Wild Things Art Lesson

Grade Level-1st grade

Georgia QCC and Performance Standards-
Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Uses imagination and immediate environment, including family, home, and surroundings, as sources for ideas.
Topic: Language Arts
Standard: Identifies parts of speech including adverbs and adjectives.
ELA1W1: The student begins to demonstrate competency in the writing process.
ELA1LSV1: The student uses oral and visual strategies to communicate.

Specific Objective: The students in this first grade class will create an imaginative drawing of a monster after listening to the story of Where the Wild Things Are with 100% accuracy.

Materials: Where the Wild Things Are by Maurice Sendak, construction paper, crayons, dry-erase board and marker, pencils, wiggly eyes, glue, example of wild thing

Procedures:
Motivation/Attention Getter: Show students the “Wild Thing” puppet and ask them if they know what it is.
Tie to Previous Learning: Students have previously used their imaginations to write stories, now they will be using their imagination to create an artistic image.
Teaching Sequence: First, I will introduce the story to the students. Then, I will explain that I will read the story to them and then they will create their own “wild things”. Next, I will instruct the students to listen closely to the story so they can listen for words that describe the wild things. I will then read the story. I will provide directions to the students about their imaginative drawings. I will explain that they can use any of the materials listed above. I will also explain that they are to write one sentence about their wild thing. They can write its name or what it likes to eat or do for fun. I will provide the students with and example of someone’s artwork. Last, I will tell the students to return to their seats to begin their drawings.
Closure: If time permits, I will call the students to come up to the front of the room and show their drawings to the class and read their sentence aloud.
Transition: I will tell the students to clean their work space and prepare for their Math lesson.
Lesson Adaptation: Individual Assistance will be provided as needed.

Technology Integration: None Applicable

Evaluation: The students’ drawings will be evaluated to make sure they are complete and include one sentence describing their drawing.

Connections: Students can use their imagination to create anything.

15 Field Trip Locations in Georgia

1. Stone Mountain
2. Paint Your Art Out!
3. Zoo Atlanta
4. Cyclorama
5. Callaway Gardens
6. Atlanta Botanical Gardens
7. Atlanta History Museum
8. John Tanner State Park
9. Center for Puppetry Arts
10. Chattahoochee Nature Center
11. Fernbank Museum of Natural History
12. The World of Coca-Cola
13. SciTrek
14. Noah's Ark
15. Georgia Music Hall of Fame

10 Places to Purchase Great Art Supplies

1. Michaels
2. Wal-Mart
3. Hobby Lobby
4. The Schoolbox
5. Garden Ridge
6. Joann Etc.
7. http://www.shoptheartstore.com/
8. http://www.misterart.com/
9. Target
10. Office Depot

20 Websites That Enhance Creative Thinking

1. starfall.com
2. zoopz.com
3. funbrain.com
4. pbskids.org
5. sanford-artedventures.com
6. mrpicassohead.com
7. http://www.zeroland.co.nz/children_art.html
8. http://www.kids.albrightknox.org
9. http://lcweb.loc.gov/exhibits/treasures/
10. http://cartoonster.kidzdom.com
11. http://www.Spruceroots.org/PoleSite/Haida.html
12.http://www.origami.as/home.html
13. http://www.artsconnected.org/toolkit
14. http://www.kid-at-art.com
15. http://www.renaissanceconnection.org/
16. http://www.theartgallery.com.au/kidsart.html
17. http://www.childrensmuseum.org/artsworkshop/index2.html
18. http://www.arts.ufl.edu/art/rt_room/index.html
19. http://www.eduweb.com/pintura/index.html
20. http://www.wildlifeart.org/ArtTales/index.html

Trip to the High!

The High Museum

Your favorite work of art.
· “Wind from the Sea”, 1947 by Andrew Wyeth; located in the Cousins Family Special Exhibition Galleries on the 2nd level

A work of art that you like but would not take home.
· “Marilyn Portfolio” , 1967 by Andy Warhol; located in the Contemporary Art section on the Skyway level

A work of art that taught you something you did not know.
· “The Fire Next Time”, 1989 by Alfredo Jaar; located in the Irene and Howard Stein Gallery on the 3rd level.

A work of art that felt sad to you.
· “Public Sale” , 1943 by Andrew Wyeth; located in the Cousins Family Special Exhibition Galleries on the 2nd level
· “Results of Poor Housing”, 1942 by Hale Woodruff; located in the Jacqueline and Matt Frielander Gallery on the 3rd level

A work of art that identifies a historic moment in time.
· “Taylor Washington Arrested at Leb’s Delicatessen, Atlanta, GA”, 1964
by Danny Lyon; located in the Fred and Rita Richman Gallery on the Lower Level
· “Arresting Demonstrators, Birmingham, May 1963” by Bruce Davidson; located in the Fred and Rita Richman Gallery on the Lower Level

A work of art that reminded you of something or someone in life.
· “Storm Passing”, 1987 by April Gornik
· “Untitled (Cadmium)” 1984 by Jean-Michel Basquiat

A work of art that shocked you.
· “Figures on the Beach, Provincetown”, 1916 by B.J.O Nordfelt; located in the Fred and Rita Richman Gallery on the Lower Level
· “The Flag Waver”, 1970 by Ned Cartledge; located in the Fay S. and Barrett Howell Gallery

Folk and Contemporary Art Galleries

The folk art gallery was very different from the rest of the museum. A lot of the artwork was very colorful and vibrant. The art in the Folk art gallery was mostly produced by people who had little or no training in the formal arts. A lot of the pieces were random objects that were decorated and turned into unbelievable creations. I noticed that a lot of the artwork seemed very child-like. This might be because of the vast amount of colors that were used. Some of the art in the Folk Art gallery also conveyed messages to the viewers. It was very interesting. I much preferred this gallery to the Contemporary gallery.

I was not too fond of the contemporary gallery. I thought that a lot of the pieces there was just nonsense. I was trying to understand how some of the artists actually got people to believe that what they “created” was art. For instance, when you walk into the Contemporary Gallery and turn left there are about 16 panes of glass just leaning against the wall; I could not figure out what message the artist was trying to express by creating this. Some of the works were very nice however. I was really surprised to see Andy Warhol and Basquiat in the museum. I think they were both very interesting artists but I have never wanted to own any of their work myself. Like I mentioned before my overall impression of the Contemporary Gallery was not the good.

My Meaningful Experience

I don’t know if I can recall any one experience that was meaningful to me during my visit at the High. I really did enjoy looking at the different types of artwork from around the world and created by the different types of people. I think that there are probably two different instances that do stick out in my mind from my visit. That would be seeing the work of Andrew Wyeth and seeing an actual piece created by Jean Michel Basquiat.
When I first walked into the gallery that housed Wyeth’s artwork I was actually blown away. I think he is truly talented and amazing. His paintings actually tell a story; I’m sure it’s not the same for everyone, but I do believe that when you look at his paintings you are left wondering. My favorite of his is “Wind from the Sea”. I absolutely loved it; I don’t think I’ve ever seen anything quite as beautiful. I would love to own a copy of that particular painting to put in my home. The other works were also wonderful, including “Public Sale”, which still gives me goose bumps.
I was very excited as I walked through the Contemporary gallery and turned the corner and saw one of Basquiat’s pieces. I was shocked, I just couldn’t believe it. I saw a film based on the life of Basquiat years ago when I was younger. From watching the film I could tell that he would have accomplished a great deal had he not died an untimely death. I have always wanted to see what his actual work looked like so I was very happy to see it hanging in the High.

Paint Your Art Out!!

Field Trip Presentation

I decided that it would be nice to take a class field trip to a little art studio that is located down the street from my house. The name of the studio is Paint Your Art Out and the name actually explains everything. The studio’s motto is “Creating memories that last a lifetime”. Birthday parties, celebrations, and wedding showers can also be held on special occasions. Paint Your Art Out specializes in ceramics and plasters and students would be able to take their pick of either form. The plaster objects are less expensive than the ceramics and they also require a different form of paint. After creating the art work the owner asks for the patron to wait 7-10 business days so the work can fired in the kiln.
The cost of a visit to Paint Your Art Out is $90 for up to 10 painters for a plaster party and $120 for up to 10 painters for a ceramic party. There is a $9 and $12 fee for each additional painter respectively. Due to the costly price of the group rates I think it would be a good idea for each class to hold a fundraiser for the field trip. A good idea would be to sell raffle tickets, calendars, coupons, or host a bake sale.

Mode of travel: School bus
Security: Classroom teachers
Estimated driving time: 1 hour and 30 minutes
Grade level: All Grades
The students’ lunch will consist of a sack lunch and juice and they will eat at the local park located behind the plaza of the studio.


Title of Lesson: Native American Pottery

Grade Level: 3rd – 4th

Class Time: 30-45 minutes

Concept: ceramics, paint

Objective with QCC: SS4H1
The student will describe how early Native American cultures developed in North America.
QCC: Topic: Historical and Cultural Context
Standard: Matches a description of a culture with an artwork representative of the same culture.

Motivation: Explain to students that they will be designing and painting their own artwork.
Vocabulary: ceramics, plaster, kiln
Instructional Strategies:Teacher asks students to describe their impressions of Native American life based on the story. How did these pots tell us so much about the culture? By examining the pictures on the remains of these pots, we learn about the beliefs, customs, and everyday lives of these people. Teacher asks why Native Americans didn't just write down their stories like we do today. Teacher explains that Native Americans did not use the alphabet we use today. They used pictures to represent what they wanted to say. These pictures are called pictographs. Teacher passes out a pictograph dictionary to each student. Teacher tells students a brief story and then shows them how to translate it using the pictograph dictionary. The story will then be transferred to a clay pot using black marker.
Student Procedures: Students write their stories and teacher checks them. Students then transfer their stories to the pots.
Modifications: Individual Assistance will be provided as needed.
Assessment: The students’ artwork and stories will be assessed for completion and creativity.Materials: “When Clay Sings" by Byrd Baylor, pictograph dictionary or book on pictographs, modeling clay/clay pots, black markers, map of the United States
Closing Statement: Teacher asks students what they have learned about Native Americans of the Southwest (including tribal names and states that make up the region). Students are then asked how examining their pottery can teach us about their culture. Teacher then asks students to share their clay pot stories with the class.