LESSON: TesselMania

GRADE: 3rd Grade

OBJECTIVES:
- To integrate math with art through the TesselMania program.
- Students' will identify and analyze MC Escher's art.
- Students' apply their knowledge of tessellations to create a
       tessellation using pattern, symmetry, space and isometrics in their
       design.
- Students' visualize relationships of objects in space.

STANDARDS:
- Students will understand, select and apply media, techniques and
       processes.
- Students will understand and apply elements and organizational
       principles of art.
- Students will reflect upon, describe, analyze, interpret and evaluate
       their own and others' work.
- Students will make connections between the visual arts, other
       disciplines and daily life.

PREPARATIONS: Prior discussion of tessellations in the students' Math
class. Discussion of MC Escher's art before visiting the Computer lab.

MATERIALS: Macs, TesselMania software, printer, paper

PROCEDURE: In the computer lab, the teacher will demonstrate how to use
TesselMania. Students will design a tessellation using templates and paint
tools. They will print their work and, also, make a copy of their work.

CLOSURE: Discussion of program. What did you discover when creating your
tessellation?

STUDENT ASSESSMENT: Have students show their finished work, and discuss.
Would they change anything?

LESSON PLAN BY LUCY GOOD

UNIT: One-point perspective and value

LESSON: Dark Ages vs. the Renaissance Period

GRADE: 5th Grade

OBJECTIVES:
- To introduce the museum through a virtual tour.
- Students comprehend differences between historical museums vs. art
       museums.
- Students will analyze paintings from the Dark Ages with paintings from
       the Renaissance period.
- Students will compare and contrast periods.

STANDARDS:
-      Students will understand the visual arts in relation to history and
       cultures.
- Students will reflect upon, describe, analyze, interpret and evaluate
       their own and others' work.
 

MATERIALS:  MacIntosh computers, paper, and pencils.

PROCEDURE: The teacher will take students on a virtual tour through a
museum before visiting specific galleries to be discussed. Students will
analyze certain pieces of artwork. After much discussion, students will
compare and contrast two pieces of artwork, one from the Dark Ages, and one
from the Renaissance. In their own words, they will answer some questions
on paper.

STUDENT ASSESSMENT:
Ask students what function they think art had during these two art periods.
Was art important? What function does art have today? Is it important today?
 
 

Approach to using Art to Express oneself through Poetry
by Carrie Lisitano

Grade: 9-12
Objective: To allow students to express their feelings about poetry
through art in order to learn how to write about poetry.
Materials: computer, poem, Powerpoint, Microsoft Word
Procedure: 1) Give the students a poem to read.
                  2) Have the students use powerpoint to draw a picture
about their feelings of the poem.  The picture can include images, tone,
or mood etc. from the poem.
                  3) Have the students use Microsoft Word to comment on
their picture and tell what it represents.
                  4) Share the picture and write-up with the class.

Assessment:  This is a project that is evaluated on the creativity and
detail of it.  There are no right or wrong answers when one evaluates
poetry; it has a different meaning to everyone.  This project is
designed to get students to write about poetry by using art as a way to
get their feelings out.  Using art is often less threatoning then
telling a student to write about a poem.  Therefore the students believe
they are writing about the art when they are actually writing about the
poem.

Lesson Plans for EDU360 developed by Nicole Belanger
Grade-Kindergarten

The object of this lesson is to familiarize children with the computer
and to let them show some creativity at the same time.  The software
that will be used is Kid Pix.

Procedure-Children will be called up individually during play time, to
use the computer.  They will be shown how kid pix works, and then they
will be able to do a little experimenting on their own.  They will learn

how to use all the different functions of kidpix.  When they are
finished creating their artwork they will be taught how to save their
work, and how to print out their work.  A teacher will work with the
child through the whole process.

It will take several weeks to give all the children the opportunity to
work with Kid Pix, since playtime only lasts about half an hour.  Each
child will be limited to 10 minutes of experimenting with the different
features of kidpix.  This will allow them to become familiar with using
a mouse.

Paint Write and Play lesson developed by Crystal Morin
Age Level: 2nd-3rd Grade

Entry Level Characteristics:  Students have been engaged in workshops and
mini-units on how to develop their own writing pieces.  They have been given
ample examples of many different writing genre's.  They have had the
opportunity to express their thoughts and feelings about their strengths and
weaknesses in reading and writing.

Role of the Teacher:  She/He will encourage, through modeling and
demonstration, students to move beyond any of their personally set
boundaries to a new area of personal creativity as they attempt to
illustrate and write a story about whatever they so choose.
She/He will act as a co-investigator with the students as they try to
discover new techniques and writing styles.  She/He will
constantly monitor the activities and modify them so all students (those
with special needs included) can actively participate.

Objectives:
1. Students will demonstrate the ability to write in a chosen genre.
2. Students will display the ability to write descriptively.
3. Students will gain a rich understanding of life in colonial times.
4. Students will gain a sense of creativity by developing their own
illustrations via the paint portion of Paint Write and Play
 

Materials:
1. Paint Write and Play, The learning Company, 1997 .
2. Dozens of books based on all genre's, i.e poetry, fictional,
informational, etc...

Procedure:
1. Read several quality children's books of different genres.
2. With the children, make a chart comparing and contrasting the elements of
writing found in different genres and place it in a highly visible place in
the room.
3. Make available in the classroom, books written in various genres, i.e.
poetry, informational storybooks etc.
5. Encourage students to browse through these books and choose one type that
they would like to use as a format when writing their story.
6. Using the program Paint Write and Play, have the students write and
illustrate their piece.
7.  It may be appropriate for students to develop several drafts of their
stories to
share with and receive feedback from the class.
7. Print the finished pieces and share them with the class.
.

Closure:
When the students have completed their pieces of writing, encourage them to
share their work with the class. Create a bulletin board or a class book
with the drawings and writing pieces.

Extensions:
Students may choose to use one of the other writing genres to develop
descriptions about specific topics of study in class.

Evaluation Criteria:
Assessment of the students can be done through observation of the student,
discussion with the students, analysis of the final out come of the
illustrations and the student’s written piece at various stages of the
writing process.

Art lesson Prepared by Melissa Giannino

Subject: Art

Grade Level 4 & 5.

Purpose: To bring out creative skills and allow children to have some computer
experience.

Objective: For children to get familiar with the computer and print shop type
programs, and as an introduction.

Materials:Computer, print shop type program with graphics, and a color
printer.

Ideal time for project: Beginning of school year.

Procedure:
1)Each child shall have chance to use the computer.

2) Using the print shop program the child will find a picture that they like
or one that they feel describes themsleves.

3) Then the will put their name on the picture. First and last.

4) Next they will print out the computer poster.

5) They will attatch the finish product to thier desk, so they can be
identified.

Final Note:  This makes learning names much easier for both the student and
the teacher, not to mention that it is a bit more fun.

INSTRUCTOR: Marlane L. Loersch

SUBJECT: Art

TITLE: " "Piecing Together American History"

GRADE LEVEL: 5

OBJECTIVE-To make a paper quilt based on events of the Civil War -individual
and group project-

PREPARATION: Grade 5 classroom teacher presents the backround information
during Social Studies class time-In Art class, students prepare a list of
topics
for the quilt such as important people, dates, battles,
costumes,architecture,etc.

EQUIPMENT: Power Mac, mouse, printer,paper, clarisworks draw and paint
programs

ADDITIONAL MATERIALS--Mural paper, markers, colored pencils, wall paper books,
glue, colored construction paper, yarn scraps----buttons,ribbon,etc.

PROCEDURE-students choose one Civil War topic from the list and design a
picture
using the Clarisworks draw/paint program. The drawings are saved to a disc and
then printed out. Students cut out the portrait,costume, etc. and glue in to a
square of colored construction paper.  Students add details with
marker,colored
pencil, etc. Also wallpaper scraps can be used for texture. Adding small
running
stitches or cross stitches with marker will add the effect of sewing--small
buttons, ribbon can also be added. The squares are arranged on mural paper. In
the corners of the squares, small pieces of yarn are glued to make the paper
quilt have the appearance of being sewn through the layers. Finished quilt
is displayed in the classroom and also used at the Curriculum night display of
Civil War projects by Grade 5

STUDENT ASSESSMENT-
What was the best part of doing this project?
What did you like the least?
What would you do differently the next time?
What materials did you use in your quilt square?

INSTRUCTOR-Marlane Loersch

TITLE : "Digging up the Past"

CATEGORY-Art

GRADE LEVEL-6

OBJECTIVE-to research Egyptian Art, create a portrait of a mummy

EQUIPMENT: Power Mac, Mouse,  Printer, paper ,Software such as the following
on CD Roms"Ancient Egyptian Art", "Artrageous","Survey of Western Art","With
Open Eyes"

ADDITIONAL SOFTWARE:-Clariswork Draw and Paint Programs

MATERIALS--List of Eyptian Art Terms such as
hieroglyphics,cartouche,mummy,etc.
construction paper, scissors, glue or glue stick-----

PROCEDURE: class in divided into teams to "dig up" information on the
software,
take notes, and report on the findings--after sharing the information with the
whole class, students will individually create a portrait of a mummy using
Clarisworks draw and  paint programs---They will name their mummies and
design a cartouche based on the Mummy's name. Portraits will be printed out
and
then cut and mounted on colored construction paper-Portraits will be displayed
in the Hallway or bulletin board outside the  Grade 6 classroom

ASSESSMENT FOR STUDENTS-
How did the software help you to "dig up the past"?
Which software helped the most?
Did you have fun? Explain why or why not?
What is the most fascinating fact you learned about Egyptian Art?
 
 

Technology lesson plan developed by Susan Clark
High school

Create Internet Resource Book for Art.

Goals:
        Students will learn to use the Internet as resource for the study of art.
        Students will be exposed to the larger art world.

Objectives:
        Students will find art websites
        Students will classify these websites as to content, for example
Commercial art, Contemporary or Historical Gallery,  Museum, Direct sales,
American or foreign etc.
        Students will rate the sites using their aesthetic opinions.

        Students will create a book for their use in future research

Materials:
        Internet server
        Netscape Navigator or other Browser.
        Color printer
        Paper
        Binder to make book.

Motivation:
        You have access to art that no other generation could have dreamed
of.  Just a few generations ago if you wanted to study art you had to risk
life and limb and travel over seas.  The only reproductions of art were
etchings made by other artists.  Today you have the whole world at your
fingertips through the Internet.  But the Internet is like an ocean itself.
We need to do some work first, before we can take full advantage of this
opportunity.

Teacher preparation:
        Schedule appropriate time at computer lab
        Make sure any Internet permission slips have been signed.
        Have a list of key words in case someone is stuck in starting.
        Decide on groups.

Prior knowledge;
        Students will already have some experience of how to use the
Internet for research.

Vocabulary:
        Commercial Art: Work done for a specific business application,
graphic design.
        Fine Arts:  Art done for the self expression of the artist.
        Contemporary Art: Art work done by living artist.
        Kitch: work that copies the form of art without the original purpose
or feeling.
Procedure:
1. Students are placed into groups of my choosing.  Appeals can be made to
change groups only in the case of extreme enmity.
2. Find at least ten web sites relating to art in at least five different
categories
3. Print out something found at each site.
4. Write descriptions of the websites.
5. Write an evaluation of the websites, including an aesthetic opinion
regarding the work. If persons within the group disagree as to the aesthetic
evaluation, both opinions should be included.
6. Exchange their findings with another group.
7. Find the websites of the other group
8. Agree or disagree with the classification.
9. Write an evaluation of those websites.
10 . Information on websites is gathered together.
11. Tasks for making the book is divided between the groups.  The tasks for
making the book should be generated by the class.  They would include
writing an introduction, designing a cover page, table of contents, binding
the book, etc.
12.  Upon completion a copy of the book is donated to the library, computer
lab or any place in the school where this kind of research is done.

Assessment:
At least ten sites were found 15 pts.
At least five categories were named. 15 pts.
Reproductions were made of each site. 15 pts.
Opinions on classifications were supported. 15 pts.
Aesthetic opinions were well articulated and supported.    15 pts.
The book is well put together and easily usable by someone else. 15 pts.
The design of the overall book is aestheticaly pleasing. 10 pts.
Exceptional creativity or craft is shown.                    extra credit up to 10 pts.

Technology Lesson Plan for the Middle School developed by Susan Clark
Using Claris works.

Goals
Students will develop a greater sensitivity to the spatial effects of pattern.
Students will understand how design elements effect pictorial space.
Students will gain experience using Claris Works.

Objectives
Manipulate pattern
Arrange various patterns on a scale according to the perception of near and far.
Create o design that applies the principles they demonstrated on the scales.
Learn the skills on Claris work needed to perform the tasks.

Materials
Claris Works
Color Printer
Paper

Prior Knowledge
This lesson takes place inside a unit on creating space.

Motivation
Today we are going to experiment with some design principles.  It is easy to
manipulate pattern on the computer. It produces a standardized set that so
it is easier to isolate their effects.

Procedure
Show a picture they have seen of the standard demonstration of one point
perspective, railroad tracks.
Point out that as the tracks recede, the ties become closer together.
Show two examples of stripped pattern next to each other, one with narrow
stripes close together, the other thick and wide apart.
Ask which seems closer.
Demonstrate how to make a row of boxes in Claris Paint.
Select patterns and fill boxes.
Demonstrate how to move boxes.
Create three scales of five, each demonstrating a change in space
Print out and show the first few successful scales to class.
Demonstrate how to make circles and free forms.
Create design using pattern and overlapping shapes to create space.

Closure
What did you discover about making pattern and space today? How does this
apply to making images?  How would you use this to make something realistic?
Show Matisse repro full of pattern.

Assessment

Three sets of five boxes were made                      22 pts.
Patterns were inserted in the boxes                     22 pts.
Patterns were arranged in a scale, which appeared to recede    22 pts.
A design using patterns and overlapping shapes was made      22 pts
Space was actually created by the design                12 pts.
Exceptional creativity or craft extra credit up to 10 pts.
 
 

 Entry Level Characteristics

 The students have worked with Kids Cuts Software before. They are aware of what is available to them artstically on the software. They have already done a rough copy of the Christmas or Hannakkah greeting card that they want to make for their parents or guardian.

 Objectives

 1)The students will learn how to creat a greeting card with Kids Cuts Software.
2.)The students will type their own messages, and designs on their greeting cards.
3.)the students will also practice using their motor skills using the mouse to write one or two words of their choice on their greeting card.

 Materials

 -Macintosh Computer
-mouse
-printer
-Kids Cuts Software
-paper
-crayon-markers

 Procedure

 The students will be working on their seatwork because one computer will only be available in the classroom, while the teacher will pick one student at a time to to work on their greeting cards. The teacher will assist the student working with the software whenever necessary. After the student has completed the their message, and design on the card the teacher will help the student print and fold their greeting card. The lesson may take a few days to complete and can be done at various times during the school day.

 Closure

 Once students have all completed their greeting cards they may color them in as a group.

 Evaluation Criteria

 The students will be evaluated on how well they used the Kids Cuts Software, and how elaborate their message and design. Also the handwritten portion will be evaluated on their improvement with their motor skills. The teacher will keep record of their performance in all these categories when working with the Kids Cuts Software.

 4-8 ART ABSTRACT EXPRESSION PWE
 

SETTING: Fifth-grade art class

 LESSON: Abstract expression

 BACKGROUND: Children are often pressured into creating drawings or artwork that 'looks like something.' "What is it?" we ask, when, in fact, it is not a thing but an emotion or an abstract statement or simply a pleasing pattern or design. Realism in art and the skills required to create it are very important, but an over-emphasis on realism can stunt creativity. Aldus Superpaint offers nearly unlimited artistic expression for the abstract as well as the realistic artist.

 GOALS: To demonstrate the variety of expression that is possible in visual arts; To instill an appreciation for and understanding of abstract art; To encourage and inspire abstract artistic expression.

 PREP: Have available not only Aldus Superpaint but also a variety of colored paper, scissors, paint, crayons, colored pencils, glitter and glue which will be applied to each child's 2' X 3' poster board. Find some fairly large examples of famous abstract works of art (Picaso is a good place to start) or create some of your own.

 PROCEDURES: Draw an exclamation point on the board and ask the class what it means - at the end of a sentence? - by itself? Then draw a spiral. What could it mean or say? 'Dizzy?' 'Deep in thought?' Then present examples of abstract art explaining that art doesn't have to 'look like something' in order to say something. Allow pupils to respond to these examples. Then ask what thoughts or emotions they might express through abstract art and how they might execute such expressions.

Direct children to the materials they will use, emphasizing that the spaces left on their artwork are as important as the areas they fill in.
Allow each child to work on Aldus Superpaint for ten minutes after a few minutes of training. Circulate around the room encouraging creativity and expression.

 WRAP-UP: Give opportunity for pupils to present their works one at a time. Allow class to respond to artwork (positive comments only) before pupil explains his expression.