These are the posters I will use to teach collographs, scratchboard, watercolor resist, watercolor techniques, and milk jug masks. In a file folder, I have the techniques' full discriptions and ways of using the techniques
Monday, May 2, 2011
Posters
These are the posters I will use to teach collographs, scratchboard, watercolor resist, watercolor techniques, and milk jug masks. In a file folder, I have the techniques' full discriptions and ways of using the techniques
What makes a quality visual arts lesson plan?
Quality art lesson plans teach something. Many times I’ve been in a classroom and teachers are having students do “art” but there isn’t any teaching going on during this time. Usually students are told to just draw a picture or color in the picture already drawn. I found a blog of an art teacher who said this:
“My teaching process will consist of demos on how to use the material and art history relating to the art we discuss. I do not want to teach cookie cutter, cut-and-paste projects. Instead, I will let my students tap into their own inner creativity, with some guidance for the direction they should go in, to produce unique and personal artwork (Coggin, H.)”
As I was looking through my textbook, I remembered one particular example. It was of students dancing to music with marimbas while decorating a sheet of paper with paint on their feet (Clements, R. D. & Wachowiak, F., 2010). I desperately want to do this, not just because it sounds ridiculously fun but because students were completely engaged. Art lessons should do that. They could envelope students in the learning process. To make this even more visual, emphasis could be put on color and students could experiment with color mixing. It is also a great way to talk about abstract art.
When teaching art, teachers should teach techniques. One of my favorite blogs is Teach Kids Art. It’s full of wonderful lessons and all of them teach a technique. One was even virtual glass blowing (Unknown)! By teaching different techniques, students get a better idea of what art is out there. They may find that they are better at some techniques than others and this way everyone finds at least one thing they’re good at.
I also think lessons should focus, at least for a period of time, on the students’ emotions. In the instructions for teaching art to kids I found, step number 2 is to encourage the students to talk about things they like and dislike and how it makes them feel (Ryan, A). Some could argue that this isn’t important but I really think it is. Art is an expression of feelings at many times. If students could see that they can express their feelings through art this could really help them.
There are a lot of things an art lesson should have but I think overall it should just be fun, like all learning.
Clements, R. D., Wachowiak F., (2010) Emphasis Art: Ninth Edition, Boston, MA: Pearson Education, inc.
Coggin, H. (2010) Statement of Teaching Philosophy. Retrieved from http://abeginningartteacher.wordpress.com/statement-of-teaching-philosophy/
Ryan, A. (1999- 2011) How to Teach Art to Kids. Retrieved from http://www.ehow.com/how_5329457_teach-art-kids.html
Unknown. Teach Kids Art. Retrieved from http://teachkidsart.blogspot.com/
“My teaching process will consist of demos on how to use the material and art history relating to the art we discuss. I do not want to teach cookie cutter, cut-and-paste projects. Instead, I will let my students tap into their own inner creativity, with some guidance for the direction they should go in, to produce unique and personal artwork (Coggin, H.)”
As I was looking through my textbook, I remembered one particular example. It was of students dancing to music with marimbas while decorating a sheet of paper with paint on their feet (Clements, R. D. & Wachowiak, F., 2010). I desperately want to do this, not just because it sounds ridiculously fun but because students were completely engaged. Art lessons should do that. They could envelope students in the learning process. To make this even more visual, emphasis could be put on color and students could experiment with color mixing. It is also a great way to talk about abstract art.
When teaching art, teachers should teach techniques. One of my favorite blogs is Teach Kids Art. It’s full of wonderful lessons and all of them teach a technique. One was even virtual glass blowing (Unknown)! By teaching different techniques, students get a better idea of what art is out there. They may find that they are better at some techniques than others and this way everyone finds at least one thing they’re good at.
I also think lessons should focus, at least for a period of time, on the students’ emotions. In the instructions for teaching art to kids I found, step number 2 is to encourage the students to talk about things they like and dislike and how it makes them feel (Ryan, A). Some could argue that this isn’t important but I really think it is. Art is an expression of feelings at many times. If students could see that they can express their feelings through art this could really help them.
There are a lot of things an art lesson should have but I think overall it should just be fun, like all learning.
Clements, R. D., Wachowiak F., (2010) Emphasis Art: Ninth Edition, Boston, MA: Pearson Education, inc.
Coggin, H. (2010) Statement of Teaching Philosophy. Retrieved from http://abeginningartteacher.wordpress.com/statement-of-teaching-philosophy/
Ryan, A. (1999- 2011) How to Teach Art to Kids. Retrieved from http://www.ehow.com/how_5329457_teach-art-kids.html
Unknown. Teach Kids Art. Retrieved from http://teachkidsart.blogspot.com/
Monday, April 25, 2011
Practicum Reflection
For my practicum art lesson, I taught students about geometric and organic shapes. First I taught them the difference and then we found them in pieces of art. Finally, students created a piece of artwork using only geometric shapes.
I was very proud of how this lesson went. When it was all said and done, every student, the lows and highs, were able to tell the difference between geometric and organic shapes. I still had students a couple of days later pointing out shapes to me. I felt like I met my overall objective completely. I also think I was able to guide students based on their level pretty well. Based on their performance, I either had them add more details or add more color. The discussion went pretty good too. I had a lot of art for students to look at and the pieces were all different from each other. Students enjoyed finding the shapes. I ended up having to not do a few of my slides for lack of time.
If I were going to do things differently, I would have wanted to narrow students’ choice of what to draw by integrating it into another subject. Some students had lots of detail and lots of shapes. Others seemed to do as little as possible. I think if I would have limited their choice it could have sped up the process and could have forced students to do more. At the same time though, I liked that this was sole their own.
I really loved teaching this lesson. It made me want to do more. So many times I walk into an art lesson and find that it is just cut and paste. I feel like we’re limiting students’ potential by doing that. This lesson seemed much more valuable to me and enjoyable. I think students actually felt like they were getting better at something and learning something.
Here are some examples of students work:
I was very proud of how this lesson went. When it was all said and done, every student, the lows and highs, were able to tell the difference between geometric and organic shapes. I still had students a couple of days later pointing out shapes to me. I felt like I met my overall objective completely. I also think I was able to guide students based on their level pretty well. Based on their performance, I either had them add more details or add more color. The discussion went pretty good too. I had a lot of art for students to look at and the pieces were all different from each other. Students enjoyed finding the shapes. I ended up having to not do a few of my slides for lack of time.
If I were going to do things differently, I would have wanted to narrow students’ choice of what to draw by integrating it into another subject. Some students had lots of detail and lots of shapes. Others seemed to do as little as possible. I think if I would have limited their choice it could have sped up the process and could have forced students to do more. At the same time though, I liked that this was sole their own.
I really loved teaching this lesson. It made me want to do more. So many times I walk into an art lesson and find that it is just cut and paste. I feel like we’re limiting students’ potential by doing that. This lesson seemed much more valuable to me and enjoyable. I think students actually felt like they were getting better at something and learning something.
Here are some examples of students work:
Subscribe to:
Posts (Atom)