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.

Spring is finally here!

Art Lesson Ideas Integrated with Social Studies, Science, Math, and Language Arts

1. Painting Endangered Rainforest Animals
Objective: The students will paint a picture of an endangered rainforest animal and provide a description about why this animal is endangered and what can be done to protect it.
Integrated with Social Studies

2. Native American Pottery
Objective: The students will study a Native American tribe and create a clay pot based on the story of that particular tribe.
Integrated with Social Studies

3. Cesar Chavez
Objective: The students will gain an understanding of the importance of who Cesar Chavez is and create a quilt about his life and his achievements.
Integrated with Social Studies

4. The American Flag
Objective: The students will identify the number of stars, the number of red stripes, the number of white stripes, and name what each represents. The students will also create their own representation of the American flag.
Integrated with Social Studies

5. American Symbols
objectives: The students will learn that a symbol is something that stands for, or represents, something else. They will learn about the national symbols that are unique to our country. They will complete artwork to depict the symbols and read non-fiction books to further their comprehension.
Integrated with Social Studies




1. Dinosaur Prints
Objective: The students will create a drawing of a dinosaur based on the story they are read about the different dinosaurs and their characteristics.
Integrated with Science

2. Spider Art
Objective: The students will listen to the story of The Very Busy Spider and create a drawing of a spider and list a different fact on each leg.
Integrated with Science

3. Trees
Objective: The students will identify different facts about trees and create leaf rubbings by placing a crayon and paper over a leaf.
Integrated with Science

4. Rock Exploration
Objective: The students will explore different facts about the different types of rocks and create a representation of their favorite rock by using mixed media.
Integrated with Science

5. Butterfly Symmetry
Objective: The students will identify the concept of symmetry and create their own symmetrical butterflies.
Integrated with Science

1. The Commutative Property
Objective: The students will creat array models for multiplication with grid paper, construction paper, and markers.
Integrated with Mathematics

2. Egg Wrap
Objective: The students will determine the circumference of a balloon by measuring the diameter and estimating how much yarn will be needed to cover the entire balloon. Integrated with Mathematics.

3. Shape Ship

Objective: The students will be able to recognize and identify obtuse, right and acute angles. Students will also identify and demonstrate slide, flips and turns by creating their own geometric shapes. Integrated with Mathematics

4. Shapes and Windsocks

Objective: The students will use construction paper to cut out different shapes and glue them to toilet tissue rolls along with tissue paper and string to create a colorful windsock. Integrated with Mathematics

5. Calendar Art

Objective: The students will create a calendar by using construction paper and markers. The calendar will be used to count the days of the month in different directions, frontward, backwards, up and down. Integrated with Mathematics

1. Sketch to Stretch
Objective: The students will listen as a story is being read to them, draw a picture that expresses how the story makes them feel, explain their drawing to the group, and write a few sentences about what the story means to them.
Integrated into Language Arts

2. Sequence Story Quilt
Objective: The students will be able to retell a story using the sequence comprehension skill and create a story quilt based on that retelling.
Integrated into Language Arts

3. Writing About a Photograph
Objective: The students will write a descriptive paragraph about a photograph and share their descriptions with the class.
Integrated with Language Arts

4. Crayon Creation
Objective: The students will listen to the story of Harold and the Purple Crayon and create their own crayon drawing as well as a short story about their crayon.
Integrated with Language Arts

5. Cooperative Snowmen
Objective: The students will work cooperatively to create a snowman for the bulletin board and write a short paragraph describing it.
Integrated with Language Arts

Pictures of Artwork

Diorama of Worldly Issue




Storyboard




Alphabet Book





Model and Map of City





Imaginative Art Game

Classroom Rules Concerning Art Materials

1. Return Every Item to its proper place.
2. Only use your assigned materials.
3. Clean up art space when finished.
4. Do not run with scissors.
5. Ask for assistance when it is needed.

20 Interesting Facts about the artist Jacob Lawrence

1. Jacob Lawrence was born on the 7th of September 1917.
2. He was born in Atlantic City, New Jersey.
3. Lawrence was married to fellow artist Gwendolyn Knight.
4. He married Gwendolyn in 1970.
5. He trained as a painter at the Harlem Art Workshop inside the New York Public Library.
6. He first made a name for himself in Harlem in the 1930s.
7. Jacob was not interested in many of the ideas of the artists from the Harlem Renaissance.
8. He did find inspiration for his artwork in the Harlem community.
9. He called his style of painting dynamic cubism.
10. From 1940-41 he created a sixty panel narrative, The Migration of the Negro, based on his personal family experiences, people in the community, and in depth research.
11. In 1942 he was drafted into the U.S Coast Guard.
12. The Hatian military leader Toussaint L'Ouverture had a big influence on his art work.
13. His work includes several pieces about John Brown, abolitionist, and Harriet Tubman.
14. His work often portrayed important periods in African American history.
15. He made exposing the reality of black history through art his life long pursuit.
16. Many of the images in his art are restrained, he doesn't show actual graphics and details.
17. His Migration Series made him nationally famous when featured in the 1941 issue of Fortune Magazine.
18. He was awarded the U.S National medal of the Arts in 1990.
19. He was art professor at the University of Washington.
20. He received the Washington Medal of Merit in 1998.

My Teaching Philosophy

Teachers hold an assortment of beliefs about such things as their students, their subject matter, and teaching itself. What we believe as teachers has a strong influence over our behavior and how we will teach. I believe that an educator’s most important job is to be the student’s own personal cheerleader; especially in the case of At-Risk children. I believe that every student should be made to feel that they are capable of learning, no matter what their circumstances are.
There are many students in the classroom that are affected by circumstances that can distress their lives and learning. These students are at substantial risk for dropping out of school. As a future educator, I will make it one of my goals to give these students extra help and attention so they can be put on the right path for future success. Some of these students come from broken homes or families that work a great deal, so the children are often left alone. I believe that although it might not be in the job description, a teacher should provide as much additional help and care that they can for any student that needs it.
In my classroom each student will be made to feel special and unique. I will respect each student regardless of their cultural background or ethnicity. In my classroom I will encourage my students to become familiar with each others cultures so that we will all be more understanding of those around us. I want each one of my students know that when they come to my classroom they are coming to a place where someone cares about them and is willing to help them in any way I can.
Another aspect of teaching that I feel strongly about is becoming familiar with the different theorists and their theories, such as Erickson, Piaget, Kohlberg, and Gardner. Each of these theorists, aside from Gardner, has their own view of the different stages that a person goes through from childhood to adulthood. Gardner created his belief of the multiple intelligences, which I believe is very important when helping your students learn.
I believe that it is very important for a teacher to be trained and possess the skills that are relevant to instructing and managing a classroom. Educators should receive proper knowledge that informs them of the variety of ways to manage a classroom and provide instruction to their students.
As mentioned before, I feel very strongly about educators providing help to their students as well as being there to motivating their students to learn. Teachers have not only taken on the role of educator, but also confidant and motivator. In my classroom I will try to display both of these characteristics towards my students as well as many more.

20 Interesting Facts about the artist Faith Ringgold

1. Faith Ringgold was born in 1930.
2. She was raised in Harlem, New York
3. She began her artistic career as a painter.
4. She is best known for her story quilts.
5. She studied art at New York's City College.
6. She later went abroad to study in Paris with other artists.
7. During her college years she became a feminist activist; she helped to influence museums to display the works of women and African-Americans.
8. Throughout the years she has exhibited her artwork in major museums around the world.
9. She has also written and illustrated 11 children's books.
10. She has received more than 75 awards, honors, fellowships, and citations.
11. Her first book was titled Tar Beach.
12. Tar Beach was awarded the Caldecott Honor award.
13. Faith Ringgold also received the Coretta Scott King award for best illustration for Tar Beach.
14. You can find some of Faith Ringgold's artwork on display at the High Museum of Art in Atlanta, Georgia.
15. The first story quilt Faith Ringgold created was titled, "Who's Afraid of Aunt Jemima?
16. Faith Ringgold has said that she uses her art to tell a story.
17. She is married and has two daughters.
18. She is a professor of Art at the University of California in San Diego.
19. Her personal motto states, If one can, Anyone can, All you gotta do is fly.
20. If you look on her personal website, you can find a racial questionaire.

Hello All!

Hello to everyone out there.

Welcome to my blog.

I hope you enjoy it.