|
GRADE 1 PROJECTS
EDGE DRAWING
Grade 1
Sessions needed for
completion: Two 40 minute class
periods
Sessions One and Two
Materials:
Photocopy of an
animal, White paper of any size, pencil, crayons or colored pencils.
The teacher should have the main edges of the animal outlined in marker
on the photocopy. Also, fold the photocopy into quarters so you can
tell where the center of the picture is located. Have edge drawings
ready---one that shows the picture in the pencil only stage, and one
that shows a final filled in version.
Concepts taught:
Observational Line Drawing, Straight
line pattern to fill area.
SESSION ONE
Introduction-5
minutes
1.
Ask the students to
give examples of skills you practice so you can improve how well you
perform (typing, playing piano, jumping rope, etc.). The skill they
will be learning today is
observation.
One must be able to observe lines
and shapes in
order to draw them. Explain the main points of edge drawing. Discuss
how a line becomes a design or a picture. Ask the students how many
ways they can make a line (straight, curved, thick thin, etc.) Discuss
how your eyes see an edge of an object and your brain determines if the
edge, or line, goes in and out, down or across, etc. You will be
practicing your skill of making your hand draw the same edge that your
eyes saw. The teacher will not let the students see the photocopied
picture, or say anything about the animal that will be drawn. The
teacher will hold the
picture upside down, then start drawing line segments from
the center of the page. Narrate what the line “does” and
which direction it travels while you draw.
Demonstration-
2 minute
1.
Show students how to fold their paper into
quarters. Tell them to that our drawing will be a surprise---they will
not know what it is until the they are done.
Student work time-
15 minutes
1.
The teacher will draw on the whiteboard or
a large sheet of paper taped on the wall. Students will observe the
line that the teacher draws, then try to duplicate its size, direction
and nature to the best of their ability. If it is too big or too small,
they cannot erase or start over---look at it as a learning experience.
This should be a “Do as I do” uninterrupted group drawing time. The
teacher will start drawing in the center where the folded lines cross
over each other. When students have finished drawing their line, they
should wait until the teacher says to go on to the next line. Wait time
for students to draw their line should be approximately 30 sec. If the
student is not quite finished with their line when the teacher starts to
show the next line, they will need to stop and watch the next line
before completing the unfinished line. This process will be repeated
until every line is drawn. The teacher will then ask the students if
they know what animal they have just drawn. Tell them to turn their
picture around, write their name and room at the bottom in the corner,
and look at it right side up. The teacher will then show the picture
she/he was observing, and how the edges were outlined.
Demonstration--- 5
minutes: Have an example of an edge drawing ready, so you can show
them how to fill in the areas with straight line coloring using crayon.
They may choose to use vertical,
horizontal, and diagonal
lines to fill in all
areas of their animal. They must use all three of the coloring
techniques somewhere----color choice and background is up to the
student.
Worktime---remainder
of session one and all of session two. Before beginning session two,
have a verbal review covering coloring techniques discussed in previous
session.
Clean up time-
5 minutes
Evaluation:
Projects will be sent home after evaluation or
display. This will serve as parental/teacher communication.
*
Since this is a project that the students will do each year,
or even multiple times in one year, and since it only takes 20-30
minutes to complete, we like to use it at the beginning of the year.
Discussing the rules of the classroom and getting table assignments made
takes 10-15 minutes, so this is a good way to get the students drawing
the very first session. This project may also
be adapted to
other subject matter (people, objects, landscape, etc.)
************************************************************************************
CHALK VEGGIES
Grade 1
Sessions needed for
completion: One 40 minute sessions
Materials:
Cezanne
painting examples, real, artificial or pictures of fruits and
vegetables, colored chalk, white 9 inch by 12 inch construction paper,
and pre-made stencils of fruits and vegetables, newspapers
Concepts learned:
Color Blends, Possibilities and Limitations of chalk, Color
saturation---strong and weak colors
SESSION ONE
Introduction-10
minutes
1.
Introduce
Cezanne and his still
life paintings. Discuss the meaning
of still life and his use of realistic
colors and shapes.
2.
While looking at the examples of the fruits and vegetables discuss the
colors that they see and
introduce how colors blend
together to make tones of a new
hue (color).
Demonstration-
10 minutes
1.
Demonstrate how to
trace around the fruit and vegetable
stencils
by holding the chalk straight up and down using light pressure. Remind
the students that we are trying to be realistic and to choose
appropriate chalk colors.
2.
Choose the most
powerful of the 2 colors to trace around the stencil. Take off the
stencil. Trace over the same linie again with the same color, scrubbing
it back and forth to make the line thick and dusty.
3.
Choose the second
chalk color (weaker color) and
trace it
heavily on the inside of the first traced line that you made. Make it
thick and dusty, too.
4.
Blend the two
colors you used by pulling them with your fingers toward the middle of
your fruit or vegetable. (Pointer finger may be wrapped in tissue for
less mess on the hands). Bring back the concept of “tones of a new hue”
at this point.
5.
As an option the students can use the chalk to create a background for
their fruit or vegetable. Show them how to manipulate the chalk by
using the tip for details or by using it sideways in the larger
background area to create different
textures.
6.
When finished, put
the picture inside a folded newspaper to be taken home.
Clean up time-
5 minutes
Evaluation:
During student
work time projects will be visually and verbally assessed by teacher
feedback according to objectives and goals discussed. The projects will
be sent home after completion.
***************************************************************************************
MONDRIAN LINE
DESIGN
Grade 1
Sessions needed for
completion:
Three 40 minute
sessions
Materials:
Mondrian
painting examples, white 9 inch by 12 inch construction paper, pencil,
black or crayon, red, yellow, and blue markers or watercolor paints,
rulers or a straight edge.
Concepts learned:
marker or brush
techniques techniques, horizontal and vertical lines, ruler techniques,
Primary and Neutral Colors, art history
SESSION ONE
Introduction-10
minutes
1.
Introduce
Mondrian
and his geometric line paintings. Discuss why he used only black
vertical and horizontal lines and colored the squares and rectangles
red, yellow, blue, (primary
colors) black
(lack of color) and white (pure light).
Demonstration-
10 minutes
1.
Demonstrate how to use
the ruler/straight edge to create horizontal and vertical lines. Must
make 3 to 4 lines each direction.
2.
Show how to use the
black crayon to make thick lines.
3.
Demonstrate how to
hold the marker or brush to color in some of the squares and rectangles
using the black, blue, red, yellow, or white (no color). Leave 2 or 3
white, 2 or 3 blackThese lines can be
solid or a variety of
textures.
4.
You may want to
demonstrate how to use the markers/watercolor paint to create solid and
textured areas.
5.
You may want to let
the students use one angled line to be different or use green as a color
which was later accepted by the line design society.
Student work time-
15 minutes
1.
The students will
create their vertical,
horizontal,
and diagonal
lines on their papers by the end of session one.
Clean up time-
5 minutes
SESSIONS TWO and THREE
Review project goals-
5 minutes
Student work time-
30 minutes
1.
Students will use
techniques learned on session one to continue and finish their
project.
2.
Teacher will
demonstrate how to properly have their project “display ready” (framing,
matting, trimming, etc.).
3.
Students will hand in
projects by the end of session 2.
Clean up time-
5 minutes
Evaluation:
During student
work time projects will be visually and verbally assessed by teacher
feedback according to objectives and goals discussed. The projects will
be sent home after completion or display to serve as parental
communication.
*
Many of the students may need time to finish the project on
the second day. You will/may want to use enrichment activities with
those who are already finished.
***************************************************************************************
GEOMETRIC OWLS
Grade 1
Sessions needed for
completion: Two 40 minute sessions
Materials:
Construction
paper: (yellow, orange, white, light gray, dark gray, cream/manila,
black, and brown), construction paper, construction paper scraps,
scissors, and glue.
· ***
this project may be
adapted to other types of animals, also.
Concepts learned:
2 dimensional and
symmetric cutting, geometric shapes in animals
.SESSION ONE
Introduction-10
minutes
1.
Discuss what an owl looks like.
2.
Have pictures/photos of different types of
owls for students to observe. Here is where you could use library
books, internet sites, overhead etc.
Demonstration/
Directions/ Student work time - 25 minutes
1.
The students will follow along with the
teacher on day one to accomplish the head, wings, body feathers and beak
of the owl.
2.
Have the students choose a background color
for their owl. The background could be 9 by 12 or 12 by 18 inch
construction paper of any color other than yellow, orange, white, light
gray, dark gray, cream/manila, black, or brown. Explain that we don’t
want the background to be the same color as the owl’s colors. You may
want to have a limited choice for background colors out for them to
choose from.
3.
All of the owl body parts (head 3 by 3,
wings 3 by 4, feathers 1 ˝ by 3 inches) will be in choices of white,
light gray, dark gray, cream/manila, black, or brown. The beak (1 by 1,
or 1˝ by 1˝inches) will be in choices of orange, yellow, white, light
gray, dark gray, cream/manila, black, or brown.
4.
You
may want to follow the diagrams on the next page to make sense of the
directions.
5.
Have the students pick out a head color and
show them how to create a circle with the square by cutting off the
corners to round it. Glue the head toward the top center of your
horizontally placed background paper.
6.
Have the students pick out a wing color, a
different color or the same color as the head, and show them how to cut
the rectangle from corner to opposite corner to create 2 triangular
wings. Tuck the corners of the wings underneath the head. Here the
students have a choice of positioning the wings to make the owl fly,
sit, stretch, etc.
7.
Have the students pick out the feather
color/colors and show them how to cut the feathers out by placing all 3
feather rectangles together an cut from one corner to the opposite
corner. Glue the feathers underneath the head by making sure the lower
feathers are overlapped by the top feathers.
8.
Have the students pick out the beak color
and show them how to fold the square from corner to opposite corner
diagonally. Glue this piece to the bottom 1/3 of the head.
9.
Show the students how to make identical
eyes for their owl by cutting 2 pieces of paper at the same time.
Clean up time-
5 minutes
SESSIONS TWO
Review
project goals-
5 minutes
Demonstration/ Student work time
- 30 minutes
1.
Finish up any steps from day one that did
not get finished.
2.
The students can now decorate the owl and
create a background for their picture.
Clean
up time- 5
minutes
Evaluation:
During student
work time projects will be visually and verbally assessed by teacher
feedback according to objectives and goals discussed. The projects will
be sent home after completion or display to serve as parental
communication.
* Many of the students may need time to finish the
project on the second day. You will/may want to use enrichment
activities with those who are already finished.
***********************************************************************************************************
GHOST MOBILES
Grade 1
Sessions needed for
completion: Two or three 40 minute
sessions
Materials:
One 9 inch by
12 inch piece each of white, black, and orange construction paper, glue,
scissors, 1-orange, 2-black, and 1-white twelve inch pieces of yarn, 6
tissues, hole punch, crayons, markers, pencil, stencils of Halloween
characters (optional)
Concepts learned:
Properties of 2 dimensional and 3 dimensional artwork,
mobile, knot tying
SESSION ONE
Introduction-10
minutes
1.
Discuss what a mobile
is.
2.
Introduce
Paul Klee
and his work with
mobiles.
Demonstration/ Student work time
- 25 minutes
1.
The students will
follow along with the teacher on day one to accomplish the 3 sided
triangular base of the
mobile.
2.
Have the students pile
the white, black, and orange construction paper on top of each other and
then fold them all at the same time
horizontally
or hot dog style. Discuss the term horizontal and hot dog style.
3.
With the 3 papers
folded use your scissors and cut a
triangle
out of them by starting at one
corner and
continuing the cut diagonally
to the opposite
corner. (See diagram on the
next page)
4.
Separate the 3 folded
triangles from the pile.
5.
Place one of the
triangles on the table still folded and crease as flat as you can. Apply
glue on top of that folded triangle around the edges ONLY.
6.
Put the second folded
triangle on top of the first triangle.
7.
Repeat step 6 with the
third triangle.
8.
Place glue on the top
triangle in the pile and fold it around and connect it to the bottom
triangle. You should now have a three sided/colored triangle.
(See diagram on the next page)
Clean up time-
5 minutes
SESSION TWO
Review project goals-
5 minutes
Demonstration/ Student work time
- 30 minutes
1. Using the hole-punch make a hole in each of
the corners of the triangle base. (4 holes)
2. Tie one of the black pieces of yarn to the
top as the hanger.
3. To make the
ghosts take one of the 6 tissues and wad it into a ball. Place a 2nd
tissue loosely over the ball (The head of the ghost) and tie one of the
pieces of yarn around the head and knot it. Repeat the process for the
other two ghosts and tie them to the other three hole-punches on the
triangular base. (See diagram on the next page)
4. Once the ghost
mobile is assembled the students can decorate the base with crayons or
markers. They can use the stencils (optional) and the extra
construction paper that they had to decorate the triangle part of the
mobile.
Clean up time-
5 minutes
Evaluation:
During student
work time projects will be visually and verbally assessed by teacher
feedback according to objectives and goals discussed. The projects will
be sent home after completion or display to serve as parental
communication.
* Many of the students may need time to finish the
project on the second day. You will/may want to use enrichment
activities with those who are already finished.
*****************************************************************************************
PIZZA COLLAGE
Grade 1
Sessions needed for completion:
Two 40 minute sessions
Materials:
watercolor paint, a
paper plate, scrap papers, crayons, and yarn, bibliography and painting
examples of Andy Warhol
Concepts learned:
Multi-Media
Collage, Pop Art
SESSION ONE
Introduction-10
minutes
1.
Introduce project
by asking students if they have ever helped make a pizza at home. Do
they just throw the toppings and the cheese on the pizza or do they
arrange them? Well, then, a pizza can be considered to be an edible
work of art. Now ask the students if they know what a
collage
is---a work of art that has several different types of materials in it..
2.
Show the examples
of the Pizza Collage project. Which design looks more realistic? If
the student chooses to use colors and shapes that are the real colors of
the crust, sauce and toppings, the Pizza Collage can look Realistic.
Now look at the pizza collage that is blue, yellow and purple. Do these
colors look like real toppings on a pizza? No, they are imaginary
colors, so this Pizza Collage is an ABSTRACT creation
3.
Introduce Andy Warhol and his use of
abstract
art of popular themes.
Demonstration/ Directions/ Student work
time - 25 minutes
1.
Demonstrate how to color in crayon
on the edge of the plate. Try to get it fairly
heavy and waxy. Write name
and room on the back of the plate.
2.
Then show kids how to wet down the
center area of the plate by dipping their paper towel in
water, and tapping it on the area of the plate they will paint. It
should be shiny with water, put not a puddle of water. Show how to look
for dry areas, and show how to sop up extra water by squeezing out the
paper towel and sopping up puddles. When it is just right, show how to
get paintbrush wet, then roll it in the watercolor until they have
counted to 5.
3.
Demonstrate how to just touch the
tip of the brush to the water (NO BRUSHING BACK AND FORTH---THAT IS LIKE
PAINTING A HOUSE---WE ARE USING WATERCOLOR) so the color spreads out in
the water forming it's own designs. Make several taps around the center
area of the plate. Then choose another color and touch it into the
watery surface, too. The colors will blend on their own, so again there
is no need to brush back and forth. Leave plate on the newspaper that
is underneath it, (the pizza pan) and lay it on the drying rack.
Clean up time-
5 minutes
SESSION TWO
Review project goals-
5 minutes
Demonstration/ Student work time
- 30 minutes
1.
Demonstrate how to make the toppings
for the pizza.
Show them how they
can cut more than one topping at a time by folding a scrap paper over 3
times---they can cut 4 pepperoni shapes at once! Each student must cut
at least 5 toppings for their pizza. They should choose toppings with
interesting shapes and colors.
2.
Once the students
have cut out their toppings from scrap papers, they should arrange them
in a balanced design before gluing---discuss why this is a wise thing to
do.
3.
While the toppings
are drying, show them the 2 boxes of yarn pieces (cut to about 6" in
length). Then show the students how to apply a line of glue to the
paper plate, and lay yarn right next to the glue line, then shove it
into the glue from the side with their fingers. Do not attempt to push
the yarn down into the glue since the glue will get all over their
fingers, too, and that will make the yarn stick to their fingers.
Students may choose to cut the 6" yarn pieces into smaller pieces
(shredded cheese) and place it in a balanced arrangement, or they can
leave the yarn pieces longer to make swirling design in between the
toppings. When they think they have finished their Pizza collage, it
must pass the "doneness test"---turn it upside down. If anything is
hanging or falling off, they must add a bit more glue in those areas.
Once again, they will put it "in the oven" to bake.
Clean up time-
5 minutes
SESSION THREE
Review project goals-
5 minutes
Demonstration/ Student work time
- 30 minutes
1. Show the kids how to mount their pizza collage on a
medium frame (12x14 colored paper). They should apply a thick line of
glue around the circle on the flat part of the plate, then turn it over
and place it in the center of the paper. While it is drying, they
should copy the words "Pizza Collage" from the chalkboard on the front,
bottom of their frame in black or white crayon. Name and room should
also be on the front. Last thing is to put the rating sheet on the back
( finger glue around edges only!), writ in their name and room again,
then write Realistic or Abstract in the CONCEPT blank. (They can copy
their word from the board.)
Clean up time-
5 minutes
Evaluation:
During student
work time projects will be visually and verbally assessed by teacher
feedback according to objectives and goals discussed. The projects will
be sent home after completion or display to serve as parental
communication.
***************************************************************************************
FRINGIE WREATH OR
TREE
Grade 1
Sessions needed for
completion: Three 40 minute sessions
Materials:
1 1/2 inch by 3
inch rectangles of red, white and green construction paper, 9 inch by 12
inch construction paper backgrounds (not red, white or green), 6 inch
(small) paper plates, construction paper scraps, scissors, glitter, and
glue.
Concepts learned:
cutting skills and shortcuts, overlapping, unity, visual and
tactile texture
SESSION ONE
Introduction-5
minutes
1.
Discuss what a Christmas tree and wreath
represents.
Demonstration/ Directions/ Student work
time - 30 minutes
1.
The students will follow along with the
teacher on day one to accomplish the pieces for the tree and wreath.
2.
The students will pick up 5 each of the
red, white and green precut rectangle pieces.
3.
You
may want to follow the diagrams on the next page to make sense of the
directions.
4.
The students will fold one of the
rectangles horizontally and then vertically to find where the middle is
on the edges of the rectangle. Refold the paper hot dog style and hold
it up vertically in one hand. Cut from the middle of the side to the
top making sure that you start cutting from the open edge of the folded
paper. When you open up the paper it should look like a house and its
roof. Once you have made one you can stack 3 to 4 of the rectangles on
top of each other and use the first piece as a stencil to cut the rest
of the pieces.
5.
The next step is to make the fringes at the
bottom of the house pieces. Cut the fringes starting at the
bottom of the House pieces about 1/8 inches apart about half way
up. Repeat this process with all of the pieces remembering that they
can do more than one at a time.
6.
We are ready to glue the fringe pieces to
their backgrounds.
7.
For those students making the tree have
them choose a background color. The background should be 9 by 12 inch
construction paper of any color other than red, white or green. Explain
that we don’t want the background to be the same color as the
tree/wreath colors. You may want to have a limited choice for
background colors out for them to choose from.
8.
For those students making the wreath have
them pick up a 6 inch paper plate. Cut the center out of the middle of
the plate by cutting along the indented line on the paper plate.
9.
Follow the diagram to see how to put the
tree and wreath together.
Clean up time-
5 minutes
SESSIONS TWO AND THREE
Review project goals-
5 minutes
Demonstration/ Student work time
- 30 minutes
1.
Finish up any steps from day one that did
not get finished.
2.
The students can now decorate the wreath
and tree with construction paper and glitter. A lesson on how to
glitter would be important at this time and create a background for
their picture.
Clean up time-
5 minutes
Evaluation:
During student work time projects will be visually
and verbally assessed by teacher feedback according to objectives and
goals discussed. The projects will be sent home after completion or
display to serve as parental communication.
* Many of the students may need time to finish the
project on the second day. You will/may want to use enrichment
activities with those who are already finished.
***************************************************************************************
THREE DIMENSIONAL
PENGUINS
Grade 1
Sessions needed for
completion: Two 40 minute sessions
Materials:
One 9 x 12 inch black, one 4 ˝ x 6 inch black, one 3 bx 4 inch white,
two 1 ˝ x 3 inch orange, and 0ne 1 ˝ x 1 ˝ inch orange construction
paper, glue, scissors, construction paper scraps, pictures or links to
penguins
Concepts learned:
definition of 3-dimensional art,
cutting and folding skills, paper as decoration, animation comparison
SESSION ONE
Introduction-10
minutes
1.
Discuss what a
three dimensional object is.
2.
We will discuss
penguins and how they act and look.
Demonstration/ Directions/ Student work
time - 25 minutes
1.
The students will
follow along with the teacher on day one to accomplish the penguin’s
body.
2.
You may want to follow the
diagrams on the next page to make sense of the directions.
3.
Divide your 9 x 12
inch piece of black construction paper into thirds and overlap one of
the open ends and glue them together vertically to make a tube or an
opening for your hand to go into.
4.
Flatten one end of the
tube you just made and glue it shut. When this has set up, round it by
cutting the edges/corners off. This is the penguins head.
5.
Take the 3 x 4 inch
white piece and round off the corners to make his belly and glue it
about the width of about 1 inch from the bottom of the body.
6.
Fold the 1 ˝ x1 ˝ inch
orange piece diagonally to make his beak and glue it about 1 inch above
the white belly piece in the center of the body.
7.
Take the two 1 ˝ x 3
inch orange pieces and cut 3 small triangles out of one end and glue the
straight edges under the front side of the penguin for his feet. Be
careful not to glue both sides of his feet or you will glue the bottom
of the body shut.
Clean up time-
5 minutes
SESSIONS TWO
Review project goals-
5 minutes
Demonstration/ Student work time
- 30 minutes
1.
Finish up any steps
from day one that did not get finished.
2.
Use scrap pieces of
construction paper to decorate your penguin. The students need to use a
variety of different cuts and folds during this stage of the project.
For example they could us curved, fringy, and zigzag cuts, accordion
folds etc.
Clean up time-
5 minutes
Evaluation:
During student work time projects will be visually and verbally assessed
by teacher feedback according to objectives and goals discussed. The
projects will be sent home after completion or display to serve as
parental communication.
* This project could also be
done with a bug, people, animals, etc.
* Many of the students may need
time to finish the project on the second day. You will/may want to
use enrichment activities with those who are already finished.
******************************************************************************
SILHOUETTES
Grade 1
Sessions needed for
completion: Two-three 40 minute
sessions
Materials:
examples of
silhouette photos, Black crayons, Water color paints, paint brush,
water, water container, paper towels, pencil, 9 by 12 inch white
construction or watercolor paper.
Concepts Learned:
Silhouette, wet on wet
watercolor wash, wax crayon resist, horizon line
SESSION ONE
Introduction-5
minutes
1.
Discuss what a
silhouette, landscape, and horizon is.
2.
Show examples of
silhouette pictures.
Demonstration/ Directions/ Student work
time - 30 minutes
1.
Show the students how
to create a landscape silhouette.
2.
Discuss that the
landscape they are drawing will only show shapes and not a lot of detail
because everything is a shadow or black.
3.
The students will draw
a sloppy/rough copy of their silhouette picture and have the teacher
approve it before they can begin their good copy.
4.
Students should have
their rough copies approved by the end of session 1
Clean up time-
5 minutes
SESSIONS TWO AND THREE
Review project goals-
5 minutes
Demonstration/ Student work time
- 30 minutes
1.
Finish up any steps
from day one that did not get finished.
2.
Demonstrate the water
color painting process.
3.
The students will
finish the painting on their silhouette pictures and frame them when
they are dry.
Clean up time-
5 minutes
Evaluation:
During student work time
projects will be visually and verbally assessed by teacher feedback
according to objectives and goals discussed. The projects will be sent
home after completion or display to serve as parental communication.
*************************************************
FORGROUND/BACKGROUND
PICTURES
Grade 1
Sessions needed for completion:
Two 40 minute sessions
Materials:
example/examples of foreground/background pictures, pictures of persons,
places, things cut out from magazines or from
coloring books,
crayons, colored pencils, markers, pencil, 9 by 12 inch or 12 by 18 inch
white construction paper, reference chart that shows different crayon
techniques for small and large areas.
Concepts learned:
horizon/floor and wall line, size of objects in foreground and
background, space and distance in a picture, crayon techniques,
reference chart
SESSION ONE
Introduction-5
minutes
1.
Discuss what a
foreground/background
is.
Demonstration/ Directions-10
minutes
1.
Refer to the PowerPoint printout
attached.
2.
Demonstrate how to start the project
by selecting a foreground picture. .
3.
Glue the picture to the appropriate
size background paper.
4.
Explain to the students that they
need to draw in a color the background (where their picture lives) for
their chosen subject
Student work time
- 20 minutes.
5.
The students will choose and glue
their subject picture to their paper and begin drawing in the
background.
Clean up time-
5 minutes
SESSION TWO
Review project goals-
5 minutes
Student work time
- 30 minutes
1.
Finish up any steps from day one
that did not get finished.
2.
The students will finish their
foreground/background pictures.
Clean up time-
5 minutes
Evaluation: During student work time projects will be visually and
verbally assessed by teacher feedback according to objectives and goals
discussed. The projects will be sent home after completion or display
to serve as parental communication.
* Many of the students may need time to finish the
project on the second day. You will/may want to use enrichment
activities with those who are already finished.
*****************************************************************************************
ART APPRECIATION
Grade 1
Sessions needed for
completion: One or Two 40 minute
sessions
Materials:
Works of art from Cezanne, and Mondrian, or artists of your choice,
coloring pages of artist’s works or books or information about each
artist, crayons, markers, colored pencils.
Concepts learned:
history of art and famous artists, artistic style
SESSION ONE
Introduction-5
minutes
1.
Discuss what art appreciation is and why it
is important in our society.
2.
Discuss the purpose of art---
Decorate environment, communicate
ideas or stories, express emotions or opinions, record historical
events, people or things in the environment.
Demonstration/Discussion
- 30 minutes
1.
The students will have the opportunity to
observe art work by
Cezanne, and Mondrian.
2.
The teacher will share information about
each artist and how he/she is important to us today---this info can be
found in books or on the internet.
Clean up time-
5 minutes
SESSIONS TWO
Review project goals-
10 minutes
1. Review the artists visited during the
preceding session.
Student work time
- 25 minutes
1. Each student will have the opportunity to
choose a coloring page from one of the artists they learned about and
color it in neatly
Clean up time-
5 minutes
Evaluation:
During student work time projects will be visually and verbally assessed
by teacher feedback according to objectives and goals discussed. The
projects will be sent home after completion or display to serve as
parental communication.
* Many of the students may need time
to finish the project on the second day. You will/may want to use
enrichment activities with those who are already finished.
********************************************************************************************
ACTION PEOPLE
Grade 1
Sessions needed for
completion: Three 40 minute sessions
Materials:
Labeled body
parts stencils (ovals for head, torso, hips legs, arms hands feet),
pencil, scissors, glue, various colors of 9x12 inch and 4 ˝ x 6 inch
construction paper, markers, crayons, various stick figures of people in
motion drawn on board or as a hand-out---also write how many of each
oval will need to be traced---Head-trace 1, Leg-trace 4, etc.)
Concepts learned:
body part awareness—human motion,
conservation of space on paper
SESSION ONE
Introduction-5-10
minutes
1.
Introduce the
project by discussing what the word
action
means and how actions would relate to people.
2.
Tell the students
that we are going to make a person doing an action by using some precut
body parts stencils.
3.
Show the examples
of finished action people projects.
Demonstration/
Directions/ Student work time – 25-30 minutes
1.
Gather the students around and
demonstrate how to use the stencils and line them up on their paper so
that they can get all of the pieces to fit. The students will need to
get 1 head, 1 body, 4 arm, and 4 leg pieces to fit on 1/2 sheet of 9x12
inch construction paper.
2.
The students will only have one arm,
leg, body, and head stencil to make all of their pieces.
3.
The students will pick out a ˝
sheet of construction paper to make the body pieces and a full 9x12
sheet of construction paper to mount it on. They need to understand
that they should use contrasting colors so that the action figure
will show up. (All ovals should be traced and at least partially cut
out and placed in an envelope before the end of session 1).
4.
Show the students how to
manipulate the pieces to make the person look like they are doing
different actions. Remind them to overlap the ovals a bit where there
are joints in the body (knees, elbows, ankles) Encourage them to
study the hand-out or the board (even draw ovals on a few of the stick
people), before arranging their ovals on the background paper.
5.
Once they have found an action
that they like they will glue the pieces to the background paper.
Emphasize they should not glue down any parts until their oval
arrangement is complete and okayed by the teacher
Clean
up time- 5 minutes
SESSIONS TWO AND THREE
Review project goals-
5 minutes
Demonstration/ Student work time
- 30 minutes
1.
Demonstrate how to
color in the action person that they have/had created by using the
crayons.
2.
Have the students
continue where they left off the last session.
3.
When they are finished
have them white the concept (Action People) at the top or bottom of
their project.
4.
Have them put their
name and section number on the back of the paper.
5.
Hand in the finished
project.
6.
Find an enrichment
project to work on.
Clean up time-
5 minutes
Evaluation:
During student work time projects will be visually and verbally assessed
by teacher feedback according to objectives and goals discussed. The
projects will be sent home after completion or display to serve as
parental communication.
* Many of the students may need
time to finish the project on the second day. You will/may want
to use enrichment activities with those who are already finished.
*******************************************************************************************
CLAY CRITTER
SCULPTURE
Grade 1
Sessions needed for
completion: One or two 40 minute
sessions
Materials:
Modeling
clay (Crayola Model Magic) ---primary colors and/or white--- baggies
would be needed if using white clay and using markers to decorate.
Concepts learned:
clay
manipulation, properties of 3-dimensional sculpture
SESSION ONE
Introduction-5-10
minutes
1.
Introduce the
project by discussing what a sculpture is.
2.
Discuss what a
critter is. (Animals, insects, people, extinct animals, etc.)
3.
Introduce the
artist Michelangelo to the students and show examples of his
sculptures. There are examples in Sioux Falls (Statue of David, Moses)
4.
Show the examples
of finished sculptures.
Demonstration/ Directions/ Student work
time – 25-30 minutes
1.
Have the modeling clay divided into
approximate ping pong size balls so that they are ready to easily
distribute.
2.
Gather the students around and
demonstrate how to use the clay balls (they get to pick 3 of the 4
colors) to create a critter.
3.
Teach them how to mix the balls
together to make one large ball or use each color separately and connect
them to make a critter.
4.
Show the technique of attaching
pieces together and or how to pull and pinch the clay to create your
sculpture.
5.
Have the students create their
sculpture and hand it in. Place their work on a scrap piece of paper
with their name and section printed on it and place it in a container
that has their class work in it.
Clean
up time- 5 minutes
Evaluation:
During student
work time projects will be visually and verbally assessed by teacher
feedback according to objectives and goals discussed. The projects will
be sent home after completion or display to serve as parental
communication.
*
Many of the students
may need time to finish the project on the second day if you are
using markers to decorate. You will/may want to use enrichment
activities with those who are already finished.
|
