http://useyourcolouredpencils.blogspot.com/search/label/Africa (Links to an external site.) interactive color mixing: http://www.colorwithleo.com/art_colorwheel.php (Links to an external site.) Assessment is key to ensuring that students understand the enduring ideas and key concepts of a lesson. During the planning phase teachers need to decide what the most important elements are that they want the students to take away from the lesson. Then, they must consider what types of opportunities will be made available for the students to demonstrate what they have learned. Two important questions according to Rethinking Curriculum in Art is to ask yourself: "How will students demonstrate their deep and complex understandings?" and "How will they demonstrate their ability to engage in inquiry associated with the disciplines?" There are several types of assessment, formative and summative, but many ways for students to demonstrate what they have learned. Formative assessment is done during the process of lessons to check for understanding and make adjustments. The summative assessment is usually done at the end of a unit or chapter of learning. It tests what students have learned and should be able to do. An essential thing to remember is that the purpose of assessment is to make sure the students are "getting it" and for the teacher to be able to reflect on the process. Some of the ways students can demonstrate their newly constructed knowledge is to have them: make comparisons, make up and answer questions, give examples, and use what they have learned in new situations. Students all have different learning styles and integrating disciplines into the art world allows some students to find a connection and enhance their understanding of other core curriculum. It opens the door for problem-solving, teaches strategy, and is very engaging. Through art students can understand the texture of a toad by making paper-mache toads, in Math, they can make tessellations using monochromatic color schemes, or write a letter to their favorite artist to improve letter writing and communication skills! Reaching and connecting real-world experiences to our students is critical to a deeper understanding of subjects. Integrating disciplines allows another avenue for innovative and collaborative learning.
The Curator Students pick three images and lay them out how they might present them at an art gallery. They will need to formulate a title of the art show that includes 2-3 words and a subtitle using innovative words to describe the images in the art show. They will also align the images like they would hang in a gallery. The class could discuss how artwork in gallery's generally hang at eye level and the type of lighting used. This is also a great opportunity to talk about different employment opportunities in the art field. Title: Flora |
Frozen MomentThis activity allows the students to be in the artwork! Break the students up into 4-6 groups and give each group a piece of artwork to reenact. Each group doesn't let any other groups see the artwork they will be recreating. Each student picks a character in the composition to reenact. Have them really get into it. Tell them they can be the dog or the people in the mirror. Just use their creativity and acting skills to depict the character they choose in a frozen moment of time. When all of the groups have done their presentations all the compositions are lined up in the art room. The class matches the groups with the compositions. They can then have a discussion and learn about each art piece. Have students think about facial features, what the artist might be thinking, and the time period of the artwork. |
Visual Analysis
Students work with a partner using verbal description from one partner while the other partner draws the image their partner is looking at. The student who is explaining the details of the image is not allowed to look at the drawing, then switch positions. Students can explore how their descriptive words are translated into an image. This
List and DrawThe students are given a list of seven things to draw. Each student uses their own creativity and uniqueness to present the seven things on a piece of paper. Things to take from lesson - in art sometimes there are no wrong answers. A discussion could follow about how the students determined what to draw largest or first. |
The focus of this chapter is instruction and the importance of connecting new material with prior knowledge so the students can construct a deeper understanding. Students achieve a deeper understanding through engaging and inquiry based learning. A great way to do this is to activate prior knowledge and make personal connections to their own life. A quick and easy method is to use a K-W-L chart. It is essential to formulate how you will explore the enduring ideas, essential questions, and key concepts. These concepts form the structure for the unit of instruction. Students need to be provided ways to display what they have learned. It is good practice to use direct and indirect teaching strategies. The teacher sets up situations and guides with questions to allow students to build their own knowledge through investigations individually and in groups. There are many strategies for diverse learners, several of these include concept maps, sketchbooks, games, and worksheets. Information from Rethinking Curriculum in Art.
Kente Cloth - "The Cloth of Kings"
What is a Kente Cloth? | Where is Ghana, Africa? |
Mrs. Thomas
I am so excited to work with students in the Art room! I have a Bachelor of Science in Elementary Education K-6 and I am certified to teach Art. I am spending this semester taking Art courses and loving it!