Raven: A Trickster Tale-Fourth Grade

Fourth graders focused on shape, balance, and symmetry while creating drawings of Raven: A Trickster Tale. 

After hearing the story, we used guided drawing to create the ravens. We talked about shape, balance, and symmetry. Students were asked to make the wings symmetrical and the body balanced using shapes.

With the birds fully designed, students chose a color scheme of four colors of crayons to color their shapes and detail on their raven.

When the birds were completely colored students used black watercolor to paint over the whole bird and make the crayon stand out. They cut out their birds when they were dry.

Finished projects were assessed for symmetry and balance. Students also filled out this assessment in Google Classroom.

See the full lesson plan here. 

Sugar Skulls-Fifth Grade

Fifth graders started the year by learning about the Day of the Dead. I created a Nearpod presentation that the students participated in with their Chromebooks. It included a pre-assessment on the first slide and a post assessment on the last slide to show that they already had learned about Dia de los Muertos. I found a super cute video that covers the basics of the holiday very well. I also created a short presentation to use for reviewing the symmetry and designs of sugar skulls each class. 

Students used plaster of paris and skull ice cube trays from the Dollar Store to create sugar skulls. They put a paperclip in the back of the plaster so they could string some yarn between them and make a garland of sugar skulls. 

Students were given options for adding the designs on their skulls. I found that paint or colored pencils are best. UltraFine tip Sharpies are too thin and create a lot of lines in the solid shapes and the plaster is quite dusty, which blocked the ink at times. After tying them together students filled out this assessment in their Google Classroom.

See the full lesson plan here. 

African Masks

This was a quick project for my kindergartners, but taught them a lot. We began by looking at a variety of African masks and noticing that they were all symmetrical. Next, each student got a mask template that was donated to me by the music teacher. I showed them how to fold the mask down the center and then paint on one side and create symmetry. 

The next class, I had all of the masks stapled into the mask shape and showed the kids how to use a hand held hole punch. I gave them the option of no hair, rope hair, or raffia for hair. The kids punched the holes and I walked around writing "rope" or "raffia" on the back of their masks. After class I tied all the rope and raffia for them. 

See our gallery here (Houlton to come!).

Egyptian Collars

First graders looked at Ancient Egyptian collars. They noticed that the collars are symmetrical. We talked about color theory and focused on analogous colors. Students chose four analogous colors to work with and either made two of their shape or made their shape symmetrical. 

I made a template of the collar shape and pre traced them all on the back of the gold paper. I got a roll of gold paper from School Specialty but in hindsight, it was a thin as wrapping paper and if I do this again I'd just wait and buy gold wrapping paper after Christmas and save some money. The kids cut the shape out and then folded their paper in half. 

I show them how to glue one symmetrical shape on the fold to make the whole collar symmetrical. We talked about using two identical shapes to create symmetry and I showed them how to glue a shape on one side and match the second shape to the first. They added a bit of glue on top of the second shape and then folded their collar to make it transfer to the other side. 

When finished, students chose a color that fit with their analogous color group for the background paper.

TP Snowflakes-Part 2

 I thought I had already posted the final snowflake projects, but apparently I just thought about posting them. We finished them off by painting them with white tempera paint and sprinkling some clear/white glitter on the wet paint. They are currently hanging from each other in long strings of snowflake in the window to our school office.



TP Roll Snowflakes~Part I

Usually my Adapted Art lessons are "one and done" type of projects. The kids like to take them with them as soon as possible, and I like to accommodate. However, today we are starting a two part project recycling TP rolls into snowflakes that look quilled. Here's step one.

Students should write their name on the inside of a piece or TP roll

(I cut them about 1/2 each).

2. They can make three different shapes from the TP strips;

keep it round, pinch one side, or pinch both sides.

3. Put a drop of glue on the shape they've created.

4. Press the glued spot to the piece with their name on it.

5. Add a paperclip to hold it for them so they can keep working.

6. Add their next piece, gluing it to the center and the first piece that was glued.

7. Paperclip all the glue spots.

8. Continue until they have made a whole snowflake.

 OPTIONAL: Add spirals
UPDATE: Unless you plan on spray painting them, or leaving them their original color I'd recommend skipping the spirals. Brushing on paint causes them to become too wet and straighten out.

1. Cut a circle into a strip.

2. Roll the strip around a pencil.

3. Hold it on the pencil for a moment.

4. Glue it to the snowflake and add a paperclip to hold it on.

5. End of step one!



Click here for our project inspiration.

Embossed Rose Windows

LEARNING TARGETS:
-Demonstrate understanding of radial design.
-Experience using a design sheet to plan the project out.

TERMS:

-Radial Design:A pattern that repeats in a circular pattern, working its way from the center of the circle to the outer edge.
-Symmetry: The image is the same on both sides; such as a mirror image.
-Embossed: The method of pressing metal to create raised and lowered aspects in the work of art.
-Rose Windows: Circular stained glass windows most commonly found in cathedrals.

MATERIALS:
Metal Tooling
Tooling Tools
Newspaper
Sharpie or other Permanent Markers
Scissors
Glue
Black Paper, 8"X8"
Design Sheets (Circle drawn with eight equal triangles)
Pencils
Colored Pencils (optional)

We began by looking at a PowerPoint with many examples of Rose Windows. We talked about radial design and symmetry. I pointed out that the windows vary in how elaborate they are. Next, students were asked to create a pattern on a design sheet. I told them if they didn't like their first idea, try something different in the next triangle. They could use as many design sheets as needed, but their final sheet should have at least three triangles in a row of the design they like so they can see how the shapes flow from one triangle to the next. I asked them to plan out their colors with colored pencils on their design sheets as well. The permenant markers won't come off the metal, so I wanted them to have an idea of their color goals before they got to that step.

When their design sheet is complete, they were given a piece of metal tooling and shown how to place their design sheet on top of the tooling, with a thick pile of newspaper under the metal. A tooling tool (sharpened stick) was used to trace over the circle and the straight lines that made up the triangles within the circle. Next, I asked them to cut out the triangle that they thought they drew the best. That triangle was taped to the metal and traced. Then it was moved to the next triangle and traced again. They repeated this step until all eight triangles are traced onto the metal, completing their radial design.

Now the fun begins! I showed the students how to use the back of the stick to press the metal until the shape is popping out. I stressed that they must have a thick pile of newspaper under the metal, or it wouldn't work properly. I also asked them to pop the same shape(s) out on every triangle.

Finally, when they are satisfied with their embossing, studesnts should color their project with permanent markers. Last, they cut their circles out and glued them to a piece of black construction paper. When displayed together, this project is very eye catching!

The Dot

I have found that first graders are very conscious of the craftsmanship of their art. Many get hard on themselves for not being able to do a project as "good" as my samples, to which I remind them that I have been practicing much longer than they have and if they keep practicing they will keep improving. To help them gain confidence at the beginning of the year, I start with this pointillism project. It's great because it teaches them to try new things, art history (George Seurat), and a new art technique (pointillism).

LEARNING TARGETS:
~Use dots to create a successful work of art.
~Understand that artists use dots to create an image (pointillism).

MATERIALS:
10" X 10" white tissue paper
12" X 12" colored paper
Markers
Newspaper
Sponges and water
Glue (for mounting finished pieces)
TERMS:
Pointillism: Technique of using dots to create an image.
Symmetry/Symmetrical: The same on both sides; a mirror image.



We start by reading The Dot by Peter Reynolds, about a girl that didn't think she was good at art. Her art teacher told her to "make a dot and see where it takes you." By the end of the book, she has her own art show! We talk about the importance of trying new things and practicing-I stress that "practice makes better"- not necessarily perfect.


Next, I show the students my examples and tell them that it's not as hard as it looks and if they pay attention to the instructions, they will have a wonderful work of art. Next, I demonstrate the project. First, they fold a 10" X 10" piece of white tissue paper in half twice to create a smaller square. Using a sponge with the tissue on top of a piece of newspaper they should get the tissue wet, so they can see through it but not have a puddle on it.


Finally, they use markers and only dots to create a pattern on the smaller square. I stress that if they want a line they have to make the line with dots, not by drawing a line. I demonstrate how to make shapes with dots instead of drawing them. Lastly, they bring their papers up to me to open them up. I lay them on the newspaper with the artist's name on it until it is dry and then mount them on 12" X 12" colored paper.


ASSESSMENT: In addition to circulating the classroom, watching for comprehension and guiding students to find success, I assess the completed works of art for the use of dots, craftsmanship, and creativity. When assessing for the use of dots, remember that the water can sometimes blend the dots together; especially if the student didn't finish in one class period and had to re-wet the project the following class.