Lesson Plans Examples and totally awesome creations!
Duct Tape Portrait
Teacher: Ashley Warner
Grade/Level: 8th Grade
Subjects: Visual Arts
Time Required: 2-3 class periods
Materials: Large piece of heavy-duty paper (18x24), pencil, Duck Tape® rolls, scissors and/or craft knife
Vocabulary:
Pointillism- a technique of neo-impressionist painting using tiny dots of various pure colors, which become blended in the viewer's eye. It was developed by Georges Seurat with the aim of producing a greater degree of luminosity and brilliance of color.
Portrait- a painting, drawing, photograph, or engraving of a person, especially one depicting only the face or head and shoulders.
Embellish- make (something) more attractive by the addition of decorative details or features.
Anticipatory Set:
Introduce students to the portraiture of Pablo Picasso Henri Matisse, Willem de Kooning, and John Singer Sargent and the “dot paintings” of Georges Seurat, Chuck Close, and Yayoi Kusama, which employ a technique called pointillism, in which images are formed from dots of color.
Objective/Purpose:
This lesson is part of a drawing unit. Students will have already completed several facial drawings following the rules of facial feature placement, as well as one realistic portrait drawing. In this project, students will use the pointillism technique to create a portrait using strips, dots, or squares of colored and patterned Duck Tape® as their “brushstrokes.”
Learning Objectives:
Students will:
The teacher will discuss the different techniques of the artists’ introduced in the lesson, comparing these techniques with their previous drawing lessons. Students will start with their own drawing, completed in the previous lesson, to refine techniques and learn to embellish their drawing with patterned and colored Duct Tape.
Guided Practice:
Teacher will demonstrate how to appropriately cut or tear the duct tape for the best results. Following, he/she will demonstrate how to place the duct tape to outline the drawing, noting that they may need to use smaller pieces for curving lines so the tape doesn’t wrinkle. Finally, he/she will tell the students they need to strategically consider where to place the tape, as its removal from the paper could rip their project.
Independent Practice:
Teacher: Ashley Warner
Grade/Level: 8th Grade
Subjects: Visual Arts
Time Required: 2-3 class periods
Materials: Large piece of heavy-duty paper (18x24), pencil, Duck Tape® rolls, scissors and/or craft knife
Vocabulary:
Pointillism- a technique of neo-impressionist painting using tiny dots of various pure colors, which become blended in the viewer's eye. It was developed by Georges Seurat with the aim of producing a greater degree of luminosity and brilliance of color.
Portrait- a painting, drawing, photograph, or engraving of a person, especially one depicting only the face or head and shoulders.
Embellish- make (something) more attractive by the addition of decorative details or features.
Anticipatory Set:
Introduce students to the portraiture of Pablo Picasso Henri Matisse, Willem de Kooning, and John Singer Sargent and the “dot paintings” of Georges Seurat, Chuck Close, and Yayoi Kusama, which employ a technique called pointillism, in which images are formed from dots of color.
Objective/Purpose:
This lesson is part of a drawing unit. Students will have already completed several facial drawings following the rules of facial feature placement, as well as one realistic portrait drawing. In this project, students will use the pointillism technique to create a portrait using strips, dots, or squares of colored and patterned Duck Tape® as their “brushstrokes.”
Learning Objectives:
Students will:
- Organize and develop artistic ideas and work.
- Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing (VA:Cr2.1.8a)
- Explore and refine techniques and processes for working expressively with each material. (FA:Cr1.3.8)
- Select and use elements of art for their effect in communicating ideas through artwork.
- Identify and use varied shapes (FA:Cr2.1.8)
The teacher will discuss the different techniques of the artists’ introduced in the lesson, comparing these techniques with their previous drawing lessons. Students will start with their own drawing, completed in the previous lesson, to refine techniques and learn to embellish their drawing with patterned and colored Duct Tape.
Guided Practice:
Teacher will demonstrate how to appropriately cut or tear the duct tape for the best results. Following, he/she will demonstrate how to place the duct tape to outline the drawing, noting that they may need to use smaller pieces for curving lines so the tape doesn’t wrinkle. Finally, he/she will tell the students they need to strategically consider where to place the tape, as its removal from the paper could rip their project.
Independent Practice:
- Students will draw a portrait of a classmate following the drawing procedures taught in earlier lessons.
- When completed, students will use torn strips of Duck Tape® of varying widths (in desired colors) to trace the sketch and to establish clear lines and different areas for shading in different colors and patterns. Each student will be given nine pieces of tape in varying colors and designs. They must use designated tape before being allowed more.
- Students will then “Paint” in the areas of the picture with different patterns and colors of tape as desired, using the torn strips of Duck Tape® as “brushstrokes” of sorts.
- Finally, Students will cut detailed shapes to define and embellish features on the face.
- Teacher must check for adequate completion before students can turn in their portraits.
- Check for Understanding:
A rubric will be used for grading
Monster Lesson
Teacher: Ashley Warner
Grade/Level: Kindergarten
Subjects: Visual Arts
Time Required: 1 class period
Materials: Piece of heavy-duty paper (9x16), pencil, Black Sharpie marker, Crayola paint crayons
Vocabulary:
Background- the part of an image represented as being at maximum distance from the frontal plane.
Myth- a traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of fact or a natural explanation, especially one that is concerned with deities or demigods and explains some practice, rite, or phenomenon of nature.
Monster- a legendary animal combining features of animal and human form or having the forms of various animals in combination, as a centaur, griffin, or sphinx.
Anticipatory Set:
Teacher will make ties to the Egyptian and Greek units the students have been studying (through reminding them about their mosaics), with a focus on Greek mythology. He/She will point out two books about Monsters to go with the lesson, paraphrasing one as a reading for the class.
Objective/Purpose:
This lesson is part of a Greek unit. Students will have already completed a cat/dog bean mosaic to transition the Egyptian study into the Greek study. In this project, students will learn about Greek storytelling in the form of mythological monsters, and will create their own monster drawing.
Learning Objectives:
Students will:
The teacher will discuss Greeks as great storytellers, using many myths and legends. He/she will then show two books entitled “Go away big, green monster!” and “There was an old monster!” Due to time, the teacher will paraphrase the books for the class. Teacher will then tell the students they will be creating their own monster.
Guided Practice:
Teacher will show the class a monster handout which has 4 columns with ideas on how to draw bodies, eyes, mouth and nose, and hair or horns respectively. Then, using class participation, will demonstrate how to draw a monster step by step; first beginning with pencil, then outlining in Sharpie, then coloring the monster and background with crayon paint. He/She will draw one monster part at a time asking a student from each table to decide what the specific part will look like. After the pencil sketch is complete, teacher will briefly demonstrate how to outline with Sharpie. Finally, teacher will show students how to use the crayon paints to color.
Independent Practice:
Teacher: Ashley Warner
Grade/Level: Kindergarten
Subjects: Visual Arts
Time Required: 1 class period
Materials: Piece of heavy-duty paper (9x16), pencil, Black Sharpie marker, Crayola paint crayons
Vocabulary:
Background- the part of an image represented as being at maximum distance from the frontal plane.
Myth- a traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of fact or a natural explanation, especially one that is concerned with deities or demigods and explains some practice, rite, or phenomenon of nature.
Monster- a legendary animal combining features of animal and human form or having the forms of various animals in combination, as a centaur, griffin, or sphinx.
Anticipatory Set:
Teacher will make ties to the Egyptian and Greek units the students have been studying (through reminding them about their mosaics), with a focus on Greek mythology. He/She will point out two books about Monsters to go with the lesson, paraphrasing one as a reading for the class.
Objective/Purpose:
This lesson is part of a Greek unit. Students will have already completed a cat/dog bean mosaic to transition the Egyptian study into the Greek study. In this project, students will learn about Greek storytelling in the form of mythological monsters, and will create their own monster drawing.
Learning Objectives:
Students will:
- Anchor Standard 1: Generate and conceptualize artistic ideas and work by
- Engaging in exploration and imaginative play with materials. (VA:Cr1.1.Ka)
- Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems by
- Producing lines using crayon, pencil, or marker and filling the area in with solid color/value using crayon, pencil, or marker (VA:F1.1.Ka.)
- Communicate ideas about subject matter and themes in artworks created for various purposes by
- Creating an original artwork that communicates ideas about the following theme: Monsters (Va.1: Fa.1.Ka)
The teacher will discuss Greeks as great storytellers, using many myths and legends. He/she will then show two books entitled “Go away big, green monster!” and “There was an old monster!” Due to time, the teacher will paraphrase the books for the class. Teacher will then tell the students they will be creating their own monster.
Guided Practice:
Teacher will show the class a monster handout which has 4 columns with ideas on how to draw bodies, eyes, mouth and nose, and hair or horns respectively. Then, using class participation, will demonstrate how to draw a monster step by step; first beginning with pencil, then outlining in Sharpie, then coloring the monster and background with crayon paint. He/She will draw one monster part at a time asking a student from each table to decide what the specific part will look like. After the pencil sketch is complete, teacher will briefly demonstrate how to outline with Sharpie. Finally, teacher will show students how to use the crayon paints to color.
Independent Practice:
- Students will draw a monster of their own creation with pencil, being reminded not to draw too small so the crayon paints can color it in.
- When completed, students will outline their lines with a black Sharpie marker. At this time, teacher will ask students to put on a “paint shirt” table by table if they feel they need it to protect their clothing.
- Students will then “Paint” in the monster using several different colored Crayola crayon paints.
- Finally, Students will choose either one or two colors to color in the background of their piece.
- When completed, students will place their monster portraits in the drying rack.
PowerPoint Presentations from now and in the past!
My amazing students being amazing!If you feel you haven't seen enough yet, my cooperating teacher took this wonderful video of me while in teacher mode!
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