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