Week 3

Tuesday September 3rd begins week three of the 2013-2014 school year! Can you believe it?

Here are our plans for learning and art making. Stay tuned for pictures of our work!

Shelly Medlock

1^st – 5^th art

Springdale Public Schools: Walker/Shaw Elementary

Week Three: September 2-6

1^st and 2^nd      Color theory: mixing colors

1^st – 2^nd introduction: YouTube video demonstration of making circles and mixing colors: http://www.youtube.com/watch?v=jgwKPyRY7AU&list=PLZN6-G9THVuSJcx9oLkCdG_5aa01bAFQw&index=6&safe=active

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3^rd – 5^th This project is a continuation from week 2.

3^rd-5^th introduction: Students will view and discuss optical illusions as shown on the document camera from Now You See It, Now you Don’t. By Seymour Simon pg. 16, 24, 31, (red and green bird page and circle that looks like a spiral page)

	1st	2nd	3rd	4th	5th
Unit Name	Color theory: mixing colors	Color theory: mixing colors	Is it straight or is it curved?	Is it straight or is it curved?	Is it straight or is it curved?
Learning Target/Objective	Students will recognize shapes and experiment with color.	Students will categorize shapes and experiment with color mixing.	Students will create a work showing movement by using a variety of lines.	Students will create a work of art with lines to show movement and create an optical illusion.	Students will create a work of art with lines to show movement and create an optical illusion.
Framework: FOUNDATIONS	VA.5.1.2 Recognize basic shapes (circle, triangle, square) VA.5.1.4 Experiment with color.	VA.5.2.2 Categorize geometric forms, free forms and organic shapes. VA.5.2.5 Experiment with color mixing.	VA.5.3.1 Describe ways lines are used to communicate (thick, thin, dashed, broken, rough, smooth)	VA.5.4.1 Describe line concepts (parallel lines)	VA.5.5.1 Demonstrate knowledge of qualities of line and line variation (pattern)
Application of the above framework	View, describe and practice making shapes and experiment with color.	View, describe and practice creating the shapes mentioned above and practice mixing primary colors to create secondary colors.
Framework: CREATIVE PROCESS			VA.6.3.2 Arrange grade-level appropriate elements of design in 2D work.	VA.6.4.2 Combine grade-level appropriate elements and principles of design in 2D work	VA.6.5.2 Experiment with spatial relationships (optical illusions)
Application of the above framework:			Students will arrange the element of line so that the straight line appears to be curvy.	Students will arrange the element of line so that the straight line appears to be curvy	Students will use the patterned line to create an optical illusion.
Framework REFLECTION	VA.7.1.2	VA.7.2.4			VA.7.5.7
Application of the above framework	Students will tell others at their table about their shapes.	Students will discuss the color mixing process with others at their table.			Students will develop a portfolio.
Supplies	11x14 white paper Watercolors Oil pastels Paint brush Water Shapes to trace	11x14 white paper Watercolors Oil pastels Paint brush Water Shapes to trace	9x12 white construction paper 12x18 black construction paper rulers markers pencils scissors/glue	9x12 white construction paper 12x18 black construction paper rulers markers pencils scissors/glue	9x12 white construction paper 12x18 black construction paper rulers markers pencils scissors/glue
Today I am going to …….. (what students should know.)	Learn the shapes and colors.	Learn primary and secondary colors.	Make artwork with straight and curvy lines.	Make artwork with straight and curvy lines	Create an optical illusion.
So that I can…. (What should students be able to do?)	Tell my friends what kind of shape I drew.	Learn how to mix colors.	Use lines to create and optical illusion.	Use lines to create and optical illusion	Use lines to create and optical illusion
I’ll know I got it when…. (How do I know they are learning? )	My paper has a variety of shapes and colors.	I create shapes and mixed colors to match the color wheel.	The straight lines look curvy	The straight lines look curvy	The straight lines look curvy
Ms. Medlock will help me if …. (How do we respond when they don’t learn? )	I am having trouble tracing lines or using watercolor.	I am having trouble mixing the colors.	I am having trouble drawing, gluing or cutting the lines/paper.	I am having trouble drawing, gluing or cutting the lines/paper	I am having trouble drawing, gluing or cutting the lines/paper
Because I “got it” I will…. (How do we respond when they do learn? )	Have an artwork with many different types of shapes and colors and I can tell my friends about what I made.	Have an artwork with many different types shapes and colors and I discussed the color mixing process with my tablemates.	Have lines that look curvy but were straight.	Have lines that look curvy but were straight.	Have lines that look curvy but were straight.

Week One: Name Design

     Welcome back to school! The first week is just a few short days away and I am ready to see my new students and to learn a little more about them. We will begin our first week together by tackling a framework from the Arkansas State Department of Education Fine Art Frameworks. These standards can be found here: http://www.arkansased.org/public/userfiles/Learning_Services/Curriculum%20and%20Instruction/Frameworks/Fine%20Arts/finearts_K_8_121908_ed030309.pdf
     Here is my example of what our name designs will look like:

This name design describes who I am. Let me explain.

M - The "M" is made of two rulers because I am an art teacher. To dig even deeper into the symbolism, I set certain rules, guidelines and measurements for myself in my personal and professional life.

E - The "E" is just the letter. I made this letter purple to represent my "E"ducation at University of Central Arkansas. One of our colors is purple.

D - The "D" is a bicycle tire/wheel rolling down the road. (Turn the name clockwise once to see this.) I am an avid cyclist. I enjoy being outside, on my bike and in nature.

L - The "L" is a paintbrush. I am an art teacher!

O - The "O" is a color wheel, which also represents my career as and art teacher.

C - The "C" is just a letter. I made this letter red to represent where I went to "C"ollege for my undergraduate degree. I am a Razorback. Razorback Red!

K - The "K" is a partial dress/stick person wearing pink pumps. This represents my girlie side. I enjoy getting all "dolled up" and being a woman!

I am looking forward to the creativity that my students will bring to the design of their name designs.


Here are detailed lesson plans for the week:

1^st – 5^th art

Springdale Public Schools: Walker/Shaw Elementary

Week One: August 19-23

All Arkansas State Department Fine Arts frameworks for K-8 can be found here: http://www.arkansased.org/public/userfiles/Learning_Services/Curriculum%20and%20Instruction/Frameworks/Fine%20Arts/finearts_K_8_121908_ed030309.pdf

	1st	2nd	3rd	4th	5th
Unit Name	Who are you?	Who are you?	Who are you?	Who are you?	Who are you?
Learning Target	Students will create and design a work of art based on the letters of their name and personal interest	Students will create and design a work of art based on the letters of their name and personal interest	Students will create and design a work of art based on the letters of their name and personal interest	Students will create and design a work of art based on the letters of their name and personal interest	Students will create and design a work of art based on the letters of their name and personal interest
Framework: FOUNDATIONS
Application  of the above framework
Framework: CREATIVE PROCESS	V.6.1.6 Uses symbols to communicate meaning	VA.6.2.6 Select subject matter, symbols and/or ideas to communicate meaning.	VA.6.2.6 Select subject matter, symbols and/or ideas to communicate meaning.	VA.6.2.6 Select subject matter, symbols and/or ideas to communicate meaning.	VA.6.5.11 Select subject matter, symbols and ideas to communicate meaning.
Application of the above framework:	Students will incorporate at least one symbol in place of a letter in the name design to communicate something about self.	Students will incorporate at least two symbols or different idea into the name design to communicate something about self.	Students will incorporate at least two symbols or different idea into the name design to communicate something about self.	Students will incorporate at least three symbols or different idea into the name design to communicate something about self.	Students will incorporate at least four symbols or different ideas into the name design to communicate something about self.
Framework REFLECTION
Application of the above framwork
Supplies	Drawing paper Pencils Markers	Drawing paper Pencils Markers	Drawing paper Pencils Markers	Drawing paper Pencils Markers	Drawing paper Pencils Markers
Today I am going to …….. (what students should know.)	Draw my name using letters and one symbol.	Draw my name using letters, and at least two symbols.	Draw my name using letters and at least two symbols.	Draw my name using letters and at least three symbols.	Draw my name using letters and at least four symbols.
So that I can…. (What should students be able to do?)	Express myself and my individuality.	. Express myself and my individuality.	Express myself and my individuality.	Express myself and my individuality.	Express myself and my individuality.
I’ll know I got it when…. (How do I know they are learning? )	My artwork represents my name and a symbol something special about me	My artwork represents my name and a symbols something special about me	My artwork represents my name and a symbols something special about me	My artwork represents my name and a symbols something special about me	My artwork represents my name and a symbols something special about me
Ms. Medlock will help me if …. (How do we respond when they don’t learn? )	I can’t think of something special about myself or if I am having trouble drawing part of my name.	I can’t think of something special about myself or if I am having trouble drawing part of my name.	I can’t think of something special about myself or if I am having trouble drawing part of my name.	I can’t think of something special about myself or if I am having trouble drawing part of my name.	I can’t think of something special about myself or if I am having trouble drawing part of my name.
Because I “got it” I will…. (How do we respond when they do learn? )	be able to use my artwork to tell people about who I am.	be able to use my artwork to tell people about who I am.	be able to use my artwork to tell people about who I am.	be able to use my artwork to tell people about who I am.	be able to use my artwork to tell people about who I am.