Learning to Use a Protractor

It can be tough to find time to teach students foundation skills related to tool use.  I created a quick assignment to create Christmas ornaments using a protractor.  I shared with one of the math teachers in our building and we will both be using this the last day of the semester.  When students are done their ornaments, the ornaments will be going to Meals on Wheels to brighten the holiday for others.  Here's a PowerPoint with step by step instructions and images.

https://drive.google.com/file/d/0BxJHbN4NcqR5U3IxMmttMHREYkk/view?usp=sharing

Have a wonderful holiday!

CDE Visual Art 7th Grade 1-1-C

Standard 1.  Observe and Learn to Comprehend


1.  The characteristics and expressive features of art and design are used in analyzing and synthesizing the meaning in works of art

C.  Differentiate and implement characteristics and expressive features of art and design in works of art

Objective:  Students will evaluate a restoration project of a mural create by Joan Miro.  Students will use their understanding of 2-D and 3-D art to determine if they consider mosaics sculpture.

Warmup

Read the attached article. Using a Perfect 3 Sentence Answer, would you consider this artwork sculpture ? Make sure to defend your answer with information from the article.

http://art.scholastic.com/News-Logged-Out/2016/11/Restoration-Challenge

CDE Visual Art 7th Grade 2-1-A

Standard 2.  Envisions and Critique

1.  Visual literacy skills are used to create meaning from a variety of information

A.  Critique works of art, and explain the visual symbols and metaphors artists use to express ideas

Objective:  Students will review the work of Mark Jenkins and hypothesis his motivation for making specific artistic choices.

Warmup

Get a piece of scratch paper.  Using a Perfect 3 Sentence Answer, explain why you think Mark Jenkin's does not show the faces of his sculptures. This will act as your ticket out.  When you have completed the warmup, begin working on your sculpture.

https://docs.google.com/a/district70.org/presentation/d/13ois1S3lBSAJsub4IU7cEOasi0-lqwDdAV0Q89ZAKZY/edit?usp=sharing

CDE Visual Art 6th Grade 3-2-D

Standard 3.  Invent and Discover to Create

2.  Explore various media, materials, and techniques used to create works of art

D.  Create works of art using a wide variety of contemporary and available media

Objective:  Students will review the work of Marcel Duchamp and identify "non-art" media that could be used to create artwork.

Warmup
Teacher:  Post Google Slide.

https://docs.google.com/presentation/d/1L8AZ2ENWZU2i6Y8RvqmHkd0XDesCFeMYTw_23lZ1ntU/edit?usp=sharing

Student Step 1:  Ensure that you are sitting in your assigned seats.  At your table, discuss what you think this image is.  Choose one person to speak.  You will need to share with the class after the bell rings.

Teacher: Play video.  Discuss dadaism and the conflict of a video like this describing Duchamp's work.  Review the subjective nature of art and inabaility to define term "art."

https://www.youtube.com/watch?v=ieVw3Mey5GQ

Teacher:  Provide students with paper no bigger than 4x4.  I like to cut index cards in half.

Student Step 2:  On the provided paper, draw a thumbnail sketch of a non-art item that could be used to create artwork.  This will act as your ticket out.  Ensure that you put your name on the back.

Teacher:  Play video as overview of Duchamp's work.  I like to take the chance to discuss that he had foundational, technical, skills prior to pursuing conceptual work.

https://www.youtube.com/watch?v=0XnmC9dFhJE

CDE Visual Art 6th Grade 3-2-C

Standard 3.  Invent and Discover to Create

2.  Explore various media, materials, and techniques used to create works of art


C.  Identify and differentiate the relationships among media choice, art processes, and final solutions

Objective:  Students will evaluate the media choice of Kara Walker and identify her choice of medium in the artwork "A Subtlety, or the Marvelous Sugar Baby."

Warmup

Watch the provided video.  On a piece of provided scratch paper and using a Perfect 3 Sentence Answer, explain why you think Kara Walker choose to use sugar and molasses in her artwork.  This response will be your ticket out today.  You will be unable to leave class before turning it in.

https://www.youtube.com/watch?v=sRkP5rcXtys

CDE Visual Art 6th Grade 2-2-B

Standard 2. Envision and Critique to Reflect

2.  Key concepts, issues, and themes connect the visual arts to other disciplines such as the humantities, sciences, mathematics, and technology

A. Use and discuss nature as a source of inspiration

Objective:  Students will draw a list of geometric shapes inspired by the work of Martin Puryear.  They will review the mathematical definition of geometric and compare it to the definition in visual art.

Warmup

While watching the video, draw 10 geometric shapes inspired by the artwork that you see.  (Teacher Notes:  Discuss the difference between geometric, organic, and non-representational/abstract shapes.  Use the definition from your school's math text book to compare/contrast the mathematical and visual art definitions of geometric)

Video:  https://www.youtube.com/watch?v=ZY7XV3E5PaA

CDE Visual Art 6th Grade 4-1-C

Standard 4.  Relate and Connect to Transfer

1.  Critical thinking in the arts transfers to multiple lifelong endeavors

C.  Explain the contributions of art historians, cultural anthropologists, philosophers of art, engineers, computer designers, and software designers

Objective:  Students will identify the effect that the artwork  of Drew Balliau and David Guinn has on their community.

Warmup


Read the attached article.  Using a Perfect 3 Sentence Answer, explain what the artist is trying to do with his artwork and why.

http://art.scholastic.com/News-Logged-Out/2016/11/Public-Art-Igniting-Change

CDE Visual Art 6th Grade 4-3-A

I'm trying a new type of warmup, more of a closing to the day.  There are days that students need a full class period of studio time.  I like to support that with little breaks for when they hit a creative stop.  Today I introduced a concept for an exit ticket.  I provided students with a 3x3 piece of white cardstock and gave them a goal.  This was an exit ticket that had to be completed before the end of class.  I think it worked well and I plan to alternate this concept with my warmups.

Standard 4.  Relate and Connect to Transfer

3.  Eco-art is a contemporary response to environmental issues

A. Use and discuss nature as a source of inspiration

Objective:  Students will create an artwork inspired by the ocean.

Warmup

On the provided cardstock, create an artwork that makes you think of the ocean.  It can be a scene, a design, or a combination of both.  You may use color pencil and marker.  Your entire piece of cardstock must be covered in color.  This will act as your exit ticket.

CDE Visual Art 6th Grade 3-1-B

Standard 4.  Relate and Connect to Transfer

2.  Visual arts impact community, cultural traditions, and events

D.  Identify and discuss the contributions artists make to their community and to society as a whole

Objective:  Students will identify ways in which professional artists improve the world.

Warmup


Consider the profession you are currently studying; advertising, fashion design, or architecture.  Using a Perfect 3 Sentence Answer, how could professionals in these fields use their skills to improve the world around them?

(You could change the wording to a single career field.  My students are studying three different fields at this time, each grade a different profession.)

https://docs.google.com/presentation/d/1FGsjsJOEH_CUnBB3w5BawxJqW6aNrNivDrJqgYDFusc/edit?usp=sharing

CDE Visual Art 6th Grade 3-1-B

Standard 3. Invent and Discover to Create

1.  Plan the creation of a work of art

B.  Use the characteristics and expressive features of art and design to plan works of art

Objective:  Students will review the work of Ulyana Sergeeko to determine effective elements that they could use in their own work, as a component of brainstorming.

Warmup

Using a Perfect 3 Sentence Answer, explain why you think this piece by Ulyana Sergeenko is fashionable.

http://www.couturefashionweek.com/

https://docs.google.com/presentation/d/1bgZNUDV3L1Vz8uXJ5QrWqKo249-ijeiHqUXCckLlT-Q/edit?usp=sharing

CDE Visual Art 6th Grade 3-2-B

Standard 3. Invent and Discover to Create

2.  Explore various media, materials, and techniques used to create works of art

B.  Recognize and utilize the individual characteristics of each medium

Objective:  Students will identify the characteristics of the Roman Colosseum that makes it an iconic example of architecture.

Warmup

Using a Perfect 3 Sentence Answer, identify this building and why it is such a recognizable example of architecture.

https://docs.google.com/presentation/d/1q7rLPLLilOsSHf10VBe-2-aeHB0t43EQGjF5VvAKU04/edit?usp=sharing

http://www.history.com/topics/ancient-history/colosseum

CDE Visual Art 6th Grade 2-1-B

Standard 2. Envision and Critique to Reflect

1.  Visual symbols and metaphors can be used to create visual expression

B.  Translate symbols into familiar settings such as community, billboards, and store signage

Objective:  Students will identify the specific goal of the artist/designer of a popular and successful advertisement.

Warmup

Review the posted image.  Using a Perfect 3 Sentence Answer, identify what you think the image is trying to sale.

http://static.boredpanda.com/blog/wp-content/uploads/2014/01/creative-print-ads-11.jpg

https://docs.google.com/presentation/d/1J2vr2GsGGBfYktvh-MAxykp5_5neSS2Xic77HH7l0ZI/edit?usp=sharing

CDE Visual Art 6th Grade 3-2-A

Standard 3. Invent and Discover to Create

2.  Explore various media, materials, and techniques used to create works of art

A. Identify the use of media by analyzing the inherent properties

Objective:  Students will review the artwork of Shigeki Matsuyama and interpret the physical properties of installation art.

Warmup

Read the attached article.  Using a Perfect 3 Sentence Answer, explain what you think installation art is and describe how a viewer would physically interact with it.

http://art.scholastic.com/News-Logged-Out/2016/10/Dazzled-by-Design

CDE Visual Art 6th Grade 2-2-A

Standard 2.  Envision and Critique to Reflect

2.  Key concepts, issues, and themes connect the visual arts to other disciplines such as the humanities, sciences, mathematics, social studies, and technology

A. Reserach and explain how the arts are influenced by other content areas

Objective:  Student will evaluate and describe the 5th Generation iPod and the work of Jonathan Ive in order to understand the connection between art and other content areas and identify career opportunities for artists.

Warmup


https://docs.google.com/presentation/d/1iGRuI9oesA1BOQR6D5yB4h_4L9tyg8iF4hkXX9ZakYY/edit?usp=sharing

In your sketchbook, list 10 adjectives that describe this image.

Teachers Notes:  Discuss design and consumer expectation of functionality and appearance.  Review the career of Jonathan  Ive.

https://www.fastcodesign.com/3042524/fast-feed/22-things-you-need-to-know-about-apples-jony-ive

http://www.newyorker.com/magazine/2015/02/23/shape-things-come

http://www.dezeen.com/tag/jonathan-ive/

http://www.telegraph.co.uk/technology/picture-galleries/9282889/Sir-Jonathan-Ives-career-in-pictures.html?frame=3317359&amgpage=1

CDE Visual Art 6th Grade 3-2-C

Standard 3. Invent and Discover to Create

2.  Explore various media, materials, and techniques used to create works of art

E.  Define and evaluate appropriate media choices to achieve derived results in works of art (DOK 3-4)

Objective:  Students will evaluate a finished, choice, artwork to determine if they made the best choice when selecting medium.

Warmup

Using a Perfect 3 Sentence Answer, explain if you made used the best possible medium for this project. Think about how your final product looks, what it was like using your supplies, and if you reached your intended goal.

CDE Visual Art 6th Grade 3-1-C

Standard 3. Invent and Discover to Create

1. Plan the creation of a work of art

Evaluate the redirection and revision during the creative process

Objective:  Student will complete peer reviews to learn how to provide and receive feedback in order to improve the artistic process.

Warmup

Pick up a piece of scratch paper out of the bucket.  Divide your paper as posted on the board.  List 3 positive elements of a peers work and identify 3 areas of improvement.  Complete a Perfect 3 Sentence Answer providing specific suggestions and feedback to help your peer improve their current artwork.

https://drive.google.com/file/d/0BxJHbN4NcqR5TDl6Ynhnb3VRMWc/view?usp=sharing

Assessment as a Warmup

With numerous changes to evaluation systems we are all looking for a way to accumulate quantitative performance data in a subject area in which students create qualitative products.  I struggled to find a way to do this in my classroom that was relevant and required minimal time.  My inspiration came from Dana Orton at Falcon Middle School and Andrea Slusarski at Gateway High School.  They have a great website that gave me a place to start.

http://buildyourartcurriculum.weebly.com/

I took their concept and added/changed some things to make this concept work for me.  Students self-assess 3 times a course.  They are asked to consider how they have grown, their own knowledge, and the development of their skills.  I provide this as an online survey.

Example/6th Grade Visual Art:

https://docs.google.com/forms/d/e/1FAIpQLSdVk8LfLxRvn2PrIR59c2V2mUQ6Z69_7H0_8palknebC5fqDg/viewform

I have my students complete their assessment as a warmup.  It's posted in their Google Classroom.  I keep it short and limit the survey to the five, primary, objectives I wanted students to reach.  It provides me with data that I can use for my evaluation that is relevant and helps students learn how to self-assess.

Pre, mid-term, and post course data in the time it takes to complete a warmup.

Resources

I wanted to put all of the online resources I like to use for instruction in a single place to make my life a little easier.  I thought I'd go ahead and share.  These are resources/images I like to use for specific units.  This is very much a work in process and I will be adding to it continually.  I hope someone finds this helpful.

http://bulmanartresources.blogspot.com/

I encourage you all to post responses with your own resources!

CDE Visual Art 6th Grade 2-1-B

Standard 2. Envision and Critique

1.  Visual symbols and metaphors can be used to create visual expression

Identify and correlate universal symbols in works of art.

Objective:  Students will review the work of Camille Rose and identify symbols that are used in multiple forms of art.  Students will list examples of the symbols being used in other artworks.

Warmup

Review the posted image and discuss what you see with the people at your table.  Look for images or symbols that you have seen in other artwork.  Consider stories, movies, and video games.  Don't limit yourself to paintings or sculpture.  Each table will need to share at least one example. 

Teacher Instructions:  Have students share examples.  Provide them with examples.  Have them discuss similarities between the artwork and provided examples.  Students should then discuss what "mode" or message the painting might have based on the discussed symbols.

https://docs.google.com/presentation/d/1k9qDRpY9NQKNsl_RM6x58CbsyoKvRyQ8DO2NnFKCWgg/edit?usp=sharing

CDE Visual Art 6th Grade 1-3-B

Observe and Learn to Comprehend

3.  Specific art vocabulary is used to describe, analyze, and interpret works of art

Explain the aestheic qualities of a specified work of art through multiple modalities

Objective:  Students will create a visual brainstorm using images, words, and color as a reflection to the work of Ugo Rondinone.

Warmup

Consider "Seven Magic Mountains," by Ugo Rondinone. Create a response in your sketchbook using words, pictures, and color. Your reflection should include at least 2 sketches/shapes, 5 words, and 3 colors. Remember that this is a warmup and not a finished artwork. This is a visual brainstorm that includes images and words.

http://sevenmagicmountains.com/wp-content/uploads/2015/12/7MM-3-web.jpg

http://beyondthecover.juxtapoz.com/home

CDE Visual Art 6th Grade 1-3-C

Observe and Learn to Comprehend

3.  Specific art vocabulary is used to describe, analyze, and interpret works of art

Identify ways in which art is basic to thinking and communicating about the world (DOK 1-3)

Objective:  Students will review the work of Logan Hicks and identify how they might use their personal experiences in their own work.

Warmup

Read the attached article. Consider that all artists put a degree of themselves into their artwork. Using a Perfect 3 Sentence Answer, explain how you could create an autobiography in your own artwork.

Autobiography-an account of a person's life written by that person

http://art.scholastic.com/News-Logged-Out/2016/10/Biography-in-Paint

 

Catching Up...

I love warmups and feel like they play a vital part in my classroom but last week threw us completely off schedule.  I was out of the building for two days and we had an activity on a third day.  We will be focusing on studio time until Wednesday and be back to our warmups on Thursday.

CDE Visual Art 6th Grade 1-3-A

Observe and Learn to Comprehend

2.  Specific art vocabulary is used to describe, analyze, and interpret works of art

Describe the characteristics and expressive features of art and design in selected works of art

Objective:  Students will create sketches based on the work of Banjo and identify the Elements of Art and Principles of Design that make his artwork effective.

Warmup

Draw three sketches inspired by the work of Banjo.  Make a list of five Elements of Art or Principles of Design that you think Banjo uses to create successful artwork.  You should use your vocabulary card ring to help you complete this activity.

http://www.juxtapoz.com/news/sculpture/banjo-friends-sacramental-vessels-gregorio-escalante-gallery/

CDE Visual Art 6th Grade 1-2-D

Observe and Learn to Comprehend

2.  Art created across time and cultures can exhibit stylistic differences and commonalities

Analyze responses to works of art in terms of historical, cultural, and visual meaning

Objective:  Students will analyze the work of Adam Birkan to determine how photography creates historical context.

Warmup

Using a Perfect 3 Sentence Answer, what do the photographs of Adam Birkan tell us about the history of Hanoi Vietnam.

http://www.juxtapoz.com/news/photography/looking-at-hanoi-through-the-eyes-of-adam-birkan/

CDE Visual Art 6th Grade 4-3-C

Relate and Connect to Transfer

3.  Eco-art is a contemporary response to environmental issues

Discuss the motivation for works of art such as those by Christo and Jeanne-Claude, Goldsworthy, and Smithson who use ntaural materials, the natural environment and earthscapes (DOK 1-3_

Objective:  Students will evaluate the artwork of Christo and audience experience.

Warmup

Read the attached article. Using a Perfect 3 Sentence Answer, explain what you think the people that visit this exhibit experience.

http://art.scholastic.com/news-and-notes/2016/09/christo-invites-people-to-walk-on-water

Warmup Curriculum Map

I've attached the curriculum map I use to track standard alignment for my warmups.  You may or may not be required to turn this type of document in to your administration.  Please feel free to copy mine and alter for your own purposes if you are using my warmup in your classroom.

https://docs.google.com/document/d/1PtF5wjDt9SCPMn-xj53VVdAHr6jIFidtKkaifIh4AtE/edit?usp=sharing

CDE Visual Art 6th Grade 1-2-C

Observe and Learn to Comprehend

2.  Art crated across time and cultures can exhibit stylistic differences and commonalities.

Compare and contrast works of art from various historical periods and world cultures by their components of style and design (DOK 2-4)

Objective:  Students will place portraits on a historical timeline to understand the evolution of portraiture through art history.

Warmup

In your sketchbook, create a timeline and lite the order in history you thin the above portraits are created.

Images, Answer Key, and Video:  https://docs.google.com/presentation/d/1FFogDgmDEf6ypNfUA1iqW_kydYkecdrxzmKHWWodAHs/edit?usp=sharing

Design Bootcamp

You've probably noticed that I have not posted a warmup for each day that we have had school.  The primary lesson for the 1st three weeks of each course are a unit titled "Design Bootcamp".  We discuss the Elements of Art and Principles of Design in a focused and intensive structure.  This allows me to address these concepts in a succinct manner and provide students with the needed vocabulary to write, talk, and think artistically.  Students complete definitions, visual examples, and exercises focused on this subject.  I frequently post their definitions as a warmup during this time frame to expediate completion of this activity.  I've attached my Google Slide presentation I use to guide us through this process.

https://docs.google.com/presentation/d/1ygGao6tLj42woVjXa6g00vXP_BWUo0eS2S9j0b6vj8c/edit?usp=sharing

Portfolios

I don't connect portfolios to a specific standard but feel that they are integral to elective education and should be used in all classes for students to demonstrate growth and to create a sense of pride in personal accomplishment.  As a warmup, at the end of the 3rd week in my visual art classes we create physical portfolios.  My students create digital portfolios to accompany that during the 4th week.  I have outlined my process for these two components of my course.

Physical Portfolios

I start this process by sharing a portfolio of my own from college that includes a grade and review by my instructor.  It's an opportunity to talk about growth, explain the purpose of a portfolio in educational settings, and discuss what an "A" artwork looks like. 

Students then make their own portfolios with poster board and tape.  I've tried some other processes to store and maintain student work over the course of a class and this is just the cheapest and most functional.  2 pieces of poster board are required as supplies for my class.  I provide the tape for students.

 

Students store their portfolios in my classroom for the entire course.  At the end of the course the portfolio is 2, 100 point, grades.   One grade, the portfolio must be present and complete.  2nd, students take their portfolios home and parents/guardians must sign a slip stating that they have seen and reviewed the contents with their student.

Digital Portfolios

I use Artsonia as our digital portfolio tool.

 http://www.artsonia.com/

Here's Vineland Middle School's gallery.

http://www.artsonia.com/schools/school.asp?id=97896

It's free, involves parents, and can act as a fundraising tool.  Parents can order merchandise with their student's artwork on it.  I don't push this but usually end up with $75-$200 a year for art supplies.

Keep in mind, the digital portfolio is great artifact. for your evaluation to address contemporary practices and community involvement.

CDE Visual Art 6th Grade 1-2-B

Observe and Learn to Comprehend

2. Art created across time and cultures can exhibit stylistic differences and commonalities
 
Articulate how to be respectful and mindful of culturally sensitive themes. (DOK 1-3)

Objective:  Students will use the art Ai Weiwei to explain context and culturally sensitive themes.

Warmup
 
Reflect on the posted artwork. After review of the resources with your instructor, explain context and culturally sensitive themes.

http://www.juxtapoz.com/news/preview-large-aiwewei-on-alcatraz/ 

http://www.npr.org/2015/10/26/452012144/fans-offer-legos-to-ai-weiwei-after-company-refuses-to-donate-its-toy-bricks 

http://www.smithsonianmag.com/arts-culture/why-ai-weiwei-breaking-into-alcatraz-180952742/ 

CDE Visual Art 6th Grade 1-2-A

Observe and Learn to Comprehend

2. Art created across time and cultures can exhibit stylistic differences and commonalities
 
Describe and discuss the general characteristics of a work of art from various historical periods (DOK 1-3)

Objective:  Students will review the artwork of Bernard Pras and identify individual elements they see in the artwork.

Warmup 

Use the first link and review the work of Bernard Pras. Open the gallery and view all of the images. Return to this question and use the 2nd link. Look at the image "Jeune fille a la perle". Using a Perfect 3 Sentence Answer, explain what you see in the image.

http://www.juxtapoz.com/news/more-anamorphic-installations-by-bernard-pras/

https://drive.google.com/a/district70.org/file/d/0BxJHbN4NcqR5c1lRMXhaRHdZbkE/view?usp=sharing

CDE Visual Art 6th Grade 1-1-B

Observe and Learn to Comprehend

1. The characteristics and expressive features of art and design are used in unique ways to respond to two- and three-dimensional art

Develop from oneself and various cultures a mental storehouse of images and the uses, symbolism, and meaning of those images (DOK 1-3)

Objective:  Students will review the artwork of Mona Robles and make a list of contemporary symbols that could be altered to create artwork.

Warmup 

Review the artwork of Mona Robles.  Consider how traditional, Mayan, symbols have been used to make contemporary pop art.  On the left side of your sketch book, draw 5, every-day, symbols from your life that you think could be altered to make artwork.

http://www.juxtapoz.com/news/illustration/mayan-pokemon/ 

CDE Visual Art 6th Grade 1-1-A

Observe and Learn to Comprehend

1. The characteristics and expressive features of art and design are used in unique ways to respond to two- and three-dimensional art

Respond orally or in written format justifying and interpreting the characteristics and expressive features of art and design in a work of art 

Objective:  Students will review the artwork of Keith Tyson, identify an interesting artwork, and reflect on why they find the work engaging.

Warmup

Use that attached link. Read the article. After reading the article, click on View Gallery. Look at the artwork of Keith Tyson. Make sure you use the arrows to look at all the artwork in the series. Using a Perfect 3 Sentence Answer, identify an artwork that you find interesting and share your opinion of the artwork you find interesting.

http://www.juxtapoz.com/news/series-and-systems-by-keith-tyson/

CDE Visual Art 6th Grade 3-3-B

Invent and Discover to Create

3. Utilize current, available technology to refine ideas in works of art

Recognize and discuss how technology operates in the creation of works of art

Objective:  Students will evaluate how the creation of new color, materials, and resources influences the decisions that artists make.

Warmup

Using a Perfect 3 Sentence Answer, should artists share access to new materials or technology? Why or why not?

http://art.scholastic.com/debate-logged-out

Who am I and what is this blog...

How do we hit all of our Visual Arts standards with students we see for a quarter or semester?  What do we do when students have never had a Visual Arts class before?

I will be posting my daily Visual Art Warmups and identify the Colorado State Visual Art standard that it is related to.

Feel free to steal, reuse, and leave feedback!