Making the Most of Your "D-List Celebrity" Status Relationship Building % %
A simple way to introduce children to the magic of making prints.
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This student chose to do a self portrait. It's no secret to my students that I love weaving projects. There's something about the methodical over-and-under process that I find so relaxing and satisfying. Here's a paper weaving project I did with a Grade 10/11 class. I've also done it with Grades 7 and 8. They essentially did a drawing of the same image twice (they traced the first image onto the same sized paper) and then painted them slightly different colours. They could either go for opposite colours to create a high contrast checkerboard effect, or go for similar colours to create a more subtle effect. So here's a drawing of a falling over champagne glass- drawn exactly the same twice. We used a tracing table- a window would work as well. Then paint them both- we used acrylics and/or watercolours. This student below chose a subtle colour change for her Egyptian piece. Once both paintings are dry, you need to fold one in half and draw a line about one inch from the open end of the folded paper. This is the limit of cutting. Students could measure their cutting lines with a ruler or free hand cut them. Most chose to measure. The thinner the strips, the longer the weaving will take to finish. These strips are known as the 'warp'strips. The strips don't need to be straight but all my students made theirs straight. For the second sheet of paper, cut the strips all the way through. I suggest to students to measure and draw all the lines out first on the back, with a ruler, then number them, in case they fall down, or get mixed up. You won't use the first couple of strips on both the top and bottom. So here's the weaving at the beginning stages. The blue painting below has been folded vertically and cut into the 'warp' strips. Then the pink/purple painting is being cut across- the 'weft' strips (1 cm) and those strips are being woven into the blue painting. So here's the back of the painting that's going to be cut into the 'weft' strips. Number them on the back just in case. You need to weave them in order so that the painted image lines up more or less. It won't be perfectly the same and that's ok. Students stress over this part and try to get it all perfectly lined up and it just doesn't work. That's not the point of this project. So I found I had to continually emphasize that the drawings do not have to line up perfectly!!! You can number the strips on the back to keep them in order. Especially useful if a gust of wind enters the classroom and blows the strips onto the floor... yes, it's happened. Over, under, over, under and so on. Then start weaving- over, under, over, under- this takes time and patience. When you have a few strips in and it looks good, glue down the edges with dots of white glue to keep it all secure. Students will find they don't need to use all the strips- the may take out some half-way through that don't line up and that's fine. Here's a link to a very basic paper weaving lesson that may make more sense than mine did ;) Here are some of the early finishers: Ta da! this student left a large, wide border which I quite like. this student was going for a brocade look.
4 Tips to Consider as You Make Your Transition to TAB Curriculum Approaches % %
I'm Dawn, mothering 5 children and art teacher from St. Louis, MO. You'll find the creative endeavors from the studio, home adventures and favorite DIY's.
Interested in trying a TAB (Teaching for Artistic Behavior) approach to an elementary or middle school art classroom? Use this tracker to help guide students for them to take more initiative in them projects and studio explorations! This PDF is designed individually for each student. Included in the PDF: Daily work log (color coded) WOW artwork tracker (for big projects done throughout the year) Studio centers Student interests and goals
6 Amazing Things About TAB Classrooms Curriculum Approaches % %
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Printmaking Studio Printmaking is the process of making artworks by printing, normally on paper. Printmaking normally covers only the process of creating prints that have an element of originality, rather than just being a photographic reproduction of a painting. Have you ever come up with a fantastic drawing? Have you wanted to make more than one? The printmaking studio is the right studio for YOU! The idea of printmaking is to make more than ONE...otherwise another studio might be a better option. In the printmaking studio, you can make; MONO PRINTS - one single print or EDITION- a series of identical images. There are several choices you have in the printing making studio. (*credit Juli Toole) Here are instructions for printmaking *What can you do with pattern paper? Take it to drawing, collage, painting? Build a structure? *Do you see the pattern printed paper? *How many studios did this artwork visit? *Do you see a printed border/frame? I could have used crayon, color pencil or marker for the sky but printmaking created pattern and more WOW! Gelli Prints (Anne Bedrick) Gelli Monoprint Ghost Print - second print off the original How to STRETCH your printmaking Print a border around a drawing Print several prints on one piece of paper Print papers to use in collage color directly onto a print.
Item specificsConditionNew: A brand-new, unused, unopened and undamaged item in original retail packaging (where packaging ... Read moreabout the conditionNew: A brand-new, unused, unopened and undamaged item in original retail packaging (where packaging is applicable). If the item comes direct from a manufacturer, it may be delivered in non-retail packaging, such as a plain or unprinted box or plastic bag. See the seller's listing for full details. See all condition definitionsopens in a new window or tab Size16 x 20 inShapeRectanglePhoto Capacity1ColourBrownDepartmentAdultFinishPlainStyleContemporaryItem Length20 inItem Height20 inItem Width16 inPersonaliseNoItem Height (Interior)16 inSuitable for Photo Size12 x 16 inMaterialPlasticOccasionAll OccasionsMountingFreestandingBrandUnbrandedThemeArtOrientationLandscapePhoto Insertion TypeRear-LoadingItem Width (Interior)12 inTypePhoto Picture FrameFeaturesDurable, Heavy Duty
In second grade our students learn about birds. Each student is assigned a particular bird to research and create a board game. I was looking on Pinterest one day and found these really cute clay birds. Here is the link to the Etsy site: http://www.etsy.com/listing/120121796/sale-clay-bird-sculpture-turquoise. As soon as I saw it I knew I wanted to make them with my students. While making the clay birds we really practiced modeling the clay with our hands. We talked about how we could push, pinch and pull the clay to form the bird shape. I found a great graphic that I used to show my students one way to create the bird. Here is the site where I got this picture. I think it really helped the kids visualize the process:http://lh4.ggpht.com/_uRolMrRneWc/TRsrMoYa77I/AAAAAAAAEDA/R91VBrZsMWw/s1600-h/genine4.jpg I also found these great clay bird nests on Pinterest, here is the link: http://redandthepeanut.blogspot.com/2012/04/how-to-make-ceramic-pottery-birds-nest.html and decided to make those to put our birds in. If you are a bird lover you should really check out her blog. There are so many beautiful photos. Each student got a small slab circle of clay,turned the edges up and added clay strings made from garlic presses. It was great practice attaching clay. The kids really loved making both the birds and the nests. We practiced lots of handbuilding skills. Here are some of our finished birds. If you would like to see more visit our Artsonia exhibit Clay Birds.
Three-dimensional paper sculpture Our still-life materials for drawing or painting Collage, puppet, and mask-making station Our drawing station with a large variety of drawing materials, objects to draw, drawing books, textured rubbing materials, and a picture file Our weaving station Some of our parents never have a chance to visit our art room. I thought that they might like to see the set-up of our stations.
Welcome to our Choice-based Art Studio! This is my first year adventuring into Choice-Art and I couldn't feel more energized ...
One of my goals this year was to have my students really understand the artistic behaviors. I thought last year the students were looking at them only on the surface. I want a deeper understandin…
The Art II and Advanced Art students were challenged to mix 100 different tints, tones, and hues using primary colors and white paint. Gr...
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The high school Art I students have been crafting bowls from rolled strips of magazines. The only materials used in the bowls are recycled ...
Try DOODLING!!!!! Get inspiration from Mr. Doodle; Sometimes, the solution to your problem just won’t come into your head, yet your thoughts are spinning at a 100 kilometres an …
How to Easily Add STEAM to Your TAB Curriculum Curriculum Approaches % %
The idea for this lesson came from an image I saw on Pinterest.. but after doing some investigative work - seems to have originated from the blog Art. Paper. Scissors. Glue and before that from the 1991 book written by Sara Beggs, "The No Nonsense Guide to Teaching Art." For this lesson we began by taking about what symmetry is and the difference between linear symmetry (1 line of symmetry) and radial symmetry (more than 1 line of symmetry). Then we talked about what a sculpture is (a piece of artwork you can see from all sides - it is 3-dimensional) and what a relief "sculpture" is (a piece of artwork that has depth on the surface but is not meant to be seen from all sides). Once students understood the principles behind radial symmetry and sculpture we began creating our very own radial paper relief sculptures! Students started by folding a piece of 12"x12" black construction paper diagonally both ways and vertical and horizontally (to create an 'X' crease and a '+' crease). Making these creases makes creating a radial design SO much easier because it gives you guidelines to work with. Once their papers had been folded and their names written, we sat them aside. Before having students begin folding their colored paper (each piece was cut to 3" x 3") to fill the inside of their design, I demonstrated 4 folds to them to get them started. *Students were allowed to deviate from these folds if they wanted to. To download the handout below, click on the arrow button in the top right corner (this will open it in a new window). You can download from there. My kids absolutely LOVED this project! They are already super into origami, so this project was like heaven to them! :) You might also be interested in checking out my Paper Poinsettia Sculpture lesson which uses the same basic concepts. Also available in my Teachers Pay Teachers store!
ART VOCABULARY Art Elements & Principles (Prezi) The ELEMENTS and PRINCIPLES of art/design are the building blocks used to create a work of art. The Elements of art/design can be thought…
Hey fellow art teachers! Ever wonder how to introduce to students to choice based art education? I've gotten so many questions about just how do my students know what supply to choose? How do they get that initial urge just to "play around" out of their systems? Well, here's an overview and glimpse into how I teach my students to choose wisely, and make educated choices that will ensure them success! The first six weeks: Exploratory Learning through Material Exploration Students enter the room and there are six "stations" set up. I usually make these stations more complex and higher level supplies such as Charcoal, Chalk Pastel, Oil Pastel, Watercolor Crayons/Pencils, Watercolor Palettes, and Liquid Tempera. These centers also help students experiment and learn how to properly use and manipulate each supply. Students fold a piece of paper into sixths, then have black markers at all tables so they can label each square with it's supply. Students then rotate through the tables(roughly 5 minutes per table) to experience each supply. I usually do not limit them to what they must draw in each box, we stick to simple drawings because the purpose of this activity is to gain experience and knowledge on each supply. So what are those papers labeled with the supply and the sticky notes? This is how students share their tips, suggestions, and thoughts with other students throughout the school about each supply. By each supply in the classroom, we have a chart that has two columns. One labeled "The Good" and "The Bad". Students post sticky notes with challenges they encounter while using this supply, or things the supply works very well with/for. Once the station day is over, the following class students review basic concepts such as using the elements of art within a piece as well as key genres of art such as portrait, landscape, still life, etc. These next 4-5 weeks are when we practice the procedures of responsibly getting up, retrieving, cleaning, and putting away supplies while completing review projects. It is crucial that students learn, understand, and demonstrate the ability to take care of their supplies and environment properly during these weeks. During these weeks I also introduce them to the concept of tracking their own time by using a darkroom film developer timer. It is color coded as follows: Yellow: 10 minutes of Group Instruction Green: 27 minutes of Independent Work Time Orange: 3 minutes (Clean up begins for paint, charcoal, chalk pastel) Red: 5 minutes of all students cleaning up their materials and work space. After these initial 6 weeks I have found that students are able to make educated choices about the remainder of their projects throughout the school year. I will admit, there are times that these procedures seem to be lost in the excitement of field trips, holiday breaks, or three day weekends. So what do I do when that happens? Well, we go back to the basics. If students are not properly cleaning up their supplies and classroom, they lose that supply for a week. If we have forgotten a simple procedure such as how we enter the classroom quietly, we stand up line up back outside, and try again until it is done correctly. The visual timer is great at these moments because they are able to see the time which they are losing that day because of their behaviors. So, there you go, a brief but hopefully helpful introduction to the daily life in a choice based art room. It may look like chaos when you walk into my room, but talk to any student, and you'll find inside, it's organized!
The ultimate curriculum platform for K-12 art teachers. FLEX gives art teachers access to a rich library of standards-aligned curriculum materials so they can save time and focus on teaching and student learning.
The young artist are introduced to Keith Haring barking dog artwork. They create their own dogs out of shapes and lines.
Planning an art curriculum? I'll show you my idea to organize your elementary art curriculum with "Big Ideas" to help your lessons be more meaningful.
Art Education Blog for K-12 Art Teachers | SchoolArtsRoom
As most art teachers might agree, there is never enough time. In my classroom, I have struggled to find a way for students to share their ar...
