Uploading photos and using online Photoshop Tools!

 How to upload photos to the "Q drive" and edit them using the online Photoshop editor! 

 for above: **Photos not photo** oopsie!

Common Core and the Visual Arts: Grade One, Unit 2

All ideas and artworks are taken from this document created by Common Core for the Fine Arts.

Albrecht Durer , A Young Hare (no date)

Henri Matisse The Snail (1953) Click here if you need help finding the snail.

Henri Rousseau The Flamingos (1907)

Louisa Matthiasdottir  Five Sheep (no date)

Paul Klee Cat and Bird (1928)

Week 7 Lesson Plans: Common Core and Art unite!

I changed the formatting of my lesson planning. I'm hoping this will simplify what you are able to see online. We are excited to welcome week 7, as it includes some Common Core and Art for Grade 1! 

Grade 1 – Essential Question: What types of animals do we have in our world? Standard(s): VA.5.1.6 – Identify actual and tactile textures, VA.6.1.9 – Produce a work of art inspired by or connected to content from other disciplines (literacy), VA.7.1.2 – Tell about personal artwork (writing piece in classroom) Objectives/Smart Goal: Students will draw an animal of their choice, adding realistic color or imaginary color and tactile texture.

View works of art posted on shellymedlockportfolio.blogspot.com, discuss what we see: Is it real? Are the colors real? What are the textures? Draw our own animal with texture.

Grade 2 – Essential Question: What is popular culture? Standard(s): VA.5.2.4 Distinguish between primary and secondary colors on the color wheel and in works of art, VA.6.2.1 Develop representational mark making skills using various wet and dry media. Objectives/Smart Goal: Students will continue to create their pop art by adding color to their art.

Use primary and secondary colors to add color to our pop art. Name our pop art. Share our work with other students.

Grade 3 – Essential Question: How are colors and flavors related? Standard(s):VA.5.3.4 Identify color concepts and VA 5.3.5 experiment with color mixing, VA.6.3.1 Develop imaginary drawing using mark making skills with various wet and dry media. Objectives/Smart Goal: Students will use primary and secondary colors to create tertiary colors on their ice cream cone.

Mix primary and secondary colors to create tertiary colors. Create a name for our ice cream shop. Look at student examples and find tertiary colors.

Grade 4 – Essential Question: What is value? What is a cityscape?   Standard(s): VA.5.4.4 Develop basic color theory (value) and Create a detailed imaginary drawing using mark making with various wet and dry media. Objectives/Smart Goal: Students will continue to create an artwork containing a cityscape and value.

Add detail to the city using sharpies. Paint in the sky creating value.

Grade 5 – Essential Question: How are colors used to evoke emotion? Standard(s):VA.6.5.11 Select subject matter, symbols and/or ideas to communicate meaning (emotion) and VA.6.5.13 Create artwork that communicates personal observation and life experiences (emotion). Objectives/Smart Goal: Students will continue to create an artwork that uses color and subject matter to convey emotion.

Continue to draw and add color (based on emotion) to our artwork.

Links for week 6

The Color Wheel: http://thevirtualinstructor.com/blog/wp-content/uploads/2011/06/colorchart2.jpg

My second graders are learning about pop art. We will watch this YouTube video:

http://www.youtube.com/watch?v=kZTsbJcr9VI

My fourth grades will draw city scapes at night for their next project. We are learning how to show value. We will show value through the moonlight of the night sky. Each student has the option to create his/her own imaginary cityscape, or copy a famous city scape. Here are a few cityscapes that I plan to show in class:

New York: http://metrouk2.files.wordpress.com/2013/05/ay108662630people-photograp.jpg

Los Angeles: http://globeattractions.com/wp-content/uploads/2013/06/los-angeles-skyline-night.jpg

http://travelingmad.files.wordpress.com/2013/02/skyline-los-angeles-night.jpg

Chicago: http://foundwalls.com/wallpapers/2013/04/Chicago-Night-Skyline-1050x1680.jpg

London:  http://i.dailymail.co.uk/i/pix/2013/03/04/article-2287795-186D263A000005DC-365_964x354.jpg

Here is Sydney at sunrise/sunset:

 http://sydneyharbourphoto.files.wordpress.com/2013/01/sydney-nye_5.jpg?w=1280

We will use the moon as our center piece of the sky to create values. See this example of the moonlight sky with a variety of values:

http://wallpapersus.com/wallpapers/2012/03/cityscapes-moon-citylights-1080x1920.jpg

My fifth graders are working on an artwork that conveys an emotion. They are using subject matter and color to evoke the intended emotion. Here are some sample artworks that I will show to help them brainstorm:

Pablo Picasso's Weeping Woman: 
http://mag.amazing-kids.org/wp-content/uploads/2010/11/12-AK-Columns-Amazing-Kids-Adventures-Seattle-Art-Museum-Picasso-Weeping-Woman.jpg

Seurat's Sunday Afternoon: 
http://thebirdfeednyc.com/wp-content/uploads/2012/02/seurat-A-Sunday-Afternoon-On-The-Island-Of-La-Grande-Jatte.jpg

Picasso's The Old Guitarist  
http://www.jackygallery.com/images/The%20Old%20Guitarist%20by%20Pablo%20Picasso%20OSA298.jpg

Week Six Lesson Plans

WEEK SIX LESSON PLANS for the ART STUDIO

Thanks for taking time to check out what we are doing in the art studio. Also, thanks for keeping in mind that these are goals and plans, and sometimes there is a need to monitor and adjust as the days and weeks progress!

1^st – 5^th art

Springdale Public Schools: Walker/Shaw Elementary

Week Six: September 23-26 (No class Friday, the 27^th)

	1st	2nd	3rd	4th	5th
Unit Name	Space and Primary colors	Primary and secondary color fall leaves (Andy Warhol Style)	Tertiary colors	Value Scale	Color and Emotion
Famous art work to show/discuss	Edward Hopper Tables for Ladies	Andy Warhol Marilyn Monroe http://spreadlove.org/wp-content/uploads/2013/02/13_vv_warhol_marilyn-Monroe.jpg	Edward Hopper Compartment C, Car 293	Sketch of Nighthawks and House by the Railroad	Nighthawks by Edward Hopper
Minute by minute	Review color wheel. Review primary colors (5 mins) Show Table for Ladies and search for primary colors. (5 mins) Introduce space elements (front, back over, under, beside) (5 mins) Distribute supplies (2 mins) Guide students in placing leaves on (front back, over, under, beside) the paper and tracing them. (23 mins) Guide students in labeling which color will go where, primary colors only (if time permits, if not continue next week) Closure review of space elements and primary colors. Use student examples (2 mins)	Review primary and secondary colors. (5 mins) Show Marilyn Monroe by Warhol and discuss the color theory (5 mins) Pass out supplies. (2 mins) Divide paper into four parts by folding. Trace the leaf in the four parts. Label the leaves with primary colors and the background with secondary colors. (20 mins) Begin coloring with color pencil (10 mins) Closure – share which color combos students used (3 mins)	Review primary, secondary and tertiary colors from the color wheel. Ask where students saw tertiary colors this past week (5-8 Mins) Distribute supplies. (2 mins) Begin sketch of 3 ice cream cones (one primary, one secondary and one tertiary) (20 mins) Label the ice cream cones with which color will go where. (10 mins) Collect papers (1 min) Review tertiary colors, see if students can list them from the color wheel (4 mins) We will paint next time.	Review the value scale. (1 min) Review Hopper’s work, placing value on each section of the art. (2 mins) Create a value scale on the back of a 12x18 piece of paper. (10 mins) Use color pencils to add color to the value. (5 mins) Sketch out a cityscape with a moon, and label parts of the sky to create value around the moon. (22 mins) Closure: (5 mins) Share out	Review color and emotion from last week and discuss colors that we found throughout the week and what emotions those colors made us feel. (5 mins) Review Nighthawks  and discuss how the subject matter and color choice makes the painting feel lonely. (2 mins) Silently list three emotions and color that we would like to make art about. (4 mins) Share with neighbors (2 mins) Pick one and circle it (1 min) Draw this subject matter on the other side of the paper, writing in which colors will be used to evoke the emotion. (25 mins) Closure: Share ideas (5 mins)
SMART goal:	Students will create a work art of using the fall leaves showing primary colors and the element of space	Students will create an artwork that represents primary colors in the foreground and secondary colors in the background as related to the changing of the leaf colors in the fall.	Students will prepare a sketch of 3 ice cream cones (one for the primary colors, one for the secondary colors and one for the tertiary colors) and label the ice cream atop the cones according to primary, secondary or tertiary colors.	Students will create a sketch of a moonlight city, in which they will assign the value of the night sky using numbers from their value scale.	Students will select an emotion they want to communicate (something that they have experienced), choose and sketch the subject matter/symbol for that emotion and plan out the color scheme.
Framework: FOUNDATIONS	VA.5.1.4 Identify primary colors VA.5.1.7 Identify spatial relationships (front, back, over, under, beside)	VA.5.2.4 Distinguish between primary and secondary colors on the color wheel and in works of art. VA.5.2.5 Experiment with color mixing.	VA.5.3.4 Identify color concepts and VA.5.3.5 experiment with color mixing	VA.5.4.4 Develop basic color theory (value)
Framework: CREATIVE PROCESS	VA.6.1.1 Practice representational mark making using various wet and dry media.	VA.6.2.1 Develop representational mark making skills using various wet and dry media	VA.6.3.1 Develop detailed imaginary drawing using mark making skills with various wet and dry media	VA.6.4.1 Create a detailed imaginary drawing using mark making with various wet and dry media	VA.6.5.11 Select subject matter, symbols and/or ideas to communicate meaning (emotion VA.6.5.13 Create artwork that communicates personal observations and life experiences (emotions).
Framework REFLECTION
Supplies	12x18 paper Cut out of fall leaves Pencil Eraser Color pencils Color wheel Teacher example	Cut out of fall leaves for tracing. 12x18 paper Pencil Eraser Color pencils Color wheel Teacher example	12x18 paper Pencil Eraser Color wheel Teacher example on document camera	12x18 paper Pencil Color pencils Eraser Color wheel Value scale video from YouTube	12x18 paper Pencil Eraser Color wheel List of emotions from last week. Access to shellymedlockportfolio.blogspot.com

Week 5: Color and Value study with Edward Hopper

Sunday Morning
http://www.edwardhopper.net/images/paintings/early-sunday-morning.jpg

Gas

http://www.ibiblio.org/wm/paint/auth/hopper/street/hopper.gas.jpg

Tables for Ladies

http://uploads6.wikipaintings.org/images/edward-hopper/tables-for-ladies-1930.jpg

Cobb’s Barns and Distant Houses

http://thewayofbeauty.org/files/2013/07/not_detected_235608.jpg

Cape Cod Morning 

http://framingpainting.com/UploadPic/Edward%20Hopper/big/Cape%20Cod%20Morning.jpg

People in the Sun

http://www.lanehensley.org/wp-content/uploads/2012/02/people-in-the-sun.jpg

Nighthawks

sketch: http://artobserved.com/artimages/2013/07/exhibition-page-2_2340.jpg

http://www.ibiblio.org/wm/paint/auth/hopper/street/hopper.nighthawks.jpg

House by the railroad

sketch: http://sgtr.files.wordpress.com/2012/12/edward-hopper-house-by-the-railroad.jpg

http://upload.wikimedia.org/wikipedia/en/0/09/Hopper.railroad.jpg

Second graders mix colors!

Today, my second grade students experimented with mixing colors. We had fun and learned that primary colors (blue, yellow, red) mix to create secondary colors (orange, purple, green). This is how we explore the Arkansas State Framework (VA.5.2.4 and VA.5.2.5) for Fine Arts, grade 2.

First, we used plastic lids to trace different size of circles on our 12x18 piece of white 80lb paper. We traced with brown or black oil pastel. We used oil pastel to keep the watercolors from bleeding into circle where we did not want color. Next, we traced the outline of the circle and filled it in with watercolor. Lastly, we watched as secondary colors appeared where the circles overlapped.

I overheard my students discussing with each other what happened as the primary colors overlapped and mixed to create secondary colors! "Wow, red and blue make purple for real!" one student exclaimed.

Please take a look at the secondary colors that we created using primary colors! We think it's a bit magical!