Letter Perfect

Fourth graders are being introduced to calligraphy -- the art of beautiful writing. They are using calligraphy pens with india ink. The font we are learning is a Celtic font to go along with our unit on Celtic Art and culture. The kids are doing a fantastic job!




The trick to calligraphy is to keep the pen in the same position no matter what. If you learn the strokes, you can't go wrong. First everyone did a "practice page" of the letters in their name. Then, our goal was to practice our name until we had one we were really happy with. It will be added to the Celtic Knot project next week.

Art Takes Flight

"Art evokes the mystery without which the world would not exist."-- Rene Magritte

This group of butterflies was created by Mrs. Hughes kindergarten class. This is how we made them. First we squirted some red, yellow, and blue paint on a 12 x 18 piece of white paper. Then we folded the paper using a "taco fold" (as opposed to a "hot dog" fold). Then each student rubbed the paper with their hand. When they opened the paper, Voila! A beautiful butterfly shape appeared. But, wait a minute! We only used three colors of paint -- where did the orange, purple and green come from?! This project is a fun way to experiment with color mixing through random application of paint.

We cut out the butterfly shapes and made a body and details from construction paper, pipe cleaners, pom-poms and googly eyes.

Lesson Plans -- Week 4

"With a subject matter as broad as life itself,

the arts easily relate to aspects

of almost everything else that is taught."
-- Charles Fowler

Lesson Plans
Week 4: September 26, 29, 30, October 1-3



Kindergarten. Cat’s Colors. We will read this book by Jane Cabrera and discuss the illustrations. Students will experiment with color mixing in making a painting of a cat.
PA Standard 9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.3.H. Handle materials, equipment and tools safely at work and performance spaces.
Identify issues of cleanliness related to the arts.

First Grade. ABC Designs. Students will explore line by drawing and connecting letters to each other in an abstract desing. Each shape that is created by this exersize will be colored a different color.

Guided practice:
1. Draw a large letter A. It does not need to be centered or upright.
2. Make the letter B in a way that it is connected to the A.
3. Continue with the rest of the letters of the alphabet.
9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second Grade. 3D Construction Paper Designs. Students will make a low relief paper sculpture inspired by the artist Frank Stella. They will learn about pattern by incorporating it into their artwork.


Guided practice:
1. Paste two different colored pieces of construction paper together.
2. Draw a circle in the center of the paper.
3. Draw five lines splitting off of the circle going toward the edge of the paper. They are to be spaced apart fairly evenly.
4. Students make a different pattern in each space. They will make a pattern that goes “across” in the first one and a pattern that goes “down” in the second.
5. When the spaces are filled with patterns it is time to cut on the lines, but not around the circle.
6. Roll the ends in opposite directions with a pencil.
7. Arrange the sculpture in a creative design and tape the sculpture so that it stays in place.
9.1.3.J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
913F. Identify works of others through a performance or exhibition


Third Grade. Pueblo Pottery. Students will review facts from a story about Pueblo Pottery they read in their reading class. They will view a Power-point slide show about Pueblo style techniques and designs. If any student has not had an opportunity to build a pot using the coil method, they will do so. Also, students whose pots did not survive the firing process will make another one. The rest of the class will begin glazing their pots using Pueblo inspired designs.
9.4.5.C. Know and use fundamental vocabulary within each of the arts forms.
9.1.3.J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

Fourth Grade. Celtic Knots. Students will finish cutting out and mounting their Celtic Knot designs. Afterwards, they will experiment with calligraphy techniques to write the alphabet using Celtic lettering. When they feel comfortable with the techniques, they will write their names.
915F. Identify works of others through a performance or exhibition




Fifth Grade.Acrylic Painting. In their sketchbooks students have made an abstract design that will be the plan for their painting. They have sketched this design on a canvas panel and will begin painting.


9.4.5.C. Know and use fundamental vocabulary within each of the arts forms.
915F. Identify works of others through a performance or exhibition
915G. Identify the function and benefits of rehearsal and practice sessions.

Making Tracks toward Great Art!

This project was Mrs. Twedt's idea and it was a good one. Students cruised into a color investigation with a toy car or two. First we squeezed rops of different color paint in several different spots on the paper. Students then pushed a toy car through the paint to make tracks. This allowed the colors to mix and produce new colors.

How to Paint a Tree

Sometimes when kids make outdoor scenes I notice what I call "Lollypop Trees" and "Doorknob Trees". This lesson helps kids think about what trees really look like and was designed by Mary Krench of Snyder Elementary. She showed it to me when I student taught there many moons ago. It's a great lesson because it helps kids think about what trees really look like and the parts of a tree: trunk, roots, branches, sticks, leaves, etc.

The idea is to start with the letter Y. At the end of the Y, make two smaller Y's. At the end of those, make smaller Y's. You get the idea. The y's get smaller and smaller. Then we add groups of leaves using impressionist style dabs of color. It's a lot easier than trying to draw and paint each individual leaf.

I like this project because it gives students something specific to do, yet each autumn landscape turns out very different.

How to Make a Celtic Knot

1. Fold paper across to make a triangle and cut off the access. (makes a square paper)
2. Fold in half.
3. Fold in half again.
3. Fold in half again.
4. Arrange your triangle so that the edge with only one fold is on the right, the side with lots of folds is on the bottom, and the side with no folds in on the left. Draw first line about a half inch long. The path of your knot will start at the side with one fold and end at the other side with multiple folds.
5. Extend your line to the side with fold any way you want. Then make a the other line parallel about ¼ inch apart.Don’t go to open side.

6. Draw two parallel diagonal lines. Then two more diagonal lines branching in the opposite direction.
7. Extend these lines down making sure they intersect with at least one other line.

8. Cut out the negative space. If it helps to remember, you can shade your lines in to remind yourself not to cut them out.

9. Unfold your knot! You can mount it on colored construction paper. Next week, we'll add more to our knot designs. (I added extra lines to mine, to make it more intricate.)

Celtic Knots

"Multicultural education has as its goals to promote cultural awareness,

equal opportunity for learning, promotion of self identity

as well as encouraging unity through diversity.

What better way to realize all of these goals than through

something visual, tangible, and universal to all cultures—art."

-T. Wooden

Mr. Malloy is teaching a lesson on Celtic Knots. Students will learn to make these beautiful intricate designs using a technique that is as easy as making a paper snowflake!

Objectives:
Students will design an original Celtic Knot by using the following process. Each knot will turn out to be unique. Same process -- different results.

Students will learn about the different types of Balance by teachers explanation and using symmetry in their art work. Symmetrical Balance, Radial Balance, and Asymmetrical Balance will be demonstrated.

Before we start the knots, the students will have a cultural experience by learning about Celtic knots and some other aspects of Irish culture. Irish folk music will be played during class.

Of course, everyone knows about St. Patrick's Day, but did you know about some other Celtic holidays?

• Shrove Tuesday-When Ireland goes crazy for pancakes,
• Little Women’s Christmas. A special day when men do all the housework! (Mr. Wales hopes that this doesn't catch on in the U.S.!)

Directions:

1. Fold paper across to make a triangle and cut off the access. (makes a square paper)
2. Fold in half.
3. Fold in half again.
4. Draw first line about a half inch long. The path of your knot will start at the side with one fold and end at the other side with multiple folds.
5. Extend your line to the side with fold any way you want. Then make a the other line parallel about ¼ inch apart.
Don’t go to open side.
6. Draw two parallel diagonal lines. Then two more diagonal lines branching in the opposite direction. This is one of the harder parts, teacher will demonstrate specifically.
7. Extend these lines down making sure they intersect with at least one other line.
8. Cut out the negative space. Teacher demonstrates what the negative space is by filling in the positive.
9. Make the under over. Start with an over and the next line will be an over… always… We will do it in pencil first so we can try to fix mistakes. No one is perfect!

The finished knot will be mounted on colored construction paper and we'll add some Celtic lettering to the designs next week.

A neat website resource for this kind of art is found here: Molly's Magic Method.

Name Design Posters

"The essence of our effort to see that every child has a chance

must be to assure each an equal opportunity,

not to become equal, but to become different --

to realize whatever unique potential of

body, mind and spirit he or she possesses."

-- John Fischer

This was our first lesson of the year for third grade. In my opinion, the ideal art project is a balance between a structured activity and a free activity. In other words, there is something challenging to try, but it is open ended, with plenty of freedom to experiment and explore with materials.

The structured part of this lesson is to use a ruler to measure and make guidelines correctly. Of all the math objectives, this is one students will use the rest of their lives whether they make art, do carpentry, sew or do any number of hands on tasks.

Students demonstrated the ability to measure at the one inch and three inch mark. They connected their lines to make guidelines and make their names with block letters. Then they made pictures that expressed their interests.

Inspired by Stuart Davis

Mr. Malloy is a student teacher from Mansfield University. He is the eighth student teacher that I have worked with from there. The first question I ask the student teacher is, "Who's your favorite artist?" Then I ask them to design a unit of instruction around that artist. Every student teacher has had a different answer so far, and I have obtained eight new lesson plans!

Mr. Malloy chose Stuart Davis -- an American artist who was very inspired by Jazz. Coincidentally, this worked out great since our theme for Living History this year is the 1930's and I had wanted to cover artists who worked during that period this year. Davis was one who did, and was a Pennsylvania artist as well, so that satisfies another essential learning.

Students walked into the classroom to the sounds of Jazz music playing on the stereo. They heard Louis Armstrong and thought it was Yoda of Star Wars. After we set them straight, they began the lesson in which they learned the difference between geometric and organic shapes, and created abstract marker designs inspired by Stuart Davis.

The instructions were to make a design following these directions:
1. Draw a large organic shape somewhere on your paper.
2. Draw two small organic shapes within that shape.
3. Draw a large geometric shape.
4. Use block or bubble letters to write your name.
5. Fill the remaining space with symbols and shapes that interest you.
6. Break large shapes into smaller shapes.
7. Fill in shapes with solid flat colors.

The marker drawings we're working on this week will be the plan for an acrylic painting we'll start next week. One of the things we learned from Mr. Malloy's Powerpoint slide show is that like every artist, Stuart Davis knew to "Plan before you Paint!"

Out of the World Watercolor Paintings

Mr. Malloy is getting some second graders started on some watercolor paintings. They are going to create their own galaxy using different round shapes to create planets. Each planet will be colored with a different watercolor technique. Some of the techniques we'll use are: wet on wet, puddle painting, salt technique, drybrush, sponge painting, and crayon resist.

Political Cartoons by Fourth Graders

In Aubrey's opinion, the Democrats will fare better in the upcoming the election. She expressed her opinion by drawing the elephant as a student in school. The poor guy is crying over a failing grade, while the donkey rejoices over his perfect score.
Katie has a different opinion. She thinks the Republicans will do better and shows this by making the elephant a victor in the boxing ring.

Lesson Plans -- Week 3

Lesson Plans
Week 3: September 18-19, 22-25.

Kindergarten. Butterflies. Students have made a painting using the random mixing of primary colors to create secondary colors. They will use this painting as the wings of a butterfly.
PA Standard 9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.3.H. Handle materials, equipment and tools safely at work and performance spaces.
Identify issues of cleanliness related to the arts.

First Grade. Autumn Landscapes. Discuss and illustrate the parts of a tree: roots, trunk, branches, sticks, twigs. Use watercolor paint sets to create an autumn scene.
9.1.3.E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Second Grade. Planetary Paintings. Students are experimenting with watercolor techniques by making a painting of planets in outer space. They will try the techniques: wet on wet, salt, drybrush, crayon resist, puddle painting, etc. Finish paintings.
9.1.3.J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

Third Grade. Pueblo Potter. Make a pinch pot. Make the pot larger using the coil method.
9.4.5.C. Know and use fundamental vocabulary within each of the arts forms.
9.1.3.J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

Fourth Grade. Celtic Knots. Introduce students to the designs used by Celtic cultures. They will fold a paper twice and then use overlapping lines to create interlaced patterns. When the shape is cut out and unfolded, a symmetrical knot pattern appears.
915F. Identify works of others through a performance or exhibition

Fifth Grade. Acrylic Painting. Students are beginning a unit on acrylic painting. They will view a Powerpoint slide show that illustrates elements and principals of art. In their sketchbooks they have made an abstract design that will be the plan for their painting. They are adding colors to this design and then sketching the design on to a canvas.
9.4.5.C. Know and use fundamental vocabulary within each of the arts forms.
915F. Identify works of others through a performance or exhibition915G. Identify the function and benefits of rehearsal and practice sessions.

Politics -- but not as Usual

"The arts humanize the curriculum while affirming the interconnectedness of all forms of knowing. They are a powerful means to improve general education." - Charles Fowler

Some people say, "We teach children not subjects." Try to spend 45 minutes of your life using the skills from just one subject area. "Okay, now it's time for Geography!" The arts especially show students amazing ways that one subject connects to another.



Our current fourth grade project is a chance to look for visual symbols in current events. I enjoy collecting political cartoons to show my students. I especially like to find examples that use the symbols of elephant to represent the Republican party and the donkey to represent the Democratic party. When I show one of these images to my students, they will undoubtedly laugh. Not many of them are aware of the symbolism behind them. This coming school year is a good time to do this unit, since by then, most of them will be aware of the presidential race that is going on. When I explain to them, that there are two teams – the elephant stands for McCain’s team and the donkey stands for Barak Obama’s team, the illustrations I show them take on new meaning. I also show them examples of political cartoons that use the Uncle Sam symbol to represent the United States. Before we begin to try to interpret the different cartoons, I explain the difference between fact and opinion. I explain that these cartoons have a message from the cartoonist. He is trying to tell us his opinion about something. We may or may not agree with his or her opinion. I tell them that opinions are not right or wrong. You have yours and I have mine.

After looking at several examples, we practice drawing the elephant, donkey and Uncle Sam. The homework assignment is to go home, watch the news, talk with parents and pick a side. Most children choose the political party that their parents support. As I work with the students, I am careful not to express my own political opinions, but just give suggestions as to how they can present their opinions effectively. At the next art class, the assignment is to make a funny drawing that makes one side look bad or silly or foolish and to present the other side in a better light.

This project has something for every kind of learner and is a great way to look at the humorous side of our differences -- something people tend to get contentious about. In the days to come, I'll start posting some of the political cartoons the students make.

Lesson Plans -- Week 2

Andrew Wales
Lesson Plans
Week 2: September 10-12, 15-17.

Kindergarten. Draw a fish. Paint with watercolor. Use basic shapes and terminology for direction and quality of line: straight, curved, wavy, etc.
PA Standard 9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.3.H. Handle materials, equipment and tools safely at work and performance spaces.
Identify issues of cleanliness related to the arts.

First Grade. Introduce the five basic elements of contour shape. Practice making the basic shapes by drawing a picture of a clown. Brainstorm: what are funny things that clowns do. Make your clown doing something.
9.1.3.E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Second Grade. Planetary Paintings. Students will experiment with watercolor techniques by making a painting of planets in outer space. They will try the techniques: wet on wet, salt, drybrush,
9.1.3.J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

Third Grade. Make a Poster: “It’s All about Me!” Students will add creative details to a poster begun last week.
9.1.3.H. Identify methods for storing materials in the arts.
9.1.3.E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts

Fourth Grade. Political cartoons, Week 2. What are facts and opinions? How is art used in the presidential campaign? How do artists use symbols to express their opinions? Students will continue to use the symbols of donkey, elephant and Uncle Sam to express their opinion about the upcoming election. Color with markers or crayons.
9.1.5.A. Identify critical processes in the examination of works in the arts and humanities:

Fifth Grade. Acrylic Painting. Students are beginning a unit on acrylic painting. They will view a Powerpoint slide show on the artist Stuart Davis. In their sketchbooks they will make an abstract design that will be the plan for their painting: 1. Draw a large organic shape. 2. Draw a large geometric shape. 3. Put two small organic shapes within the geometric and two small geometric shapes within the organic.
9.4.5.C. Know and use fundamental vocabulary within each of the arts forms.
915F. Identify works of others through a performance or exhibition915G. Identify the function and benefits of rehearsal and practice sessions.

Today's News

Warren Howeler of the Morning Times visitted our classroom yesterday and was nice enough to write up an article about the letter and sketches we received from author and illustrator James Warhola (see previous post).

An online link to the article is here.

Uncle Andy's

I've been teaching art for over 20 years. I've always found art history to be fascinating. My students don't always agree with me, but I consider it a challenge to find ways to show them great art in a way that will catch their interest and spark their imagination. When I first started teaching, I looked for artist biographies that were written for children that I could share with my students. They were few and far between. Now there are tons of them! The best one I've ever seen is a story about Andy Warhol called Uncle Andy's. Probably one reason it's so good is that it's written by Andy Warhol's nephew, James Warhola. James (an accomplished artist in his own right) writes about what it was like to go visit his famous uncle when he was a young boy. It's so neat to see this artist through a child's eyes. I read it to my fourth graders and they love it. Then we begin a unit of instruction learning about Pop Art, Warhol, and printmaking processes.

Well, here's where this post gets exciting! Last spring I asked my fourth graders if they'd like to write to the author and let him know how much we liked his book. They were excited to do that and we brainstormed together about what we wanted to put in the letter. I wrote their ideas on the board and they took turns writing on a single piece of paper. They also filled an envelope with drawings they made inspired by the book and some of their linoleum prints.

Mr. Warhola wrote back! I showed the kids today the very lengthy hand-written letter answering our questions. He told us more about his own art and writing and more about Andy Warhol. And that's not all -- Mr. Warhola sent us a signed poster and some original drawings -- working sketches for his next book. I can't wait to get these in a frame and hang them in the school.

One of the things kids find amazing about Andy Warhol when we read Uncle Andy's is that the artist had 25 cats all named Sam! James' next book is going to be about those cats! The working sketches he gave us are of a couple of those Sams. Uncle Andy's Cats will be coming out next summer. We can't wait!

One of our academic standards for art in PA is to teach kids the difference between original art and reproductions. Young kids sometimes are confused by this.

Mr. Wales: "This is a Picasso painting --"
First grader: (interupting) "Wow! How did you get ahold of it?"
Mr. Wales: "Well, actually it's a poster of the painting that he did."
First grader: "Well did he make it or not?"

And on and on it goes.

These gifts from Mr. Warhola will help teach that standard! I also like to stress to kids that artists don't just sit down and create masterpieces out of the blue. A lot of planning goes into creating a work of art, including sketching. Trial and error, making plans and refining. These little sketches are a glimpse into his process and something an actual original drawing the artist made.


We're starting our own gallery at Lynch-Bustin Elementary School! Last year we received a similar gift from artist James Gurney. Writing letters is a good way to learn the power of writing!