Teaching Experience

My experience teaching in this class taught me many important things. One of them is to be completely prepared for every possibility. Another is to be prepared with extra material in case parts of the lesson run more quickly or roughly than you had expected. This makes it easier to improvise and fill in time as necessary. Also, I found out that it is important to repeat important points such as due dates and objectives often during the class period. Also, it is better to make announcements before you believe you need to because students won't often listen and obey right away. This will allow for there to be time for important measures such as closure. Another thing that I learned is to never depend on your students to be excited and motivated for class. I believe if I am more animated and excited, my class will be too. This is something that I need to improve upon.

Stained Glass Art in Europe

This project is called Stained Glass in Europe. In this project, we first cut out the shape of the base to which the tissue paper would be glued. To do this, we first stapled the reference image to a sheet of construction paper. Next, first placing a masonite board under the construction paper, we traced the lines of the image using an exacto knife. This cut out the shape of the base from the construction paper. Finally, we glued tissue paper to the base to fill in places with negative space.  

An extension activity to this project could be to take the students on a field trip to places around town that have stained glass. This would be a fun escape for the students while still being educational and inspiring. The teacher could instruct them to draw one design from a window while on the field trip. Later, the students could recreate this design using techniques from the project.



Nature Prinmaking

This project is called “Nature Printmaking.” The object was to create a relief print of a natural object. First, we drew a scene or object from nature. Next, we transferred this drawing to a printing plate by pressing hard with the butt of a watercolor brush into a Styrofoam plate. Afterwards, we cut 9” x 12” sheets of construction paper. Then, we rolled ink (color complementary to the color of the construction paper) to the right consistency. Next, we rolled this ink across the printing plate until the ink was thick enough. Finally, we placed this printing plate on the construction paper, pressed down hard and evenly, and lifted the plate off. This resulted in a relief print. This process was repeated until a print of equal consistency came out.

An extension activity to this one could be to instruct the students to create another plate that correlated with their first one. This plate could then be rolled in ink (in a color that would stand out against the first color). Then, this plate could be pressed on a print pulled from the first plate. This would create a 2-color print.

This project is called “Cave Art Comes Alive!” The objective of this project was to create art similar to the way that the cavemen did. We were instructed to paint one of our favorite childhood memories. This content is similar to the subject matter that the cavemen painted. We were given an 11” x 14” piece of crumpled paper bag that represented a hide or rock wall. We finger painted with mud mixed with tempera paint. Also, we added natural materials such as leaves, pine needles, pine cones, grass to the painting.   

An entertaining and educational extension activity that could be possible to do with this project is instruct the students to act what cavemen would be like making art. I would create a set that included a “rock wall” (plaster wall covered in crumpled paper bags”, dark with only one light source (like a cave), and rocks and such to sit on. I would then instruct one or two students to go onto the set with their paint and paint acting the way a caveman would. Each student would get a turn to go up and add their own picture. The end product would result in a large collaborative painting that can be displayed.

This project is called "Little Leaves." The teachers first had us write down our favorite fall memory. In this project, we first skinned crayons (yellow, orange, red, red-orange) onto wax paper. Once we had enough wax shavings on the wax paper, the teacher would collect and iron it. This would create a flat sheet of melted wax, surrounded by wax paper, that created interesting patterns and design. Next, we traced 3 leave shapes onto the wax paper and cut these out. Then, we glued these shapes onto a piece of white 8.5" x 11" paper. Next, we drew 5 leaves surrounding and overlapping the wax leaves. We were instructed to fill in these shapes with cool colors using oil pastels. We had to have at least 5 drawn leaves and 3 wax leaves.  Finally, we added lines and visual texture to the wax and drawn leaves.

An extension project that a teacher could do could be to gather actual leaves and create a collage using them. The teacher could correlate the fall memories by asking the students to bring in pictures that remind them of fall. This could be pictures of them and their family or pictures from a magazine or newspaper. The class could then create one huge collage including the pictures, leaves, twigs, and other natural materials that they found. Each student would glue on their own pictures and leaves and such with the teacher’s guidance. The completed collage would be about 4’ x 4’.

Underwater Scratch Art

This project is called “Underwater Scratch Art.” The objective was to create scratch art that depicted an underwater creature in its natural environment. We were given sheets of scratch paper, a sharp dowel, and an image of a sea creature for reference. The teachers taught us scratch techniques. We tried these out on an extra strip of scratch paper. Next, we drew our sea creature on a piece of 8.5” x 11” paper folded in half. Then, we transferred our drawing to the scratch paper by placing the scratch paper underneath the drawing and tracing the lines of the drawing, pressing hard while doing so. Finally, we rendered the environment for the creature and made finishing touches paying close attention to detail and line variation.  

An extension project that a teacher could do following this lesson could be to use scratchart again but allow the students more creative and transfer it to a larger scale. Instead of a 5” x 8” sheet of scratchpaper, the students could have an 11” x 14” sheet of scratchpaper. Also, the subject matter would be determined by the student. The technique and process would be the same



Birds of a Feather

“Birds of a Feather” is a project that Monica and I created and taught. It is a lesson about the beauty of diversity. The pictures shown are of our board that displayed the pictures of the students’ projects and my project example.

 In the lesson, the students were asked to create a character and convey this character using different textures and patterns. First, they created their character by writing out characteristics on a note card. Next, they cut out shapes of the bird template that we provided them with. Then, they drew their patterns and applied texture (feathers and/or tissue paper) to the shapes. After this, they assembled all the shapes by folding, cutting, and gluing to create a bird form. Finally, they punched 3 holes, 2 in the wing and 1 in the middle of the body, strung 1 pieces of 18” yarn through each hole, and tied these three pieces together at the top.

An extension project that a teacher could teach following “Birds of a Feather” could be to instruct students to create their own flying animal. In “Birds of a Feather”, we provided the students with a template. In this project, there would be no template. If students are confused about construction, they can refer back to the bird template. Again, they would have to create a character. However, this time they can choose the medium and techniques that they want to use to portray the character. “Birds of a Feather” was mostly about technique. Now that the students know these techniques, this project will do more to encourage creativity and originality.  

Clay Necklaces

In this project, the class created clay necklaces. First, we designed shapes for the bead by rolling water-based clay around a dowel and then manipulating the clay to form the desired shape. Also, another method that works well is forming the shape first, then pushing the down through the clay to make the hole. After the shape was made, we scored patterns in the beads. Next, after the clay was dry, we painted the beads using tempera paint. Finally, after the paint was dry we threaded yarn through the beads and tied if off.

An extension project could be one in which the students are instructed to create other clay forms using similar techniques. For example, the class could move onto sculpting animals out of clay. First, the students will shape their animal out of clay. Next, they can score it with different textures and patterns. Finally, after the clay has dried, the students can paint their animals using tempera paint. The teacher can teach more about clay techniques and also can introduce the element “form.”

Hidden Safari

The artwork shown below is a drawing that I made for a project called "Hidden Safari." In this project, the class first created a drawing of an animal indigenous to the African safari. We did this by turning our reference picture upside down and drawing this upside down image on 8.5"x11" paper with blue colored pencil. Then, we covered the paper in many overlapping patterns in warm colors. These patterns are meant to distract the eye from seeing the drawn animal. If successful, the animal won't be able to be seen at all until the viewer looks at the art through a special red screen. This is a tricky task to accomplish. There are a few trouble areas to avoid: drawing the contour of the animal to dark and thick, blocking in the patterns, and adding too little pattern.

My idea for an extension project to Hidden Safari is one that uses the concept of warm and cool colors combined with animals in a different way. For this project, the objective would be to match the animal to a color temperature. For example, a picture of a camel in its natural habitat would be red and a picture of a polar bear in its natural habitat would be blue.

First, the teacher would describe the connection between color and temperature. He or she would then describe warm and cool color schemes and contrast. Each student would be instructed to pick an animal and a corresponding landscape. The landscape and animal would be rendered in colors that correspond with the temperature of the natural habitat. These will be drawn and colored with crayons on two separate sheets of paper (The landscape will be drawn on 12" x 16" paper and the animal will be drawn on 8.5" x 11" paper). As in the Hidden Safari project, the students will draw while referring to reference images that have been flipped upside down.

 After the students have drawn and colored the animal and landscape with correct representational colors, they will be instructed to cut out their animals, place (no glue) them in the landscape that they created, and then travel to and place their animal in other people's landscapes. This can create the possibility of a discussion of contrast and also a chance for geographical and scientific integration.  

In this project, the objective was to create art inspired by Eric Carle's style of storybook illustration. We first made patterns on thick pieces of paper using tempera paint. Next, we created a design illustrating part of a story on 12" x 16" paper. My story was about a giraffe and a meercat that became best of friends despite their different sizes. Then, we traced those shapes onto the pattern paper and cut out them out. Finally, we pasted these shapes onto 12" x 16" construction paper and wrote some text that correlated with the illustration.

An extension project that a teacher could do following this could be to instruct students to create a whole storybook using whatever style and materials they want to. They would create the story and the illustrations. We could also go more into the history and concepts behind storybook illustration to give them inspiration.

These pictures are from a project that was Van Gogh inspired. In the first project (the first picture below), we were asked to fingerpaint and to imitate Van Gogh's style (strokes, composition, texture). In the second corresponding project, we were to imitate Van Gogh's style again. However, this time we used tissue paper (we glued the tissue paper to the construction paper using acrylic matte medium) to make the swirls and black construction paper to make the forground. We were also instructed to use silver sharpie markers or oil pastels to create additional designs. We were then told to frame both pictures on construction paper and place them under a board to flatten. 

I imagine a good extension project could be one that challenges the students to create and define a painting style of their own. The correlation with the Van Gogh inspired project  is the use of Van Gogh's style. The teacher can ask the students to describe Van Gogh's painting style for review. Then, he or she can instruct them to create and define their own painting style. They can fingerpaint, spongepaint, paint with brushes, paint with a pallete, etc. The teacher would then instruct the students to create a small sample of what their style is. Next, they would be given a theme like: "Think of something that makes you feel happy." Finally, they would paint that using the style that they created. 

Elements and Principles of Art Photos

These pictures display certain elements and principles of designs. The subject matter is gogo monsters for all 5. The first picture displays contrast. The second picture displays color. The third picture displays unity. The fourth picture displays contrast. And the Fifth picture displays value.

Footprints

The footprint project is a fun way for students to introduce themselves to the class and participate in art at the same time! First, have your students trace one or both of their feet onto construction paper. Next, instruct your students to cut the footprints out. Then, ask them to draw, paint, etc. their name and symbols that represent them. Encourage them to use 3 or more media. Finally, have them all introduce themselves to the class using the footprint that they made.

An extension activity you could use with this lesson is an activity that correlates symbols with meaning. First, start off by pulling up a footprint that you made. Point to each of the symbols on the footprint and ask the class questions such as "What do you think these symbols represent." Maybe two students have differing opinions on one symbol. "Why do you think this symbol represents family Jimmy? Why do think this symbol represents love Pam?" "Is there a right or wrong answer?" "No, thats one of the wonderful things about art, it means something different to every person that views it." Something like that. Next, you could pull out flashcards with symbols on it, then choose students randomnly and ask them what they believe the symbol represents until all the students have been called on. Next, you could do an art activity where you call out a non-tangible thing like love or happiness and ask the students to draw or paint it. The students will only have 15 seconds for each. Hang up these drawings in the hallway or classroom.