate playground experiences into 3D form • exercise the ability to produce their ideas into an intended result Performance Objectives, students will: • participate in a class discussion of how we can make arrangements, change paper and attach it • review relevant vocabulary words and prepositions with visual examples on the board • inductively arrange paper shapes to create a collage • continue practicing how to glue shapes down • experiment using multiple shapes to create a larger more complex composition • observe an example of tabbing and folding paper to re-create an object • practice creating tabs, gluing and folding to create 3 dimensional form on a 2 dimensional surface • make informed choices about which colors and shapes will best express their intentions • participate in a class discussion using prepositions • successfully translate their playground concepts using paper strips, shapes and attachment methods of choice

Artistic Development: • Students are mostly intentionally representational • Their main goal is to share thoughts, feelings, ideas and be understood • Students often adopt cultural depiction strategies and conventions • They strive to use the material’s visual effects to support their representational intentions • Students have specific artistic intentions, usually based on personally meaningful experiences and stories • Students have had regular art instruction beginning in 1st grade NY Standards: • Creating, performing and participating in the arts • Responding to and analyzing works of art • Knowing and using arts materials and resources • Understanding the cultural dimensions and contributions of the arts

Vocabulary List: edge, overlap, combine, collage, sculpture, 3-dimensional, 2-dimensional Preposition Vocabulary: underneath, inside of, around, on top, over, up, down, through Journal Assignment: Students will work on a collage worksheet in their journals. The worksheet prompts students to identify, create symbols for different kinds of relationships.

Literacy Component: During the Day 2 lesson, the class discussion will focus on learning the meaning and use of prepositions. We will have a discussion about the preposition words on the board. Some dialogue will include: While at the playground, do you go underneath things? Do you go inside of something? Do you go around? Or do you go on top of something? How about up or down?

Individual Lesson Themes:

Day 1: Ask students to take a piece of paper from the box in the center of the table and change it so that it looks different. We will go around the room and talk about what we did, how the paper looks different, and how we can attach the paper. Review the vocabulary words with visual examples on the board, then allow students to make a collage with provided materials.

Collages:

PAPER

Day 2: During this lesson, students will construct their own playgrounds using paper shapes, glue and a cardboard base. Have a motivational discussion that focuses on the use of preposition words in combination with their personal experiences. Review how to glue down shapes, attach paper the preposition vocabulary on the board.

Materials: Pre-cut little shapes, big shapes, and paper strips, white paper, glue, glue brushes, scissors, cardboard Preposition Vocabulary in Action:

underneath

inside of

around

on top

up over

down

through

PAPER

Paper Playgrounds:

Frank

Evangelia

Marie

Julia

Connor

Emilie

“Art is a necessity – an essential part of our enlightment process.

We cannot, as a civilized society, regard ourselves as being enlightened without the arts.”

–Ken Danby Painter

DRAWING

Grade: 6th grade

Project: Animal Color Schemes

Essential Questions: How do artists and designers use color schemes? How can we use different color schemes to create a mood or convey a message?

Paragraph Describing Project: In this lesson, students will build on previous knowledge of the color wheel and learn about the use of different color schemes. They will observe a presentation and participate in a discussion about the effects of color schemes created by various modern artists and designers. Students will then use their animal references to create an oil pastel drawing using a color scheme of their choice.

Learning Objectives, students will: • learn how artists and designers purposefully use specific color combinations to their advantage • understand how color scheme knowledge relates to their daily observations • consider how to apply this knowledge to match their artistic intentions • learn how to use different oil pastel techniques from demonstration • witness the effects of color schemes in fellow classmates art • analyze their finished drawings and explain their observations in literary form

Performance Objectives, students will: • observe a presentation about color schemes • participate in a discussion about why, where, for whom, and how different color schemes are used • draw connections to their everyday lives and observations • choose a color scheme that matches their intentions for their animal • observe a demonstration on oil pastel techniques • practice and become more comfortable using oil pastels • write a literary response about how color scheme affects their animal depiction Artistic Development: • Students are interested in learning and acquiring new skills and techniques • They have a tendency explore less and use depiction conventions • Students have greater intentions and expectations that surpass their abilities • They strive to create meaningful artwork that others can understand and relate to • Students are transitioning through puberty and psychological changes • Students have had regular art instruction beginning in 1st grade NY Standards: • Creating, performing and participating in the arts • Responding to and analyzing works of art • Knowing and using arts materials and resources • Understanding the cultural dimensions and contributions of the arts Vocabulary List: primary, secondary, complementary, analogous, monochromatic, mood Literary Component: Upon completion of project, ask students to write a paragraph about how their color scheme choice affects their animal, as included in the worksheet. Does it create a mood or feeling? Did the color of the animal end up being realistic or unrealistic?

Homework: Prior to the lesson, ask students to bring a reference photo of an animal they would like to work with

Individual Lesson Themes: Day 1: Students will observe a presentation and participate in a discussion about the effects of color schemes created by various modern artists and designers. Students will be given a worksheet to fill out during the presentation, and plan out their ideas. Allow students to choose a color scheme that will convey an intentional mood or message for their animal drawing.

Presentation about Color Schemes: PRIMARY: • Usually used for young children and babies because they can see the primary colors, but not secondary colors, which is why this color scheme attracts them • Most basic and eye-catching color scheme • This color scheme is associated with fun, positive and happy things

SECONDARY: • Easier on the eyes compared to primary colors because they are mixed • Unusual combination, not naturally occurring in nature • Combination can be strange and spooky, used for Halloween

DRAWING

MONOCHROMATIC: • Most cohesive and uniform color schemes because its only involves one color • Each color has a mood or feeling attached to it; easy to create one specific message can easily create one specific message of: happiness, loneliness, or richness • Can take one chosen color and add white (for a tint) and black (to create shade)

ANALOGOUS: • Creates a calming and harmonious effect because the colors are neighbors on the color wheel • Where we most often see analogous colors is in nature (blue sky, green plants) • Website designers often use analogous colors to make something digital feel more natural

COMPLEMENTARY: • These colors are opposites on the color wheel • The combination creates and a high contrast that draws the eye in •Can be jarring and bright, but they’re easy to remember and recognize a familiar logo

Scheme

PRIMARY

SECONDARY

MONOCHROMATIC

ANALOGOUS

COMPLEMENTARY

COLOR SCHEMES WORKSHEET Which colors are used?

Where have YOU seen this color scheme?

Why do you think artists and designers would use this scheme?

Name: ___________________________________________________

Class:____________________

Which color scheme will you choose for your animal? _______________________________________

What are the colors, tints and shades involved? _____________________________________________

___________________________________________________________________________________________

What colored paper will you use? ***It MUST be part of your color scheme: ___________________

When your project is finished, please write a paragraph (4 to 5 sentences) about how your color scheme choice affects your animal drawing. Do the colors you chose create a mood or feeling?

Did the color of your animal end up being realistic or unrealistic? What kind of feeling does your animal give the viewer – for instance your animal could be intimidating, friendly, or silly? ___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Worksheet observations:

Day 2: After their animal is lightly sketched on the colored paper with pencil, students will observe a demonstration on how to correctly use oil pastels and different layering techniques. Students will then use their animal references to create an oil pastel drawing using a color scheme of their choice.

DRAWING

Day 3: Students will continue working on their oil pastel drawings. At the beginning of class, the teacher will hold up contrasting student artwork as examples of different color schemes and have a discussion about the subsequent effects.

These three students all used monochromatic color schemes on blue paper, but they used oil pastels differently

Samantha student used the oil pastels lightly and allowed the paper to show through

Milana layered the oil pastels a little more but left the rough texture and line marks visible

Chantha also covered the whole page with oil pastels, but he smugded the oil pastels with his hands to create a smooth effect

Day 4: Students will finish their oil pastel drawings today. As they finish ask students to complete the literary response on the worksheet, which will be handed in and graded. If any students are not finished with the project or worksheet, they can complete it for homework.

Materials: Oil pastels, 9”x12” colored paper, pencils, reference image of animal, worksheet Extra Credit: Wear an outfit that displays one of the 5 color schemes next week. In a show and tell, you must explain how your coordinated outfit is a color scheme

Cathryn, complementary color scheme

Min, primary color scheme

Chantaal, analogous color scheme

Zain, monochromatic color scheme

Jason, analogous color scheme

Caroline, monochromatic color scheme

Dasha, secondary color scheme

Dalila, monochromatic color scheme

DRAWING

Worksheet Literary Responses:

“A broad education in the arts helps give children a better understanding of their world…

We need students who are culturally literate as well as math and science literate.”

–Paul Ostergard

Vice President, Citicorp

DRAWING

Grade: 6th grade

Project: Feature Book

Essential Questions: How can we draw eyes, nose and mouths accurately? What effect does drawing repetitively have?

Paragraph Describing Project: Students will create a book and learn how to draw different parts of their face: eyes, nose, and mouth. The book will have three spreads in which students will draw each of their features ten times, using a mirror for observation. They will complete the book cover with a drawing of their whole face or favorite feature.

Artistic Development: • Students are interested in learning and acquiring new skills and techniques • They have a tendency explore less and use depiction conventions • Students have greater intentions and expectations that surpass their abilities • They strive to create meaningful artwork that others can understand and relate to • Students are transitioning through puberty and psychological changes • Students have had regular art instruction beginning in 1st grade • Students struggle with basic drawing skills from lack of practice NY Standards: • Creating, performing and participating in the arts • Responding to and analyzing works of art • Knowing and using arts materials and resources • Understanding the cultural dimensions and contributions of the arts Learning Objectives, students will: • learn how to mechanically fold and cut a large piece of paper into a book • understand the different components of features and how to break it down from a demonstration • apply new knowledge about features to their own features observed in the mirror • realize how their personal features can be broken down into shapes and parts • explore how changing expressions and angles can distort their face • consider shading and drawing style options while sketching • contemplate the placement of each drawing in regard to composition of the page • understand that practice and patience improves technical skill • executively decide how to complete the front and back covers of the feature book in a way that identifies them Performance Objectives, students will: • follow guided instruction to fold and cut an 8 page book from one large piece of paper • observe and participate in discussion during demonstrations of how to draw each feature • listen to prompts and while drawing and observing personal features in mirror • make different expressions, angles, and distortions to draw each feature • watch a demonstration on different ways to create value with pencil • complete drawing each feature 10 times from observation in book • create a cover of their whole face or favorite feature Vocabulary List: feature, distortion, angle, value, pupil, cornea, iris, eyelid, bridge

Science Component: Students will learn about and be able to point out the different components of facial features interactively on the board. During every demonstration, a medical illustration of the feature will also be available for students to observe, discuss, and understand the layers and scientific breakdown.

Individual Lesson Themes: Day 1: Students will create an 8-page book from one large piece of paper. The students will identify different parts of the eye in a demonstration on the board, then begin observing their own eyes in mirrors. Students can then begin drawing one of their eyes 10 times on the first spread of their book.

DRAWING

Day 2: Students will continue and observing their eyes in this lesson. Some considerations for drawing their eyes differently are changing the angle, squinting, or making a funny expression. Require the students to consider the composition to fill the page in an aesthetically pleasing way.Â

Day 3: This lesson begins with a demonstration on how to draw a nose on the board.

Students will observe in the mirror while listening to prompts to identify shapes, negative space, and different parts of the nose. They will draw this feature 10 times on the following spread.

Day 4: Students will observe a demonstration on how to draw the mouth on the board. then observe in the mirror and begin drawing this feature 10 times on the following spread.

DRAWING

Day 5: Students will be provided with eleven small pieces of paper, 2”x 3”. They draw their right eye three times, left eye three times, nose twice and mouth three times. Each of their features should look different, some ideas for variation will be available on the board.

Template with half and quarter lines

Day 6: On a 9”x12” piece of paper, students will trace an oval template with halfway and one-quarter horizontal lines. Teacher will explain on the board where our features line up according to the horizontal lines. The students will choose from their previously drawn features to create a full face and line them up proportionally. Students will glue down their small papers onto their big paper, and continue drawing to finish their face. The teacher will explain how ears line up, where a hairline begins and how wide the neck is.

Materials: large paper, pencils, erasers, mirrors, scissors, glue Teacher example of project

Finished Self-Portraits

DRAWING

“Students must have opportunities to experiment, to question, and to create their own meaning through their own physical and mental activities.”

–Meece & Daniels

art education authors

DRAWING

Project: Van Gogh Still Lifes

Grade: Kindergarten – 2nd grade

Essential Questions: What can we learn from Vincent Van Gogh’s artwork? What is Impressionism and how can we include direct observation in our art process?

Paragraph Describing Project: Students will learn about the life and art of Vincent Van Gogh.

After viewing several paintings, we will have a class discussion about what kinds of descriptive words we can attribute to Van Gogh’s artwork. Using direct observation, the students will draw a still life of flowers with oil pastels on black paper.

Artistic Development: • Students are mostly intentionally representational • Their main goal is to share thoughts, feelings, ideas and be understood • Students often adopt cultural depiction strategies and conventions • They strive to use the material’s visual effects to support their representational intentions • Students have specific artistic intentions, usually based on personally meaningful experiences and stories • Students have had regular art instruction beginning in kindergarten Learning Objectives, students will: • learn about the life and artwork on Vincent Van Gogh • discover ways to use descriptive words when analyzing artwork • make mental connections between the context of art and history • build their working knowledge of descriptive words to use when interpreting artwork • strengthen their direct observation skills and experience working from life • exercise their ability to interpret 3-dimensional form onto a 2-dimensional surface • practice using the blending and layering properties of oil pastels Performance Objectives, students will: • view and investigate several paintings by Vincent Van Gogh • participate in a discussion about impressionism and the life of Van Gogh • collectively brainstorm for vocabulary words that describe the artwork • inspect the still life and experience translating real life objects into a drawing • use oil pastels to create a finished drawing with a background of their choice Vocabulary List: swirly bright starry bold illuminated flowing colorful choppy vibrant yellow movement brushstrokes lines impressionism

Literary Component: Students are rapidly building their art vocabulary and learning about descriptive words in English class. Together, we will view Van Gogh’s artwork and compile a list of our own 15 vocabulary words that could be used to describe his art. We are also learning how to respond to and analyze artwork in history and created by peers.

Individual Lesson Themes:

Day 1: Students will learn about the life of Vincent Van Gogh while viewing several of his paintings. Taking some time to analyze the close-up images of his paintings, we have a class discussion about what kinds of descriptive words we can attribute to Van Gogh’s art work. We will write the words down in our vocabulary box. Since Van Gogh worked from life, we will too: the students are allowed to choose between chrysanthemums or sunflowers. The teacher will give a brief demonstration about how to layer oil pastels to blend colors together. With a large sheet of black paper and oil pastels, the students will begin drawing. The teacher will encourage students to inspect their still life closely while drawing.

Materials: 11” x 14” black paper, oil pastels, flowers still-life

DRAWING

“No amount of skillful invention can replace the essential element of imagination.”

–Edward Hopper

3D CONSTRUCTION

Grade: 1st grade

Project: Stick Puppets

Essential Questions: Think of an older relative in your family with lots of life experience. What do you enjoy doing with them? What is something interesting or special about them?

Paragraph Describing Project: This lesson is a self-reflective project, in which the students will make stick puppets of an older relative they enjoy spending time with. They will interview this person and make executive decisions about how to portray their person using 3D construction.

Various recycled and texture-based materials will be clearly separated and available for students to choose from. We will focus on how to build and attach different materials.

Learning Objectives, students will: • review vocabulary about identity and character, building on previous knowledge • explore how to develop a person and their characteristics into an art form • learn the proportions of a body by inductively constructing separate shapes to equal a whole • discover opportunities to connect shapes using overlap and glue • analyze shape, color and texture of different materials to select appropriate materials for their purpose and intent • conduct research in the form of an interview with their chosen person • allow the journal assignment to influence their art project • consider the significance and meaning of including defining details Performance Objectives, students will: • brainstorm and think about an older relative they enjoy spending time with • have a discussion with their chosen person and write down 3 facts about them • participate in a class discussion about their person’s characteristics and identity, including the vocabulary words • apply 3D construction techniques to create a proportional body form using pre-cut shapes and glue • consider how an action affects the way a body is positioned and poses • make informed choices about which materials will identify and best express their person’s identity Artistic Development: • Students are mostly intentionally representational • Their main goal is to share thoughts, feelings, ideas and be understood • Students often adopt cultural depiction strategies and conventions • They strive to use the material’s visual effects to support their representational intentions • Students have specific artistic intentions, usually based on personally meaningful experiences and stories • Students have had regular art instruction beginning in 1st grade NY Standards: • Creating, performing and participating in the arts • Responding to and analyzing works of art • Knowing and using arts materials and resources • Understanding the cultural dimensions and contributions of the arts Vocabulary List: texture, transform, props, collage, identity, pose, details, facts

Research Component: Students will interview their chosen special person. Guidelines will be provided for the interview on the worksheet with questions. Ask students to list 3 interesting facts they learned about from interviewing them. *Extra Credit will be given if students bring in a photograph or a completed drawing of their person in their journals.

Individual Lesson Themes:

Day 1: Students will begin with choosing an older person in their family that they enjoy spending time with and review vocabulary words. Students will construct cardboard forms into a body shape after interactive discussion about which shape correlates to which body part. The worksheet for interviewing their special person will be stapled into journals and completed for the next lesson.

Constructing body forms with cardboard shapes

Journal Assignment Talk to your special relative and them the questions below. Write down at least 3 FACTS about your relative that you find interesting. Extra Credit if you bring in a photograph or do a drawing of them in your journal.

1. What kind of clothes did you wear when you were a kid?

2. What is the funniest thing you and a friend ever did?

3. What kind of games did you used to play when you were a kid?

4. What is your favorite sport or activity to do?

5. What is your favorite childhood memory or holiday?

3D CONSTRUCTION

Day 2: The teacher will check the students’ journal homework and we will discuss some of the interesting facts students discovered about their special person. Students will get begin choosing materials and constructing their puppets using the variety of options available to them.

Journal Research Assignments:

3D CONSTRUCTION

Day 3: The students will continue constructing their puppets with materials. We will have a class discussion about details, and why they are important to include. At the end of the lesson, we will have a class sharing session about the puppets and how they represent their special people.

Materials: Cardboard shapes, assorted materials for collage, glue brushes, tacky glue, scissors

“My mom is tall and her shirt has buttons on top.”

–Jiatu

“My dad’s hair looks just like this because it’s short.”

–Daniel

“These are my grandparents, they’re always together.”

–Sarah

“My grandpa is teaching me to fish.”

–Olivia

“My dad likes to play football.”

–Peter

3D CONSTRUCTION

Anabella

Connor

Emma

Tiffany

“Teachers of art have a necessary role to play in bringing culture to nature.

An unassisted course of maturation simply will not develop the potential that children possess.� –Elliot Eisner

art education theorist

CLAY

Grades: 10th to 12th grades

Project: Personal Vessels

Essential Questions: What is a vessel and what could it be used for? How can you create a vessel that reflects you? If future generations found your vessel, what would they discover about you and your culture?

Paragraph Describing Project: Students will attend the Brooklyn Museum exhibit, Connecting Cultures, and use their worksheet to help them analyze and respond to various art pieces, particularly different vessels. The class will have a subsequent discussion in the classroom about what vessels they chose and how to create a vessel that reflects them. Just as the class speculated what the vessels were used for or how it reflected the artist, their culture and time period – students will sculpt vessels out of clay for future generations to discover information about them.

Artistic Development • Students are both the makers and critics of their artwork, having open dialogue during their process of creating art • Their ideas stabilize while they create art and make personal evaluations and judgments • Student’s art display evidence of nuance and attention to details • They are simultaneously expressive and comfortable working with a variety of materials • Student’s able to take risks creating art and explore boundaries of media • They have had art instruction since 1st grade, including experience working with clay NY Standards • Creating, performing and participating in the arts • Responding to and analyzing works of art • Knowing and using arts materials and resources • Understanding the cultural dimensions and contributions of the arts Learning Objectives, students will: • view, analyze, observe and respond to art from a variety of cultures and time periods • consider how form, content and appearance can reflect a culture’s purpose of functional art • learn about the different uses for vessels in history and today • observe multiple ways to build vessels and utilize clay to their advantage • understand how to build a structurally balanced and stable form • contemplate how the project connects to jobs like product design, engineering, and architecture • explore opportunities to create motifs, decoration, pattern, detail by manipulating clay surface • practice building their 2-dimensional idea into a 3-dimensional form • take risks, improvise and explores clay’s forgiving properties • consider how paint, color and glazing can effect the final vessel form Performance Objectives, students will: • attend the Brooklyn Museum exhibit and fill out the worksheet • participate in a discussion about vessels, culture, modern society and their ideas • complete and allow the journal assignment to connect personal environment to vessel • review relevant vocabulary words and consult notes on the board to help shape their idea • create thumbnail sketches of their ideas and label the different parts • watch a demonstration of how a clay vessel is formed • build their vessel, using explained steps and techniques • experiment using various carving tools, water, sponges and their hands to mold clay • complete their project with paint and a matte or glossy finish

Vocabulary Words: vessel, urn, product design, form, content, base, neck, spout, lid, score, slip, glaze History Component: As students choose two different vessels at the exhibit, they will examine the time period, cultural context and location of each object. Students will complete the worksheet questions and determine the possible intentions of the artists and purpose of vessel depending on the historical context.

Journal Assignment: Ask students to look around at objects and decoration in their room and sketch them. Possible objects or decoration can be posters or anything hanging up, types of furniture, things on their dresser, any appliances, their backpack or bags, books, jewelry, shoes, gifts, knickknacks. How do these items define you? You can write notes with your sketches about how they do or possibly don’t define you. You can also write a story about particular objects. Fill 4 pages of your journal with sketches and/or writing about the various items in your room.

Individual Lesson Themes:

Day 1: Students will attend the Brooklyn Museum exhibit, Connecting Cultures, and use their worksheet to help them analyze and respond to various art pieces, particularly different vessels. The teacher will explain their journal assignment to be due in two weeks.

Pictures of the vessel wall at the Brooklyn Museum exhibit, Connecting Cultures

CLAY

Day 2: Back in the classroom, students will participate in a discussion about which vessels they chose and how they plan to create a vessel reflecting them. Just as students speculated what the vessels were used for or how the artists’ culture was reflected in it, they are going to sculpt vessels out of clay for future generations to discover information about each of them. Vocabulary words and questions will be on the board as students create thumbnail sketches of their ideas in their journals, and label the different parts of their vessel.

Day 3: Students will observe a demonstration on how to build a vessel using coils.

Students will be given a 10-pound block of clay to begin working with. The teacher will collect their journals, review their homework that is due, write notes, and return the following class.

Days 4-8: Students will independently sculpt their vessels. After a solid, stable, structurally balanced form is built, they can add elements such as patterns, decoration and details. The teacher will demonstrate techniques using various tools as necessary.

Day 9-10: Students will paint or glaze the final product depending on available facilities and type of clay used. Students will consider using transparent or opaque glazes, what the effects of color will have on their overall piece, and the final decision of a gloss or matte finish.

Materials: worksheet, clay, carving tools, rolling pins, sponges, water, paint, brushes, matte medium, gloss medium

Brooklyn Museum Worksheet, Connecting Cultures PART 1: Walk around the exhibit first and take it all in. Look at the vessels in the cabinet on the wall. If you were able to take one home and put it in your room or use in your kitchen, which vessels are your top two choices? Try to pick two that look different and are from different time periods. Sketch one in each box on the two pages and answer the following questions about the vessel: 1. What is the title, artist/company, date/time period and original location origin of j this vessel?___________________________________________________________ ____________________________________________________________________ 2. What about this piece of art stands out to you and why? ____________________________________________________________________ ____________________________________________________________________ 3. Is it smooth or textured? Is there a design carved or painted? ____________________________________________________________________ ____________________________________________________________________ 4. Does it have a narrow spout, or a wide opening? Is there a lid to cover the vessel? ____________________________________________________________________ 6. Is it perfectly symmetrical, mostly symmetrical or totally asymmetrical and not round at all? __________________________________________________________ 7. What do you think this vessel could have been used for? _____________________ ____________________________________________________________________ 5. Can you detect a certain culture, place or time period reflected in the vessel?

How so? ____________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 8. Do you know or think it was created by an individual artist or was it mass-produced in a factory? _____________________________________________ ____________________________________________________________________ 9. List five adjectives that describe this vessel (i.e. ancient, tall): ________________ ____________________________________________________________________

1. What is the title, artist/company, date/time period and original location origin of this vessel?___________________________________________________________ ____________________________________________________________________ 2. What about this piece of art stands out to you and why? ____________________________________________________________________ ____________________________________________________________________ 3. Is it smooth or textured? Is there a design carved or painted? ____________________________________________________________________ ____________________________________________________________________ 4. Does it have a narrow spout, or a wide opening? Is there a lid to cover the vessel? ____________________________________________________________________ 6. Is it perfectly symmetrical, mostly symmetrical or totally asymmetrical and not round at all? __________________________________________________________ 7. What do you think this vessel could have been used for? _____________________ ____________________________________________________________________ 5. Can you detect a certain culture, place or time period reflected in the vessel?

How so? ____________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 8. Do you know or think it was created by an individual artist or was it mass-produced in a factory? _____________________________________________ ____________________________________________________________________ 9. List five adjectives that describe this vessel (i.e. ancient, tall): ________________ ____________________________________________________________________

***PART 2: Walk around the exhibit again. Choose one piece of art that stands out to you (not any of the vessels). List the title, artist, date or time period and

location. What about this piece do you appreciate? ________________________________________________________________________________________

_________________________________________________________________________________________________________________________________

“Arts education aids students in skills needed in the workplace: flexibility, the ability to solve problems and communicate, the ability to learn new skills, to be creative and innovative, and to strive for excellence.”

–Joseph M. Calahan

Director of Xerox

PRINTMAKING

Grade: Kindergarten + 1st grade

Project: Leaf Books

Essential Questions: Why do leaves change colors in autumn? How can we identify the different types of leaves? How can we create leaf impressions and draw using direct observation?

Paragraph Describing Project: The students will create their own leaf books in this onelesson project. Using found leaves, we will have a class discussion to identify the various kinds of leaves based on shape and color. We will define our vocabulary words, then the teacher will give a demonstration on how to create a rubbing or impression of the leaf. Students will complete their own 12-page leaf books by creating several impressions and drawings from observation.

Learning Objectives, students will: • learn how to identify different leaves based on color, shape, and size • comprehend the definition of the vocabulary words • understand how symmetry is naturally occurring in nature, building on previous knowledge • learn how to create a rubbing or impression of a leaf, a printmaking technique • understand how to draw details using keen observation • explore the properties of crayons, utilizing both the flat side and the point for depiction Performance Objectives, students will: • identify different leaves based on color, shape, and size • define relevant vocabulary words during class discussion • design a personal cover for their leaf books • observe a demonstration and practice creating leaf impressions • draw carefully from observation, including distinguishing details • classify and label their leaves accurately based on prior discussion Artistic Development: • Students are mostly intentionally representational • Their main goal is to share thoughts, feelings, ideas and be understood • Students often adopt cultural depiction strategies and conventions • They strive to use the material’s visual effects to support their representational intentions • Students have specific artistic intentions, usually based on personally meaningful experiences and stories • Students have had regular art instruction beginning in kindergarten Vocabulary List: veins, details, maple, oak, sassafras, elm, birch, symmetry Science Component: The students have been learning about the seasons and why leaves change colors in science class. In this lesson, we learned how to identify the different kinds of leaves based on color, shape and size. We will have a discussion about how all leaves are symmetrical (except for some sassafras). The veins of the leaf are raised, making it a great opportunity for us to create leaf impressions, a form of scientific documentation.

Individual Lesson Themes:

Day 1: Students will be given blank, 12-page books to complete their personal project. Looking at a variety of found leaves, we will have a class discussion to identify them based on shape and color. We will define our vocabulary words, then the teacher will give a demonstration on how to create a rubbing or impression of the leaf. Students will design a cover for their book and complete the interior with 4 leaf impressions and 4 drawings from careful observation.

Materials: paper booklets, crayons with paper wrapping removed, leaves

PRINTMAKING

“The arts teach children that problems can have more than one solution and that questions can have more than one answer.”

–Elliot Eisner

art education theorist

COLLEGE SUPERVISOR EVALUATION FORM STUDENT TEACHER’S NAME SCHOOL

Michelle Farkouh

I.S. 98 Bay Academy - Brooklyn

COOPERATING TEACHER’S NAME SUPERVISOR’S NAME DATE

. .

Molly McGrath

.

Toby Needler

.

April 4, 2013

Criteria

.

Emerging 1

Capable 2

3

Effective 4

5

6

Made appointments for observations in a timely fashion.

X

Handed the observer a project and lesson plans when they arrived in the classroom.

Created projects and lessons utilizing current methodology and knowledge of curriculum to address differing needs, capacities, interests and learning Project designs reflected NAEA and Common Core Standards (making connections to other subject curricula)

X

Projects were developmentally appropriate.

X

Assessments were consistent with project goals enabling both students and teacher to reflect on the learning.

Lesson engaged all students in learning with well-planned motivations and appropriate visuals.

X

X

X

X

Demonstrated appropriate classroom management techniques to maintain an orderly classroom.

X

Promoted substantive discussion among students using the language of the field.

Critically reflected on classroom practice and the relationship between lesson planning and student performance.

Maintained a professional attitude when in the classroom and the school community.

X

X

X

ADDITIONAL COMMENTS Michelle Farkouh observation April 4, 2013

At the beginning of the lesson homework was collected. Ms. Farkouh used a power point to engage the students in learning about techniques related to using watercolor paint, explaining how the paint can be layered to create a variety of textures.

Samples of textures drawn on the chalkboard were used to help the students expand their ideas of texture and to engage them in using adjectives to name the textures. This was a very well constructed part of the motivation and all the students were engaged in the discussion. The focus on vocabulary was very appropriate as the class has many ESL students.

At the end of the motivation, the students were given instructions on how to proceed with the next step in creating their Adaptation Creatures. Each table of 6 students had a bundle of textured fabric swatches, watercolors, paper and the student’s drawings of their creatures. Today they would experiment with paint learning how to create the textures needed for their final painting of their work.

This was a well designed lesson appropriate for the 8th grade age level. The full engagement of the students throughout the lesson demonstrated that good preparation and the construction of a quality project works!

Toby Needler Adjunct Professor Brooklyn College

My Personal Artwork