tag:blogger.com,1999:blog-78133796388496110372024-02-18T17:38:17.989-08:00This Little Class of MineNellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.comBlogger23125tag:blogger.com,1999:blog-7813379638849611037.post-33097831220322474892011-12-20T13:00:00.000-08:002011-12-20T13:00:49.520-08:00Christmas Favorites {Cookie Jar Design}<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxGsgXAK-qcMBh8YIQV9pJIgNPHsgLF8VabHzbWSpWXX8imMkvRZqxAqUa1B4mVBE5lMHIsmizfx1j5zOp21aP4zPV2S2dpnpuWYuIfJGxiRy6vZBFQTlNFTKPV5oSPi5xcKMys0TMXZ4/s1600/IMG_1057.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxGsgXAK-qcMBh8YIQV9pJIgNPHsgLF8VabHzbWSpWXX8imMkvRZqxAqUa1B4mVBE5lMHIsmizfx1j5zOp21aP4zPV2S2dpnpuWYuIfJGxiRy6vZBFQTlNFTKPV5oSPi5xcKMys0TMXZ4/s320/IMG_1057.jpg" width="239" /></a>This is a very easy, and fun holiday project that I do nearly every year with Kindergarten and 1st grade.<br />
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Since things get so crazy around the holidays and my patience is limited with messy projects, this is a good one because it is a mostly no-fail drawing.<br />
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I say no-fail because there is a high chance of success as the students use tracers for a majority of the drawing, adding little details that are hand-drawn and distinguish each artwork. Giving students projects where they can be successful, like this one, takes off some of the pressure when students are not confident in their drawing skills. <br />
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To begin, I tell students the story of the Gingerbread man. At my school, there is a kit with a fox puppet head and I have a stuffed Gingerbread man and a gingerbread apron. Sometimes I just tell the story using the props, but I let 1st graders use the props and act it out as I tell the story of the gingerbread man.<br />
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I use the 'Run Run, As Fast as You can.....You can't catch me, I'm the gingerbread man' as a call back for the lesson....it is fun to teach them and fun to say. I use the call back when I need to get their attention before transitioning into various steps. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUnfORn277qFVvE88jbPjalxjvxJGWXTu3LDbigWEOJmWnwUK2MTTZkPAXlgA1NZECBHa2_aeu597ip7CA_EQ-_qPBgWdYF6jj5SAc1a-k2wPrr6fu-A7VxmycnltgCuoTju1fsbTa5uw/s1600/IMG_1058.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUnfORn277qFVvE88jbPjalxjvxJGWXTu3LDbigWEOJmWnwUK2MTTZkPAXlgA1NZECBHa2_aeu597ip7CA_EQ-_qPBgWdYF6jj5SAc1a-k2wPrr6fu-A7VxmycnltgCuoTju1fsbTa5uw/s320/IMG_1058.jpg" width="239" /></a>The purpose of the cookie jar project is to trap the gingerbread man inside so he can't escape and get gobbled up by a fox. I usually have a few books like the Ginerbread Friends and Gingerbread Baby books by Jan Brett in the room for 'candy references'. <br />
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Anyway, after the story, I demonstrate how to trace a big cookie jar on a 12X18 sheet of white paper. Students use pencils to trace 'cookie' shapes. I encourage 1st graders to OVERLAP their shapes....I introduce the concept of OVERLAPPING to Kindergarten, but most of them don't really get it yet and are still getting used to the idea of tracing a shape. The little ones also need to be reminded not to let their shapes float out of the jar, they should remain inside that outline.<br />
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Tracers include a bell, tree shape, candy cane, star, gingerbread man, and a round shape that could be a chocolate chip cookie, a donut or a big sucker. <br />
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After tracing shapes, and adding candy for the faces, and other simple details, students trace their pencil lines in sharpie marker. I always encourage them to go back with an eraser before they start coloring to make sure that the pencil lines are gone.<br />
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<tr><td class="tr-caption" style="text-align: center;">Tracers, one set for each table</td></tr>
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Students color their designs with crayons and in the last few minutes, I give them scissors to cut out the outside shape of the cookie jar. With Kindergarten, I always have to STRESS that they should ONLY cut out the jar, not each cookie. <br />
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After cutting out the jar, students glue a strip along the top for the lid (so the gingerbread man can't get out!).<br />
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I usually use this lesson as a make-and-take-home project before Christmas...rather than hanging them up to display, I let everyone take it home the same week.<br />
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This year, something so cute and funny happened with a kindergartener and his cookie jar. He explained, "My gingerbread man is really old...he's and old man...he needs a cane to walk...a candy cane!"<br />
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It was so funny, I shared it with all of my classes while I was demonstrating the basic steps of tracing the shapes inside the jar. <br />
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<tr><td class="tr-caption" style="text-align: center;">If students finish early, I encourage them to add other candy in the white areas...easy things like gum, skittles, m&ms, or hershey's kisses. </td></tr>
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At the very end, if someone gets completely finished, I usually have paper available for them to make a card, and I write "Merry Christmas" on my example card and draw a little Christmas tree on the inside. Few students usually have 'free time.'Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-89455139543200026762011-12-20T09:42:00.000-08:002011-12-20T09:42:46.208-08:00Christmas Favorites {Winter Cardinal}<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5x8y7-8zzlJj083gVV3LZnYNp54Hf3DyJHiU_9BmNBUJxNe-MFxkLiyX3Qh2xV-FGKBwR-5KdRyVdu7kaVQ2Z0mjjG45wQNyRWdSnpJPBk6aFTsFAemPtkffjCZbTKXh-JJRJoli0r7E/s1600/IMG_0989.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5x8y7-8zzlJj083gVV3LZnYNp54Hf3DyJHiU_9BmNBUJxNe-MFxkLiyX3Qh2xV-FGKBwR-5KdRyVdu7kaVQ2Z0mjjG45wQNyRWdSnpJPBk6aFTsFAemPtkffjCZbTKXh-JJRJoli0r7E/s400/IMG_0989.jpg" width="400" /></a></div>
Since our school mascot is the Cardinal, I am always looking for beautiful cardinal lessons. I do several varieties a year....everything from school spirit cardinal posters to a really cute snow globe I designed a few years ago. (I'll have to get that typed with pictures, it is SO cute!)<br />
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This year, I fell in love with the <a href="http://www.artprojectsforkids.org/2011/11/watercolor-cardinal.html">Art Projects for kids watercolor cardinal </a>so much that I decided to try her basic idea with a couple of classes of kindergarten. <br />
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Using Kathy's basic steps for drawing, I let the students use a wing tracer in the center of turquoise construction paper.<br />
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We used her basic steps, using a pencil to finish drawing the body, legs, eye, 'mohawk', tail etc.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtRfLOdMVm-MpQHfkkl67-PTwR9_LmShIeHD1NMVVckQfOclBjulrcYu6ECfeeHqIa1VEghf5EVtnmFk8tFWRzYj2cL6bVm6UknqoBeHABsaMYNuwjTakF8yy9RIGArcV4PIp7WBAYsUM/s1600/IMG_0990.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtRfLOdMVm-MpQHfkkl67-PTwR9_LmShIeHD1NMVVckQfOclBjulrcYu6ECfeeHqIa1VEghf5EVtnmFk8tFWRzYj2cL6bVm6UknqoBeHABsaMYNuwjTakF8yy9RIGArcV4PIp7WBAYsUM/s320/IMG_0990.jpg" width="320" /></a>After drawing, students trace over pencils lines with a sharpie, coloring in the black 'mask' around the face. Students could also add a twig....they choose whether the cardinal is flying away from the branch or about to land (depending on which side has the most room). <br />
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Students colored the beak and legs with a yellow construction paper crayon, and used a green construction paper crayon on the twig.<br />
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I split this lesson into three weeks. The second week, we painted the cardinal red and after everyone was done with red, I set out white paint for snow.<br />
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I had to STRESS, rather emphatically with my kindergarteners, NOT to let the two paint colors mix. I didn't even let both paint colors be on the table at the same time.<br />
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The third week, students re-outlined their sharpie lines and drew things back on that were gone after painting...like the eye and black mask. This step only took 4-5 minutes. <br />
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They are SOOOOO cute!! I can't wait to finish them up with other classes. The painting and drawing could all be done in one week...I just like to split things up sometimes. <br />
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Thanks for reading. If you do something similar this winter, I would love for you to post a link in the comments!!Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-28504657942484997542011-12-20T09:29:00.000-08:002011-12-20T09:29:54.808-08:00Christmas Favorites {Nutcracker Drawing}<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvhMppIonOoOxQfwBEymp9v1cgr-7k-cur49FE05c7Il0fp4U9lG_gT4bskjMdvEDFv53JDZ5ona1zEcOEQSICM2MZTqVMq4pdC5wuHEqWNEH3JQOzinVvxBSZchzVXQUeiOoB9eIopcI/s1600/IMG_0683.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvhMppIonOoOxQfwBEymp9v1cgr-7k-cur49FE05c7Il0fp4U9lG_gT4bskjMdvEDFv53JDZ5ona1zEcOEQSICM2MZTqVMq4pdC5wuHEqWNEH3JQOzinVvxBSZchzVXQUeiOoB9eIopcI/s400/IMG_0683.jpg" width="400" /></a>One of my favorite Christmas projects for K and 1st is the Nutcracker drawing. I got the basic steps from <a href="http://www.artprojectsforkids.org/2009/12/how-to-draw-nutcracker.html">Art Projects for Kids</a>. It would be easily adapted to older grades.<br />
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Next year, I want to get my hands on the book (<a href="http://www.amazon.com/Nutcracker-T-Hoffmann/dp/0517586592">illustrated by Maurice Sendak</a>!!) for the lesson. For now, I just tell the story from the ballet, using my nutcracker statue as an example. Some students have been to the ballet, but most know the story from the <a href="http://www.google.com/products/catalog?q=nutcracker+barbie&oe=utf-8&rls=org.mozilla:en-US:official&client=firefox-a&um=1&ie=UTF-8&tbm=shop&cid=15457326496275368884&sa=X&ei=OMTwTrXSH-nC2wXj5v2mAg&ved=0CIYBEPMCMAY">Barbie cartoon</a>. <br />
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<tr><td class="tr-caption" style="text-align: center;"><b><b>Uncle Drosselmeyer, godfather of Clara and Fritz....with his eye patch, this one matches the one that I show students.</b></b></td></tr>
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Some of the Kindergarten nutcrackers end up looking quite scary!</div>
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This year, I had the kindergarteners draw in pencil, trace in sharpie and color with crayons...all in one 50 minute session.<br />
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NOTE: I would definitely split this into a two-week project in the future. By the time they get to coloring, they hardly care enough about the details to finish it really well. <br />
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For 1st grade, I already had tempera paint out for a big kid project, so I decided to let them paint their nutcrackers. In addition to the paint that was available, I prepared jars of peach for the wooden faces and glittery white for the furry beard.<br />
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Week 1, draw the nutcracker, trace in sharpie and paint with tempera paint.<br />
<br />Week 2 re-trace sharpie details (like noses and buttons that were covered with paint) Cut out to make an ornament/puppet. <br />
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For the display, I put them over red fabric, with a gold paper 'matte'....stunning!<br />
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<br />Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com1tag:blogger.com,1999:blog-7813379638849611037.post-73265616486730120022011-12-20T07:15:00.000-08:002011-12-20T07:15:12.858-08:00Clay Owls<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7XKqHHRdsQVfx4G0qP2gwLURzT6IZ5edU2RKgBPWe04CB4JclZiUVQFiwDq9qAZ0diZDkPa-537YOHCHW43a5qSbYwpGkMPnshvBgXpHRqGqn-9FInzGoE28GApPc6bjOHfnYlYSRYF0/s1600/_DSC0011.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7XKqHHRdsQVfx4G0qP2gwLURzT6IZ5edU2RKgBPWe04CB4JclZiUVQFiwDq9qAZ0diZDkPa-537YOHCHW43a5qSbYwpGkMPnshvBgXpHRqGqn-9FInzGoE28GApPc6bjOHfnYlYSRYF0/s320/_DSC0011.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">White clay is colored with construction paper crayons</td></tr>
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In the fall, I went to a state convention and saw the most amazing idea for finishing a bisque-fired clay project. The teacher had the students color on their clay with construction paper crayons, and then paint the whole surface with black tempera paint (creating a wax-resist on clay), wiping the paint off so that it just fills in the crevices, leaving the colored areas bright with lots of contrast. I knew it would be perfect for a clay owl project that I do every few years.<br />
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I am always looking for single-fired clay projects since I do not have a kiln at my school. When I do clay, I have to pack up all of the (hundreds!) of little clay sculptures, while they are leather hard and haul them to another school, where my mentor fires them and unloads them in and out of the kiln. While I love the look of glaze, it adds several more trips and firings to the whole process. It is a lot of work for me. This also allowed the students to take the project home a whole lot sooner since they were not waiting for it to be glaze fired. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEji77eSaV434LRoIY47X_Xiju9uJ0xblaUdmUnoZxH3Ckn8KaQe7_h0NI8xlK_K9MFIFYY1cFNLGbsnW1cK6Q7f5dDNvcoCiRcK__GbGcMYKjBROKn4BR9kfafimlYdby8P4xE_TTZiyNE/s1600/_DSC0002.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEji77eSaV434LRoIY47X_Xiju9uJ0xblaUdmUnoZxH3Ckn8KaQe7_h0NI8xlK_K9MFIFYY1cFNLGbsnW1cK6Q7f5dDNvcoCiRcK__GbGcMYKjBROKn4BR9kfafimlYdby8P4xE_TTZiyNE/s320/_DSC0002.jpg" width="320" /></a>Note: coloring on the clay really chews up your construction paper crayons, so be sure to order plenty if you are doing it with hundreds of kids. ;-) <br />
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Materials: white earthenware (bisque fired)<br />
construction paper crayons<br />
tempera paint<br />
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<tr><td class="tr-caption" style="text-align: center;">After coloring with crayons, students paint over the surface with black paint. It creates amazing contrast with the color!</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">A Harry Potter owl!</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">To get those cool eyes, we used repurposed spools of thread to stamp the clay. </td></tr>
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I did this project with 2nd, 3rd and 4th grade. The results were stunning. I really did not want to send them home!!Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com1tag:blogger.com,1999:blog-7813379638849611037.post-58596573457672186002011-10-03T13:03:00.000-07:002011-10-03T13:03:35.290-07:00Large Painting With Words<span id="goog_875362412"></span><span id="goog_875362413"></span><br />
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After making a couple of large paintings with words on canvases, I became inspired to do something similar with my students. One of my paintings hangs in my living room, the other is in my classroom. Above, you can see that I added melted crayons to the top...it looks so cool in my classroom!<br />
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The week before we painted, I encouraged students to grab a packet of songs I had made with lyrics copied from the internet and read over the choices so that they could select something that would be meaningful to them. I had a wide range of choices, poems like e.e. cummings, <i>i carry your heart</i>, to <i>You're A Grand Old Flag </i>and <i>Amazing Grace</i>. I chose children's songs and poems that I liked....I asked the music teacher if she had any lyric sheets, so that I could use songs they sing in music, but she didn't have anything like that.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXUyRAVaz2rIp-ieWQ0NSm9kBeDQaiahKJjzH3zHevYiftWo8bINl8TbPCmYeuS52RlqQUly2AUEskHZ2IvdoUDmTqpZQtiGYILJaulRlT_LnC_6pkIDM0Y9KEvM0gvH6d5AH9fhUazD4/s1600/_DSC0002.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXUyRAVaz2rIp-ieWQ0NSm9kBeDQaiahKJjzH3zHevYiftWo8bINl8TbPCmYeuS52RlqQUly2AUEskHZ2IvdoUDmTqpZQtiGYILJaulRlT_LnC_6pkIDM0Y9KEvM0gvH6d5AH9fhUazD4/s320/_DSC0002.jpg" width="212" /></a> <br />
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So I ended up putting a few easy songs like <i>Twinkle Twinkle Little Star</i> so that they would have some variety. Ideally, this would be a fun project to collaborate with a music teacher or even a classroom teacher...many of my students wanted to write their own poems, but since this was just a one-week project, they didn't really have time to do that. <br />
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<tr><td class="tr-caption" style="text-align: center;">For my demo, I kept adding to one painting, and showed how to splatter paint</td></tr>
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This project could be done in one week, I just wanted them to have a sneak peek at the list. <br />
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On painting day, did a demo of how to paint lettering. Since they weren't tracing over something that was already written out, this was really, really good practice for precision painting. I encouraged them to go slow, pay attention to the words and the spelling, and make sure they consider what they will do if they get to the end of the paper, but not the end of the word. I also pointed out that if they mess up, do not put an 'X' over the mistake or try to 'black' it out. Just keep going....the main idea is to have a bunch of words painted on a big paper.<br />
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I gave them all the list again and had them make their final choice. Once they had selected, they grabbed a 16X20 piece of paper, I did it on craft brown, but anything would work. It was important that they wrote their names on the back, and then I let them start painting.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV_9bB9zMn-8BUftyXEZSQx6bG-ECNFFnc-3u88UqlKzeVM5-hOM5CcfpOSSk85oekQkb7XTXN6mMRPvElfusLTE8BhNT3uh38lzH4Qq4x_uvBL4HixCHAw3cMDqfSq6YXB8AFoKI2hDs/s1600/_DSC0013.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="132" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV_9bB9zMn-8BUftyXEZSQx6bG-ECNFFnc-3u88UqlKzeVM5-hOM5CcfpOSSk85oekQkb7XTXN6mMRPvElfusLTE8BhNT3uh38lzH4Qq4x_uvBL4HixCHAw3cMDqfSq6YXB8AFoKI2hDs/s200/_DSC0013.jpg" width="200" /></a>This project worked really well with 3rd, and 4th graders. If the table was too crowded, I let some of them sit on the floor. I tried the project with a class of 2nd grade, and since it was the beginning of the year, it was really hard for them to get the sizing of the letters right...they either did them too big or too little, or tried to black out their mistakes.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitDkpyZrSbg1U7EBEEo0MtiTaFy6LAX5wSZ9bQAls9QAbX85reB3AY58L3hxwbNoA5XfLiggilZKJl6pGqmU4_qReJ3q5_-MbfSDV6UfIjJboa1P07Fq-nq9xbxODFPEqvQ7v0gbSFML0/s1600/IMG_3161.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitDkpyZrSbg1U7EBEEo0MtiTaFy6LAX5wSZ9bQAls9QAbX85reB3AY58L3hxwbNoA5XfLiggilZKJl6pGqmU4_qReJ3q5_-MbfSDV6UfIjJboa1P07Fq-nq9xbxODFPEqvQ7v0gbSFML0/s320/IMG_3161.jpg" width="239" /></a>As a variation, I did allow one class to add melted wax to a smaller version of the painting, on white watercolor paper. I had a bunch of peeled crayons, I threw them in my wax melter, for encaustic painting, and let my students use the eye dropper and sticks to splatter the paintings with wax.<br />
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It didn't work out very well....the wax crumbles off the finished product easily...and the colors got all muddy after they got mixed by 20+ kiddos in one hour.<br />
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For the large paintings, I matted a few and hung them up at a local shop in town for the September art walk. It was exciting for my students, the paintings were very meaningful right after September 11th, and it was a great opportunity to show off such a large format.<br />
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It was super cool to see my students at the art walk with their families!! Some had never even been to a Third Thursday event. Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com3tag:blogger.com,1999:blog-7813379638849611037.post-31659376900509724022011-09-30T09:56:00.000-07:002011-09-30T09:56:45.847-07:00Chalk Pastel Landscapes<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYhAQ_KcFENBAzBw8VdNbid2OAAFcy0O02wm0qQ36JYqk6UTdSsSFyqLTIBAeMmYbtIXAS3590IKHlEJNmOKVUdLD2TREXmmCHmqIh18la7DQkT1y5kyDR9rBsnqb9AQDEd0lgZICy_5w/s1600/_DSC0095.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="310" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYhAQ_KcFENBAzBw8VdNbid2OAAFcy0O02wm0qQ36JYqk6UTdSsSFyqLTIBAeMmYbtIXAS3590IKHlEJNmOKVUdLD2TREXmmCHmqIh18la7DQkT1y5kyDR9rBsnqb9AQDEd0lgZICy_5w/s400/_DSC0095.jpg" width="400" /></a>Well I know I mentioned in<a href="http://thislittleclassofmine.blogspot.com/2011/09/lines-to-be-or-not-to-be.html"> this post</a>, that I was wondering about the relevance of centering an entire project around one single 'element' of art, and I have come to the conclusion, that it is most definitely okay to do that with kindergarteners. They get super excited about simple things....oohing...and aaaahing...about using a black crayon, if you pitch it to them with the right sparkle in your voice.<br />
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With this project, I am able to take a simple line drawing and encourage students to create a beautiful work of art. Now, I admit, I sort of stole this idea from School Arts magazine, and made it my own.<br />
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Landscapes are such a simple concept for art lovers...but for
5-year-olds, I've figured out that I actually have to teach them what a
landscape is. Since it is a pretty easy concept, I use this lesson to implement <b>procedures</b> that I will use all year. This is a very successful lesson, that I have taught nearly 100 times (have I mentioned that I have 11 classes of kindergarten and 2 classes of first grade...often I will do this 13 times in one week!)<br />
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Below, I will outline my procedures for putting on a paint shirt, using the drying rack, washing hands in the water bucket, and what to do for 'free time' for those that finish early. <br />
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To begin the lesson, I show students how to put on paint shirts for the first time. In my classroom, I have a laundry basket full of old janitors shirts, the kind the button up the front. I demonstrate (with a student model) how to put it on backwards, and have a friend put a clothespin on the back, not too high or else it could choke them, and not too low, because they could sit on it!<br />
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After observing how to put on the paint shirt, we quickly play a game! I have students play the line game to review the lines that were learned and practiced the week before. To see more about this game, read <a href="http://thislittleclassofmine.blogspot.com/2011/09/lines-to-be-or-not-to-be.html">here</a>. <br />
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<b>Line Landscape:</b><br />
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1. Say: Today we will be using chalk to create a beautiful landscape. Say that with me: Landscape! Again: Landscape. Not LAMBScape, LANDSCAPE!<br />
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2. A landscape is an 'outside scene', I explain as I point to a couple of magazine photos hanging on the board. I point out how there is a horizon line, with purple mountains meeting the sky, and there are beautiful purple flowers, a lake reflecting the sky and that the photo was probably taken in the early morning. I also point out a few other details from other landscapes, found in magazines.<br />
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3. Today, we will be using 3 simple lines to make our landscape. A zigzag, a wavy and a straight line. I draw these on the board as I say each one. Then I have students draw each line in the air with their finger.<br />
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4. Students get to choose between purple and blue paper. I say, I'm choosing purple because I want mine to be an early morning picture, just like the mountain landscape I showed them. Step One is to use a black crayon to draw a zigzag line. 'What do you think the zig zag line is for?', I ask. 'Mountains!' the class replies. 'Yes, mountains,' I say as I draw the foothills and the straight line at the bottom. Then I add a moon or a sun, clouds and a little stream or road curving from the bottom edge towards the middle.<br />
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5. To finish the landscape, we will be using chalk pastels. 'Raise your hand if you have used sidewalk chalk'...'then you know how dusty chalk can be! Well, chalk dust can be very messy and it can stir up kid's allergies, so I put my chalk in a tray with a little bit of water. It is still sort of messy, and cold, and wet, but it keeps the dust from floating up in the air and making kids cough!'<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibsEZLtnyVpk5hGYFmtnz7VmXbnUZ66xovMPxuaCQDDRmi02ewVAmX5L9-aHML3rLUr6gdz-S_ATguHR2CIeARWXMXZCIuBL-AuPiJu7NVlhdZirFTb4LkGzDzjPncW3HncSC3_X-_nQQ/s1600/_DSC0019.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEibsEZLtnyVpk5hGYFmtnz7VmXbnUZ66xovMPxuaCQDDRmi02ewVAmX5L9-aHML3rLUr6gdz-S_ATguHR2CIeARWXMXZCIuBL-AuPiJu7NVlhdZirFTb4LkGzDzjPncW3HncSC3_X-_nQQ/s320/_DSC0019.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My Demo...I do one in front of every class. </td></tr>
</tbody></table>
6. I demonstrate how to color the landscape. I show how to layer two colors on the mountains...I explain that some colors don't show up good at first until they dry (like white!), and I explain that if they get a tiny hole in their paper, because a spot of water makes it rip, to leave it alone because I can always tape it on the back next week, after it is dry.<br />
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7. Procedure for Drying Rack: When students are finished, they will put their landscape in the drying rack. Usually, this is the first time they have used the drying rack, so I model where it is and explain that they must 'ALWAYS, ALWAYS START AT THE BOTTOM', I have them chant that with me a few times.<br />
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8. Procedure for Water Bucket: 'Once your painting is in the drying rack, you will need to wash your fingers. Over here, we have the water buckets. (I don't let my kinders use the sink, see why here). I have a GIRLS water bucket and a BOYS water bucket. There are two sponges in each bucket.....That means two girls can wash their hands at the same time...and two boys can wash their hands at the same time! If there are already two girls in the bucket, you must wait in line behind them being careful not to touch anyone or anything with your messy fingers while you wait.<br />
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9. I point out how to get a paper towel and wash hands, and where the trash cans are. 'Only after your paper is in the drying rack, and your hands are clean should you take off your paint shirt!'<br />
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10. If someone finishes early, they might have a chance to color a paper to take home today. Somewhere in the room, I have a copy of the 'Starry Night' by Vincent Van Gogh. I have students try to find it...then I show that they can color a 'coloring sheet' copy of it with crayons. Students should not use the chalk to color it, I put the copies near crayon baskets, that they can get for their table. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL27QHPUtba4c1qY0XtFvhCCrtFZyGHPCGNF_2IaBHmizBXA6EU-iHKx2WFHvNMkJcHt2b5wdRaLpFHa0BA_d9MSE6-4HTOQ8Xf6shTJySmCwOxv48kk4AV_1LGcUs9qmE_9u8mibxrLc/s1600/_DSC0243.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL27QHPUtba4c1qY0XtFvhCCrtFZyGHPCGNF_2IaBHmizBXA6EU-iHKx2WFHvNMkJcHt2b5wdRaLpFHa0BA_d9MSE6-4HTOQ8Xf6shTJySmCwOxv48kk4AV_1LGcUs9qmE_9u8mibxrLc/s320/_DSC0243.jpg" width="320" /></a><br />
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12. After demonstrating everything, and modeling the procedures, I am ready to distribute materials. I have 3 tables start putting on paint shirts (without my help, I've just modeled it for them, I let them try it alone.) The other three tables stay where they are as I go around and let them choose between purple and blue paper. I distribute the black crayons and then assist with putting on paint shirts, while at the same time, I'm constantly saying things like: "When you make your zig zag line, make sure it goes from one side to the other!' and "Draw three lines, zig zag, wavy and straight...then add your other details." As the paint-shirt students start sitting down, I begin giving them their papers and letting the ones who have been drawing get up to put on their paint shirts.<br />
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13. As soon as everyone has their paint shirts on, and are finished drawing, I remind them to PUT THEIR NAMES ON THE BACK. I check each table for names, before I hand them their tray of chalk. Then I say, 'Everyone say this with me: ew, sick disgusting!' Now they have all said 'ew, sick, disgusting about the wet chalk, they are not allowed to say those words again!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6GiNU21YeuLoCeeu3BBu6myABltCgvoudWz8Gd4JSF1FlWfb7JrnrgO7iBeML52GU4lj_UrtEd72SrwYeYFp_jWuRi8zPQ66XVmZ9QI9a_nBkOQM_i5DJaH2jgUj5I9x_ywHnezq-tUw/s1600/_DSC0092.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6GiNU21YeuLoCeeu3BBu6myABltCgvoudWz8Gd4JSF1FlWfb7JrnrgO7iBeML52GU4lj_UrtEd72SrwYeYFp_jWuRi8zPQ66XVmZ9QI9a_nBkOQM_i5DJaH2jgUj5I9x_ywHnezq-tUw/s320/_DSC0092.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Not a 'landscape'....but it is a cool line design!</td></tr>
</tbody></table>
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14. I monitor as students work....pointing out that they don't have to color the sky, because the sky can be left the color of the paper....but they do have to color everything else. Biggie: STUDENTS MUST COLOR ALL THE WAY FROM THE ZIG ZAG TO THE WAVY LINE. Otherwise, they will leave a big patch uncolored, and the zigzag line area doesn't look like mountains.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6aOCyBWTBVmCjdvAXyAU0I9wzIIAOmr-ZNpDCOtlkMbBjk0q8NvlbHmXkHnVm-ZlpqGj9V1C3g0OXjP6_gOTC15URgxH5B01lyHQs21ZBHQWt0RiXhLd5Ln9aWn4-zsayKyUVlWcZWX8/s1600/_DSC0244.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="207" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6aOCyBWTBVmCjdvAXyAU0I9wzIIAOmr-ZNpDCOtlkMbBjk0q8NvlbHmXkHnVm-ZlpqGj9V1C3g0OXjP6_gOTC15URgxH5B01lyHQs21ZBHQWt0RiXhLd5Ln9aWn4-zsayKyUVlWcZWX8/s320/_DSC0244.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Sometimes I use 'non' examples to encourage kids to follow directions. But, often, those are my favorites</td></tr>
</tbody></table>
15. Students often need help putting papers in the drying rack. I don't let them handle the chalk trays, because the water spills...so I have to pick those up from each table....and I have to monitor the water buckets so that students do not play around, or drink the water....Weird I know, but I've looked over to see those handwashing sponges hanging out of kids' mouth's before! I've also seen kids dipping their head into the water so that their hair gets wet, or using the water buckets as their own personal bath tub, washing up to their armpits! I've also had many instances of water fights and serious splashing issues!<br />
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16. When students line up at the end, I use that time to point out Vincent's painting (usually above my door) and I have them point to their own copy: the moon, the cypress tree, the church, the swirling night sky. <br />
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Thanks for reading!!<br />
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<br />Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com1tag:blogger.com,1999:blog-7813379638849611037.post-81074508300843028932011-09-30T07:53:00.000-07:002011-09-30T10:53:22.448-07:00Circle Paintings as a Sub Plan<div class="separator" style="clear: both; text-align: center;">
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Normally, I would NEVER, NEVER, NEVER leave a painting project with substitute.<br />
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Okay, I would definitely never leave a KINDERGARTEN painting project with a sub.....<br />
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and I WOULD NEVER leave a kindergarten painting project with a sub on THE FIRST DAY OF PAINTING......but....<br />
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This year, I realized one a Thursday night that I would have to be gone the next day, there was absolutely no getting around it...and it was too late to come up with a whole new plan, and besides it would totally screw up my careful lesson planning (which I've already got my plans 'penciled in' in my planner through January)..so I typed up the 'kindergarten painting' sub plan and dropped it off in my classroom around 9:30 that night....and made sure that everything was set up and ready for the sub.....<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho42923O5FR0wqeW6w_EBiS-V8PSJVK_-H9lyYUiZBObovnOEarVJ-Eu6ugFfMv3XtsqrULnDO_iZOfMY3weQeCKP2zy8SyzDFVUJ4j18hcciVofH4C9Pibva_wDfcc2myFK9nvRgJ-XY/s1600/_DSC0102.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho42923O5FR0wqeW6w_EBiS-V8PSJVK_-H9lyYUiZBObovnOEarVJ-Eu6ugFfMv3XtsqrULnDO_iZOfMY3weQeCKP2zy8SyzDFVUJ4j18hcciVofH4C9Pibva_wDfcc2myFK9nvRgJ-XY/s400/_DSC0102.jpg" width="400" /></a>And you know what? Everything turned out alright!<br />
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Here is what I left for the sub....in case you ever need an emergency sub plan....it was great for beginning of the year, kindergarten or 1st grade...I recently read a post '<a href="http://artlessonsforkids.wordpress.com/2011/09/29/be-nice-to-your-subs/">Be Nice to Your Subs</a>' by an art teacher who gave lots of great tips for preparing for a sub, be sure to check it out!<br />
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<b style="mso-bidi-font-weight: normal;">Shape Painting</b></div>
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<br />
1.<span style="font: 7pt "Times New Roman";">
</span>Explain that today we will be painting. (The
kids will be very excited!)</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
2.<span style="font: 7pt "Times New Roman";">
</span>Point out the painting examples on the board. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
3.<span style="font: 7pt "Times New Roman";">
</span>Say: We will be painting today but first, I
would like to play a game.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
4.<span style="font: 7pt "Times New Roman";">
</span>There is a stack of laminated shapes on the pink
table by the board. Hold one shape up for each table, ask: “What shape is
this?’ “How many sides does it have?’ “How many corners does it have?”(One shape for each table: square, triangle, rectangle, circle, oval, rhombus or diamond)</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJasDz0uiHwaxO5qIcU8KQWbVLXt3P0s8kYOu9uUMTktK9LMMmqMe7_KJPPqLQHZyR22I76P7wzgt6pCwagDx2EmELII7MOfd1xR8GbLiMPwHvRGaKgwXJKc52IhqBWj7C4NhdAMExeD0/s1600/_DSC0104.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="123" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJasDz0uiHwaxO5qIcU8KQWbVLXt3P0s8kYOu9uUMTktK9LMMmqMe7_KJPPqLQHZyR22I76P7wzgt6pCwagDx2EmELII7MOfd1xR8GbLiMPwHvRGaKgwXJKc52IhqBWj7C4NhdAMExeD0/s200/_DSC0104.jpg" width="200" /></a>5.<span style="font: 7pt "Times New Roman";">
</span>After the shape game, demonstrate how to trace
circles on the big white paper taped to the board using some big and little
circles. Explain that when one shape covers another shape, that is called
overlapping. Have students say ‘overlapping’ out loud. Point to the shape that
is made when two circles overlap. Explain that that area is now a new shape.
When we are painting the shapes, the ‘overlapped’ area should be a different
color than the two circles. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
6.<span style="font: 7pt "Times New Roman";">
</span>Demonstrate how to make big and little circles
on the paper, overlapping and making a few go off of the paper. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
7.<span style="font: 7pt "Times New Roman";">
</span>Demonstrate how to paint the paper. </div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
a.<span style="font: 7pt "Times New Roman";">
</span>Select a light color like yellow, to use this
paint, you have to get it wet like watercolor paint, use yellow in one spot,
but do not rinse your brush. Continue using yellow all over the paper, in
different shapes or overlapped areas. </div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
b.<span style="font: 7pt "Times New Roman";">
</span>When you switch colors, you have to rinse your
brush very good. Now select another color, like orange. Paint orange in a few
areas. </div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
c.<span style="font: 7pt "Times New Roman";">
</span>When students are painting, make sure that they
do not TAP their brushes on the side of the bucket, show them what ‘not’ to do.
When they tap, that makes the water splatter on other’s paintings and messes up
other student’s artwork. Instead, drag the brush gently on the edge of the
bucket.</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
d.<span style="font: 7pt "Times New Roman";">
</span>Students may use any color they want in any spot
they want, being careful not to put the same color right beside itself. Also,
white doesn’t show up good….and they should save BLACK for LAST because it
dirties up the water bucket quickly.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiInwgxu0ff6Ooioe6Xvt8ea6ADjsHCpyFzR8YFH95HwGjwT2lvWhk_9iSEKnP7MH5DeRSF1mMrcPLwWT0efEFpt2laj75iZ7cxpJRNMFzgxYxqiim04F0Z9MaHemfVfTXIJ-6jbhFPETM/s1600/_DSC0106.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiInwgxu0ff6Ooioe6Xvt8ea6ADjsHCpyFzR8YFH95HwGjwT2lvWhk_9iSEKnP7MH5DeRSF1mMrcPLwWT0efEFpt2laj75iZ7cxpJRNMFzgxYxqiim04F0Z9MaHemfVfTXIJ-6jbhFPETM/s200/_DSC0106.jpg" width="200" /></a></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
8.<span style="font: 7pt "Times New Roman";">
</span>After you are done painting all of the shapes on
your paper, have 3 teams start putting on paint shirts while the other 3 teams
start drawing the circles. This way, you can pass out the supplies and help
both groups and the paint shirt area isn’t too crowded. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiROYYzPmmmMHw3KRjleHsHXhzRBfWeRmRAiGZDR5RopAOh3e_M7_mDYwpfw8Wfgydj3qIhkTK4cuyGDnpaFZdWNPOH4M6zydOqirjIxtUNiKjplZn-ryA4vUHL4SViVhLHuS_YHZ3IJKc/s1600/_DSC0108.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiROYYzPmmmMHw3KRjleHsHXhzRBfWeRmRAiGZDR5RopAOh3e_M7_mDYwpfw8Wfgydj3qIhkTK4cuyGDnpaFZdWNPOH4M6zydOqirjIxtUNiKjplZn-ryA4vUHL4SViVhLHuS_YHZ3IJKc/s200/_DSC0108.jpg" width="200" /></a></div>
9.<span style="font: 7pt "Times New Roman";">
</span>Once everyone has gotten their paint shirts on,
and they are done drawing the circles MAKE SURE THEY WRITE THEIR NAME ON THE
BACK BEFORE THEY START PAINTING. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
10.<span style="font: 7pt "Times New Roman";"> </span>Pass
out the paint sets and the water buckets to every table. Remind them to use their first color in
several spots, before rinsing out their brush. Assist students as necessary to
make sure they are not tapping brushes, hat they are not mixing colors, and
they are trying to stay inside the lines of the circles. Encourage them to
paint a variety of colors.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
11.<span style="font: 7pt "Times New Roman";"> </span>When
students are finished, they should put their papers in the drying rack, we
always, always start at the bottom.
There are enough ‘sides’ on the drying rack for each class to fill up
one whole side. Please label the classes in the drying racks so I can grade
them when I get back on Monday. </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
12.<span style="font: 7pt "Times New Roman";"> </span>If
they need to wipe off their fingers, they may use the water buckets to do so,
only then should they take off their paint shirts.</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
13.<span style="font: 7pt "Times New Roman";"> </span>If
time allows, point out the ‘shape’ sheet on the red table. Students who have
dried off their table may grab a shape coloring sheet and a basket of crayons,
they can color it to take home.</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
14.<span style="font: 7pt "Times New Roman";"> </span>If
you find that you have a LOT of time at the end with a class, you can let them
cut out the shapes, but you probably won’t have time for that.</div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;">
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<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;">Notes:</b></div>
<div class="MsoNormal" style="margin-left: .25in;">
I’m attaching my procedure
information, please read over how I mark stars...the kids are mostly trained,
but it is still early in the year, and this is the first time we are painting!
As always, my seating charts are on the black table by the board. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;">Painting checklist before-you-paint: (for the sub)</b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: Symbol;">·</span>Fill
water buckets about ¼ full</div>
<div class="MsoNormal" style="margin-left: .25in;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDlM37l7b-Uoo1I_lM48PUlWvxj2WydMxXGz6YrBbKi82B6moocBNIToagtrAqkXo8DMEtVHzMi3apHo_PwUF6laTjji_Ot4iflq3mZHK1aCXNGsgouxXzlFJZz825TScl7i8oEnuJ-b4/s1600/_DSC0107.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="256" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDlM37l7b-Uoo1I_lM48PUlWvxj2WydMxXGz6YrBbKi82B6moocBNIToagtrAqkXo8DMEtVHzMi3apHo_PwUF6laTjji_Ot4iflq3mZHK1aCXNGsgouxXzlFJZz825TScl7i8oEnuJ-b4/s400/_DSC0107.jpg" width="400" /></a><span style="font-family: Symbol;">·</span>
Make sure each bucket has 4 paint brushes</div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: Symbol;">·</span>
Fill hand washing buckets with lukewarm water and a tiny bit of soap, each
should have 2 sponges for washing</div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: Symbol;">·</span> Fill a water bucket to use for the
demonstration at the front of the room and put a paint set on the pink table to
use….also, hang a white paper on the board for the demonstration</div>
<div class="MsoNormal" style="margin-left: .25in;">
<br />
<br /></div>
<div class="MsoNormal" style="margin-left: .25in;">
<b style="mso-bidi-font-weight: normal;">Painting checklist: after you paint (for the sub)</b></div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: Symbol;">·</span>
Put up chairs</div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: Symbol;">·</span> empty water buckets and lay brushes out
to dry (don’t forget the ‘teacher’ demonstration bucket)</div>
<div class="MsoNormal" style="margin-left: .25in;">
<span style="font-family: Symbol;">·</span>
Empty hand washing buckets and squeeze out sponges, laying then out to dry<br />
<br />
Perhaps I go a bit overboard, typing up a checklist and such detailed instructions, but I know subbing in art can be daunting to substitute teachers. Along with this written lesson plan, I leave visuals on the board, a copy of classroom procedures and my schedule.<br />
<br />
For this project students used tempera cakes, but watercolors would've worked just as easily!<br />
<br />
I displayed the results along with the '<a href="http://thislittleclassofmine.blogspot.com/2011/09/lines-to-be-or-not-to-be.html">line designs</a>' from earlier this year. A 'Line and Shape' display, it is really colorful and beautiful. I can't even tell which paintings were done with the sub and which were done under my careful instructions. I love how each person interpreted the same instructions differently. Some didn't follow the directions exactly, but the results were still beautiful. <br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqqzauGXil2_pruwdRkvMafUT2WW_RDWE1DTq8W7AZOfNwfaNmi0HaL4p1xcC6ol_yMpYYpSYestuhZG_iIz-zuLB16lkOO8wh_2bqpLET1oIKKtRcmXVy0qeGG2j-hHPMwjAan7FXa80/s1600/_DSC0099.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqqzauGXil2_pruwdRkvMafUT2WW_RDWE1DTq8W7AZOfNwfaNmi0HaL4p1xcC6ol_yMpYYpSYestuhZG_iIz-zuLB16lkOO8wh_2bqpLET1oIKKtRcmXVy0qeGG2j-hHPMwjAan7FXa80/s640/_DSC0099.jpg" width="640" /></a></div>
<br /></div>
<br />
<br />Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-69435075372086172452011-09-02T12:33:00.000-07:002011-09-02T13:09:08.127-07:00Lines: To be or not to be.<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-AV-LSRzWfYLSdMq_BMQbRVuOrU6hMTUnzmChj0a1okjNIajob1GCeiBCHifQZ7Gk2wRDp1hLO61Ogy7ziTnbiDwTug_33zPbqLhNpT2sNHLq8lLUaxqdMSJwwfpibiMtESqe266QtLg/s1600/_DSC0026.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-AV-LSRzWfYLSdMq_BMQbRVuOrU6hMTUnzmChj0a1okjNIajob1GCeiBCHifQZ7Gk2wRDp1hLO61Ogy7ziTnbiDwTug_33zPbqLhNpT2sNHLq8lLUaxqdMSJwwfpibiMtESqe266QtLg/s640/_DSC0026.jpg" width="424" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A simple hand-drawn line poster to reinforce lines used in art class. </td></tr>
</tbody></table>
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</style>My 5th grade brother said something this week that I think is worth noting as an art educator. He said, "Nellie, I wish you would've taken the art teacher job at my school. Since Mr. Tanner retired, we got a new girl this year and she is making us do very babyish projects.'<br />
<br />
Gage is very anti-baby anything, he thought the movie <i>Where the Wild Things Are</i> was babish, so I asked him what he meant by that. He said that she was making them do projects using LINES.<br />
<br />
Gasp! Lines are babyish? To a fifth-grader, lines probably are babyish. And boring. <br />
<br />
Immediately I knew that his art teacher has either recently graduated...or she was in school around the same time I was....art education curriculum at the university level is very interesting to me.<br />
<br />
My mentor teacher graduated about 15 years ago and at that time the emphasis was on multicultural curriculum and she infuses lots of culture and art history into her curriculum.<br />
<br />
Other art teachers who have graduated either just after my mentor teacher or just before I started, seem to have a big background in the elements and principles. I don't have any hard numbers or facts, I've just sort of noticed this trend in talking with colleagues. <br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjng3RFwrNhQfN3AKVeFJJlV2jmzFjbijc48Zz0qR4Yb1fJmoC7tladn7BVx8Vt0wPwOXtK8rTucpUt7diIBnliET42GMVCuhxLwmr9yOSAiJPyJNZpIaQdETEFl31MsLliVg8qrLfkvTs/s1600/_DSC0023.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjng3RFwrNhQfN3AKVeFJJlV2jmzFjbijc48Zz0qR4Yb1fJmoC7tladn7BVx8Vt0wPwOXtK8rTucpUt7diIBnliET42GMVCuhxLwmr9yOSAiJPyJNZpIaQdETEFl31MsLliVg8qrLfkvTs/s320/_DSC0023.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Pencil tray, lid to a plastic shoe box. Stacks easily.</td><td class="tr-caption" style="text-align: center;"><br /></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
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When I graduated, about 7 years ago, the emphasis was on D.B.A.E. <a href="http://en.wikipedia.org/wiki/Art_education_in_the_United_States">(Discipline Based Art Education)</a>. I don't organize my lessons to conform to the aesthetics, art criticism, art production, and art history as put forth in the Getty Model.... <br />
<br />
I think art is different than other subjects and the art experience has to be more fulfilling than say the mathematics experience. In college, when it came to designing lesson plans my education department forced everyone to conform to the <a href="http://coe.nevada.edu/ckeeler/lessonplantemplates/hunter.html">Madeline Hunter model </a>I have done a bit of studying on the new push to improve arts education using '<a href="http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ783195&ERICExtSearch_SearchType_0=no&accno=EJ783195">the big idea'</a> which makes a lot of sense but its difficult to wrap my brain around this method since I teach so many sections of kindergarten, it would challenging to implement. <br />
<br />
After Gage said that LINES were BABYISH, It made me wonder how many times teachers fall back on the elements and principles to drive their art curriculum...and how that effects student interest in art.<br />
<br />
It made me wonder if kids would be able to connect to art on a much richer level if more art history were incorporated, as much as possible, with less of an emphasis on the elements and principles. Perhaps there is no perfect art curriculum...you will never please every student with every project, but I do hope my brother gets to do some fun stuff this year. Maybe he just needs an attitude adjustment, a little bit of a challenge, or something really fun to spark his enthusiasm. <br />
<br />
I definitely use the elements and principals because they are emphasized in the Missouri Grade Level Expectations for Art at the Kindergarten Level...and well, you have to start somewhere with probably kids who have no experience with art. A basic lesson about lines is a great starting point for 5-year-olds because it is sort of a jumping off point....projects incorporating shapes generally follow because they are learning their shapes in their classrooms and it is a great reinforcement to use shapes in art. <br />
<br />
Below is the project I do with my kindergarten (and sometimes first) grade classes the third week of school. Generally, there is a short week because of Labor Day...so not every class will do this project. But I make up enough strips so that if I need to be gone, I can use it for a sub plan for the classes that missed art due to the holiday, later in the year. <br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfAwGuilmrkVRWi523gNgmtjJ0q0d062CTYyurbd2UDNOjoi0t52lumv6VcB765ywJDyFlCAAFuKt2VVhUbSVwcdy6S088HuT9PwgSbqR-7295Mh-LR5pmqYruFy4bYaNdFrzbo9Azw4U/s1600/_DSC0025.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfAwGuilmrkVRWi523gNgmtjJ0q0d062CTYyurbd2UDNOjoi0t52lumv6VcB765ywJDyFlCAAFuKt2VVhUbSVwcdy6S088HuT9PwgSbqR-7295Mh-LR5pmqYruFy4bYaNdFrzbo9Azw4U/s400/_DSC0025.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Classroom organization: use a box flat to separate papers by class.</td></tr>
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I admit, I saw this lesson on another blog....but I do not know where. I am not the original author. If someone leaves a comment with the link, I will add it here. <span style="font: 7pt "Times New Roman";"> </span><br />
<br />
<span style="font: 7pt "Times New Roman";"> </span>Explain that nearly every week in art, we would be
using lines. We can make lines with chalk, crayons, marker, with a paint brush, etc. Point out the line poster and draw lines on the board: zig
zag, wavy, straight, rainbow, curly-q, spiral.<br />
<br />
I thought it would be fun to play a couple of
games using lines. Let’s play the line hunt game: Find lines around the room,
use the line poster to pick out different types of lines: straight, zig zag,
wavy, curly-q, spiral, rainbow line. Have students quietly point to a straight
line found in the floor tiles, concrete wall bricks, ceiling tiles, etc. Have
students point to wavy lines, around the room. Try to spot spirals and have
students point to places where they see spirals.<span style="font: 7pt "Times New Roman";"> </span><br />
<br />
<span style="font: 7pt "Times New Roman";"> </span>Let’s play another game. Have students stand up.
Play the line game: make different types of line with their bodies: zig-zag
(walk like an Egyptian), vertical, horizontal, diagonal, diagonal the other way
(arms out like an airplane, tilted in both directions), wavy arms, rainbow
line, upside down rainbow, crazy spiral….just stretch it out for a few minutes,
repeating each line several times. Here are some images of the various lines in the game.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWoXKYfo5173dTj1Toz-QtBbOfy3R2wM3k7_mHwt8amCFvzw8202iUn8Jd-6AcVQQyDIvlUSHMGV-9ZznhtxwJ20eYfSTTVQkSoNaiVBwAfbqmNsyK95Hn_GQKDlxg4fJzvkstWT2AJwc/s1600/Picnik+collage+line+game.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="412" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWoXKYfo5173dTj1Toz-QtBbOfy3R2wM3k7_mHwt8amCFvzw8202iUn8Jd-6AcVQQyDIvlUSHMGV-9ZznhtxwJ20eYfSTTVQkSoNaiVBwAfbqmNsyK95Hn_GQKDlxg4fJzvkstWT2AJwc/s640/Picnik+collage+line+game.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"> <b> Line game. </b>Top row: 1. Vertical 2. horizontal 3. Diagonal 4. Diagonal the other way Bottom 1. Zig zag, 2. wavy 3. Spiral 4. Rainbow Line</td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"></td><td class="tr-caption" style="text-align: center;"><br /></td></tr>
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Have students sit down. Explain that we are
going to use lines to make a design. Explain that each table will get the color
that matches their table: red getst red, blue gets blue, etc.<br />
<br />
<br />
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DEMONSTRATE THE FOLLOWING:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJLhqC2IPuP6ih97rCuJ1_ZXKgUaPC8kOfrcVNbQSsEV3PMg8IGCRmT6V0A3lmddRasbLiV-WwODWtoB1jzGIxuij2nzXEjFCS-IAbmDl5b5jH9xqKkubm_P8Y60nCuOoaUlpGeool8W4/s1600/_DSC0240.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJLhqC2IPuP6ih97rCuJ1_ZXKgUaPC8kOfrcVNbQSsEV3PMg8IGCRmT6V0A3lmddRasbLiV-WwODWtoB1jzGIxuij2nzXEjFCS-IAbmDl5b5jH9xqKkubm_P8Y60nCuOoaUlpGeool8W4/s320/_DSC0240.jpg" width="320" /></a>a.<span style="font: 7pt "Times New Roman";">
</span>Demonstrate how use the buckets to find a
variety of colored strips. </div>
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b.<span style="font: 7pt "Times New Roman";">
</span>Write name on back of black paper in pencil. Lay
the colored strips out on the black paper. Try to use a variety of colors. Students could also glue a strip to the back and write their name on it in sharpie if you don't want to pass out pencil trays. ;-)</div>
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c.<span style="font: 7pt "Times New Roman";">
</span>Use glue sticks to adhere strips to front of the
black paper. Remind students not to eat the glue or smear too much or tear up
the glue sticks. I also explain that the glue needs to make a 'skid mark' on the strip or else there won't be enough glue...the paper will fall off. </div>
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d.<span style="font: 7pt "Times New Roman";">
</span>Demonstrate how to use sharpies to draw
different types of lines on each strip. Say: do not take the sharpie and
scribble all over the paper. On each strip, draw a different type of line.
Demonstrate a different line on each strip, use my examples as a reference.</div>
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Once you have demonstrated how to
do all the steps, pass out the buckets, then the black papers and pencils for
names, then the glue sticks, and lastly, the sharpies. You may have to go
around the room coaching students about how to ‘draw’ the line designs on the
strips of paper. Sometimes they don’t really understand what to do with the
marker.<br />
<br />
<br />
<br />
Save their creations, either show them how to
put their papers in the drying rack, starting at the bottom, or stack them,
making sure the really ‘gluey ones don’t stick together.<br />
<br />
If time allows, use the line drawing example to
show students how to draw an underwater scene to take home. It is important that students can draw a
line all the way across the paper. Demonstrate how to put a wavy line at the
top, straight line at the bottom, spirals can be turned into snails….a rainbow
line can become a jelly fish…and students can add a zig-zag line for seaweed.
IF they have lots of time left, let them draw other things like fish, sharks,
spongebob, etc. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBk-ftJuoPyyCsBrtZwdhyNoQ9czbm8Ey0huISZjl1tv4uJYRRj4GL0tE6r58xg7gsCegQV9hj5H9ieG1ATC5n36LvDpNpq4irsnJyuwWuzA-kQs8OsJk6ycWEhN1d3yrkxiZ1CjQa5Ew/s1600/_DSC0027.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBk-ftJuoPyyCsBrtZwdhyNoQ9czbm8Ey0huISZjl1tv4uJYRRj4GL0tE6r58xg7gsCegQV9hj5H9ieG1ATC5n36LvDpNpq4irsnJyuwWuzA-kQs8OsJk6ycWEhN1d3yrkxiZ1CjQa5Ew/s640/_DSC0027.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Example of drawing at the end, if time allows. </td></tr>
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Supplies needed for this lesson: buckets/tubs with colored strips--one per table, use a variety of colors in each bucket, colored construction paper cut into 1X6 strips, Glue sticks, Pencils, Black 6 X 12 paper, Sharpies, White paper for free time</div>
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Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com3tag:blogger.com,1999:blog-7813379638849611037.post-12245009475882283512011-08-29T14:15:00.000-07:002011-09-02T13:12:35.071-07:00Second Week of Art: A Kindergarten Script<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgK-VdmFrfAruF-NKbSautDquMPldZJWhrGjS3I4NPHLVEk7q9w_a8D78E_Cq0qB8KYJPGMc6zAkxndtlAAvMFWimVlFQLnfVqMkwKh6pJgrwhAEiNRVux2Oy9mOOw8IOj1omON3GPpeoQ/s1600/_DSC0044.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgK-VdmFrfAruF-NKbSautDquMPldZJWhrGjS3I4NPHLVEk7q9w_a8D78E_Cq0qB8KYJPGMc6zAkxndtlAAvMFWimVlFQLnfVqMkwKh6pJgrwhAEiNRVux2Oy9mOOw8IOj1omON3GPpeoQ/s320/_DSC0044.jpg" width="212" /></a></div>
The past couple of years, I briefly remember how much crying goes on in Kindergarten...and then I quickly forget after the first day of school. Since so many kids are now in preschool, the first day is much easier, without many tears from students (I often see blurry-eyed parents dashing out the door).<br />
<br />
But after that first weekend at home, kids realize that school is real and they have to go every day....and I always see way more crying the first Monday after the weekend.<br />
<br />
And if their first day of art is on that Monday, I QUICKLY remember how much crying goes on in Kindergarten. This year was no exception.<br />
<br />
There was so much crying this year. SO MUCH!<br />
<br />
Kids cry because they miss their mommies...they cry because they wanna go home...they cry because they ran out of time to make something they really, really wanted to make...they cry because someone is mean to them....they cry because they can't cut good or their drawing is all scribbly, after they did it that way last week.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBcWAA2TAfMl-l8xNB7K_3R17BlXFRc_r4pn2GWm7DAIzqMKsn3cOCnGC9MPnXVhZd6OrOKiutlDmkTRKkGh7dNGHndSP5byqciP8J1VWdRwTfKblV1cBKuuZ6yoJP3ctKubenIo8XocQ/s1600/_DSC0045.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBcWAA2TAfMl-l8xNB7K_3R17BlXFRc_r4pn2GWm7DAIzqMKsn3cOCnGC9MPnXVhZd6OrOKiutlDmkTRKkGh7dNGHndSP5byqciP8J1VWdRwTfKblV1cBKuuZ6yoJP3ctKubenIo8XocQ/s320/_DSC0045.jpg" width="212" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvnvORizFz5nGojzeb04FBOjLPdH6Y1wTVR7Sd-f-uU4R94Ahlt4C7UloIPGafWag8lHGu0SUuvysggVC4mylz70OEYSLgLE5-b2Pa28eyXd76_zFFhDYygFyguft4jwRT2j-xLGOmhf4/s1600/_DSC0046.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvnvORizFz5nGojzeb04FBOjLPdH6Y1wTVR7Sd-f-uU4R94Ahlt4C7UloIPGafWag8lHGu0SUuvysggVC4mylz70OEYSLgLE5-b2Pa28eyXd76_zFFhDYygFyguft4jwRT2j-xLGOmhf4/s320/_DSC0046.jpg" width="212" /></a>It is exhausting and it is hard to make the lesson fun when someone is wailing and refuses to go to the safe spot, refuses to hold the little 'calm down bear' I keep in my room just in case such a situation arises...but with this trusty script, I am able to keep the plan moving and try to barrel forward with lesson regardless of Moaning Mertle Missing her Mommy. <br />
<br />
I hope I don't sound hopelessly impatient. I promise, I'm not...but after doing this lesson over 60 times, it is hugely successful for the second week of school, even with a few criers here and there. <br />
<br />
When students walk in to art, I remind them to find their chair from last week. If they cannot remember or they were not here, wait at the front and I will help them once I close the door.<br />
<br />
<a href="http://thislittleclassofmine.blogspot.com/2011/08/first-week-of-art-kindergarten-script.html">To read the first week of art script/lesson plan, click here.</a> <br />
<br />
Once students are seated, I go around the room with the seating chart I wrote down last week. I say, 'I'm going to point to you and say your name...if I get it write, just smile at me, if I get it wrong, help me say it right or if you are in the wrong chair, I can help you find the right one.'<br />
<br />
After checking the seating charts, I remind them of my name. Then I point out the color chart at the front of the room and begin writing stars. I take 30 seconds to remind them how they can earn stars by being good listeners at the beginning and by doing a good job of cleaning up at the end. Then, I have them all point with me to each of the three places in the room with the 'hands off' symbol.<br />
<br />
I quickly demonstrate how to draw a person on the board, since I showed them last week, they should remember how we did it, but sometimes there are new students in the room who have no clue what is going on.<br />
<br />
I explain that I will hand back their drawings with the sharpie markers. If they forgot to trace their name or they forgot to trace their eyes or they wanted to draw a few more details, take just a second to do that with the maker...if they don't need the marker, they can leave it on the table and I will hand them the crayon basket.<br />
<br />
I demonstrate how to find a skin color, hair color and shirt color and I literally color each one of those things on the drawing that I made last week. I say, 'Don't just take a green and scribble everything in green, do your very best coloring, making this look just like you.'<br />
<br />
In order to demonstrate this step, I drew myself in front of every class and I saved my version in the class boxes so that I could continue the demonstration this week.<br />
<br />
I point out my finished examples hanging on the board and explain that I am going to stop coloring mine and show them how to cut it out. I point to a big red bucket and explain that I will put this on their table after they have had a few minutes to color...they can grab a pair of scissors from the bucket and use them to cut out their drawing. This is a good time to remind them about scissor safety: don't cut clothes, skin, hair, only cut your paper. <br />
<br />
If someone has a lot of fear about cutting, I demonstrate drawing an oval around one of my sample drawings...and tell them they can cut on the oval. If someone feels confident about cutting, they can cut on the black outline, but I suggest everyone 'shadow' cuts their paper.<br />
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Each example of cutting: oval drawn around, shadow cutting, and cutting right on the line <br />
<br />
I say, ' Now shadow cutting means you cut it out, but you leave a white outline or 'shadow' around the outside edge of your drawing....last week, a boy wasn't shadow cutting, he was cutting right on the outline and you know what he did? He cut his head right off!....now if you are cutting and you accidentally cut off something important like your head or arm...its okay, don't cry (did I mention that there is a lot of crying in kindergarten?!)....don't cry, just save your arm or head (I am saying all of this as I shadow cut out my example).....and I can fix it. All of your scraps and trash can go into the red scissor bucket on your table. <br />
<br />
Now, mine is cut out, I'm also going to snip off this strip that has my name on it. You will grab your drawing, your name and anything you accidentally snipped off and you will bring it to the front.....'<br />
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I shuffle across a big red paper taped to the board...."This says 'Mrs. Smith's Class'....when you come up to the front, I am going to ask you, "Keegan, where do you want to go? James, where do you want to go? And you will tell me, near the baby blue cardinal, near the title, or near a friend, and I will glue you on to this big red paper. This paper is a mural, say that with me, MURAL...good!<br />
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<div style="text-align: center;">
kindergarten mural</div>
<br />
Now, when your teacher arrives at the end of art, I will surprise her with this beautiful creation and she will LOVE IT! She will say, 'OH, I LOVE IT, IT IS SOOOO BEAUTIFUL!"<br />
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<div style="text-align: center;">
first grade 'super' mural </div>
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'Now when I get done gluing you to the big red paper, you can go back to your chair," I shuffle back to the other side of the board. 'Since I am keeping the big drawing we did last week for your mural, I want to give you a chance to make something to take home today. I showed you how to draw yourself on a big paper, today you get to draw yourself on a little and small paper. In the red bucket with the scissors, there are some small pieces of paper.<br />
<br />
Grab one and draw yourself again, the same way we did last week (I demonstrate as I talk). Head, body, details, you can use a sharpie or a pencil. Then color it, just like the big one, skin, hair clothes colors. Then cut it out. Then in the bottom of the red bucket are some craft sticks. You will be taking your mini-you and gluing it to a craft stick....this way, it becomes a PUPPET! (Lots of oohs and ahs!) <br />
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I demonstrate how to put a big dot of glue at the top of the stick, then press the puppet's legs onto the glue dot and hold, counting to 30 (or as high as they can). I do the wiggle test, if the puppet stays, it will be on there for ever, if it falls off, press it to the glue and hold a little longer.<br />
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'Now, if you make your puppet like mine...(I show them a really good one I made), you may have time to make a friend. This is my student.' I put on a little puppet show for them using puppet voices: "Hi Mrs. Mitchell, what are you doing today?" "Oh, just getting ready to go make some art." "ooh, can I come, that sound fun!" "Sure, here we go!" "doo do do do do do!"<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnY5RmVtEhZb22P9GrfxJ-qKm7OfJ4E4zJ4RUBvNcc9vagaP17eK3k2rY-ESuL_w72ihFcJdAgfkmzT89If_s2tUeTBjeWaSpKkp1K-4CF47cHilKuq6vfMz8-mpR8Pnvc3dXfkR-IW0Y/s1600/IMG_3100.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnY5RmVtEhZb22P9GrfxJ-qKm7OfJ4E4zJ4RUBvNcc9vagaP17eK3k2rY-ESuL_w72ihFcJdAgfkmzT89If_s2tUeTBjeWaSpKkp1K-4CF47cHilKuq6vfMz8-mpR8Pnvc3dXfkR-IW0Y/s320/IMG_3100.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is Michael Jackson's ghost...You know, Michael Jackson, he died? This is his ghost.</td></tr>
</tbody></table>
By this time, the students are so excited to make their puppets, they are dreaming up ideas for their 'friend' puppet...I tell them they can make baby brothers, mom, dad, cat, dog, teacher, whomever they want to put on a show with.<br />
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<br />
Then I pass out the drawings, sharpies, crayons, scissor buckets...staggering each item so that students have a chance to work with each thing in between otherwise they will just grab the scissors and start hacking it up without coloring it. I go around and help make a big oval for students that might have trouble cutting. Once students start bringing me their picture for the mural, I remind them to go make their puppet.<br />
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Then, with less than 15 minutes left, I pass out the glue. I put two glue bottles on every table so kids have to share. I have found that by restricting their time with the glue, I force them to take longer on each puppet, and they make fewer messes (there are still some messes though). Also, I wait until I have every big drawing glued to the mural before I pass out the glue, it helps me keep track of who hasn't gotten theirs on yet. <br />
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Just like the first week, I give the 'ONE MINUTE WARNING', flash off the lights and count the stars. When students line up, I have them take their puppets.<br />
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<br />
"Hold up one puppet, we are going to do a mini puppet show in line....now use your best puppet voice to repeat after me: S-M-I-L-E'. Good. Now on the count of 3, we are going to have a puppet dance party, here we go: '1.2.3.DANCE.DANCE.DANCE.'<br />
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<br />
'Now stop. On the count of 3, puppet rodeo....on the count of 3...puppet floating in space...puppet swimming...puppet karate...(I do two or three until we are out of time and the teacher is waiting in the hall.) <br />
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'Now, look at your puppet and say 'shhhhh, puppet be quiet in the hall'.....now tuck your puppet in somewhere safe...remember, no puppet shows in the hall, we just had a fun one! When you get to the room, put your puppets somewhere safe, like your cubby, backpack or folder, where ever your teacher tells you and then when you get home, you can put on a puppet show for your mom, dad grandma, cat, dog, baby brother or sister.'<br />
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<br />
At that time, I quietly open the door, reminding students to show me their smiles...and I hand the teacher their mural where she oohs and ahhhhs......<br />
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<br />
In between each class, I take all of the trash from the buckets, refill them with more sticks, and puppet papers and I organize the glue, sharpies, and crayon baskets so that they are easy to distribute for the next class. I quickly grab the next 'mural' paper and hang my example for the next class on the board. I determine if anyone was absent in the next class and make sure I am ready to find them a chair, since it will be their first time in art, and I make sure I have an extra paper ready for them. I quickly glance over the seating chart and try to memorize at least a few names so I can call on them during class. <br />
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For kindergarten, I get a wide variety of finished outcomes...even though I do a directed drawing the first week. This project teaches me much about my students and where they are developmentally. <br />
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I do basically the same lesson for first grade, but first grade classes are 10 minutes longer so I set up my art easel, shut off one row of lights and use it as a puppet stage. The kids love going up to the front to put on a mini show for the class.<br />
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Also, I have the 1st graders draw themselves as super heroes for the mural, with magic pens and paintbrushes, capes and masks....it is a fun change for me since I do the lesson so repetitively!<br />
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Supplies needed for this lesson: 6X12 drawing paper (from week before), sharpies, crayons, scissors, glue, craft sticks, small white paper for puppets Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com1tag:blogger.com,1999:blog-7813379638849611037.post-69047088412550535242011-08-29T13:17:00.000-07:002011-09-02T13:11:15.566-07:00First Week of Art: A Kindergarten Script!<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL_fwGGiakp_av6eXvdLdGl6hdCnvXH_bZAGUSQTUh4JhtfhTBUbEv66C5BhbVAVIODgH7Dg6yk3w1cPHMzyytDPyfqpM8YRKRbmjqU-Z_9HpNsJQ3ccABDfLmNdmF4pifxf1snW5niK4/s1600/_DSC0239.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN2mimmQ7lmoh8HccF4U1FrADkX47j3bsKtQqAMXjkvXRHBUS8WdiiQTqEUci1pxFM6PMyuuThU4kL464LDzTbPRczxw2YGw25cD1BjpUGDS6OcQd8r4vVHh4pvETAdgsbIEVZ7sZGmW4/s1600/_DSC0055.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN2mimmQ7lmoh8HccF4U1FrADkX47j3bsKtQqAMXjkvXRHBUS8WdiiQTqEUci1pxFM6PMyuuThU4kL464LDzTbPRczxw2YGw25cD1BjpUGDS6OcQd8r4vVHh4pvETAdgsbIEVZ7sZGmW4/s640/_DSC0055.jpg" width="394" /></a><br />
Ah, the first day of school.<br />
<br />
Many teachers do some sort of fun project using letters or first names...but since I have eleven classes of kindergarten, I have way too many little five- (and just barely five) year-olds to get away with anything that involves writing names. So many of my students come to school not knowing how to write their name, and some can't even identify any letters, let alone write them.<br />
<br />
It is challenging to find the perfect lesson for the first day. My mentor teacher came up with the perfect plan. I'm going to share it with you (Thanks Mrs. Clark!) <br />
<br />
I thought it would be helpful for you and for me and any student teachers I may have in the future if I wrote out my 'first day script'. Sometimes it can be daunting to think that you have to go over ALL of your procedures the first week of school....and I definitely don't do that. I go over the main ones: how to line up, what to do when you first walk in, what my expectations are and I save the painting procedures for the first day of painting. <br />
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I am a firm believer that my very best lessons are scripted. I am not suggesting that I write an extensive script like the one below for every lesson, but I do spend my drive to work and my morning duty time rehearsing what I am going to say and in what order so that when the kids come in, I know what will work best and I can be confident in my delivery.<br />
<br />
Be advised, I've done the lesson plan you are about to read over 60 times....and over a hundred if you count the number of times I have done it with my older classes using a different first day of art project. <br />
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Look for my second day 'script' coming soon. <br />
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When students arrive, I show them to their seats. I always request that the teachers kindergarteners to art wearing name tags the very first week. This is tremendously helpful since some kids can't say their 'r's and when I ask their name it sort of sounds like 'raryawa' and I am totally confused. With a name tag, I can call everyone by name.<br />
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I point to the chairs and assist each student to their 'new' art seat. I try to put two girls and two boys at every table. If it appears that one might need special assistance (because of behavior issues or special needs, I try to put them a table near the front). <br />
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First I tell them my name and then have them repeat it. I say, 'Welcome to art. Look around, this is the art room. We will be doing all kinds of fun things this year, today we are going to do a drawing but sometimes we will paint, color, fingerpaint, use clay, markers, we will cut and glue and do all sorts of fun projects this year.'<br />
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"I must tell you, art may seem like you are in here for a long time. That's because you are. Art is 50 minutes (I say, dramatically). Almost an hour, and every minute is important because we have to have plenty of time to clean up any messes we might make when we paint or do messy projects. You will have art every Friday Morning. You get to have p.e. three times, and music two times, but art is only one time each week.'<br />
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'When you come to the art room, you will sit in the same seat you are sitting right now, each week. Look at who is sitting beside you, and across from you. These are your new teammates. Because in art, we play a game every week. You are now part of a team...' Pointing to each table color I say, 'You are the red team, you are the yellow team, you are the green team, etc.'<br />
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'And if you come in and sit down quietly I will mark a star on the board beside your team color. I will keep marking stars all the way down until each team has a star. At the beginning of art, you have a chance to earn lots of stars because I am usually giving you instructions or demonstrating what to do or reading a book. I need everyone to be quiet while I am talking so I want to reward you with stars if you are doing a good job. '<br />
<br />
'Now, sometimes I may only give one star to one team. Or I may go all the way down marking stars and I might skip your table.....that means I am trying to get your attention.' <br />
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'There might be times when I need your attention but marking stars doesn't work. Perhaps someone at your team is talking or messing with the other team members instead of paying attention. I would give that team a 'first warning' by saying 'blue team, Stop talking. This is your warning, you are about to lose a star.' <br />
<br />
'Sometimes that works. But sometimes, I have to erase a star from blue team if they keep talking after their official warning. Now, they can always earn that star back by doing what they are supposed to do, but by that time, they will be way behind the other teams.'<br />
<br />
'Now, let's say that there is one person who is having a bad day. One person who is talking or messing with the other kids in the room and taking a star away doesn't work. Maybe this person is starting a fight or having a tantrum. Rather than keep him or her at the table, I would send them to timeout.'<br />
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At this point I always ask someone to be my volunteer and pretend to be in trouble. I send that volunteer to the timeout table.<br />
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'Do you see Johnny, in timeout? Okay now everyone, pretend at your table like we are finger painting...do it, pretend to fingerpaint. Okay, now look over your shoulder and smile at Johnny. Because you get to have fun and fingerpaint, and he does not...he is in time out....does time out look like a fun place to be? NO! You don't want to get sent to timeout in art because you would miss out on fun things and I also send a note home to your mom and dad and you teacher will see it...so you will probably get in trouble again with your teacher and your mom and dad.'<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL_fwGGiakp_av6eXvdLdGl6hdCnvXH_bZAGUSQTUh4JhtfhTBUbEv66C5BhbVAVIODgH7Dg6yk3w1cPHMzyytDPyfqpM8YRKRbmjqU-Z_9HpNsJQ3ccABDfLmNdmF4pifxf1snW5niK4/s1600/_DSC0239.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgL_fwGGiakp_av6eXvdLdGl6hdCnvXH_bZAGUSQTUh4JhtfhTBUbEv66C5BhbVAVIODgH7Dg6yk3w1cPHMzyytDPyfqpM8YRKRbmjqU-Z_9HpNsJQ3ccABDfLmNdmF4pifxf1snW5niK4/s640/_DSC0239.jpg" width="342" /></a>"Now, Johnny, you can go back to your seat, everyone clap for Johnny....you have to be very brave to pretend to be in trouble. I'm giving Johnny's team an extra star. I have had kids who were pretending to be in timeout, that actually started crying because they though they were really in trouble, even though they were my volunteer.' <br />
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'You will earn stars at the beginning of art, and you will earn lots of stars at the end of art. At clean up time, you have a chance to jump ahead of the other teams if you are the first team that is cleaned up and ready. At the end of art, every week, you will hear me say "ONE MINUTE WARNING". Once I give the one minute warning, I will be watching the clock, and backing over towards the lights. Once one minute is up, that is when I will flip of the lights. When the lights go out, you need to be in your seat, the supplies slid into the middle and your head goes down. Let's practice.'<br />
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'I want you all to pretend like you are cutting something out. When I say 'one minute warning', pretend to cut really fast, or stop cutting and slide your scissors in the middle. When I get over to the lights, you have to put your 'pretend scissors' down and put your head down. Let's do it. ONE MINUTE WARNING. '<br />
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'After the lights go out, put your heads down, and I will rush to the board to mark stars for the teams that are ready. Ooh, red team is totally ready...green team has some trash on the floor, pick it up!....blue team, sit down....Sally, hurry back to your chair from the trash can, time is up!! I will be quickly marking stars on the board.'<br />
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'The team with the most stars at the end of art will win a prize. Today, you may pick one high five sticker. Sometimes I may have glitter stickers...or rainbows, or footballs, or dinosaurs. Hold up one finger. If your team wins, you get ONE sticker. Only ONE team can win...so you won't get a sticker every week, only one table...the best table gets a prize, so you DO want to earn stars by sitting quietly and cleaning up.'<br />
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At this time, I cross to the expectation posters I have in the room.<br />
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'In art, I expect you to be 'polite listeners,' I say, pointing to the poster that says BE A POLITE LISTENER. 'Being a good listener means you are looking at the teacher, keeping your hands and feet quiet. Give yourselves a pat on the back, you are all doing that now!'<br />
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Pointing to the other posters I explain what each one means: USE ART MATERIALS WISELY (do not cut your clothes, do not paint your hand, BE A GOOD TEAMMATE (sharing, using manners), SHOW RESPECT TO OTHERS (don't say mean things about other people's artwork).<br />
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'In art, I want you to learn, have fun, but I also want you to stay safe. Take a look over here,' I say, pointing to the sink. 'In art, students do not use the sink. See how there is a 'hands-off' symbol posted near the sink? That means DO NOT TOUCH HANDS OFF.' I turn on the water, 'the sink is dangerous because the water at the school gets very hot in the art room...I don't know why but I have scalded my hands in the water because I forgot and turned it on hot...it is dangerous...and it is loud when the water is running!'<br />
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'Right here we have the drying wracks...say that 'drying wracks'.....'Do not bang on the drying racks, they make lots of noise and it is loud and annoying.'<br />
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'Perhaps the most dangerous thing in the artroom is the paper cutter,' I say, pointing to the paper cutter. Sliding a sheet of paper under the blade, I pull it down, making a loud SLAMMING noise...'Never, ever touch the paper cutter...don't even joke about touching it. DANGER!'<br />
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I make my way over by the smartboard. 'This is the smart board, say that smartboard. This like an awesome big screen t.v. that hooks up to my computer, I can show you all sorts of things on my computer using this camera (pointing to the projector)....but please do not touch it. Do not touch the pens at the bottom because you could tear them up...do not use art supplies over here and do not touch it with your messy art fingers...this is very expensive and if you tear it up, your parents would have to buy me a new one and it would be more expensive than any big screen t.v. you might have at home.'<br />
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'The last thing I want to show you is how we line up. In art, we line up here. We make a boy line and a girl line,' I say pointing and standing in the spot where we line up. Sometimes the line leader does not line up first because the line leader might be getting a sticker...if you are the first girl or the first boy over here, save a spot for the line leader so they may come to the front when they get to the line'.<br />
<br />
'Now, does anyone remember my name?'....crickets.....<br />
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'My name is Mrs. Mitchell. Say that with me: Mrs. Mitchell'.<br />
<br />
'Now, I just showed you three spots in the room with a hands-off symbol: everyone point with me to the SMART BOARD, very good....now point to the SINK.....very good...now the PAPER CUTTER....never touch the paper cutter, very good." <br />
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'We are about to get started with our project for today, but first, I need to see how big you are...and tall you are...everyone STAND UP.'<br />
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We have been sitting for way too long at this point, and the kids need to move a bit before we start the project. <br />
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'Very good....wow, you are tall....you are big....now, raise your hand if you are 5....good...now raise your hand if you are 6.....very good....now raise your hand if you are 7? 4? Okay great, everyone in this room is either 5 or 6 or 28! Now, show me your muscles! Wow, you are big and tall and strong, very strong!"<br />
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'Now, sit down.'<br />
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'Today, we are going to be drawing ourselves on a piece of paper to be as big and tall as the paper. I know that some of you might think that you already know how to draw people, but I want you to draw what I draw....because I want to see if you can do that. So here is what I want you to draw....'<br />
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'First, draw a circle for your head. Give me a thumbs up if this looks easy and a thumbs down if this looks hard. Easy or hard? Easy, okay...now, draw two lines down for the neck. Easy or hard? Easy, okay...now draw a box, or a square or a rectangle shape for the shirt area....easy or hard? Easy...okay, some of you are saying hard. So here is what we will do, if you think you can do this, I want you to draw these three things and then stop and hold up your paper.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqyX2tLNxLl2GsNAScCQfVgrjkxqTxUTg92NnYk5KI3Yxy6iJYaM-ZGn6cb5fZpSo1dw9L0c4GQnUxrtKW7JDAlHEhyphenhyphenVp6UT2fJ94QXO-C182zhszmzqEluippHkrGwuXDjIpyW094eVo/s1600/_DSC0056.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqyX2tLNxLl2GsNAScCQfVgrjkxqTxUTg92NnYk5KI3Yxy6iJYaM-ZGn6cb5fZpSo1dw9L0c4GQnUxrtKW7JDAlHEhyphenhyphenVp6UT2fJ94QXO-C182zhszmzqEluippHkrGwuXDjIpyW094eVo/s640/_DSC0056.jpg" width="322" /></a></div>
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Once I look at it, I will give you a thumbs up...you can put your paper down...and then wait for me to check everyone else's...if you think this is hard, draw the head and hold up your hand and I will try to help you with the rest. If you see me give you a thumbs up, put your paper down....and wait....if I say 'make it bigger, draw another line' or whatever, make the changes and then you will be ready for the next step. I'm going to give you paper, and a pencil tray. There are 4 pencils on every tray. Please try not to bite off the erasers....on Friday, I picked up a tray and all 4 erasers were bitten off----EW! gross!'<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk9gO-ZWU52rELlWyN8gDkxPvbyzCa9FoFOCycPXclsDQtLNeetTgbn5nlq3l04es-RGz7Y1wdSCHuTPgP2rBgldgi-OCAnNC2RNUtPy3qYQMlP9FeqJEbb8I72BPqqlCZuHs3Jie9Dlw/s1600/IMG_2942.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk9gO-ZWU52rELlWyN8gDkxPvbyzCa9FoFOCycPXclsDQtLNeetTgbn5nlq3l04es-RGz7Y1wdSCHuTPgP2rBgldgi-OCAnNC2RNUtPy3qYQMlP9FeqJEbb8I72BPqqlCZuHs3Jie9Dlw/s320/IMG_2942.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is one of my favorite drawings ever!!</td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhN2mimmQ7lmoh8HccF4U1FrADkX47j3bsKtQqAMXjkvXRHBUS8WdiiQTqEUci1pxFM6PMyuuThU4kL464LDzTbPRczxw2YGw25cD1BjpUGDS6OcQd8r4vVHh4pvETAdgsbIEVZ7sZGmW4/s1600/_DSC0055.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a>Pass out supplies. Assist as necessary. Sometimes I get them started with the head...sometimes I try to draw all three and have them just add legs and arms...Depending on where they are developmentally, some students are incapable of drawing a human with a neck, a body and arms and legs...especially if they still see humans as a circle with arms and legs.<br />
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This project gives me an indication of where they are developmentally. If they can add lots of details, they are advanced...if they can't even finish when I draw the first three things, then they are way behind.<br />
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Draw remaining steps: legs and arms, hair, and face details. Have everyone go step-by-step with me. Have students point to the shirt, then draw something they like on the shirt, whether that is spongebob or a football or hearts....Now if students know how to write their name, I have them write their name on the front. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHr2TOWoQclsjn0LZtwcbkpQioRKMc96Grm_yCHopApNaQv8tmEPQBeBzcVHYHVNN2YaCkwvXWKX3Mn-iM_9t8T3JkezP3xr7EDwtCXvxaj9JHeAMk1tg9WEDwyE4GoURmn1wFzWwR1Vw/s1600/_DSC0238.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHr2TOWoQclsjn0LZtwcbkpQioRKMc96Grm_yCHopApNaQv8tmEPQBeBzcVHYHVNN2YaCkwvXWKX3Mn-iM_9t8T3JkezP3xr7EDwtCXvxaj9JHeAMk1tg9WEDwyE4GoURmn1wFzWwR1Vw/s640/_DSC0238.jpg" width="308" /></a> Demonstrate how to trace over lines with a sharpie marker. Explain that sharpies can ruin a perfectly good drawing. Never draw with the sharpie on the back! Never scribble over the whole paper, it will be ruined. Show them an example of one that IS ruined!<br />
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'Now sharpies can stain your clothes and skin so be careful!' While students are tracing their drawings, I go around the room and help the ones that can't write their names.This is also when I go to each student and write their name down in my seating chart book....if teachers send them with name tags, it helps tremendously. I always request name tags!<br />
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If time allows, give students erasers to erase any pencil lines that still show through.<br />
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By this time, we only have about 5 minutes left. I announce the 'ONE minute warning'...and watch to see that they are nearly ready....then I have them put their papers in the middle, start putting their heads down as I flash off the lights. I rush to the board and mark stars for teams that are ready. I give stickers to the team with the most stars, and then line up the the other tables by the door. I remind them to save a spot for the line leader as they line up. <br />
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At the door, I have them repeat after me: "S-M-I-L-E'...emphasizing the 'eeeeee' so that it makes them smile....I say, Smiles on, voices off, we are going in the hall....just as I open the door and greet their teacher. I try to remember to ask if anyone was absent when they arrive, but sometimes I ask at the end, so that I can write their name on a sheet of paper so that they will have a paper to draw on the very next week.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ01abheHYKuGS6yXCr24ecx9k1ehJ7oF2l6IMDBihv_lvbCtzunCsYYSI9WXWPqdDEAy6P3Z7X9ngqh4cgaFtfrcluvngRA8YcBECVK8Xf8gxZMCeM2gXW5iKMHzEcH9w9Xbs9PF9e00/s1600/_DSC0237.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ01abheHYKuGS6yXCr24ecx9k1ehJ7oF2l6IMDBihv_lvbCtzunCsYYSI9WXWPqdDEAy6P3Z7X9ngqh4cgaFtfrcluvngRA8YcBECVK8Xf8gxZMCeM2gXW5iKMHzEcH9w9Xbs9PF9e00/s320/_DSC0237.jpg" width="177" /></a><br />
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And that is how I do it. It may seem like I talk a lot...and I do...but I try to move around...it is probably the longest lecture I give the entire year to kindergarteners...and it is only between 15-17 minutes at the most.<br />
<br />Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-73384301137687612222011-01-21T13:14:00.000-08:002011-01-21T13:14:22.818-08:00Greedy Zebra Collage<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4CB45H_-vMGSVc2lL5mitCucwgICkU2fx-GHBKuUHeggmUJ9rJHOhnT1eOaIZfKa5PkzZ9FxULOQ6BdnZDess3yatL8m-xaBzvxYbMVICwh8DMkwwqOnwdBzaJ3kMv6j2uETvgLuAx5Y/s1600/Greedy_Zebra.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="208" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4CB45H_-vMGSVc2lL5mitCucwgICkU2fx-GHBKuUHeggmUJ9rJHOhnT1eOaIZfKa5PkzZ9FxULOQ6BdnZDess3yatL8m-xaBzvxYbMVICwh8DMkwwqOnwdBzaJ3kMv6j2uETvgLuAx5Y/s400/Greedy_Zebra.jpg" width="252" /></a></div><div class="MsoNormal"><div class="MsoNormal"><span style="font-size: large;"><span style="color: black; font-family: "Lucida Grande";"> </span><b><i><span style="font-family: "Gill Sans MT";">Resources to Consider </span></i></b></span></div><div class="MsoNormal"><span style="font-size: large;"><b><i><span style="font-family: "Gill Sans MT";"></span></i></b></span></div><div class="MsoNormal"><b>Book</b><i>: Greedy Zebra </i>by Mwenye Hadithi, Adrienne Kennaway (this book is part of a series of African stories)</div><div class="MsoNormal"></div><div class="MsoNormal">Images of zebras</div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Intended Grade Level(s): 1<sup>st</sup>-2<sup>nd</sup> </span></b></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Estimated Class Period(s): </span></b><span style="font-family: "Gill Sans MT";">One and a half</span></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Materials Required: </span></b><span style="font-family: "Gill Sans MT";">white</span><b><span style="font-family: "Gill Sans MT";"> </span></b><span style="font-family: "Gill Sans MT";">12X18 #80 paper --2 sheets, 9X 16 green rectangle, black rectangles for tearing the stripes of the zebra, green tissue paper, black crayons, scissors, glue, black paint and small brushes, green tissue paper, black yarn</span><br />
</div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Goals and Objectives: </span></b><span style="font-family: "Gill Sans MT";">The goals of this lesson are technique and procedure based. </span></div><div class="MsoNormal"></div><b><span style="font-family: "Gill Sans MT";">GLEs Accomplished In Lesson: </span></b><b><span style="font-family: "Gill Sans MT";"><br />
</span></b></div><div class="MsoNormal"></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">2<sup>nd </sup></span></b><span style="font-family: "Gill Sans MT";"> <b>Grade</b> PP 1.B Paint lines with control of the brush, 3.G Create an artwork that communicates ideas about themes: nature </span></div><div class="MsoNormal"><span style="font-family: "Gill Sans MT";">EP 1.A Identify and use wavy lines</span></div><div class="MsoNormal"><span style="font-family: "Gill Sans MT";">1.F Identify and use light and dark values</span></div><br />
<b><span style="font-family: "Gill Sans MT";">Procedure (Guided Lesson, Instructions, etc): </span></b><br />
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</style> <div class="MsoNormal"></div></span><div class="MsoNormal" style="font-family: inherit;"> Read the book, show images of zebras (I made a poster covered in cool zebra pictures), read the book Greedy Zebra, demonstrate project in steps. </div><span style="font-weight: bold;"><div class="MsoNormal" style="font-family: inherit;"><b> </b> <style>
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</style> </div><div class="MsoNormal" style="font-family: inherit;"><b>Project (Steps, Examples, etc): </b></div><div class="MsoListParagraphCxSpFirst" style="font-family: inherit; text-indent: -0.25in;"><b>1.<span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span><span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></b><span style="font-weight: normal;">I explain that students can make a fat zebra that is busting out of his black coat, or they can make a zebra that looks more like the zebra on the cover of the book. I show them a ‘fat’ one with all the threads busting out on the last page of the book and one that I drew. I actually only demonstrate the first one on the board.</span></div></span><span style="font-weight: bold;"><div class="MsoListParagraphCxSpMiddle" style="font-family: inherit; text-indent: -0.25in;"><b>2.<span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span><span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>I show the zebra drawing step-by-step. Step one, with a black crayon, draw an oval for the body. S</b><span style="font-weight: normal;">tep two, draw the neck, head, 4 legs, ears and a tail. I show them that some things </span>need to be colored in solid <span style="font-weight: normal;">black</span> (like the ears and the circle for the eye nose,, tip of the tail and maybe the hooves).</div></span><span style="font-weight: bold;"><div class="MsoListParagraphCxSpMiddle" style="font-family: inherit; text-indent: -0.25in;"><b>3.<span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></b><span style="font-weight: normal;">For the zebra’s stripes, students are to tear a black rectangle into strips. This is hard for some kids, but it is really good for building fine motor skills. They are supposed to tear skinny strips and glue them on the belly, some should start at the top and some at the bottom so they can meet in the middle. Students should also make strips for the neck and legs. If they have trouble, they can go back and add more stripes with a black crayon.</span></div></span><span style="font-weight: bold;"><div class="MsoListParagraphCxSpMiddle" style="font-family: inherit; text-indent: -0.25in;"><b>4.<span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></b><span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span><span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span><span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span><span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span>I had a painting station set up for students to paint the frames. They were to write their name on the back of a white piece of paper and when I call them to the paint station, they are to paint black stripes on white paper—edges only. This would’ve looked cool w/white paint on black paper, but I have a much larger stock pile of white paper so it made sense to just use black paint. They did this at the same time that everyone else was tearing the strips for the zebra's body.<b> </b></div><div class="MsoListParagraphCxSpMiddle" style="font-family: inherit; text-indent: -0.25in;"><b>5.<span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></b><span style="font-weight: normal;">Put everything in the drying wrack and look at books about Africa when finished. (I may have had them start an African mask sketch if they had free time….I had a handout of various African masks available, they were to study it and start planning an African mask on a small sheet of paper.)</span></div></span><span style="font-weight: bold;"><div class="MsoListParagraphCxSpMiddle" style="font-family: inherit;"><b><br />
</b></div><div class="MsoListParagraphCxSpMiddle" style="font-family: inherit;"><b>Day 2</b></div><div class="MsoListParagraphCxSpMiddle" style="font-family: inherit;"><b><br />
</b></div><div class="MsoListParagraphCxSpMiddle" style="font-family: inherit; margin-left: 0.75in; text-indent: -0.25in;"><b>1.<span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></b><span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span><span style="font-weight: normal;"><span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span></span><span style="font-weight: normal;">I explained that we would be finishing our Greedy Zebras today. I demonstrated how to cut out the zebra, glue it to the green paper and then add green tissue paper for grass and bushes. I showed them how to roll the tissue paper into a ball or a tube and then glue it down. I also had a little bit of black yarn cut into small pieces for students to add for fur on the end of the tail and the back of the zebra’s neck. </span></div></span><span style="font-weight: bold;"><div class="MsoListParagraphCxSpMiddle" style="font-family: inherit; margin-left: 0.75in; text-indent: -0.25in;"><b>2.<span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></b><span style="font-weight: normal;">The last step was to glue the green paper to the frame. When students finished, they put these in the drying wrack. The second half of this lesson only took about ½ of one hour art time. I also had students add more black lines if their zebras needed more stripes. </span></div></span><span style="font-weight: bold;"><div class="MsoListParagraphCxSpLast" style="font-family: inherit; margin-left: 0.75in; text-indent: -0.25in;"><b>3.<span style="font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></b><span style="font-weight: normal;">When finished, we started cutting out a symetrical African mask based on the design from the previous week. (not pictured)</span><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoDca00uqpduI17XCrG4OIqNl3YI7foQVHpkeusjUAwQcYmRhnqjOi_-Has7hdlkF1aSiETdO_D_ViEobFNlfgKR3f_m-Ldq8Dn5t-NkbzvijymAhyren6klQw2vtir-8FsuwKaky6_1c/s1600/Picnik+collage+zebras.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="164" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoDca00uqpduI17XCrG4OIqNl3YI7foQVHpkeusjUAwQcYmRhnqjOi_-Has7hdlkF1aSiETdO_D_ViEobFNlfgKR3f_m-Ldq8Dn5t-NkbzvijymAhyren6klQw2vtir-8FsuwKaky6_1c/s640/Picnik+collage+zebras.jpg" width="640" /></a></div>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com4tag:blogger.com,1999:blog-7813379638849611037.post-24258443893800430812011-01-21T12:39:00.000-08:002011-01-21T12:39:33.767-08:00Easy Elephant painting for Kinders<div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh35r9YRqHawkT03yC3p4m2w_89ofzo-n0Uri8G8xmrNltN4nXbGmxqZJWo90wrGyQF9TyHQyM6EqNs3qcORTz34UXEhD-8ZXFm18jG8w00OISNB7BI27x-MWDKTx4PoCUs_PS2SvFcBNJK/s1600/bk_elmer_.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh35r9YRqHawkT03yC3p4m2w_89ofzo-n0Uri8G8xmrNltN4nXbGmxqZJWo90wrGyQF9TyHQyM6EqNs3qcORTz34UXEhD-8ZXFm18jG8w00OISNB7BI27x-MWDKTx4PoCUs_PS2SvFcBNJK/s320/bk_elmer_.jpg" width="277" /></a></div><b>Resources to consider:</b><br />
I showed them images of elephants. I also read the book Elmer by David McKee<br />
<b>Intended Grade Level(s)</b>: K-1<br />
<b>Estimated Class Period(s):</b> 1 or 2<br />
<b>Materials Required</b>: 12X12 white paper at least #80 weight, rulers, pencils, examples finished elephants to reference<br />
<b>Goals and Objectives:</b> The goals of this lesson are to use a variety of colors and tempera paint with control, use shapes and lines in a composition.<br />
<b>Kindergarten PP 1</b>.A Produce a line using crayon, pencil, or marker<b> EP</b> 1.A Identify and use lines 1.B Identify and use shapes I.E Identify and use color<br />
<b>1st Grade PP </b>1.B Apply paint with a dragging, not pushing motion <b>EP</b> 1.A Identify and use straight, curved, thick and thin lines 1.B Identify and use triangle, circle, square, rectangle and oval shapes 2.A Identify and demonstrate the concept of middle or center AP 2.A Identify the following in artworks: lines, shapes, colors, patterns<br />
<b><br />
</b><br />
<b>Project (Steps, Examples, etc):</b><br />
<br />
1. This is a very simple, successful and straightforward project for little ones. <br />
2. All of my kindergarten students seemed to be familiar with Elmer. I read the book Elmer (there are many in the series to choose from). <br />
3. Demonstrate how to draw an elephant. Start with the trunk. Make a candy cane line and a backwards candy cane line in the middle of the paper. Then extend both lines beside each other, parallel. Close with a a sideways 'm'. Draw a circle around the top of the trunk for the face. Draw a big 'c' on each side for the ears. <br />
4. Add eyes, tusks and lines on the trunk for texture. I showed them to draw the eyes below the 'candy cane curve.'<br />
5. Some students chose to add eye lashes, bows, peanuts or a crown on top of their elephant. <br />
6. Demonstrate how to trace over lines with a sharpie marker, make a black circle in the middle of the eye, color the white of the eye and the white part of the tusks with a white crayon (pressing down hard). <br />
NOTE: If students made their elephants too small, (especially kinders) tell them that the small one could be the baby elephant and to just make another 'mom' elephant on the white area of their paper...that usually helps them and keeps them from getting upset...it also means you don't waste paper by giving them lots of chances. <br />
7. Painting could be done during another class time....I actually had my students draw their elephants at the end of another project so after I read Elmer all we had to do was trace in sharpie and paint. I had an Elmer tracer ready for free time...if students finished early, they could make a little Elmer using crayons to take home.<br />
8. We painted with tempera cake paints. I encouraged them to use yellow first, paint their elephant using any colors they wanted, but save black for last. I also demonstrated that they could paint their elephants with gray, I showed them how to mix black and white and gave them a choice. I encouraged them to paint the background black...but most just went with whatever they were feeling at that moment, they didn't plan it out too much.<br />
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</div><div class="separator" style="clear: both; text-align: center;"> It is always interesting to see the variety of results that I get with a project like this.</div><div class="separator" style="clear: both; text-align: center;">I always model and demonstrate my own elephant at the front of the room. </div><div class="separator" style="clear: both; text-align: center;">I show examples of what students in other classes have done and point out thing that are 'good' and 'bad' about each one. No matter how clearly I explain, someone always makes a mess of their paper. </div><div class="separator" style="clear: both; text-align: center;"><br />
</div><div class="separator" style="clear: both; text-align: center;">I have 11 classes of kindergarten. Most students were successful with this project. Their little drawings were precious....and they were able to keep control of the paint...few ruined their project once they added paint. Oh yeah, we did this before Christmas--I am really happy with the results!</div>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-62733381905958404822011-01-21T09:41:00.000-08:002011-01-21T09:41:10.863-08:00Camera Still Life<div class="MsoNormal"><span style="color: black; font-family: "Lucida Grande"; font-size: 10pt;"> </span><b><i><span style="font-family: "Gill Sans MT"; font-size: 10pt;">Resources to Consider </span></i></b></div><div class="MsoNormal">Camera images, I created a folder on my desktop full of images and I created a sideshow that I showed on my Smart Board. </div><div class="MsoNormal">Visuals of cameras, still life images and examples of contour line drawings</div><div class="MsoNormal">Artist, Georgia O'keeffe (Any artist that draws or paints ordinary objects would be great, we just happened to be studying her work right before so it was a good way to tie together two units.)</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Intended Grade Level(s): 3rd-6th </span></b></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Estimated Class Period(s):4-6</span></b></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Materials Required: </span></b><span style="font-family: "Gill Sans MT";">Old/vintage cameras, one for each table or more, pencils, sharpies, white drawing paper, paint, brushes, water</span></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Goals and Objectives: </span></b><span style="font-family: "Gill Sans MT";">The goals of this lesson are technique and procedure based. </span></div><div class="MsoNormal"> <style>
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</style> <div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">GLEs Accomplished In Lesson: 3<sup>rd</sup> Grade </span></b><span style="font-family: "Gill Sans MT";">PP</span><span style="font-size: 11pt;"><span> 1. B </span>Paint lines and fill in shapes with even color using tempera (this is the main GLE I focused on for week 2-3). </span></div><div class="MsoNormal"><span style="font-size: 11pt;"> </span></div></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Procedure (Guided Lesson, Instructions, etc): </span></b></div><div class="MsoNormal">Have a classroom discussion about still life. Demonstrate how to do a contour line drawing.<br />
</div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Project (Steps, Examples, etc): </span></b></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><b><span style="font-family: "Gill Sans MT";">1.<span style="font: 7pt "Times New Roman";"> </span></span></b> <style>
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<div style="border: 1pt solid windowtext; margin-left: 0.25in; margin-right: 0in; padding: 1pt 4pt;"><div class="MsoNormal" style="border: medium none; margin-left: 0.25in; padding: 0in; text-indent: -0.25in;"><span style="font-family: Arial;">1.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Explain that today we will focus on some basic drawing skills. The best way to become better at drawing is to practice. Today we will do some basic drawing exercises. </span></div><div class="MsoNormal" style="border: medium none; margin-left: 0.25in; padding: 0in; text-indent: -0.25in;"><span style="font-family: Arial;">2.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Show examples of contour line drawing and also figure drawing using ovals and circles. Explain what a blind contour means. </span></div><div class="MsoNormal" style="border: medium none; margin-left: 0.25in; padding: 0in; text-indent: -0.25in;"><span style="font-family: Arial;">3.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Explain that for the first few minutes, we will just get warmed up. Each drawing that we will do today will be timed. You will have 30 seconds, 1 minute or sometimes a bit longer to draw the subject matter. </span></div><div class="MsoNormal" style="border: medium none; margin-left: 0.25in; padding: 0in; text-indent: -0.25in;"><span style="font-family: Arial;">4.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Have students draw a variety of cameras on pieces of paper, they can keep using the same piece, flip it over or they can get a new piece. Have them start drawing in pencil but try to discourage them from erasing, it takes way too long. Have them keep drawing for the entire time, they could add value or detail or pattern to their sketch. I explained that students should focus on one part of the camera, draw a box and completely fill it with one tiny bit of the camera, utilizing the corners, making it much larger in order to show variety and created an interesting composition, similar to the way O'keeffe would paint close ups of flowers, instead of just painting a flower in a vase. </span></div><div class="MsoNormal" style="border: medium none; margin-left: 0.25in; padding: 0in; text-indent: -0.25in;"><span style="font-family: Arial;">5.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Students should draw for at least 30 minutes doing these basic drawing exercises. </span></div><div class="MsoNormal" style="border: medium none; margin-left: 0.25in; padding: 0in; text-indent: -0.25in;"><span style="font-family: Arial;">6.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: Arial;">Discussion: Have students select their 3 best drawings. What do they like about the drawing? Have them critique each others drawings.</span></div></div></div><br />
Week 2. Students had to go back to their basic drawing sketches from week 1 and select a sketch to draw big on a piece of paper.<br />
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After they drew the camera, students outlined and added contrast in sharpie marker<br />
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They also had to 'draw' with yellow paint on a 12X18 piece of paper. This is a practice 'drawing/painting' for their larger camera still life painting next week. (I don't have images of this step)<br />
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<div class="separator" style="clear: both; text-align: center;"></div><div style="text-align: center;">All drawn by 4th grade. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1okLqEjuXUP92E6cBh5AngBdRoHnmX_6NRix1yBU8pLDCdSD0fCd_83RGPd0H2Bom1bBxk2Ch16k6vZW_etjxy7x7UH1YYTJlFNg93sD4Ql1-tlHICGaGnFgbL838aaxIE_b2FlEMUGc/s1600/DSC_0007.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1okLqEjuXUP92E6cBh5AngBdRoHnmX_6NRix1yBU8pLDCdSD0fCd_83RGPd0H2Bom1bBxk2Ch16k6vZW_etjxy7x7UH1YYTJlFNg93sD4Ql1-tlHICGaGnFgbL838aaxIE_b2FlEMUGc/s400/DSC_0007.jpg" width="265" /></a></div><br />
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</a></div>Week 3: Students looked back at their 'practice painting' from week 1. Since they had practiced 'drawing' the outline in paint, it was much easier for them to get the shape of the camera right on the big paper. <br />
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</a></div>The paintings below are all over 22" X 28"....I am not sure of the exact measurements.<br />
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We had to spread out on the floor to have room for this part. Students painted a large yellow outline on this HUGE paper. After painting the basic outline in yellow, students used florescent tempera paint to fill in the shapes. I had 1 brush in each color so that we didn't have to worry about spilling water buckets. I had 6 sets of colors sitting around the room on the floor for students to use. <br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdGGJqgv5yQifTrhWAgWkvzt3625j3OkLct9J83WWSXHbnM4fGeWLtr4-Pq8p3iq02tq6Qjrvu2evSE6rUlFJbgdo4sp2d-RXSlNEljC0h3zXcBwZd_YoVSRwmL7nUdizJkI7KOwSOqus/s1600/IMG_4016.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdGGJqgv5yQifTrhWAgWkvzt3625j3OkLct9J83WWSXHbnM4fGeWLtr4-Pq8p3iq02tq6Qjrvu2evSE6rUlFJbgdo4sp2d-RXSlNEljC0h3zXcBwZd_YoVSRwmL7nUdizJkI7KOwSOqus/s640/IMG_4016.jpg" width="640" /></a></div><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixf9Wahndi75PUbQTMIYRRT9TjgxwwA1kvBdpXoyqKxLFnjXTs43LJxdbrfSkmIStQiTwZas42QsNbFKQ1mlbo-zMe1pyORWpUI0Vj1wxSf48CIpHXIGfeJXh6E9C6I6K_8GAq12E1EBc/s1600/IMG_4018.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixf9Wahndi75PUbQTMIYRRT9TjgxwwA1kvBdpXoyqKxLFnjXTs43LJxdbrfSkmIStQiTwZas42QsNbFKQ1mlbo-zMe1pyORWpUI0Vj1wxSf48CIpHXIGfeJXh6E9C6I6K_8GAq12E1EBc/s640/IMG_4018.jpg" width="640" /></a></div><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgir8mxyUoL3yr6p0O8bb50cc_Z5yxM3wDuXjUFFu8r_1CBzZq3qpQmCNISxgLNRZH54RmyPdPAeqSwvJ3uWw22eJejSjhGfNF7ZUTjR6mfNYRe8cdLljC5cxTts6xiOqZBaTQUnaiaUTc/s1600/IMG_4019.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="424" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgir8mxyUoL3yr6p0O8bb50cc_Z5yxM3wDuXjUFFu8r_1CBzZq3qpQmCNISxgLNRZH54RmyPdPAeqSwvJ3uWw22eJejSjhGfNF7ZUTjR6mfNYRe8cdLljC5cxTts6xiOqZBaTQUnaiaUTc/s640/IMG_4019.jpg" width="640" /></a></div>Week 4: After the paint dried, I had some students go back with a black sharpie to add some outlines. These paintings looked very beautiful in the hall. <br />
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<div class="separator" style="clear: both; text-align: center;"></div><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFcQ3t9yDl273FW3ZpCl-_gu1WSoAeT7AJmygvHSDdkkohKP2dNMfTmXQk_AJLxevcdhFA1ZqAUrX_AzpscYM6n_mxb7BCtc9-mFjz5wF110hegITrXHn0TeGK6C0Sv9Y8rveMMPPrTWg/s1600/IMG_4015.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFcQ3t9yDl273FW3ZpCl-_gu1WSoAeT7AJmygvHSDdkkohKP2dNMfTmXQk_AJLxevcdhFA1ZqAUrX_AzpscYM6n_mxb7BCtc9-mFjz5wF110hegITrXHn0TeGK6C0Sv9Y8rveMMPPrTWg/s640/IMG_4015.jpg" width="424" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com2tag:blogger.com,1999:blog-7813379638849611037.post-38710655179910026262010-09-27T04:46:00.000-07:002010-09-27T04:52:20.336-07:00Best Artist in The Ocean: Giant Squid painting<style>
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<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikWArfuWsXJbP5OvNyPI0W_cqWmgQwrGBTx16NIWo5l-kyydUZBVfxgTxhJxSIcbxqjhOYmMJUVghl5QkkcLKwUuNwcIG3pwvARRVPl6l9tLob3wo0QfG9VceAkuC5wWReg2pM6kRWhVQ/s1600/9780803732551.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikWArfuWsXJbP5OvNyPI0W_cqWmgQwrGBTx16NIWo5l-kyydUZBVfxgTxhJxSIcbxqjhOYmMJUVghl5QkkcLKwUuNwcIG3pwvARRVPl6l9tLob3wo0QfG9VceAkuC5wWReg2pM6kRWhVQ/s320/9780803732551.jpg" width="314" /></a></div><div class="MsoNormal"><span style="color: black; font-family: "Lucida Grande"; font-size: 10pt;"> </span><b><i><span style="font-family: "Gill Sans MT"; font-size: 10pt;">Resources to Consider </span></i></b></div><div class="MsoNormal">Book<i>, I’m the Best Artist in the </i>Ocean by: Kevin Sherry</div><div class="MsoNormal">Book, <i>I’m the Biggest Thing in the Ocean</i> by Kevin Sherry<br />
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(I know I saw a version of this on a blog...I will post the link here if someone leaves it in the comments, I just can't seem to find the original post!)</div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Intended Grade Level(s): 1<sup>st</sup>-2<sup>nd</sup> </span></b></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Estimated Class Period(s): 2</span></b></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Materials Required: </span></b><span style="font-family: "Gill Sans MT";">Turquoise12X18paper, pencils, thin brushes for black and white paint (wk1) color diffusing paper 12X18, liquid watercolors, water, salt, brushes, scissors, glue</span></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Goals & Objectives: </span></b><span style="font-family: "Gill Sans MT";">The goals of this lesson are technique and procedure based. </span></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">GLEs Accomplished In Lesson: 1<sup>st</sup> Grade </span></b><span style="font-family: "Gill Sans MT";">PP 1.A Apply paint in a pushing not dragging motion</span></div><div class="MsoNormal"><span style="font-family: "Gill Sans MT";">PP 3.B Design wearable art: (optional: create a mustache to wear)</span></div><div class="MsoNormal"><span style="height: 157px; margin-left: 297px; margin-top: 13px; position: absolute; width: 254px; z-index: -1;"></span><span style="font-family: "Gill Sans MT";">3.G Create an original artwork that communicates ideas about the following themes:</span></div><div class="MsoNormal"><span style="font-family: "Gill Sans MT";"> Animals/wild</span></div><div class="MsoNormal"><span style="font-family: "Gill Sans MT";">EP: 1.A Identify and use lines: straight, curved 1.F Identify and use value: black and white 2.A Identify and demonstrate the concept of middle or center</span></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">2<sup>nd </sup></span></b><span style="font-family: "Gill Sans MT";"> <b>Grade</b> PP 1.B Paint lines with control of the brush, clean paint brush before changing colors, mix two colors to create a third color 3.G Create an artwork that communicates ideas about </span></div><div class="MsoNormal"><span style="font-family: "Gill Sans MT";">themes: nature</span></div><div class="MsoNormal"><span style="font-family: "Gill Sans MT";">EP 1.A Identify and use wavy lines</span></div><div class="MsoNormal"><span style="font-family: "Gill Sans MT";">1.F Identify and use light and dark values</span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Procedure (Guided Lesson, Instructions, etc): </span></b></div><div class="MsoNormal"><span style="font-family: "Gill Sans MT";">Read the book, <i>Best Artist in the Ocean</i>, demonstrate the project in steps. </span></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Project (Steps, Examples, etc): </span></b></div><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><b><span style="font-family: "Gill Sans MT";">1.<span style="font: 7pt "Times New Roman";"> </span></span></b><span style="font-family: "Gill Sans MT";">Demonstrate how to draw the giant squid on the board. I demonstrated an easy way and a hard way. Easy way : two big round eyes, pointy top, lines coming down below the eyes, close the shape up with a straight line, make ‘j’ and backwards ‘j’ lines for the tentacles. Hard way: two big round eyes, pointy top, lines coming down below eyes but instead of closing the shape, make the tentacles flow down into curled tubes, also, add a ‘Pac man’ mouth. Students chose which way they wanted, some combined both ways. I demonstrated how to draw a mustache (leaf shape) and suggested that they could add a black artist’s beret, chubby paintbrush in the giant squid’s tentacle, and students went on to add teeth, hair, a bow, glasses, eyelashes, a tiny drum set etc.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><b><span style="font-family: "Gill Sans MT";">2.<span style="font: 7pt "Times New Roman";"> </span></span></b><span style="font-family: "Gill Sans MT";">After drawing I demonstrated how to paint the WHITE of the eyes first. THEN do the BLACK outline with a tiny brush. I try to make sure that they do the black spot in the eyes LAST otherwise the eyes start to look like grey pools….if the white dries for a few minutes, it minimizes the chances of ruining the eyes.</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><b><span style="font-family: "Gill Sans MT";">3.<span style="font: 7pt "Times New Roman";"> </span></span></b><span style="font-family: "Gill Sans MT";">When students finish, they can look at books, or color the attached sheet…I looked back through all of the little cute drawings by the giant squid and made my own handout for them. I also suggested that they look off of it and draw their own ‘squid’ things on a free sheet. </span></div><div class="MsoListParagraphCxSpMiddle"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgD5tWJ41ZFznCNSAsSdAFg4pH_QrqwX_7uaubxlCFAuneD9kl1ni3olUnUIVzwJiwPl_74xU9cIvNE54YGSYvwOuOHvOHrFDjFtslDRJTW5Ae_xQhLWnGVfCfzkHymh8vmD19jxxCLLCU/s1600/Picnik+collage+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgD5tWJ41ZFznCNSAsSdAFg4pH_QrqwX_7uaubxlCFAuneD9kl1ni3olUnUIVzwJiwPl_74xU9cIvNE54YGSYvwOuOHvOHrFDjFtslDRJTW5Ae_xQhLWnGVfCfzkHymh8vmD19jxxCLLCU/s400/Picnik+collage+2.jpg" width="400" /></a></div><span style="font-size: x-small;"> (The third painting shows what can happen when the student uses too much black on top of really wet white paint)</span><br />
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</div><div class="MsoListParagraphCxSpMiddle"><b><span style="font-family: "Gill Sans MT";">Day 2</span></b></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-family: "Gill Sans MT";">1.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Gill Sans MT";">Demonstrate how to paint the background. I used color diffusing paper, liquid watercolors in blue, turquoise, green and purple and some salt to make fantastically colored background papers. I had the kids put a 12X18 piece of white paper under their work so that when the diffusing paper bled through it would magically create a ‘copy’…I explained that they shouldn’t peak at the copy or else it would mess up their real painting (I had messed up one that was really white because I accidentally peaked at my under sheet). I put a little cup of salt on each table and showed the kids how to make psychedelic looking water by sprinkling the salt on a big puddle of paint and water. Once it tries, they look awesome!</span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-family: "Gill Sans MT";">2.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Gill Sans MT";">Finally, after painting the water, students should cut out the giant squid painting from the week before and glue it down on the paper, put all 3 papers in the drying rack. </span></div><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><span style="font-family: "Gill Sans MT";">3.<span style="font: 7pt "Times New Roman";"> </span></span><span style="font-family: "Gill Sans MT";">I am including a cute ‘mustache’ handout that you could use on week two since they will have scissors out already, it would be simple to cut out a mustache so that everyone in the room can be the BEST artist in the school!</span></div><div class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><b><span style="font-family: "Gill Sans MT";">4.<span style="font: 7pt "Times New Roman";"> </span></span></b><b><span style="font-family: "Gill Sans MT";">Assessment and Reflection: </span></b><span style="font-family: "Gill Sans MT";">Students will design a giant squid collage based on a teacher created rubric as it aligns with district objectives and goals. Students should be able to complete the drawing and painting with little or no teacher assistance and the finished product should have good craftsman ship and details appropriate to the grade level. </span></div><div class="MsoNormal"><b><span style="font-family: "Gill Sans MT";">Sample Photos (If Available): </span></b><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNcETTk0KxJ1q5u79lgbl-yIdEmaGyK8SKuckVCLAqAkdzgCrPpmvtvCCCYiHV50sWKZgwLSBo-FD-M4lgozBMGSNpLionOzHCaYy9M3uQO9A0zPmrWqzFrxgehv7zlr_-1Y2k23CbR1E/s1600/Picnik+collage+4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="245" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNcETTk0KxJ1q5u79lgbl-yIdEmaGyK8SKuckVCLAqAkdzgCrPpmvtvCCCYiHV50sWKZgwLSBo-FD-M4lgozBMGSNpLionOzHCaYy9M3uQO9A0zPmrWqzFrxgehv7zlr_-1Y2k23CbR1E/s400/Picnik+collage+4.jpg" width="400" /></a></div><br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3MC8wNJUMd53AgXCiR_EqXIXPVV_W1a78D9OQ5CW26wVewdqRIGpfN_pGI_LXU67O-AKFY28mkjpdea7o_X6tsZRSfvZMstpmVjnXuAMg5rAvmNsLle-PK1fh8TVqeKWQBWHem7jlLJ0/s1600/_DSC0262.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3MC8wNJUMd53AgXCiR_EqXIXPVV_W1a78D9OQ5CW26wVewdqRIGpfN_pGI_LXU67O-AKFY28mkjpdea7o_X6tsZRSfvZMstpmVjnXuAMg5rAvmNsLle-PK1fh8TVqeKWQBWHem7jlLJ0/s400/_DSC0262.jpg" width="400" /></a></div> The salt makes a really cool effect on the color diffusing paper with the liquid watercolors!<br />
<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcBe2638-yTX8nKUzgfJPAG10jusUYBia0tEkIBwq96dhTGCwoldMt9RQUyfDwXZ5PsygoBVpRehRDj0kA4DI0Yz-UymizG_j0jBg4hddwDKdJwPVXJr4atwtwCpkDc4tOsUgw_Z_4lI0/s1600/_DSC0263.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcBe2638-yTX8nKUzgfJPAG10jusUYBia0tEkIBwq96dhTGCwoldMt9RQUyfDwXZ5PsygoBVpRehRDj0kA4DI0Yz-UymizG_j0jBg4hddwDKdJwPVXJr4atwtwCpkDc4tOsUgw_Z_4lI0/s400/_DSC0263.jpg" width="400" /></a></div></div><div class="MsoNormal"></div><div class="MsoNormal"></div>Feel free to print these and use them yourself, they are perfect for 'free time' activities on week 1 and 2. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj169HciXs3_oZFUP9WDUN8-f4Ugi0Z4fGXPwZDWY8W5Eu4ntncA1w6bq-AwTHKwYtgEhTi3UDsG_Dyb1nFQHz_PCjFqcsMJNR3daGW2yTXr5xsAJgOlEtZ0P5yfEVhk7XwIXc84AQawCk/s1600/SCAN0405.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj169HciXs3_oZFUP9WDUN8-f4Ugi0Z4fGXPwZDWY8W5Eu4ntncA1w6bq-AwTHKwYtgEhTi3UDsG_Dyb1nFQHz_PCjFqcsMJNR3daGW2yTXr5xsAJgOlEtZ0P5yfEVhk7XwIXc84AQawCk/s320/SCAN0405.JPG" width="246" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI0v2VrxmjN91Y1Bd-a-0GWYPHk6LiFXlqj3n32HOkX6jgc_r8Nv0tEqz8dRuqC-XbKRDBsN5i4a3gSS2x9UPI3ghd6RslguiDzv6cSVlpfby9ibNajVlsejfNDSHYGZVxSIdfFwKwIP0/s1600/SCAN0406.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI0v2VrxmjN91Y1Bd-a-0GWYPHk6LiFXlqj3n32HOkX6jgc_r8Nv0tEqz8dRuqC-XbKRDBsN5i4a3gSS2x9UPI3ghd6RslguiDzv6cSVlpfby9ibNajVlsejfNDSHYGZVxSIdfFwKwIP0/s320/SCAN0406.JPG" width="246" /></a>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com3tag:blogger.com,1999:blog-7813379638849611037.post-78495784755981722372010-01-11T13:35:00.000-08:002010-01-11T13:41:24.874-08:00Santa Owl CollageResources to consider: <a href="http://www.papercraftsmag.com/articles/November_December_2009_Patterns">Paper Craft Magazine Santa Owl Pattern </a><br /><span style="font-weight: bold;">Intended Grade Level</span>(s): K-1<br /><span style="font-weight: bold;">Estimated Class Period</span>(s): 2 (for K, the second week only takes a couple of minutes at the end)<br /><span style="font-weight: bold;">Materials Required</span>:<br />12X18 Dark Green Construction Paper<br />9X12 Turquoise or Lime Green Construction Paper<br />9X12 Brown Construction Paper (for body and use scraps for wings)<br />9X12 Red Construction paper (for Santa Hat)<br />6X9 Tan construction paper (for belly)<br />2X12 White Construction paper (for white hat brim)<br />Circles 1 each: orange, brown and white (For eyelids and feet)<br />Brown crayon<br />Black crayon<br />Green Crayon<br />Pre-cut triangle beak<br />Pre-cut heart (punch, optional)<br />Cotton ball (for santa’s hat)<br />Red Glitter (optional)<br />Scissors, glue, pencils<br /><span style="font-weight: bold;">1st grade Modifications:</span><br />9X3 brown Construction paper (for feathers under hat)<br />(2) 2X9 Lime green (or other green) construction paper (for scarf)<br /><br /><span style="font-weight: bold;">Goals & Objectives: </span>The goal of this lesson is to use scissors and glue with control when creating an owl collage. CA 2.C Describe an artwork using art vocabulary: collage—a picture made by gluing shapes together.<br /><span style="font-weight: bold;">GLEs Accomplished In Lesson: </span><br />Kindergarten PP 2.A Use scissors with control. EP 1.A Identify and use lines. 1.B Identify and use shapes. 1.B Categorize shapes as large or small. EP 1.E Use color.<br /><br /><span style="font-weight: bold;">Project (Steps, Examples, etc): </span><br /><br />1. Write the word <span style="font-style: italic;">collage</span> on the board. A <span style="font-style: italic;">collage</span> is made by cutting and gluing shapes to make a design. We have made several collages this year. Have students describe other collages we have made. Also, have them say ‘collage’ out loud. We will be creating a Christmas owl collage today. This will require that we go step-by-step together. So even if you are finished, do not say ‘I am done’ and expect that we will go on just because you are done….if you finish early, try to help others around you or pick up trash while you are waiting. In order to create our owl we will need the scissor tray, in the tray you will have scissors, a black crayon (this is for the eyes, you won’t need that right away) a green crayon, (it is also for later) and a brown crayon (you will need that for most of the drawing!<br />2. Step 1: Draw a rainbow line or a rectangular shape. Using your scissors cut it out. Save the scraps. Demonstrate how to cut out two wings, making sure that they don’t use tiny baby triangles because an owl needs big wings. Demonstrate how they can use their brown to add texture for feathers while they are waiting for others to finish.<br />3. Step 2: Using the tan piece of paper, draw a rainbow line and cut it out for the owl’s belly. Add speckles (sort of looks like a cookie…maybe I will name my owl Chocolate Chip, or cookie!) I know you don’t have glue yet, but I will pass it out soon, we have a few more steps first!<br />4. Step 3: 3 circles….cute each one in half. Use orange for feet, brown and white are for eyes. Use the black to draw the eyes (At this point, I give 1st graders the option of adding dark brown feathers that would stick out under the hat)<br />5. Step 4: Pass out the blue or green construction paper for the owl to lay on, have students lay their owl so that it will be ready to glue. Also explain that once they get the glue, you will give them an orange beak that they will need to add. (I have 1st grade students make the scarf before they glue the beak on, first green strip: trim, second green strip, fold and fringe ends)<br />6. Step 5: After students have glued their owl onto the blue/green paper, have them make the Santa hat. Make a dot at the top in the middle and draw a line to each corner to create one large triangle. Have them cut it out and then pass out a white strip (might need to be trimmed if they make it super skinny), also pass out a cotton ball and a red heart.<br />7. Last step, glue everything to dark green construction paper and write name on the front. (First graders had time to add the glitter. 2 boxes of red glitter being passed around the room)<br /><br /><span style="font-weight: bold;">Week 2</span><span style="font-weight: bold;"> Kindergarten Only</span>: Review the collage information. At the end of today’s lesson, add the red glitter. Pass 2 boxes of glitter around the room. Remind them to draw lines or dots only, not big puddles. Allow students to take them home today.<br /><br /><span style="font-weight: bold;">Assessment and Reflection:</span> Students will be assessed on their Santa owl collage based on craftsmanship and details appropriate to grade level. <br /><br />Sample Photos:<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI1jDPudB-xndZ_-7hN_ly4slexDdXVEv7G_SLoF4m2ba9wbLYU02sk4udiWtXKba5C66Kl2WgDvBzpKZefrZhayxpdVZirfvMYcd5Ds9rwHt1tdnYI2-vrbI7LUoyi9bJqYYJUQnZG9Y/s1600-h/IMG_0368.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI1jDPudB-xndZ_-7hN_ly4slexDdXVEv7G_SLoF4m2ba9wbLYU02sk4udiWtXKba5C66Kl2WgDvBzpKZefrZhayxpdVZirfvMYcd5Ds9rwHt1tdnYI2-vrbI7LUoyi9bJqYYJUQnZG9Y/s400/IMG_0368.jpg" alt="" id="BLOGGER_PHOTO_ID_5425599990855392242" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmDypKuJ9VcA0Kh-9hwhirmkKmG1ie4SCgDTknhVOGo8z7QHzSK20effZCsXRwWhOKa_F3BFhOY9YkQ1RlUC39cShn45UeYSUIfuwXHtUwlRMGlqsPoSzQk22WGUSFPDc42p2WOzh6D0Q/s1600-h/IMG_0367.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmDypKuJ9VcA0Kh-9hwhirmkKmG1ie4SCgDTknhVOGo8z7QHzSK20effZCsXRwWhOKa_F3BFhOY9YkQ1RlUC39cShn45UeYSUIfuwXHtUwlRMGlqsPoSzQk22WGUSFPDc42p2WOzh6D0Q/s400/IMG_0367.jpg" alt="" id="BLOGGER_PHOTO_ID_5425599989456476322" border="0" /></a>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com4tag:blogger.com,1999:blog-7813379638849611037.post-43685160342823799062009-12-09T06:34:00.001-08:002010-01-11T12:45:26.949-08:00Cloudy With a Chance of MeatballsFrom this popular children's book, I was able to encourage a playful art atmosphere that resulted in a project with a lot of success.<br /><span style="font-weight: bold;">Resources to Consider </span><br />Book by Judi Barrett Drawn by Ron Barrett<br /><span style="font-weight: bold;">Inspiration source: </span> Art Projects for Kids<br /><span style="font-weight: bold;">Intended Grade Level(s)</span>: 1st-4th grade<br /><span style="font-weight: bold;">Estimated Class Period(s)</span>: One (could be stret<span style="font-weight: bold;">ched to 2)<br />Materials Required</span>: White 9X12 tagboard or paper, rulers, sharpies, colored pencils (or crayons)<br /><span style="font-weight: bold;">Procedure </span>(Guided Lesson, Instructions, etc):<br />Read the book, Cloudy With a Chance of Meatballs, demonstrate how to draw grid, give examples and provide students with teacher support throughout the lesson.<br /><span style="font-weight: bold;">Project (Steps, Examples, etc): </span><br />1. After reading the book Cloudy with a Chance of Meatballs, explain that students are to draw a grid on their paper using a ruler and a sharpie marker. In this case, I will ask students to first draw a border in pencil near the outside edge. If they mark the top line into thirds, they need to draw a vertical line down on their the left on the right mark.<br />2. Next they will look at the larger rectangle they made, and draw one horizontal line to divide it into thirds. The same is done for the narrower side, with a horizontal line drawn across it somewhere to mark off a third. What is left should be a grid with a large space, two medium, and one smaller square. More or less. It is, after all, still elementary school!<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1Hf_7Z_1Q-gYGAI_WdBFLnOmxOPAkQUiU-jqsghXuPpHaOJBiGWNriZSqJ0-LJRUl2JuUwbtxg3Gox_dQW0X6kSvrom1NM6V_qBdX76hK55MZAXyVnUeoalYeLyFg2bUesfnFCuDYkiQ/s1600-h/DSCF1007.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1Hf_7Z_1Q-gYGAI_WdBFLnOmxOPAkQUiU-jqsghXuPpHaOJBiGWNriZSqJ0-LJRUl2JuUwbtxg3Gox_dQW0X6kSvrom1NM6V_qBdX76hK55MZAXyVnUeoalYeLyFg2bUesfnFCuDYkiQ/s400/DSCF1007.JPG" alt="" id="BLOGGER_PHOTO_ID_5413245877807803458" border="0" /></a><br />3. I show them in the book how some of the pages are divided into a variety of rectangles and artists will often attempt to tell a story this way.<br />4. Today students are to pretend that our town is the town of Chewandswallow. A food storm has just rolled into town. Have them save the first food that comes to their mind, don’t let them yell it out. Explain that they are going to draw that food really big in the largest box on their paper.<br />5. In the box above that, they are to draw a building or landmark from our town getting pulverized by the food. In the 3 boxes on the edge of the paper, they are to tell the story of what happened when the food storm hit. They should consider, is this a disaster? Is it totally awesome? The boxes should reflect their opinion of the situation.<br />6. Ideas for the boxes: Cover of local paper with the story on the front page, picture of themselves either holding a spoon or an umbrella, close up of another food or landmark or something related to the event. I showed an example of our local paper, pictures of a famous sculpture in our town and a local restaurant.<br />7. After drawing in sharpie and adding appropriate details and perhaps a background pattern in the big box, students should color with colored pencils.<br /><br /><span style="font-weight: bold;">Assessment and Reflection</span>: . Students should be able to complete the drawing and painting with little or no teacher assistance and the finished product should have good craftsman ship and details appropriate to the grade level.<br /><br /><br /><span style="font-weight: bold;">Sample Photos </span><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfof57_xVK9N6LPa71Qqy3idA0teyukUVywguhKQdquhBf1MyR40BqfzhGUZYcLm6dc1_1sEMjDwYyIdzJdrhyWzPc46cod_n4WZKWLa1XWPrWSf8tmuzn9UftgYlkp5JooqJ5D8UPlPk/s1600-h/DSCF1009.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfof57_xVK9N6LPa71Qqy3idA0teyukUVywguhKQdquhBf1MyR40BqfzhGUZYcLm6dc1_1sEMjDwYyIdzJdrhyWzPc46cod_n4WZKWLa1XWPrWSf8tmuzn9UftgYlkp5JooqJ5D8UPlPk/s400/DSCF1009.JPG" alt="" id="BLOGGER_PHOTO_ID_5413246390725967202" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfGuLBKY1qwrmQ4RHLjhFMmZlgwrvdKD_wE-1L5TULtokcBicwvjRDUSZTy6faF3AyWWl8_V163YhW_4CE1SoFDQw3LXBUpywPCEQKLGKo27AP7-dw4zLT4ABT5hU6fKFUL2WUaRVuPZQ/s1600-h/DSCF1008.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfGuLBKY1qwrmQ4RHLjhFMmZlgwrvdKD_wE-1L5TULtokcBicwvjRDUSZTy6faF3AyWWl8_V163YhW_4CE1SoFDQw3LXBUpywPCEQKLGKo27AP7-dw4zLT4ABT5hU6fKFUL2WUaRVuPZQ/s400/DSCF1008.JPG" alt="" id="BLOGGER_PHOTO_ID_5413246382709165282" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCQRP37tO0BwWQc7XGmP_9dkXghqlNylXarGevIE7CXtwb_DNPqG9xFOUOtqttgjQ7pV92mD6ZZEp6pQYbFGRGfvRuigqLBZwfW4S9Xd82ZRWna8Wp3alIoUIQBgAVGh2CyVMnYA3fSIc/s1600-h/DSCF1005.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 333px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCQRP37tO0BwWQc7XGmP_9dkXghqlNylXarGevIE7CXtwb_DNPqG9xFOUOtqttgjQ7pV92mD6ZZEp6pQYbFGRGfvRuigqLBZwfW4S9Xd82ZRWna8Wp3alIoUIQBgAVGh2CyVMnYA3fSIc/s400/DSCF1005.JPG" alt="" id="BLOGGER_PHOTO_ID_5413246374424071186" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2r31q9NocVFH-ZGpTOuAFpKuQW0fivyAa-GP3OErZ2tEl_ZuhKZPWEFhGTijoJnW9bqKpDDQOulO2qvYkXIgftRaurIxR3ibJ1sJTn297CL-2-8y7HGe62EzQKe2e7Ecy1bRWgJPdz9Q/s1600-h/DSCF1004.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 313px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2r31q9NocVFH-ZGpTOuAFpKuQW0fivyAa-GP3OErZ2tEl_ZuhKZPWEFhGTijoJnW9bqKpDDQOulO2qvYkXIgftRaurIxR3ibJ1sJTn297CL-2-8y7HGe62EzQKe2e7Ecy1bRWgJPdz9Q/s400/DSCF1004.JPG" alt="" id="BLOGGER_PHOTO_ID_5413246370435643506" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-Hx8iIdueT0zPCpP177DhFIAJYYdTEF66tBocuGPAkfkVpKeC-BjEHBYTIztDF6QzwUC2z5tLkPhKP4bNKTtrkgQON9uaV2HVMhpf2DkLNmoT6fiLIFXgNN1YnT-EJ7-7Gn9il9SssfY/s1600-h/DSCF1003.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 307px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-Hx8iIdueT0zPCpP177DhFIAJYYdTEF66tBocuGPAkfkVpKeC-BjEHBYTIztDF6QzwUC2z5tLkPhKP4bNKTtrkgQON9uaV2HVMhpf2DkLNmoT6fiLIFXgNN1YnT-EJ7-7Gn9il9SssfY/s400/DSCF1003.JPG" alt="" id="BLOGGER_PHOTO_ID_5413245900659154914" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiziOo1HsHgg8Jencqg5w0J4moetA3ySWfB0F3sbps1FpZp-qa1Jhf8mld5SQFVKpP5ZzuRVzy3y2Cw7c2YAzCVfcRq0gIE_a1DrlF8szPJGGQm28gLV2gOAB30_WsYu7Y5d3eY5lv6P2I/s1600-h/DSCF1002.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 311px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiziOo1HsHgg8Jencqg5w0J4moetA3ySWfB0F3sbps1FpZp-qa1Jhf8mld5SQFVKpP5ZzuRVzy3y2Cw7c2YAzCVfcRq0gIE_a1DrlF8szPJGGQm28gLV2gOAB30_WsYu7Y5d3eY5lv6P2I/s400/DSCF1002.JPG" alt="" id="BLOGGER_PHOTO_ID_5413245890861708002" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOJiCKAuvreCdNiYxFKL9Qev7XTp1IKLY9LeavK5X7M-2BxWuO0xvQ9Rko1oAMfvKqrObUCP1f1METdzc1ebXRVLL8e9euMOmQduiJNv-3Oc_GiGwlObNM5qTnOd0iwLo0axQ-gACwcP0/s1600-h/DSCF1001.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 311px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOJiCKAuvreCdNiYxFKL9Qev7XTp1IKLY9LeavK5X7M-2BxWuO0xvQ9Rko1oAMfvKqrObUCP1f1METdzc1ebXRVLL8e9euMOmQduiJNv-3Oc_GiGwlObNM5qTnOd0iwLo0axQ-gACwcP0/s400/DSCF1001.JPG" alt="" id="BLOGGER_PHOTO_ID_5413245889341516962" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidQ_L3HYv4Us-Cz-nz7VjGLuG7KIwlKHWsVua6v2nvJfC1KWvNzoYoMVbOtpRMwFz-_Ojq4IUtgRfj2h1PPbDute-JLVrA4-CkX8YhgTCs1mMdpYjuLNswT-welshVbKfkx0jdmoffznQ/s1600-h/DSCF1006.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 349px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidQ_L3HYv4Us-Cz-nz7VjGLuG7KIwlKHWsVua6v2nvJfC1KWvNzoYoMVbOtpRMwFz-_Ojq4IUtgRfj2h1PPbDute-JLVrA4-CkX8YhgTCs1mMdpYjuLNswT-welshVbKfkx0jdmoffznQ/s400/DSCF1006.JPG" alt="" id="BLOGGER_PHOTO_ID_5413245882484374834" border="0" /></a>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-40234985207894294962009-11-23T12:44:00.000-08:002010-01-11T13:31:28.164-08:00Stained Glass Windows Kindergarten and 1st GradeResources to consider:<br />I showed them the stained glass window of <a href="http://stgeorgethegreatmartyr.com/Our_Patron_Saint_5976.html">St. George and the Dragon</a>. My school has a couple of copies of the book by Margaret Hodges, Illustrated by Trina Schart Hyman. I had those in the room along with books about knights, princesses and castles. <br /><span style="font-weight: bold;">Intended Grade Level(s)</span>: K-1<br /><span style="font-weight: bold;">Estimated Class Period(s)</span>: 2<br /><span style="font-weight: bold;">Materials Required:</span> 12X12 white paper at least #80 weight, rulers, pencils, examples of stained glass and stained glass windows<br /><span style="font-weight: bold;">Goals & Objectives</span>: The goals of this lesson are to use a variety of colors and tempera paint with control, use shapes and lines in a composition.<br /><span style="font-weight: bold;">Kindergarten</span> PP 1.A Produce a line using crayon, pencil, or marker EP 1.A Identify and use lines 1.B Identify and use shapes I.E Identify and use color<br /><span style="font-weight: bold;">1st Grade </span>PP 1.B Apply paint with a dragging, not pushing motion EP 1.A Identify and use straight, curved, thick and thin lines 1.B Identify and use triangle, circle, square, rectangle and oval shapes 2.A Identify and demonstrate the concept of middle or center AP 2.A Identify the following in artworks: lines, shapes, colors, patterns<br /><span style="font-weight: bold;">2nd Grade</span> PP 1.B. Paint lines with control of the brush, Clean paint brush before changing colors EP 1.A. Identify and use zig-zag, dotted, and wavy lines 1.B. Identify and use geometric shapes EP 2.D identify and create a complex pattern<br />PP 3.G Create an original artwork that communicates ideas about the following themes: Nature, Places, countryside<br /><span style="font-weight: bold;"></span><br /><br /><span style="font-weight: bold;">Project (Steps, Examples, etc): </span><br /><br />1. Introduce the unit with some examples of stained glass and some pictures of stained glass windows. Explain that stained glass is often used to tell a story in a church or other special building. It is also used in lampshades and candle holders. I showed them an example of a stained glass candle holder. (Tell the 2nd graders the story of St. George and the Dragon and point out books in the room, I actually had 2nd grade do a combination of k-1 lesson and the 3-4 lesson. One week they drew up a design for a stained glass window, the second week, they drew a simple line design and painted simple shapes, adding black tape to watercolor paper for the frame and the 3rd week, they painted the watercolor paper and added a black glue to the lines on the other painting. )<br />2. Tell my experience with stained glass and explain how the window we are painting will be very simple. Show them the project they can work on if they get finished early. This is a cornucopia. They will color it with markers.<br />3. Demonstrate how students will trace a ruler on their paper to make a design that looks similar to a simple stained glass window. I remind both K and 1st that rulers are not weapons or toys, they should not be used as drum sticks, they are for drawing or measuring only. Students will use a ruler to create shapes and write their name on the back of the paper. I had them do 3 with me and then they could add 3-4 on their own. Younger students may need to help each other hold the ruler in place on the paper so it doesn’t move while they are tracing it. Older students should use more lines and more complex patterns in their design. <br />4. After students have drawn the design and I have assisted the ones that need a little bit of help. MAKE SURE NAMES ARE ON BACK! I demonstrate how they will use tempera paint with BLACK only the first week. I also show how they will clean up. The entire painting will not be finished today, ONLY the BLACK lines. They will need a piece of newspaper on the table under their painting. This is the opposite of how a stained glass window is made. A craftsman or artisan would actually cut all the glass, lay it on a pattern and then solder it together. I also had them put a piece of news paper under their painting to make clean up little easier. I demonstrated how the paint drips and they will need to wipe it on the edge of the jar. Also, if one or two are at risk of painting the entire paper black, I mention that they are only painting lines, not filling in any shapes. After modeling the appropriate behavior, sometimes I review to make sure that they understand. At this point I have them put on paint shirts and I begin distributing paint to every table. I also remind them that some paint may get on their fingers and this is understandable, they can clean them at the end, but no ones hand should be completely black today. <br />5. Students will put their painting in the drying rack and clean up tables and hands when they are finished. <br />6. If a lot of time remains, students could color a picture of a cornucopia stained glass window using markers. (I hope to scan my drawing and upload it for you!)<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigTtYAnlx37LmLlsS2cvH_xEK-BMJ1JgbsjGsHdAtab_FGAhwvlpNO0l9hmJG39a7nbAdaLbvpR9PEmShgWhDHwaIkrF5UwqLNsXQcQj-JebhwRZCReLRXIFGHOhIDnRbEMtcUeUbszLM/s1600/DSCF1022.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 372px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigTtYAnlx37LmLlsS2cvH_xEK-BMJ1JgbsjGsHdAtab_FGAhwvlpNO0l9hmJG39a7nbAdaLbvpR9PEmShgWhDHwaIkrF5UwqLNsXQcQj-JebhwRZCReLRXIFGHOhIDnRbEMtcUeUbszLM/s400/DSCF1022.JPG" alt="" id="BLOGGER_PHOTO_ID_5407404145230813314" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiasgmRl4Ka0m_88SOuaIt_IRN7zlmCOhyphenhyphenBd43mk8Hh20ldf-mDiyOzvXAUklDNrgQjIZdUxjLO9XJu7bI6n6qs05jtYk3htQlVLiRbliT1-NFzW3ntduWVql9ZYkmkyEDA0dsbADxia-c/s1600/DSCF1021.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 370px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiasgmRl4Ka0m_88SOuaIt_IRN7zlmCOhyphenhyphenBd43mk8Hh20ldf-mDiyOzvXAUklDNrgQjIZdUxjLO9XJu7bI6n6qs05jtYk3htQlVLiRbliT1-NFzW3ntduWVql9ZYkmkyEDA0dsbADxia-c/s400/DSCF1021.JPG" alt="" id="BLOGGER_PHOTO_ID_5407404148858334802" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVy_3FyzUlG9ZSjJ50GZGMklc2bOWbS7SzxfOs6resCRdcvVHEpVHYfVWgw0vSQTAGtb2c4j0Ip4xVuGGwtuXIEFk-yi0L9FlfFwEKwPFP3yNhrh00aVZM9lnPHvF4wYfJW7eKYvcS2QM/s1600/colorful-cornucopia-jim-harris.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 325px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVy_3FyzUlG9ZSjJ50GZGMklc2bOWbS7SzxfOs6resCRdcvVHEpVHYfVWgw0vSQTAGtb2c4j0Ip4xVuGGwtuXIEFk-yi0L9FlfFwEKwPFP3yNhrh00aVZM9lnPHvF4wYfJW7eKYvcS2QM/s400/colorful-cornucopia-jim-harris.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5407405757812681042" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRW4AtHiXi-RcYaWDwHfhxJPdl737Gi1vdJk9lU9sRYAjtKf5-yhEgGyzXKpKeqyyHr_Evapb7ptVtjWAOWO5Am_kH_MRxFUSV4RplGTxNSfHWGk5ZnUwVqiYZsL9foQDMOhmdn-KVzu8/s1600/01-img.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 350px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRW4AtHiXi-RcYaWDwHfhxJPdl737Gi1vdJk9lU9sRYAjtKf5-yhEgGyzXKpKeqyyHr_Evapb7ptVtjWAOWO5Am_kH_MRxFUSV4RplGTxNSfHWGk5ZnUwVqiYZsL9foQDMOhmdn-KVzu8/s400/01-img.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5407405755073748354" /></a><br /><br /><span style="font-weight: bold;">Week 2</span><br />1. Review information about Stained glass windows from last week. I pointed out an example of solder, explaining that we are adding the 'colored glass' part now...the black is already in place, this is the opposite of how a real window would be put together, but an artist could use our design as inspiration for a real window.<br />2. Demonstrate how students will finish painting the shapes on their paper so that no white is showing. I stress that they should make sure to go back and touch up any spots that they accidentally leave white.<br />3. Demonstrate how they will paint between the black lines in the white spots paint being careful not to swoop their brush across wet spots. This can make a big mess out of their paper. I also demonstrate how the paint looks if the colors get mixed accidentally! Sometimes tempera paint looks bad when 2 colors mix. I show them what to do if the paint drips on their paper in a spot accidentally: they put a big dot of the correct color on top or leave it for next week and they can touch it up later. I also have silver (or gold) paint available for this project, it is very pretty! I hold up each color so that they can see it and I stress that it dribbles really bad if they don’t wipe their brush on edge of the jar.<br />4. At the very end, pass out black paint. They are to use the black as a final step, for touching up white spots or correcting paint that gets on black lines, ONLY. After students put pictures in the drying rack, they will have a little bit of time after clean up to look at books or to create a drawing on a free sheet. Also, have a St. George and the dragon stained glass window for them to color if they would like.<br /><br /><br /><span style="font-weight: bold;">Assessment and Reflection:</span> Students will design the Stained Glass Window painting based on a teacher created rubric as it aligns with district objectives and goals. Students should be able to complete the drawing and painting with little or no teacher assistance and the finished product should have good craftsmanship and details appropriate to the grade level.<br /><br /><span style="font-weight: bold;">Sample Photos (If Available):</span><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkDph10EvEGNsNaghXUHUsqvZN4o1fbMoaOZT0wJ8Wlo1IlLv-kiaYXKXAEeS0sU3u3JIvKfanAAbT8YH4cUfwu_CNMFQjhFOo4MThohcfm4WXU-CVG9Yrs80ODzJK19yzbceOwN6ntEA/s1600/DSCF1020.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 396px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkDph10EvEGNsNaghXUHUsqvZN4o1fbMoaOZT0wJ8Wlo1IlLv-kiaYXKXAEeS0sU3u3JIvKfanAAbT8YH4cUfwu_CNMFQjhFOo4MThohcfm4WXU-CVG9Yrs80ODzJK19yzbceOwN6ntEA/s400/DSCF1020.JPG" alt="" id="BLOGGER_PHOTO_ID_5407404138386946050" border="0" /></a><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-Zuv4b4lZrNu-sMPVy65uJxu5U-JXAQYuCUBrEfYj8qxPiDx0XcFezLbgHP4XoBkfGVJBd_L36wOtPNEA_81Inx0l9SMTtejxy0mssCTdZrLfNNUTs-5NiVdG85AmrJkMNB8mbDB5dV0/s1600/DSCF1019.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 377px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-Zuv4b4lZrNu-sMPVy65uJxu5U-JXAQYuCUBrEfYj8qxPiDx0XcFezLbgHP4XoBkfGVJBd_L36wOtPNEA_81Inx0l9SMTtejxy0mssCTdZrLfNNUTs-5NiVdG85AmrJkMNB8mbDB5dV0/s400/DSCF1019.JPG" alt="" id="BLOGGER_PHOTO_ID_5407404136954422098" border="0" /></a><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUdYXl_k5AcY6io21qgB0IYjOhdYL2-2-yxcf08PNP-_KqFJAVS6dmRrSu1uwizZCBfpB5QDO_rDcMEYCswmmVZRqKq-EmzndhP3Zp7BHecdUcv4RSWNsZhMAxDYLEY3vUwOdaBP5WvDg/s1600/DSCF1017.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 393px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUdYXl_k5AcY6io21qgB0IYjOhdYL2-2-yxcf08PNP-_KqFJAVS6dmRrSu1uwizZCBfpB5QDO_rDcMEYCswmmVZRqKq-EmzndhP3Zp7BHecdUcv4RSWNsZhMAxDYLEY3vUwOdaBP5WvDg/s400/DSCF1017.JPG" alt="" id="BLOGGER_PHOTO_ID_5407404130070795538" border="0" /></a>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-21687307847392508342009-11-08T07:54:00.000-08:002009-11-08T08:03:55.990-08:00Sea Turtle Reverse Glass Painting<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0TdgVEXbWsq64UdMU0SXq3ZU4kaJooBMwQ9it4dM5vvG2Oy2MBLh2ZevxKNY_XJoSwMrrpX3rBOjxyfL3RL4_xsaqo19AnyS2NQrUw5J0UlsNV5coH5kji411U3CnEELFomoBBEVo7Jg/s1600-h/turtles+3.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0TdgVEXbWsq64UdMU0SXq3ZU4kaJooBMwQ9it4dM5vvG2Oy2MBLh2ZevxKNY_XJoSwMrrpX3rBOjxyfL3RL4_xsaqo19AnyS2NQrUw5J0UlsNV5coH5kji411U3CnEELFomoBBEVo7Jg/s400/turtles+3.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401762906307456530" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwV_lMhJ7uSeRYUeJeJ1Lq2Vc2o8qSJ46Zz_weJfMBRCi3O8kWC0ctANZ6cysCzuDdMKbofwsj8gdbvrC7UgqsS-74_RlnpGAFigCH6tG2HesjbSQVlAY39WNnGPufa4gLUZ4b2DOAstQ/s1600-h/turtles1.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwV_lMhJ7uSeRYUeJeJ1Lq2Vc2o8qSJ46Zz_weJfMBRCi3O8kWC0ctANZ6cysCzuDdMKbofwsj8gdbvrC7UgqsS-74_RlnpGAFigCH6tG2HesjbSQVlAY39WNnGPufa4gLUZ4b2DOAstQ/s400/turtles1.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401762904203041650" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsi1UkIXANCCP_ubKktCU7PPBAN7lB2edMf3JXtcymvqUvPt7T0XJz3XfvgARRolAbhjR6jTZUN_EQRYlPwNPbvvP8KczX1_18_8khKTKcQ85cZv1Ih2lpCLWn9SviV1jET3bb7epR9GE/s1600-h/turtles+2.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsi1UkIXANCCP_ubKktCU7PPBAN7lB2edMf3JXtcymvqUvPt7T0XJz3XfvgARRolAbhjR6jTZUN_EQRYlPwNPbvvP8KczX1_18_8khKTKcQ85cZv1Ih2lpCLWn9SviV1jET3bb7epR9GE/s400/turtles+2.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401762612799421506" border="0" /></a><br />Resources to Consider<span style="display: block;" id="formatbar_Buttons"><span class="on" style="display: block;" id="formatbar_CreateLink" title="Link" onmouseover="ButtonHoverOn(this);" onmouseout="ButtonHoverOff(this);" onmouseup="" onmousedown="CheckFormatting(event);FormatbarButton('richeditorframe', this, 8);ButtonMouseDown(this);"><img src="http://www.blogger.com/img/blank.gif" alt="Link" class="gl_link" border="0" /></span></span> (I showed some of these on my Smartboard): <a href="http://www.learnnc.org/lp/editions/drawturtle">http://www.learnnc.org/lp/editions/drawturtle </a><br /><a href="http://www.wikihow.com/Draw-a-Sea-Turtle">http://www.wikihow.com/Draw-a-Sea-Turtle </a><br /><a href="http://drawsketch.about.com/library/bl-step-turtle.htm">http://drawsketch.about.com/library/bl-step-turtle.htm </a><br /><br /><span style="font-weight: bold;">Intended Grade Level(s):</span> 2-4Grade<br /><br /><span style="font-weight: bold;">Estimated Class Period(s):</span> 2<br /><br /><span style="font-weight: bold;">Materials Required: </span>White 9X12 paper, Acetate, small paint brushes, pencils, sharpies, acrylic NEON paint, sea turtle pictures, ocean themed artwork examples, (optional: sea turtle tracers)<br /><br /><span style="font-weight: bold;">FYI:</span> I used tempera paint for this initially, but it flaked off the acetate…I tried covering it with a layer of Modge Podge and that helped it to stay on…I am not sure if it is a permanent fix, acrylic works better on acetate so in the future that is what I will use.<br /><br /><span style="font-weight: bold;">Goals & Objectives:</span> The goals of this lesson are technique and procedure based. (I did tie it in with a unit on ‘ocean’ art, but it could very easily adapt to other goals based on your district’s objectives.) The objectives include using organic shapes, using a variety of lines and complex patterns and filling in shapes using even color.<br /><br /><span style="font-weight: bold;">GLEs Accomplished In Lesson:</span><br />PP I.B Paint lines and fill in shapes with even color using tempera (see my note above about the type of paint)<br />AP 2.A Describe the use of the following in artworks: Outlines, Organic shapes, Organic forms, Positive and negative space, Contrast/ variety of values, Complex patterns<br /><br /><span style="font-weight: bold;">Procedure (Guided Lesson, Instructions, etc): </span><br />I set up the paint in those little round paint pallets, just a tiny bit of each color with one set of paints for each table. The students will only be using tiny amounts of paint and I found this to be less wasteful. Since it was using neon paint, I didn’t have them mix colors, but if you don’t have neon paint, color mixing could be part of the lesson goals. <br /><br /><span style="font-weight: bold;">Project (Steps, Examples, etc): </span><br /><br />1. Demonstrate how to draw a sea turtle (I made sea turtle tracers….but a more advance group could have easily drawn the sea turtle without a tracer or with the help of an egg shaped/oval tracer) I suggest that they put it in the corner of the paper, rather than exactly in the middle, but I let students make the final compositional decisions.<br />2. After the outline is drawn demonstrate how to draw an oval on the inside of the shell and add lines all the way around to create smaller areas for the edge of the shell. Then add organic shapes in the middle.<br />3. Students will then lay their sheet of acetate over their drawing (I demonstrated this on my Elmo). They will use a sharpie to trace over the entire drawing so that it is now ‘traced’ onto the acetate. If you are worried the acetate will slide and shift, you can give them a small piece of tape to hold it in place. I did have a few students who were unable to line up their drawing after it had moved, but not everyone will need the tape.<br />4. Once they have drawn the outline in sharpie, demonstrate how to add a variety of lines, complex patterns and shapes inside their organic shape. Also, they should put small organic shapes on the flippers, neck and tail of the turtle so that it looks more like a reptile.<br />5. Have students flip their acetate over before they write their name in the corner or else it will be backwards.<br />6. Students will need to paint some of their tiny details today so that they will be dry by next week. Quickly demonstrate how they will use a tiny paintbrush with only 2 or 3 colors this week. Remind them that we are painting the back and this color will show through on the front even if they paint over it when it is dry. (If you don’t have time for this step it can be done at the beginning of the next lesson, just remind students to make sure the paint is dry before they paint over it!)<br /><span style="font-weight: bold;">Day 2</span><br />1. Review the way that we painted last week. Demonstrate how they will paint right over the organic shape even if they painted the polka dots first, those will show through onto the front.<br />2. Make sure they paint the entire turtle.<br />3. Students can add patterns in the background with a sharpie, they could do tiny organic shapes, lines, or circles for bubbles. If time allows, students could also add paint to the background.<br /><br /><span style="font-weight: bold;">Assessment and Reflection:</span> Students will design the Sea Turtle Reverse Glass Painting based on a teacher created rubric as it aligns with district objectives and goals. Students should be able to complete the drawing and painting with little or no teacher assistance and the finished product should have good craftsman ship and details appropriate to the grade level.<br /><br />Here is the outline tracer I used...students still had to draw the shell, but this at least helped them to make it big enough. <br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIAntKywQuGz6sdByuiwwEs2nkc-lsSGd6llu9pXb7Ms68NlLaqH6OWGRlpV19-4IAkocfGyKBDgUJno9s0C4NFYTxTScV0v-w8xFrFtg_LMaY20isSjbl0VAaEDsJ8unswdLqR6Ieu-s/s1600-h/turtle+tracer.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 293px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIAntKywQuGz6sdByuiwwEs2nkc-lsSGd6llu9pXb7Ms68NlLaqH6OWGRlpV19-4IAkocfGyKBDgUJno9s0C4NFYTxTScV0v-w8xFrFtg_LMaY20isSjbl0VAaEDsJ8unswdLqR6Ieu-s/s400/turtle+tracer.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5401763746360935458" /></a>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com1tag:blogger.com,1999:blog-7813379638849611037.post-58890611304030261182009-11-08T07:24:00.000-08:002009-11-08T07:53:35.342-08:00Navajo Rug Paintings<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixpse8v4_JsqlTDULCNcak3mHzkvwHJiInCz7NuOkDlnEXDkGJyc8LSVifHgw8PwN3rpPJbe_Uxsw17iFxZ7a_hO7zUYyl95tevzxuq5InCYr72DLMoDey-GtonsHza5KswaKWzIavseE/s1600-h/navajo+rugs+kids2.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixpse8v4_JsqlTDULCNcak3mHzkvwHJiInCz7NuOkDlnEXDkGJyc8LSVifHgw8PwN3rpPJbe_Uxsw17iFxZ7a_hO7zUYyl95tevzxuq5InCYr72DLMoDey-GtonsHza5KswaKWzIavseE/s400/navajo+rugs+kids2.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759913552068338" border="0" /></a>All of the artwork was made by kindergarten students!<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLwR7asG0SnGr26SiZSKH5pTpODoFyyl5Sm8qYRdkrcAVYnmwSu6MaU5I2FuM9bFlv8DZJJgAI-1KvU2QcmmpeGvdwLc816ev4-ZsI6Sm_087H3VAD1Vt9Y_OijidUyYh7wknHOqKy4ss/s1600-h/navajo+rugs+kids.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLwR7asG0SnGr26SiZSKH5pTpODoFyyl5Sm8qYRdkrcAVYnmwSu6MaU5I2FuM9bFlv8DZJJgAI-1KvU2QcmmpeGvdwLc816ev4-ZsI6Sm_087H3VAD1Vt9Y_OijidUyYh7wknHOqKy4ss/s400/navajo+rugs+kids.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759908086002994" border="0" /></a><br /><br /><span style="font-weight: bold;"><br />Resources to consider:</span> <a href="http://www.collectorsguide.com/fa/fa064.shtml">http://www.collectorsguide.com/fa/fa064.shtml</a> Brief history of Navajo Weaving. I always ask the librarian to gather books for me to 'keep in the room as a reference. Also, I have included some photos at the end of actual Navajo Weavings that were taken at the <a href="http://www.philbrook.org/">Philbrook</a> Tulsa Art Museum in 2007.<br /><span style="font-weight: bold;">Intended Grade Level(s):</span> K-2<br /><span style="font-weight: bold;">Estimated Class Period(s):</span> 3<br /><span style="font-weight: bold;">Materials Required:</span> 12X18 white paper at least #80 weight, triangle, diamond tracers, examples of blankets, woven designs, artifacts, information on Native American symbol and weavings, scissors, pencils, posters<br /><br /><span style="font-weight: bold;">Goals & Objectives:</span> The goals of this lesson are to use a variety of colors and tempera paint with control, use shapes and lines in a composition. This lesson could easily be adapted to district objectives and cross curricular goals.<br /><span style="font-weight: bold;">GLEs Accomplished In Lesson:</span><br /><span style="font-weight: bold;">Kindergarten</span> PP 1.A Produce a line using crayon, pencil, or marker EP 1.A Identify and use lines 1.B Identify and use shapes I.E Identify and use color<br /><span style="font-weight: bold;">1st Grade </span>PP 1.B Apply paint with a dragging, not pushing motion EP 1.A Identify and use straight, curved, thick and thin lines 1.B Identify and use triangle, circle, square, rectangle and oval shapes 2.A Identify and demonstrate the concept of middle or center AP 2.A Identify the following in artworks: lines, shapes, colors, patterns<br /><span style="font-weight: bold;">2nd Grade</span> PP 1.B. Paint lines with control of the brush, Clean paint brush before changing colors EP 1.A. Identify and use zig-zag, dotted, and wavy lines 1.B. Identify and use geometric shapes EP 2.D identify and create a complex pattern<br />AP 2.A. Explain how Native American art reflects the habitats, resources an daily lives of Woodland and<br />Plains Indians<br />Compare and contrast the habitats, resources and daily lives of Woodland and Plains Indians<br /><br /><span style="font-weight: bold;">Procedure (Guided Lesson, Instructions, etc): </span><br />FYI Second graders study Woodland and Plains Indians so if you do this unit at the same time that the classroom teachers are covering Native Americans, be specific that NAVAJO Indians are from the Southwest, they are the most famous for creating weavings, their culture is different than Native Americans that live other places. This could be a good time to compare and contrast the Navajo with the Woodland and/or Plains Indians <br /><span style="font-weight: bold;">Project (Steps, Examples, etc): </span><br /><span style="font-weight: bold;">WEEK 1 </span><br />1. Introduce Native American culture. Show examples of Navajo weavings (review for 2nd grade or an introduction if they will be weaving paper soon). When I introduce the lesson, I provide information that refers what students are learning about in their regular ed. classroom. The main focus would be culture and symbols for 2nd grade and lines and shape for Kindergarten.<br />2. Demonstrate how students will trace shapes on their paper to make a design that looks similar to a Navajo Rug. Students will trace the shape in pencil and write their name on the back of the paper. Younger students may need to help each other hold the shape in place on the paper so it doesn’t move while they are tracing it. Older students should use more lines and more complex patterns in their design. I keep the kindergarten students to a very limited and structured design, diamond in the middle, triangles in the corners and lines in the middle.<br />3. After students have drawn their design and I have assisted the ones that need a little bit of help. I demonstrate how they will use temper paint with 2-3 colors only the first week. I also show how they will clean up. The entire painting will not be finished today, only 2-3 shapes/lines. I also demonstrate how the paint looks if the colors get mixed accidentally! Sometimes tempera paint looks bad when 2 colors mix (like blue and red doesn’t make a very pretty purple) I show them what to do if the paint drips on their paper in a spot accidentally: they put a big dot of the correct color on top or leave it for next week and they can touch it up later.<br />4. Students will put their painting in the drying rack.<br /><br /><span style="font-weight: bold;">Week 2</span><br />1. Review information about Native Americans from last week.<br />2. Demonstrate how students will finish painting the shapes on their paper so that no white is showing. I stress that they should make sure to go back and touch up any spots that they accidentally leave white. Demonstrate how they will paint over their original pencil lines with black paint being careful not to swoop their brush across wet spots. This can make a big mess out of their paper.<br />3. At the very end, pass out black paint. Students will carefully paint their (now invisible) pencil lines. (this step could even be saved for the 3rd week for younger students if you are worried about the black making a mess if it mixes with the other colors)<br />4. After students put picture in the drying rack, they will have a little bit of time after clean up to look at Native American books or to create a drawing on a free sheet. Remind them to be careful not to let colors mix.<br /><span style="font-weight: bold;">Week 3</span> NOTE: THIS IS A 5 MINUTE STEP!!<br />1. After the painting is completely dry, before sending the artwork home or hanging it up for an art display, demonstrate how students will use scissors to snip the short ends of the paper so that their ‘rug’ looks more like it has been woven. Stress that they should only snip the short sides for fringe, do not cut anything else up!<br /><br /><span style="font-weight: bold;">Assessment and Reflection:</span> Students will design the Navajo Rug Tempera Painting based on a teacher created rubric as it aligns with district objectives and goals. Students should be able to complete the drawing and painting with little or no teacher assistance and the finished product should have good craftsman ship and details appropriate to the grade level.<br /><br />Here is an actual weaving on a loom:<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQC8F1MInoek2WYYwXb9W2Aij6lB4anTLk0wn9Ki1MpZZNOePjUHkyk2qTVkSZAw9tAzWKfSQZDVzTYIAGPSm8g0IMvUxBR3GaenB3NpEaM8IQsN6S8k2tJmyPyQxzJw96IF0ajGagofg/s1600-h/navajo+rug+7.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQC8F1MInoek2WYYwXb9W2Aij6lB4anTLk0wn9Ki1MpZZNOePjUHkyk2qTVkSZAw9tAzWKfSQZDVzTYIAGPSm8g0IMvUxBR3GaenB3NpEaM8IQsN6S8k2tJmyPyQxzJw96IF0ajGagofg/s400/navajo+rug+7.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759683939326370" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhscdvPfurr7EuwahFtuWHt6Wef21-hNOARpLKxS3ORjh4IR66KYTYuoTUQ02Bz33218sW4sRwedBckdISNQACe0zPHRSROD5C_pQt_GVd26G4gmAsG6yFW0mr86zpVDMZXWasBuKbXhgo/s1600-h/navajo+rug+6.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhscdvPfurr7EuwahFtuWHt6Wef21-hNOARpLKxS3ORjh4IR66KYTYuoTUQ02Bz33218sW4sRwedBckdISNQACe0zPHRSROD5C_pQt_GVd26G4gmAsG6yFW0mr86zpVDMZXWasBuKbXhgo/s400/navajo+rug+6.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759680432827250" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCdoTKz_hQ3Yhm9FAGGMeV80sv280fkEKA4w20XUI89Jvs_ITbInOsjbHwCmMFN2K1qaiy8I-WzdT6F_dGSsHQgIC5L6zbvWze4ANrRMSV1Bjgltlmd3UN1AXA5UH40GCepPHxwep752k/s1600-h/navajo+rug+5.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCdoTKz_hQ3Yhm9FAGGMeV80sv280fkEKA4w20XUI89Jvs_ITbInOsjbHwCmMFN2K1qaiy8I-WzdT6F_dGSsHQgIC5L6zbvWze4ANrRMSV1Bjgltlmd3UN1AXA5UH40GCepPHxwep752k/s400/navajo+rug+5.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759675078400402" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVnKPbWI3a_UqYtBvwvJpAKlKccjqTQWInh2k5ouWWI4cjzcm_ektABiBZGdwrXkk1yj1r5MH41nOawgvzFiNXQn31oCedTKzWBOgR4NjVLDygCWfzITJCKFyLV_7G07TrOGevDizEjZY/s1600-h/navajo+rug+4.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVnKPbWI3a_UqYtBvwvJpAKlKccjqTQWInh2k5ouWWI4cjzcm_ektABiBZGdwrXkk1yj1r5MH41nOawgvzFiNXQn31oCedTKzWBOgR4NjVLDygCWfzITJCKFyLV_7G07TrOGevDizEjZY/s400/navajo+rug+4.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759674342438066" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3tLpsB_WDrg0I94b6z5k4xHGsO_MqNsnphcmJmkGOOFTVThp-IopYwW63ieDDm0yansmwLaWwkAqLlOIOdYCuTvejD4Z7Ys1Uq28vZKqHRfZJhG6NBwxAm0vhjwZ3BVsxcvi9RVFjxv4/s1600-h/Navajo+rug+3.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3tLpsB_WDrg0I94b6z5k4xHGsO_MqNsnphcmJmkGOOFTVThp-IopYwW63ieDDm0yansmwLaWwkAqLlOIOdYCuTvejD4Z7Ys1Uq28vZKqHRfZJhG6NBwxAm0vhjwZ3BVsxcvi9RVFjxv4/s400/Navajo+rug+3.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759667727974130" border="0" /></a><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsIYFRGnmPGW6gZtiZ1n-r3DFgHC2jjm4QlfTAbvaoWzDdKKNYXMoOC5NMq_8S_ZVhqdvX8fGxHJqs9RseJcFuQ2jHSVGr2KkJfHcnjE0hSIqaYvoOtL70icaXBv7UbIjNvC8Ru7FZl28/s1600-h/navajo+rug+2.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhsIYFRGnmPGW6gZtiZ1n-r3DFgHC2jjm4QlfTAbvaoWzDdKKNYXMoOC5NMq_8S_ZVhqdvX8fGxHJqs9RseJcFuQ2jHSVGr2KkJfHcnjE0hSIqaYvoOtL70icaXBv7UbIjNvC8Ru7FZl28/s400/navajo+rug+2.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759350863576002" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5VBUCxGkWwGmr31bt1JxDlw48klMWlmarW0rbIEW1ExsgpCmzmNPFyNcqAOhxHGFlcD-fgpNB0KSotx1aOjmX7lF5_llCoKSpqitaDDr4Nmc60BjWChcH2IAL_GlAIcl-FqM9jLAE5w0/s1600-h/navajorug1.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5VBUCxGkWwGmr31bt1JxDlw48klMWlmarW0rbIEW1ExsgpCmzmNPFyNcqAOhxHGFlcD-fgpNB0KSotx1aOjmX7lF5_llCoKSpqitaDDr4Nmc60BjWChcH2IAL_GlAIcl-FqM9jLAE5w0/s400/navajorug1.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759345304477522" border="0" /></a>Here is a Native American symbol plate, possibly a Thunderbird:<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbS9FXxjwFUWtZjbPdpH6t2lJfWGSjj7g4BRkNZbwr8cYSJxyAGd8CzOULmDqtCBs54_4oVCxLfF3m4F_tXGqGz3i0kRHdWIHzbgEWNroOZk0CU8I-PZx53jt7vhSBq0da2jVPOUViqlA/s1600-h/navajo+symbol+1.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbS9FXxjwFUWtZjbPdpH6t2lJfWGSjj7g4BRkNZbwr8cYSJxyAGd8CzOULmDqtCBs54_4oVCxLfF3m4F_tXGqGz3i0kRHdWIHzbgEWNroOZk0CU8I-PZx53jt7vhSBq0da2jVPOUViqlA/s400/navajo+symbol+1.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759344788077810" border="0" /></a>Here is some Navajo Pottery. It might be neat to follow the painting with a clay lesson and base the project around the black and white pottery designs:<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggW1W5dTCCK3iKpOR6agupigwOC_sKfl3NEijhcZrS5zS-eR60MBSP_DaX37kYTqFHHR3qj8spNVDOn24GhOpoR8fKJZP5vgXuumGGBnq2CnyfSohR_xK671rheBNgMihe1P34bAVorhI/s1600-h/navajo+pot2.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggW1W5dTCCK3iKpOR6agupigwOC_sKfl3NEijhcZrS5zS-eR60MBSP_DaX37kYTqFHHR3qj8spNVDOn24GhOpoR8fKJZP5vgXuumGGBnq2CnyfSohR_xK671rheBNgMihe1P34bAVorhI/s400/navajo+pot2.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759341803631362" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfaZ1YwPjRMhUiyAYSM7uOZ18bRZq1bYw5oouiB5s8b2eeOosBMqoDO5yYpXjPSqgLdCI386efPmbKFMJtGVSv-S0jLAhVhLx9EGVh99lSyMmUIgZQTSy5QtNZwCdq9d_jUikx6ynKo00/s1600-h/navajo+pottery.jpeg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfaZ1YwPjRMhUiyAYSM7uOZ18bRZq1bYw5oouiB5s8b2eeOosBMqoDO5yYpXjPSqgLdCI386efPmbKFMJtGVSv-S0jLAhVhLx9EGVh99lSyMmUIgZQTSy5QtNZwCdq9d_jUikx6ynKo00/s400/navajo+pottery.jpeg" alt="" id="BLOGGER_PHOTO_ID_5401759337047121954" border="0" /></a>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-2139170974149530132009-11-08T07:11:00.000-08:002009-11-08T07:53:10.821-08:00Chalk Owl Painting<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0u7gNv3AMgbj7g21GoIYQrMUM7r_dyGLxUw1CudUbTXmdqpXFwS0o7QK_heaEL7c8IKc0iKQi0LGYV9oCWw_5Wj6tQ9P1mIwTeDvK-vivFYf0KfIcdVAQ4gD6Ciap87U4_MRFZxnSN3Q/s1600-h/DSCF1067.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0u7gNv3AMgbj7g21GoIYQrMUM7r_dyGLxUw1CudUbTXmdqpXFwS0o7QK_heaEL7c8IKc0iKQi0LGYV9oCWw_5Wj6tQ9P1mIwTeDvK-vivFYf0KfIcdVAQ4gD6Ciap87U4_MRFZxnSN3Q/s400/DSCF1067.JPG" alt="" id="BLOGGER_PHOTO_ID_5401761227503687202" border="0" /></a><br />All of the examples below are from Kindergarten students. This project is very fun and I have done it two different ways...You can see the difference in the examples and I made a note in the procedures to explain the difference.<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyqxqbfVPV9WNeCkd_4hlWyeq-roOu8dnBd0rnrOkkTP0sRyR-hvbWniGRWGv5AW1W56f9dqnYRm6ewzADmmPeiqn7ma9iYQJZOa7NlDJiHtjYv0A11S5cvoNdzmyQ4TKF3ctREIHYNwI/s1600-h/DSCF1068.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyqxqbfVPV9WNeCkd_4hlWyeq-roOu8dnBd0rnrOkkTP0sRyR-hvbWniGRWGv5AW1W56f9dqnYRm6ewzADmmPeiqn7ma9iYQJZOa7NlDJiHtjYv0A11S5cvoNdzmyQ4TKF3ctREIHYNwI/s400/DSCF1068.JPG" alt="" id="BLOGGER_PHOTO_ID_5401753206187872498" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIgZYKDTDyo-RB6zsv63H8gK3ZVEphYU3QvKXAQmje1KDMKrpcrtJWi0U7xDw_vAc0CrmJ7mrcwT-USFQJmuiUXRBSU6deuRfZ3Og6HDqe8LQLndx-T8rAv0RsbhVlnVfH6tmJkoxb6S8/s1600-h/DSCF1066.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIgZYKDTDyo-RB6zsv63H8gK3ZVEphYU3QvKXAQmje1KDMKrpcrtJWi0U7xDw_vAc0CrmJ7mrcwT-USFQJmuiUXRBSU6deuRfZ3Og6HDqe8LQLndx-T8rAv0RsbhVlnVfH6tmJkoxb6S8/s400/DSCF1066.JPG" alt="" id="BLOGGER_PHOTO_ID_5401753198873396674" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZn9eZgBqpB4eOjdf7F_jocStXBxonrm585-n-TD-GEiJLE-SOCab8FKt5ueHxawy4CXiJrnedBBZz5DE9tdzX17oZboncuGv8rqvgaKu-oFlxJCqoROGU4JCinH8He5W0v1VLGwYdXrI/s1600-h/DSCF1065.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZn9eZgBqpB4eOjdf7F_jocStXBxonrm585-n-TD-GEiJLE-SOCab8FKt5ueHxawy4CXiJrnedBBZz5DE9tdzX17oZboncuGv8rqvgaKu-oFlxJCqoROGU4JCinH8He5W0v1VLGwYdXrI/s400/DSCF1065.JPG" alt="" id="BLOGGER_PHOTO_ID_5401753190540705554" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYsjmg_WRkeaAWEZDLoPDeBO2jgkgGnjkqCdAhd-lpJkXhDWMw-6vab_msaffqz9Kcj42KSVlFZiWzbMe4e42Udht-MD8N6UmhKTOIJQQX1djN9ChHF3KTSSCEGw220DgjCIumzmq45JE/s1600-h/DSCF1002.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYsjmg_WRkeaAWEZDLoPDeBO2jgkgGnjkqCdAhd-lpJkXhDWMw-6vab_msaffqz9Kcj42KSVlFZiWzbMe4e42Udht-MD8N6UmhKTOIJQQX1djN9ChHF3KTSSCEGw220DgjCIumzmq45JE/s400/DSCF1002.JPG" alt="" id="BLOGGER_PHOTO_ID_5401753187502479906" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcLuuHgoUIekxnkBCjtDdukw2QWx5btKiRxnzdCne_XQ6mfc-6svLXp9yoHlRS3UngMIUiDDldoU4WJONXTy9WnHmBsGhLTTvAV8kE9sZYRPJd0_G2gdoNBfmjbJFbDsP8uDuFHubLto8/s1600-h/DSCF1001.JPG"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcLuuHgoUIekxnkBCjtDdukw2QWx5btKiRxnzdCne_XQ6mfc-6svLXp9yoHlRS3UngMIUiDDldoU4WJONXTy9WnHmBsGhLTTvAV8kE9sZYRPJd0_G2gdoNBfmjbJFbDsP8uDuFHubLto8/s400/DSCF1001.JPG" alt="" id="BLOGGER_PHOTO_ID_5401753178489287394" border="0" /></a><br /><br /><span style="font-weight: bold;"><br />Intended Grade Level(s:</span> K-2<br /><span style="font-weight: bold;">Estimated Class Period(s):</span> 2<br /><br /><span style="font-weight: bold;">Materials Required: </span>black 18X12 construction paper, colored chalk/chalk pastels in a tray of water, pencils, white tempera paint, circles to trace (depending on age level), books about owls, owl pictures<br /><br /><span style="font-weight: bold;">Goals & Objectives:</span> The primary goal of this lesson is for the student to use lines and shapes.<br /><span style="font-weight: bold;">GLEs Accomplished In Lesson: </span><br /><span style="font-weight: bold;">Kindergarten</span><br />PP 3. G Create an original artwork that communicates ideas about the following themes: Outdoors (seasons, nature) EP1.A Identify and use lines 1.B Identify and use shapes, Categorize large and small 1.E Identify and use color<br /><span style="font-style: italic;">1st Grade<span style="font-style: italic;"><span style="font-weight: bold;"></span></span></span><br />PP 1.A Fill an area with solid color/value using crayon, pencil, or marker<br />1.B Apply paint with a dragging, not pushing motion<br />EP 1.B Identify and use triangle, circle, square, rectangle and oval shapes<br /> Categorize large and small and medium<br /><br /><span style="font-weight: bold;">2nd Grade</span><br />PP 3.G.Create an original artwork that communicates ideas about the following themes: Nature; Places (e.g., school, home, stores, neighborhood, countryside<br />EP 1.B. Identify and use geometric shapes<br /><br /><br /><span style="font-weight: bold;">Procedure (Guided Lesson, Instructions, etc): </span><br />This lesson is part of a unit on shapes. For older students, you could read Owl Moon, Or the book Goodnight Owl, but I recommend using the owl poem. I drew it on a poster so I can act it out and have the students say it with me (make up actions):<br />The Owl<br />There’s a wide-eyed owl<br />With a pointed nose.<br /><br />He has pointed ears<br />And claws for toes.<br /><br />He sits in a tree<br />And looks at you.<br /><br />Then he flaps his wings<br />And says, “Tu-whit, tu-whoo”<br /><br /><span style="font-weight: bold;">Project (Steps, Examples, etc):</span><br />1. Read the owl poem with students. I made a poster of it and we said it out loud a few times through, acting it out. Show pics of owls. Explain how all owls look different depending on where they live, they have to blend in to their environment…..Show a few pics from magazines or books. Explain how owls are fierce hunters and cute and cuddly, that is why they are my favorite animal…<br />2. Quickly review the things we have learned….lines, shapes and texture….draw a few things on the board, artists use lines and shapes all the time, we will be using these all year to create art. Give students a black 12X18 paper pre-folded the hot dog way. Explain that they will draw 4 things. A straight line, nearly to the top, but not all the way. A circle, an big oval and a triangle. Demonstrate this on the board….it makes a big B….show them a tiny way…they way NOT to draw it…..<br /><span style="font-style: italic;"><br /><span style="font-weight: bold;">NOTE: </span>I Have done this lesson 2 ways...the way that I described above, they are using circle tracers for the big owl and then free-handing the little owls. Another way to do it is to have them fold their paper in half the tall skinny way, paint a capital 'b' with white paint and then fold the paper in half so that it makes a print, this creates one large owl on the paper...then they can go over it to make it more even, add ears and a tree branch at the bottom and stars and moon at the top...I prefer the 'printing way' a little better...</span><br />3. While students are drawing, have them put on paint shirts.<br />4. Demonstrate how to paint with white paint. Go over the rules for paint: don’t paint hands, paper only, be careful not to let paint drip, wipe it gently on the edge of jar…..don’t take paint jar out of the plastic tray, we will use more colors later, but today we are starting out with one color!….. Outline each shape, fill it in. Fold over gently, rub the back of the paper (one boy threw his on the ground and stomped on it….it did make a cool texture for feathers)……open it up and see a symmetrical owl…a giant one….demo how to add a tree branch, stamp the brush for leaves, add a full or crescent ‘c’ moon, and add a few small stars. Mention that they should be careful not to totally cover the paper with white paint…it will be a snow scene and the owl won’t show up….<br />5. Before passing out the paint, show them a few books that are marked with owl pics: Turtle Island ABC (from CTV) Brother Wolf (MTJ) and Goodnight Owl….Students can look at the books to get ideas on how they will color their owl the next week. Quickly show them the example for next week, 2 ways, the goodnight owl and others…..Demo how to clean up and put paper in drying wrack….<br />6. Pass out the paint, let students work…cleanup.<br /><br /><br /><span style="font-weight: bold;">Week 2</span><br />1. Read and act out the owl poem with students again.<br />2. Demonstrate how they will use chalk pastels to color their night owl scene. All of the white shapes need to be colored over this week. This is a great way for them to add really cool texture and details. Demonstrate how to draw the eyes, on the board first, 2 or 3 ways….then the beak….an easy triangle or the harder owl beak…..demonstrate how to put that mask of feathers around the face and then add feathers for the wings and belly….While students are drawing in pencil, have them put on paint shirts and pass out paintings from last week.<br />3. (Since it is on black paper, the chalk doesn’t always show up right at first if it is wet, when they color directly on the black paper. I remind them not to let their paper get too wet, and not to rub too hard in one spot because this will make their paper get a whole in it. I show them how to do the owl’s eye! This is important or else it won’t look like an owl, I make them do the eye first, a little bit of gray/black in the middle with yellow or yellow green around the outside…make sure the babies match!) When everyone is finished drawing, demonsrate how to use chalk. Explain that students shouldn’t get hands dirty on purpose!! Show how to color eyes, explain to be careful not to get paper too wet or it could rip, explain why the chalk pastels are in water…..Demo how to color and outline things….demo how to use the side of the chalk to color big areas, how to color the moon, leaves, stars, and sky with purple.<br />4, Demonstrate how to color the tree, leaves, moon, and stars. Remind them that they do not have to color the sky since it is already black like night, but if they want to make it more spooky, they can put purple and blue around the background like a spooky haze. Explain that students will have to wash hands and put this in the drying rack when they are done and they can look at the mini-goodnight owl book or any book in the room.<br /><br /><span style="font-weight: bold;">Assessment and Reflection:</span> The students will use chalk to color a night owl scene according to a teacher constructed rubric. Students should be able to use the white paint, the chalk, draw the shapes, and color essential parts of the composition with little or no teacher assistance.Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-78115053445039325532009-11-08T06:47:00.000-08:002009-11-08T07:00:53.897-08:00Animal Clan Weavings<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRYq_nMWtPHMEd9q1Plf4S7fbXt6GJXrDnTye0i5fPv-7cnEZKA0nBJcwg07eoam_A1SXgvgKQvXymIHegi9e1WzOam094SvIF_-l_r03K8rFfHDLoFG-GHPlRzslQypHypWpFm_I_y7w/s1600-h/DSCF1015.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRYq_nMWtPHMEd9q1Plf4S7fbXt6GJXrDnTye0i5fPv-7cnEZKA0nBJcwg07eoam_A1SXgvgKQvXymIHegi9e1WzOam094SvIF_-l_r03K8rFfHDLoFG-GHPlRzslQypHypWpFm_I_y7w/s400/DSCF1015.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5401747817382120114" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr0GHK7V4Gr79KyRWDkbtttCbXpIB2SbVTa4LKs4zx7tfXa1VGbgMc702Uw5t8MVjqFjhVjGxEmJL6_U2goOTGWWC80B4gdwDhsG-VSg26pKPP3_ql3SAD4QhIB0Nr7L0oEBcfha7MZt4/s1600-h/DSCF1014.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr0GHK7V4Gr79KyRWDkbtttCbXpIB2SbVTa4LKs4zx7tfXa1VGbgMc702Uw5t8MVjqFjhVjGxEmJL6_U2goOTGWWC80B4gdwDhsG-VSg26pKPP3_ql3SAD4QhIB0Nr7L0oEBcfha7MZt4/s400/DSCF1014.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5401747814746595170" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdAXBNn-P4utlDGMjChP0LlW2vXIkmBEJOAgNPhYHk4SiUdcTab6aLcoU8S800jnsjpS0UG6fqzEjNK1MXPJNgNk9WBPdBt7lb4I7ezC61cMxiWIeKy42x-uohW4SdGubxO-hjBpCHIjQ/s1600-h/DSCF1013.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdAXBNn-P4utlDGMjChP0LlW2vXIkmBEJOAgNPhYHk4SiUdcTab6aLcoU8S800jnsjpS0UG6fqzEjNK1MXPJNgNk9WBPdBt7lb4I7ezC61cMxiWIeKy42x-uohW4SdGubxO-hjBpCHIjQ/s400/DSCF1013.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5401747810739201074" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMFiyzbcDJ1Z8dVK_52FQ6JewaJzUOggH5TWTm9mOvwV73Vyk8b393KeqvDARPVe3XkQL4z211B8zPQfWhrSgqZ-u7VX8JK3os6H7_zLhB5O9gP6BDhLshoH1Yuw6YVeDNxUjZRnoSNYM/s1600-h/DSCF1012.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMFiyzbcDJ1Z8dVK_52FQ6JewaJzUOggH5TWTm9mOvwV73Vyk8b393KeqvDARPVe3XkQL4z211B8zPQfWhrSgqZ-u7VX8JK3os6H7_zLhB5O9gP6BDhLshoH1Yuw6YVeDNxUjZRnoSNYM/s400/DSCF1012.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5401747807111777874" /></a><br /><br /><br /><span style="font-weight:bold;">Resources to Consider:</span> <a href="http://turtle-island.com/customs.html">http://turtle-island.com/customs.html</a> Information about the Woodland Indian tribe. I have books from the library about the Objiwa indians, Woodland Indians, and Plains Indians as references<br />Iroquois Animal Clans: <a href="http://www.carnegiemnh.org/exhibits/north-south-east-west/iroquois/clan_animals.html ">http://www.carnegiemnh.org/exhibits/north-south-east-west/iroquois/clan_animals.html </a>and <a href="http://www.carnegiemnh.org/exhibits/north-south-east-west/iroquois/in_the_forest.html ">http://www.carnegiemnh.org/exhibits/north-south-east-west/iroquois/in_the_forest.html </a>and (with pics) <a href="http://www.iroquoismuseum.org/ve7.htm ">http://www.iroquoismuseum.org/ve7.htm </a><br /><br /><span style="font-weight:bold;">Book:</span> Sootface an Obijwa Cinderella Story by Robert D. San Souci <br /><br /><span style="font-weight:bold;">Intended Grade Level(s):</span> 2nd - 4th <br /><br /><span style="font-weight:bold;">Estimated Class Period(s):</span> 2<br /><span style="font-weight:bold;"><br />Materials Required: Construction Paper,</span> (paper cut for looms on the paper cutter: different color looms and strips for different animals) scissors, glue, pencils, black crayons, Shapes to trace (large circles, or triangle shapes for head of animal), Native American posters, artifacts and information on symbols and weavings<br /><span style="font-weight:bold;"><br />Goals & Objectives:</span> The primary goal of this lesson is for the student to demonstrate making a paper weaving. The secondary goal of this lesson is to have an understanding of Native American symbols and culture. <br /><br /><span style="font-weight:bold;">GLEs Accomplished In Lesson: </span>: PP 1.E Make a paper weaving using plain weave IC 2.A Explain how Native American art reflects the habitats, resources and daily lives of Woodland and Plains Indians HC 1.A Identify works of Art from Native Americans<br /><br /><span style="font-weight:bold;">Procedure (Guided Lesson, Instructions, etc): </span><br />Teacher will study a bit of information about the Iroquois Indians and prepare examples of the different animal clans. Pre-cut the looms and the strips on the paper cutter for the students to weave. Create some tracers for students to use when cutting their weaving to the shape of a circle (for turtle’s shell) or wolf’s head. <br /><br /><span style="font-weight:bold;">Project (Steps, Examples, etc):</span><br />1. Introduce Native American culture, show poster of loom with a weaving on it, artifacts, and examples of woven materials. ( I read the book Sootface and the students briefly compared it to the real-Cinderella story using a think-pair share.) I showed students the examples of the different animal weavings and explained the animal clans of the Iroquois Indians.<br />2. Explain vocabulary: loom, weft, warp. If time allows, share a story or book or information about Native American symbols. (Check with your school librarian for resources if you don’t have something that you already use during weaving lessons.) <br />3. Demonstrate how to make a paper weaving. (Have the 9X12 loom paper pre-cut for each student) After students finish their weaving, they will glue it to a sheet of 9X12 coordinating color paper for the next week. Don’t forget this step!<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia8j0nTRO-hdn2Ia0nODRFFDvrP3n1qw3oA8raKhEA6YIvtisnkiED0Ak5Txognd0stuS9MUjvSCUJRLOV0L0ybR-zP8wTp4CrIk85iPbIu92xR4YFjar_VIW9fiHFhPnt6Ufr5AM9UeM/s1600-h/DSCF1017.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia8j0nTRO-hdn2Ia0nODRFFDvrP3n1qw3oA8raKhEA6YIvtisnkiED0Ak5Txognd0stuS9MUjvSCUJRLOV0L0ybR-zP8wTp4CrIk85iPbIu92xR4YFjar_VIW9fiHFhPnt6Ufr5AM9UeM/s400/DSCF1017.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5401745659000850994" /></a><br />Poster from <span style="font-style:italic;">Arts and Activities</span> magazine. It has additional information on the back. <br /><br /><span style="font-weight:bold;">Week 2</span> (This doesn’t take an entire class period, I always have some handouts of symbols for them to study that they could write a story with or make a book mark to take home)<br />1. Review Native American symbols. Demonstrate how students could make a book-mark using symbols if time allows at the end of art. (this is what I do….I already have handouts for each table ready and a box with all the materials they will need to create the bookmark. <br />2. Using the weaving from last week, students will trace a circle and cut it out. (this is for the turtle, I will show examples of a fox and a wolf at the conference and the pictures below). <br />3. Students will add the arms and legs or ears and snout, I demonstrate how to draw these with a pencil on construction paper and cut out. Then I explain how they will layer pieces to create a design on the shell. <br />4. Students could make their turtle really detailed by cutting out claws and eyes, or they can just draw those on with a black crayon. (I always have someone draw a smiley-face ☺ on the turtle….it never looks quite right) Students can use scraps of paper or black crayons for many of the details. <br />5. I always have books in the room for students to look at if they get finished early. The librarian gathers books on Indians, Weavings, and Native American Symbols. <br /><span style="font-weight:bold;"><br />Assessment and Reflection: </span>Students will create the turtle weaving based on a teacher created rubric as it aligns with district objectives and goals. Students should be able to complete the weaving with little or no teacher assistance and the finished product should have good craftsman ship and details appropriate to the grade level.Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-53218514741659774702009-11-02T11:57:00.000-08:002010-01-11T13:27:59.653-08:00Stained Glass Windows Grades 3-4<span style="font-weight: bold;">Resources to consider</span> St. George and the Dragon by Margaret Hodges, Illustrated by Trina Schart Hyman<br /><span style="font-weight: bold;">Intended Grade Level</span>(s): 3-4<br /><span style="font-weight: bold;">Estimated Class Period</span>(s): 2<br /><span style="font-weight: bold;">Materials Required</span>: 12X18 watercolor paper, rulers, pencils, examples of stained glass and stained glass windows, tempera cake paint, black electrical tape, sharpies<br /><span style="font-weight: bold;"><br />Goals & Objectives:</span> The goals of this lesson are to use a story as inspiration for a stained glass window composition and paint the design using tints and shades.<br /><span style="font-weight: bold;">GLEs Accomplished In Lesson: </span><br />3rd Grade PP 1.D Demonstrate an additive process (black tape)<br />3.A Figure: Create an original artwork of a figure in an action pose.<br />EP 1.A Identify and use horizontal, vertical and diagonal lines.<br />1.G Identify and use middle ground, overlapping and change of size to create illusion of space<br />IC 2.A Explain how the math principle of symmetry is used in art<br />HS 1.A Identify works of art from Europe (realistic)<br />4th Grade PP Using tempera, add color to white to create a ting. Using tempera, add black to color to create a shade. PP 3.C Create artwork that communicates ideas about time (past, present and future)<br />EP 1.A Identify and use outlines. EP 1.G Identify and use placement and change in detail to create the illusion of space. EP 2.B Identify and use a center of interest (focal point)<br /><br /><span style="font-weight: bold;">Project (Steps, Examples, etc): </span><br />1. Introduce the unit with some examples of stained glass and some pictures of stained glass windows. Tell the story of St. George and the Dragon and point out books in the room about knights, castles, etc.<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi244m5sPkldh_CtZDM78r227G4GUEkZdMYLcEXgCR1KaxP6cVUmRfI7apCDpUjgXdI5S1WVSmT76BTtBPIrgHH98zPAs_1Y6-OzKgpwOTHzup-gh3SmRwDqnlaojxCc6VyFPgrlXDi89Q/s1600-h/Untitled1.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 285px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi244m5sPkldh_CtZDM78r227G4GUEkZdMYLcEXgCR1KaxP6cVUmRfI7apCDpUjgXdI5S1WVSmT76BTtBPIrgHH98zPAs_1Y6-OzKgpwOTHzup-gh3SmRwDqnlaojxCc6VyFPgrlXDi89Q/s400/Untitled1.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5425596559308492594" /></a><br />2. Tell my experience with stained glass and explain how the window we are painting will be very simple. Show them an example of stained glas (a candle holder) and show the solder lines.<br />3. Students will draw a scene from St. George and the Dragon. I point out that many stained glass windows were originally created to tell stories from the bible. This drawing will require quite a bit of realism. I had examples of how-to books with horses, knights, princesses, and handouts with copies from the book. I showed examples of how this could be a fearsome story with a scary dragon vs. a brave knight or it could tell a sweet story with a beautiful princess falling in love with her knight in shining armor.<br />4. The first thing students need to do is use a ruler to draw the frame. This was actually really hard for my students to hold the ruler and trace the corners to create triangles and then connect each triangle with a line to make a rectangle in the middle. The scene was to go inside the smaller shape in the middle. This took the entire class period. Students only had a little bit of time left to design their scene.<br /><br /><br /><span style="font-weight: bold;">Week 2</span><br />1. Review information about Stained glass windows from last week. Emphasize the idea of solder and glass to make a scene. Show an example of a stained glass window of St. George and the dragon. Also, emphasize the idea of smaller lines within larger areas to create the sky...small pieces of glass make up larger areas and we need to draw those as part of our design.<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA44jtuYYQIGHMTTgAM9vK6aFGFkkyKK1VGZFqwDts1RCU7bGtLKR5NnZkmxp31T9KsePF6T6NVD4MWWchz33UdCv1MFwcKg0Mx1v-R_zNO_BaSbwPngZT5kYxCd3m5IbzLs0K8Df2zHc/s1600-h/Icon_of_St._George_044_STAINED_GLASS.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA44jtuYYQIGHMTTgAM9vK6aFGFkkyKK1VGZFqwDts1RCU7bGtLKR5NnZkmxp31T9KsePF6T6NVD4MWWchz33UdCv1MFwcKg0Mx1v-R_zNO_BaSbwPngZT5kYxCd3m5IbzLs0K8Df2zHc/s400/Icon_of_St._George_044_STAINED_GLASS.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5425596207790998434" /></a><br /><br /><a href="http://stgeorgethegreatmartyr.com/Our_Patron_Saint_5976.html">source</a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh-3EY_XvNUbI_tM8T7h75eGvOU0OnCMDQdERRS_xtXV7zMquYg8Ecp4axn0IaFRP_MFv2bdAPbylplhIeaMEFK0WVyXzX1fdsYyNGaS-EMcpxzN_IQAnHNVtoO-5YFd9_IdBqRX_8zqs/s1600-h/St+george.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 290px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhh-3EY_XvNUbI_tM8T7h75eGvOU0OnCMDQdERRS_xtXV7zMquYg8Ecp4axn0IaFRP_MFv2bdAPbylplhIeaMEFK0WVyXzX1fdsYyNGaS-EMcpxzN_IQAnHNVtoO-5YFd9_IdBqRX_8zqs/s400/St+george.jpg" alt="" id="BLOGGER_PHOTO_ID_5425595134687168402" border="0" /></a><br />2. Since I had my students make this on expensive, heavy paper, I decided to draw the frame on the paper so that all they would have to do is add the black tape over the top of my lines and transfer their sketch onto the new paper with a sharpie. I demonstrated how they would peel of long pieces of tape and cover my pencil lines with the black tape. I also told them not to waste the tape. Do not put it on free sheets. For the triangle corners, they could just wrap it around the back of the paper. I assisted the ones that need a little bit of help.<br />5. If time allows, after drawing their picture with a sharpie marker, pass out the colored pencils for students to begin coloring the scene. This is the opposite of how a stained glass window is made. A craftsman or artisan would actually cut all the glass, lay it on a pattern and then solder it together.<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWdgypfic5CD_UVcF24RrK0x_fhGxM1mQlVtjQuiP1e6-K4rHNage-FD1J3xynz-EaqSUe3fLHr6jWTVyJ8uWgWKzHHKwvH5u-O6ZcfPHYguGN32VS9Ojfkj_sJ2yulFvf9jydclxRNu4/s1600-h/01-img.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 350px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWdgypfic5CD_UVcF24RrK0x_fhGxM1mQlVtjQuiP1e6-K4rHNage-FD1J3xynz-EaqSUe3fLHr6jWTVyJ8uWgWKzHHKwvH5u-O6ZcfPHYguGN32VS9Ojfkj_sJ2yulFvf9jydclxRNu4/s400/01-img.jpg" alt="" id="BLOGGER_PHOTO_ID_5425594988228848690" border="0" /></a><br /><br />6. If a lot of time remains, students could color a picture of a cornucopia stained glass window using markers.<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkci-ethf8tXent4Ezj3OYFThTu0XCtzli02X6EZkgFxW-JBFdrn51StLjdwofcet0Lzp2MFNLwO-Rc1rPTDzS5rT27IN5VnEiTCmLcikkunXheKmFOOtKPT46zIJchHCYRfjcHU51X8g/s1600-h/DSCF1007.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 326px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkci-ethf8tXent4Ezj3OYFThTu0XCtzli02X6EZkgFxW-JBFdrn51StLjdwofcet0Lzp2MFNLwO-Rc1rPTDzS5rT27IN5VnEiTCmLcikkunXheKmFOOtKPT46zIJchHCYRfjcHU51X8g/s400/DSCF1007.jpg" alt="" id="BLOGGER_PHOTO_ID_5425593918760606770" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzKgmP_S0b20FRf2dlmcw285xXNoeTn_wefXeXo2cLVE98e5B0Cq4mKVu_pTz7HaXi25RwuMze7nCiNGhM2bqtLw9DtLIOMSSCA1PlkAxgOtPkkAkPEYsVlxow8ZbhygyKdzCjEs2HBKY/s1600-h/DSCF1008.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 392px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzKgmP_S0b20FRf2dlmcw285xXNoeTn_wefXeXo2cLVE98e5B0Cq4mKVu_pTz7HaXi25RwuMze7nCiNGhM2bqtLw9DtLIOMSSCA1PlkAxgOtPkkAkPEYsVlxow8ZbhygyKdzCjEs2HBKY/s400/DSCF1008.jpg" alt="" id="BLOGGER_PHOTO_ID_5425593912937735618" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj55-P_0gZOU4nStI8t4gt0zd_Yp0w5hN6fb25OFeqqCn99KXxJZUP0-Sypkiv1rDjtwO7L_sf1H1dS3857cdYsBuXuEDpHFPmclIpIipCsw0NQElgCXMRnwVghl7VpIj4Gh8WbDmAc_mE/s1600-h/DSCF1009.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 315px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj55-P_0gZOU4nStI8t4gt0zd_Yp0w5hN6fb25OFeqqCn99KXxJZUP0-Sypkiv1rDjtwO7L_sf1H1dS3857cdYsBuXuEDpHFPmclIpIipCsw0NQElgCXMRnwVghl7VpIj4Gh8WbDmAc_mE/s400/DSCF1009.jpg" alt="" id="BLOGGER_PHOTO_ID_5425593906818219922" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgzAUixCiWIBvQiBPCAGj1EkRlMzsnbP0Err-_G6BJD4qWoJikj3lb_ZSiEyEzhKG_6JIhoLZ1qPMP7m939DHcz9m5q6co00xM7RPcQWfIjo1IbaERmsTZNSpEavrYQvV9WYQAnLF4X_o/s1600-h/DSCF1006.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 368px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgzAUixCiWIBvQiBPCAGj1EkRlMzsnbP0Err-_G6BJD4qWoJikj3lb_ZSiEyEzhKG_6JIhoLZ1qPMP7m939DHcz9m5q6co00xM7RPcQWfIjo1IbaERmsTZNSpEavrYQvV9WYQAnLF4X_o/s400/DSCF1006.jpg" alt="" id="BLOGGER_PHOTO_ID_5425593900443537538" border="0" /></a><br />Week 3<br />1. Show an example of a real stained glass window (again) and point out the black lines. A craftsman would look at the original design and fill in the pattern with pieces of glass. The glass would be fused together using solder. Our black pencil lines and tape lines are the solder. Today we will be adding color to our design.<br />2. Some students still may need time to finish drawing their picture. They are only to color the main scene in the middle. We will paint the frame.<br />3. Demonstrate how to paint the frame using bright colored tempera paints. Mention the fact that I also have metallic paints: silver, gold and copper...these only have tiny brushes in them and are intended for things on their design that might be metal: shields, swords, crowns, etc.<br />4. This should take most of the art session. If time remains at the end, I had coloring pages of Christmas stained glass windows available for them to color.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqek_jDMtg-g1o-JdvaH2RNIKvE_f6IJMcAZ2AsCBgBRzXTgBuMDjeRl8aNf31GoiDAmZY67OmvAY0NSiIKvtjtF9_7xmCNzEuERLMfgt_tFXW-AahjyQhgT4szIBZSQ_5u5tySFWv37c/s1600-h/DSCF1005.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 400px; height: 278px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqek_jDMtg-g1o-JdvaH2RNIKvE_f6IJMcAZ2AsCBgBRzXTgBuMDjeRl8aNf31GoiDAmZY67OmvAY0NSiIKvtjtF9_7xmCNzEuERLMfgt_tFXW-AahjyQhgT4szIBZSQ_5u5tySFWv37c/s400/DSCF1005.jpg" alt="" id="BLOGGER_PHOTO_ID_5425593897819278434" border="0" /></a><br /><br /><span style="font-weight: bold;"><br />Assessment and Reflection:</span> Students will design the Stained Glass Window painting based on a teacher created rubric as it aligns with district objectives and goals. Students should be able to complete the drawing and painting with little or no teacher assistance and the finished product should have good craftsmanship and details appropriate to the grade level.Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com0tag:blogger.com,1999:blog-7813379638849611037.post-49552391047238713262009-10-29T09:41:00.000-07:002009-11-02T12:47:55.429-08:00Where the Wild Things Are<span style="font-weight:bold;">LESSON TITLE: Where the Wild Things Are</span><br />Resources to Consider <a href=" http://deepspacesparkle.blogspot.com/2009/03/where-wild-things-are-watercolor.html ">similar lesson</a><br />Book by: Maurice Sendak<br /><a href="http://www.apple.com/trailers/wb/wherethewildthingsare/ ">Trailer</a><br />Intended Grade Level(s): K-4th grade<br />Estimated Class Period(s): 2<br /><span style="font-weight:bold;">Materials Required:</span> White 12X18paper, pencils, sharpies, paint<br /><span style="font-weight:bold;">Goals & Objectives:</span> The goals of this lesson are technique and procedure based. The objectives include creating an artwork based on a theme: ‘wild animals’, using a variety of methods and materials, including color mixing, creating tints and shades and painting using a wash. <br /><span style="font-weight:bold;">GLEs Accomplished In Lesson: </span><br />PP I.B Paint lines and fill in shapes with even color using tempera (thinned tempera or tempera cakes)<br />AP 2.A Describe the use of the following in artworks: Outlines, Organic shapes, Organic forms, Positive and negative space, Contrast/ variety of values, Complex patterns<span style="font-weight:bold;"><br />Procedure (Guided Lesson, Instructions, etc):</span> <br />Read the book, Where the Wild Things Are. Show the movie trailer. <br /><span style="font-weight:bold;">Project (Steps, Examples, etc):</span> <br />1.Demonstrate how to draw ‘Carol’ using a tracer for the head and then adding the details. I demonstrated this one to every grade so that they could pick the one they wanted to do. (For K and 1st, we ALL drew Carol…sort of a step-by-step drawing.and they could try one of the others on free time only).<br />2.Have head tracers for 4 of the characters (Douglas, K.W., Carol, Bull), and drawn examples for each one. Students can choose to use one of the tracers or they can try to draw their own head without using the tracer. After drawing the body and adding the details with sharpie marker, students should look at books or try to draw handout if they have any free time. (I put a handout on each table with images of the characters so that they would put details like scales, feathers and claws)<br /><br />*Also make sure that they erase extra pencil lines after outlining in sharpie marker. <br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivttcvMY4k4L5JHr2siEdSB26jxY0MGy3SyjHJDppUZrS52s4sN5O167Y4P0eEWt2AbwJm7jafAug5pi8TkT4ioF45Ayhl3razuXYq4u6QvvHh8_X_X46enQTqO6EfNboesIq8jd-ytjk/s1600-h/DSCF1009.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivttcvMY4k4L5JHr2siEdSB26jxY0MGy3SyjHJDppUZrS52s4sN5O167Y4P0eEWt2AbwJm7jafAug5pi8TkT4ioF45Ayhl3razuXYq4u6QvvHh8_X_X46enQTqO6EfNboesIq8jd-ytjk/s400/DSCF1009.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398064812524466594" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiuycKLqOIQopclPxUD03cVKIKpBxX69xNHinTRsysNGMMjUJQp27G3xDa6sPlPN5NzxarKG-d8EkuGcyh_wOby-3YVyd-IrpAhWCabi3ZzTuUalRiuEo0eJZW6Vn5Mws2Jba5gxCmeKQ/s1600-h/DSCF1010.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiuycKLqOIQopclPxUD03cVKIKpBxX69xNHinTRsysNGMMjUJQp27G3xDa6sPlPN5NzxarKG-d8EkuGcyh_wOby-3YVyd-IrpAhWCabi3ZzTuUalRiuEo0eJZW6Vn5Mws2Jba5gxCmeKQ/s400/DSCF1010.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398064800591390658" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVoPleIGyneC7xsScaLhjB1-m7JH7CBffgYGJUw0WgFqbACt-KXQSyXwX-VKwjKmZH9lNk85YuOetPCRiV-OUuhrNIswMIpa4geJ3AB7R0J0t3SwQMNBfdtSevsu_vBp8_IXzgwggP8Oo/s1600-h/DSCF1013.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVoPleIGyneC7xsScaLhjB1-m7JH7CBffgYGJUw0WgFqbACt-KXQSyXwX-VKwjKmZH9lNk85YuOetPCRiV-OUuhrNIswMIpa4geJ3AB7R0J0t3SwQMNBfdtSevsu_vBp8_IXzgwggP8Oo/s400/DSCF1013.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398064799712846994" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaEr9C8uu5m99oCOdWMyC82M2hJZBiaia0IJX36Li88n3fu947ZbRfWPLOM79ROebvIMBss1pLLg-Ab3VV0LKAWJV_Ip92tflrXHHf4oE5rbKAIC_Ukl8_T7u7eO0WH4I9n0pIMEThCMo/s1600-h/DSCF1006.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaEr9C8uu5m99oCOdWMyC82M2hJZBiaia0IJX36Li88n3fu947ZbRfWPLOM79ROebvIMBss1pLLg-Ab3VV0LKAWJV_Ip92tflrXHHf4oE5rbKAIC_Ukl8_T7u7eO0WH4I9n0pIMEThCMo/s400/DSCF1006.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398064791537890642" /></a><br /><br /><br /><br /><span style="font-weight:bold;">Day 2</span><br />1.Review the book. Ask questions like: “Who was max? Where did he go? Who did he meet?” Etc. <br />2.Explain what wax-resist means. Also, while students are waiting for me to pass out the paint, the crayons will be on their table to touch up and add a tail. Demonstrate how to draw a tail. <br />3.Show the students the watercolor paint. (For older kids introduce color mixing with colors like tan, pink and yellow-green and gray). List each color. Explain that they have to keep yellow cleaned out. I put out 2 paint sets at every table so some students might have to share.<br />4.Show students the water bucket. Explain that they should not tap the brushes on the container, it splatters pictures.<br />5.Demonstrate the painting technique of wax resist. Tell them to use YELLOW first. BLACK should be used last. <br />6.Demonstrate painting the entire picture and then putting it in the drying wrack. Review how we wash hands and tables. Student should look at books if they get finished with the painting. <br />7.If time allows, demonstrate how to make a crown for students to wear out the door. <a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrKyHhP7B9oUhMOqr-66GrprNh5V45aTNcK-iahEEOSFFb2J3CTYKcmYyXYZ0IFHiEN1pwxTSUCZrItt4LmH8bngyfG4LDVOFgNgpJebq1QpicMqJ7A5V_3PwXWgSSZmQrpdjL9NhGLTg/s1600-h/DSCF1005.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 309px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrKyHhP7B9oUhMOqr-66GrprNh5V45aTNcK-iahEEOSFFb2J3CTYKcmYyXYZ0IFHiEN1pwxTSUCZrItt4LmH8bngyfG4LDVOFgNgpJebq1QpicMqJ7A5V_3PwXWgSSZmQrpdjL9NhGLTg/s400/DSCF1005.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398067605734135218" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuCtmP8gj8xSI-2zPvHEzzRzjsPDlA4ggoeeXU11Mznr9X0iOvTm2ASVMI6C1aiWrWMWfbXtvsjrs3YvnKuYhQNYn6LHIw7dDVi7xpY7QNpmWb5k4Fy2P_N_bOnCAWW4I2CmOs210dcVw/s1600-h/DSCF1004.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuCtmP8gj8xSI-2zPvHEzzRzjsPDlA4ggoeeXU11Mznr9X0iOvTm2ASVMI6C1aiWrWMWfbXtvsjrs3YvnKuYhQNYn6LHIw7dDVi7xpY7QNpmWb5k4Fy2P_N_bOnCAWW4I2CmOs210dcVw/s400/DSCF1004.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398067602649706162" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvKrZu23aAxmvTlYub10sxLC7qWct2KwzXPIFItg-K784EWjaoDJUnXCaWOZOgH5PQxc-kUd8N-n1uNxvF4gRAcLt9hngB6JeXDT62B7pF_GyG2K2H6doBqO2bTy0DDGHMLCZK52P3OA4/s1600-h/DSCF1003.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvKrZu23aAxmvTlYub10sxLC7qWct2KwzXPIFItg-K784EWjaoDJUnXCaWOZOgH5PQxc-kUd8N-n1uNxvF4gRAcLt9hngB6JeXDT62B7pF_GyG2K2H6doBqO2bTy0DDGHMLCZK52P3OA4/s400/DSCF1003.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398067597225190210" /></a><br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOAsAHABC2O5vn_2FD9fr13GAJ0CLnQyQjzkeMPdpeMkKgyk_YdL7GDXTqeJfTRvtBwxB4tAs2wqXPuAutIdIC-6FYf1BlCLuTflshC14_57FW0thcKudma1qQ88cuGG_UHINXJebrArk/s1600-h/DSCF1002.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOAsAHABC2O5vn_2FD9fr13GAJ0CLnQyQjzkeMPdpeMkKgyk_YdL7GDXTqeJfTRvtBwxB4tAs2wqXPuAutIdIC-6FYf1BlCLuTflshC14_57FW0thcKudma1qQ88cuGG_UHINXJebrArk/s400/DSCF1002.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398067590798539218" /></a><br /><br />Here is an example of the wax resist Wild Things I did with my K-1 students. <br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLuQrV18EGP-fVi9zl3T6H2seOKUoQtKEpApyYVQyC827b5JI8R6DDGOmaVbyX5bMKxcfhh0ti74XNPe0fOd3jnBZOtq_EkQEqjm1fkVbww5SzDE5jiqpmW3X0eICS-TmpUmONNbaqmpU/s1600-h/DSCF1009.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLuQrV18EGP-fVi9zl3T6H2seOKUoQtKEpApyYVQyC827b5JI8R6DDGOmaVbyX5bMKxcfhh0ti74XNPe0fOd3jnBZOtq_EkQEqjm1fkVbww5SzDE5jiqpmW3X0eICS-TmpUmONNbaqmpU/s400/DSCF1009.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398068642749257202" /></a><br /><br /><span style="font-weight:bold;">Assessment and Reflection:</span> Students will design a ‘Where the Wild Things Are Character' based on a teacher created rubric as it aligns with district objectives and goals. Students should be able to complete the drawing and painting with little or no teacher assistance and the finished product should have good craftsman ship and details appropriate to the grade level. <br /> <br /><br /><span style="font-weight:bold;">Additional Photos: </span><br /> Here is an electrical tape installation I did in my room during this unit. I used a drawing on a transparency with my overhead projector. Students did drawings of Max which I included on the wall around the tape drawing. <br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0jQnP5b_qxVEK-z1xua8tgxQKqItE121go1L5jPQSJtRuhd3HDelqr0mSe0qtunjv6YuA12c_74JEIstGwdZqqzpfHVbVCI0raUE6H5ZrBa6YYAb1Kv3xb7LJ4TkBkJa5AmdrMfVeue4/s1600-h/DSCF1001.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0jQnP5b_qxVEK-z1xua8tgxQKqItE121go1L5jPQSJtRuhd3HDelqr0mSe0qtunjv6YuA12c_74JEIstGwdZqqzpfHVbVCI0raUE6H5ZrBa6YYAb1Kv3xb7LJ4TkBkJa5AmdrMfVeue4/s400/DSCF1001.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398067579206518690" /></a><br /> <br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCh9ZIJIy810W84RuqkUUaCuQXYETRcUkXSyO94ejQbXmH9GQDgkIeTldgqlBR3tJt1pEXps64IZI-Tn9wp8bvc5LMrfD9lGru2zuskp9MI9Cd1YyIKk7fiABLhebc4K2psS0HxS6UHwA/s1600-h/IMG_0252.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCh9ZIJIy810W84RuqkUUaCuQXYETRcUkXSyO94ejQbXmH9GQDgkIeTldgqlBR3tJt1pEXps64IZI-Tn9wp8bvc5LMrfD9lGru2zuskp9MI9Cd1YyIKk7fiABLhebc4K2psS0HxS6UHwA/s400/IMG_0252.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5398064814256663506" /></a><br /><br />I found a lot of great resources over at the Blog: <a href="http://www.terribleyelloweyes.com/">Terrible Yellow Eyes</a>!<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6P7AIMQ0kZraE5qLpPt-1m8bJtEGvTCR8ZZZrMXswe-ktBt7h2A84G4K75j3_bWH4VZU345tx3_JekCRaoVYHBxZzEvDNN6PACH8r2J2_1iT2blMTC-tNq2scxB4st1Flmfd8RqPDJEE/s1600-h/Bildschirmfoto-2009-09-22-um-19.13.27.png"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 184px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6P7AIMQ0kZraE5qLpPt-1m8bJtEGvTCR8ZZZrMXswe-ktBt7h2A84G4K75j3_bWH4VZU345tx3_JekCRaoVYHBxZzEvDNN6PACH8r2J2_1iT2blMTC-tNq2scxB4st1Flmfd8RqPDJEE/s400/Bildschirmfoto-2009-09-22-um-19.13.27.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5398068664794419282" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi6g4eRs6-ne0BAGIuJoqMxSsm26BPmx4gT3exPYhnBWiiKo6qPUd7TLNFi7uL8BrARen7lCwQuKyj6MYdksopEDbxam67lvq7iXa61-uIhkHif1ZP7XIkSQgqQguFABwc_IeLTN4NORk/s1600-h/3575814013_42a1fe5414.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 266px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi6g4eRs6-ne0BAGIuJoqMxSsm26BPmx4gT3exPYhnBWiiKo6qPUd7TLNFi7uL8BrARen7lCwQuKyj6MYdksopEDbxam67lvq7iXa61-uIhkHif1ZP7XIkSQgqQguFABwc_IeLTN4NORk/s400/3575814013_42a1fe5414.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5398068656059325586" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_CQ5-Wgdw9Tw0snpqb3w9-jPRwl3D3m4kFiL2iVR81NPyZLR0JdL5f5wIUU-jiKsmbzfmZHjAjAEexHlkMKrxoJQEYFbPdNEmx9Sq6FhcqyU0_2KzoP5JsZbQ_nsrhFueoVpKQwikAXQ/s1600-h/3576614530_d4c43a0f63.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 293px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_CQ5-Wgdw9Tw0snpqb3w9-jPRwl3D3m4kFiL2iVR81NPyZLR0JdL5f5wIUU-jiKsmbzfmZHjAjAEexHlkMKrxoJQEYFbPdNEmx9Sq6FhcqyU0_2KzoP5JsZbQ_nsrhFueoVpKQwikAXQ/s400/3576614530_d4c43a0f63.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5398068649737051842" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8S9FicNq8ywlhyvD11qEj54QTtFpgTFx8rDkIAsoeMBNpB8dCfBo0sAHUIFlTnpbHLKkKFnPKpIHD9qNIrZAfEJbxZChrzjLFTtXBO-0Wl7rabozBj76BuJb1jBJvg10Lvbslj218Kr0/s1600-h/25-esq-where-the-wild-things-are-max-072009-lg-4075385.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8S9FicNq8ywlhyvD11qEj54QTtFpgTFx8rDkIAsoeMBNpB8dCfBo0sAHUIFlTnpbHLKkKFnPKpIHD9qNIrZAfEJbxZChrzjLFTtXBO-0Wl7rabozBj76BuJb1jBJvg10Lvbslj218Kr0/s400/25-esq-where-the-wild-things-are-max-072009-lg-4075385.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5398068645934745458" /></a><br /><br />Wouldn't this be a fun collage:<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPAjv_4sawA47tCGPgIYrG_f4q45y2AXmBQeb0NY7DGuk2kSY9qa52ajp2ZY0YrxPui165OROaK59Vj76IXa0xTsURYq0h645cCLwpqkfBlb9txEQvOfEKIwpAFajcNL1d71bj6J66_Ro/s1600-h/LilyYellowEyes.png"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPAjv_4sawA47tCGPgIYrG_f4q45y2AXmBQeb0NY7DGuk2kSY9qa52ajp2ZY0YrxPui165OROaK59Vj76IXa0xTsURYq0h645cCLwpqkfBlb9txEQvOfEKIwpAFajcNL1d71bj6J66_Ro/s400/LilyYellowEyes.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5398070322510851378" /></a><br /><br />I also created a really cool handout for students that completed their paintings early using a printable Max from the <a href="http://toy-a-day.blogspot.com/2008/11/day-79-max.html">Toy-A-Day</a> blog. <br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiw6aavy4zwkVHpuGGzSI97fG7S5Ukw-BrJMcShkya7uefFP7_OcLABNn3FJ4m64H7Hj1WaTZg8rV5Vr0rf0Femhh7MgvPXLO29IrSUiZAi5PRK4zcWH00mkoLlzS3iykMzpdrL51dtv4/s1600-h/max.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 300px; height: 300px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiw6aavy4zwkVHpuGGzSI97fG7S5Ukw-BrJMcShkya7uefFP7_OcLABNn3FJ4m64H7Hj1WaTZg8rV5Vr0rf0Femhh7MgvPXLO29IrSUiZAi5PRK4zcWH00mkoLlzS3iykMzpdrL51dtv4/s400/max.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5398070312229748290" /></a>Nellie Maehttp://www.blogger.com/profile/04075085958362460963noreply@blogger.com1