After Spring Break we jumped right into state testing. I'm having trouble thinking about being a good teacher. Caught this article and thought it was wonderful food for thought.
http://www.theepochtimes.com/n3/2230470-the-gap-in-art-education-in-schools/?expvar=004&utm_expid=.5zxdwnfjSHaLe_IPrO6c5w.1&utm_referrer=https%3A%2F%2Fwww.facebook.com%2F
Wednesday, March 29, 2017
Tuesday, March 14, 2017
TESS and Exoplanet Sub Plan
The following is a sub plan I created:
http://bulmansubplantess.blogspot.com/
Students have the opportunity to create artwork that hypothesizes what exoplanets look like and have that artwork travel on TESS outside our solar system. This is a sub plan but would easily be altered for a traditional lesson plan.
Check out the site:
https://tess.gsfc.nasa.gov/fly_your_exoplanet.html
I don't know how interesting students will find it but I am a bit giddy. How cool!
http://bulmansubplantess.blogspot.com/
Students have the opportunity to create artwork that hypothesizes what exoplanets look like and have that artwork travel on TESS outside our solar system. This is a sub plan but would easily be altered for a traditional lesson plan.
Check out the site:
https://tess.gsfc.nasa.gov/fly_your_exoplanet.html
I don't know how interesting students will find it but I am a bit giddy. How cool!
CDE Visual Art 6th Grade 4-3-B
Standard 4. Relate and Connect to Transfer
3. Eco-art is a contemporary response to environmental issues
B. Use reclaimed and recycled materials to create works or art.
Objective: Students will use newspaper to complete a design challenge and investigate the use of reclaimed materials in Visual Art.
Warmup
Directions:
3. Eco-art is a contemporary response to environmental issues
B. Use reclaimed and recycled materials to create works or art.
Objective: Students will use newspaper to complete a design challenge and investigate the use of reclaimed materials in Visual Art.
Warmup
Directions:
- Select a single piece of newspaper from the stack on the counter.
- You may use scissors, markers, glue, or any othe rmedium you have experience with in this class.
- In 15 minutes, create the most innovative artwork you can.
- You will present to the class and the most accomplished artwork will win a prize.
- Winners will be judged by your peers.
CDE Visual Art 6th Grade 4-2-B
Standard 4. Relate and Connect to Transfer
2. Visual arts impact community, cultural traditions, and events
B. Compare and contarst the visual traditions of personal and foreign culture within their sphere of individual experience such as public and community art, and important buildings in the community.
Objective: Students will identify the aspects of their community that would best represent local culture in an artwork that a large population would interact with.
Warmup
Read the attached article. Using a Perfect 3 Sentence Answer, explain what an artwork from a Pueblo, Colorado artist would nee to look like to represent Pueblo.
http://art.scholastic.com/News-Logged-Out/2017/03/Flying-Art-Gallery
2. Visual arts impact community, cultural traditions, and events
B. Compare and contarst the visual traditions of personal and foreign culture within their sphere of individual experience such as public and community art, and important buildings in the community.
Objective: Students will identify the aspects of their community that would best represent local culture in an artwork that a large population would interact with.
Warmup
Read the attached article. Using a Perfect 3 Sentence Answer, explain what an artwork from a Pueblo, Colorado artist would nee to look like to represent Pueblo.
http://art.scholastic.com/News-Logged-Out/2017/03/Flying-Art-Gallery
Monday, March 13, 2017
CDE Visual Art 6th Grade 4-2-C
Standard 4. Relate and Connect to Transfer
2. Visual arts impact community, cultural traditions, and events
C. Draw conclusions, and honor personal and other cultural representations of ancestry in works of art
Objective: Students will evaluate the presence of a McDonald's in the Piazza del Duomo in Florence, Italy and evaluate the impact on the cultural heritage of that location.
Warmup
Read the attached article. Using a Perfect 3 Sentence Answer, should fast-food restaurants be allowed to operate near cultural-heritage sites? Why or why not?
http://art.scholastic.com/debate-logged-out
2. Visual arts impact community, cultural traditions, and events
C. Draw conclusions, and honor personal and other cultural representations of ancestry in works of art
Objective: Students will evaluate the presence of a McDonald's in the Piazza del Duomo in Florence, Italy and evaluate the impact on the cultural heritage of that location.
Warmup
Read the attached article. Using a Perfect 3 Sentence Answer, should fast-food restaurants be allowed to operate near cultural-heritage sites? Why or why not?
http://art.scholastic.com/debate-logged-out
Thursday, March 9, 2017
CDE Visual Art 6th Grade 4-2-A
Standard 4. Relate and Connect to Transfer
2. Visual arts impact community, cultural traditions, and events
A. Explain and create works of art that incorporate everyday life, traditions, customs, and special events.
Objective: Students will consider possible Spring Break destinations and compare those to traditions and personal interest and demonstrate preference through a drawing.
Warmup
On thumbail sketch scratch paper, sketch your dream Spring Break location for a ticket out. (Thumbnail sketches, by a rule, shouldn't take more than 3 minutes in my class. I've found that I need to be very clear on what type of sketch and how long it should take to ensure I get the type of product I am looking for.)
https://docs.google.com/presentation/d/18FfhLhT_O_gZTlp2Pn5owQSqD1V9eGB0oHTmBV6Ve7Y/edit?usp=sharing
2. Visual arts impact community, cultural traditions, and events
A. Explain and create works of art that incorporate everyday life, traditions, customs, and special events.
Objective: Students will consider possible Spring Break destinations and compare those to traditions and personal interest and demonstrate preference through a drawing.
Warmup
On thumbail sketch scratch paper, sketch your dream Spring Break location for a ticket out. (Thumbnail sketches, by a rule, shouldn't take more than 3 minutes in my class. I've found that I need to be very clear on what type of sketch and how long it should take to ensure I get the type of product I am looking for.)
https://docs.google.com/presentation/d/18FfhLhT_O_gZTlp2Pn5owQSqD1V9eGB0oHTmBV6Ve7Y/edit?usp=sharing
Monday, March 6, 2017
ClassDojo and Parent Communication
Parent communication can seem like one of the most challenging aspects of teaching. I want to take the time to make positive contact and share student success but when is there time? I'm trying out ClassDojo and we'll see how that works out. I would love any comments of feedback from people that have used it at a middle school level. I will keep everyone updated as I attempt to make this work in my class.
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