Welcome 7th grade!
This is your place to find all the lessons, videos, and examples of projects we will do this Fall 2016. If you miss our class, this is where you can to catch up on anything you missed out on. This page will always be linked to your assignments on google classroom. I look forward to getting to know each of you and watching you develop your creativity and craft as an artist!
Dive into art making
Jardine students learn to take risks and try new things while creating a cover for their sketchbook cover. Diving into art making students get an introduction to design thinking. Our focus was to begin engaging in art on day one and learn how to manipulate material for art making. Students created sketchbook covers creating designs using wax resist techniques. This project was work 10 points and the criteria was that they used lines, shapes, patterns, and space to fill the entire page. Once they completely covered both front and back with designs, they then used water color to fill in the white areas. These covers became colorful vibrant examples of what happens when we practice calculated risk taking in art making!
The second part of this assignment was to actually put our books together. Inside the book, students were asked to fill out an about me page that will later be used for another assignment. Included in the book is our Jardine art department syllabus, and some printed notes students can refer to through out the semester. When there are over 140 students that come in your class everyday, organization is key, and so students received additional points for completing the task of assembling the book and placing its permanent location. Sketchbooks are to remain in the classroom, and each class has a designated location they keep them. This is a fun, and engaging first of the year project. I believe it was a great way to set the tone for the year and teach rules and expectations as they apply.
The second part of this assignment was to actually put our books together. Inside the book, students were asked to fill out an about me page that will later be used for another assignment. Included in the book is our Jardine art department syllabus, and some printed notes students can refer to through out the semester. When there are over 140 students that come in your class everyday, organization is key, and so students received additional points for completing the task of assembling the book and placing its permanent location. Sketchbooks are to remain in the classroom, and each class has a designated location they keep them. This is a fun, and engaging first of the year project. I believe it was a great way to set the tone for the year and teach rules and expectations as they apply.
Op Art Hand
Lesson Introduction: Discussion, what is opp art. How does it trick our eye?
Lesson Objective: Positive space, negative space, optical illusion, contour line, color scheme
Keagan activities: work together in shoulder partner, how to read a ruler.
Instruction & Process: Direct demonstration.
Materials needed: paper, pencil, ruler, markers, erasers.
Grading Format: 25 point. Student and teacher have one on one conference about craftsmanship and ability to engage and persist.
See Rubric.
https://docs.google.com/document/d/1hxErc5x6w1hXlszfcn3y4Kzxy5yHkqVl_IQGwrDdP6Y/edit
Contour Line Shoe with elements of art
Digital Portfolio
Today we are creating our E portfolios.
What is a portfolio?
Why do we have to have one?
Objectives:
- I can create a web site.
- I can write an artist statement that reflects where I am as an artist.
- I can upload photos to my site in order to show my personal growth both short and long term.
- I can understand and demonstrate digital citizenship.
Steps to creating your site.
- Go to google sites and long in.
- Click on browse the gallery
- Type 501_artfolio in search window and click select
- Name your site Your First & Last Name
- Push Create
- Click on the pencil to edit each page. Make sure each page is complete.
- Upload your photos to the galleries; tessellation, and funky vases in 2d.
- Upload images of gargoyles and coil pots
- Include pictures of photography. One still life and one shoe photo.
- Write your artist's statement. It must be at least one full complete paragraph.
Go to https://sites.google.com/a/tps501.org/mrs-latham1/ to see an example of what I am looking for.
501 Artfolio
Discussion points:
- Their invisible audience – many students choose to set their digital portfolios to be limited to users on our school’s GoogleApps domain. However, that means that everyone in our community who has an account can access student work. Eportfolios can be viewed by students, teachers, administrators, parents, and anyone with access to a username/password. This should influence students to write informatively without oversharing, and place emphasis on grammar and spelling.
- Appropriate commenting – write a comment that is specific and/or can initiate a discussion. Something like, “I liked your use of color” or “I see you painted a guitar. Do you play any other instruments?” Constructive criticism such as “ I am curious as to why you chose this specific color green, It doesn’t work for me because it doesn’t go well with the rest of your color scheme.”
- Digital citizenship and having a sound understanding of creative commons, permission, and giving credit to others for their work.
- Inserting an image by linking to the URL of the image online rather than taking a screen snapshot or dragging a copy of the image to the desktop. By using the URL, students can simply point to something else online. The alternative is to copy/take/steal a version of it which is tantamount to theft (depending on how the work is licensed).
"Digital citizenship" is an umbrella term that covers a whole host of important issues. Broadly, it's the guidelines for responsible, appropriate behavior when one is using technology. But specifically, it can cover anything from "netiquette" to cyberbullying; technology access and the digital divide; online safety and privacy; copyright, plagiarism, and digital law, and more. " for more resources check out this page.
www.educatorstechnology.com/2013/10/5-excellent-videos-to-teach-your.html
Nine Elements - Digital Citizenship
Videos
How to create an electronic portfolio.
https://youtu.be/nqbibjtgIZ8
Great examples of my students work!
sites.google.com/a/tps501.org/zoe-caryl/
https://sites.google.com/a/tps501.org/dylan-c/home
https://sites.google.com/a/tps501.org/kaydee-votaw/home
https://sites.google.com/a/tps501.org/cole-m/home
https://sites.google.com/a/tps501.org/americka-w/home
Student Check list for Portfolio
Student Checklist
Home page is an introduction to what this web site is. You may include photos of yourself or of you and your family and friends.
7th grade gallery: This is your 7th grade gallery. On this page you will write a short paragraph about the things you focused during your time in 7th grade. Be reflective.
7th grade gallery sub pages: Under the 7th grade gallery you will find four sub pages.
Home page is an introduction to what this web site is. You may include photos of yourself or of you and your family and friends.
7th grade gallery: This is your 7th grade gallery. On this page you will write a short paragraph about the things you focused during your time in 7th grade. Be reflective.
7th grade gallery sub pages: Under the 7th grade gallery you will find four sub pages.
- 2D, 3D, Photography and Sketchbook.
- Place photos of 2D work under 2D page.
- Place photos of 3D work under 3D page.
- Place all your photographs under photography tab. This may be photos you have took and wish to work from in the future, or photographs that you took during the photography lesson. All work must be your own.
- Place all your research, thumbnails, rough drafts, and or sketches you work on outside of class in this tab. Label your work. Ie, SB_lesson/ funky vase project.
Artist Statement: See hand our and follow the questions on the screen.
Biography: Tell us something about yourself? You can also include your favorite quote or a photo of you being you.
Contact: Just include your email address. Do not give out your personal number. You may wish to link to social media websites if you choose.
Artist Statement for portfolio
- Student Name
- Why do you like to make art?
- How do you want to grow as an artist?
- Where do your ideas come from?
- What happened along the way? (Did anything interesting or unusual happen? Did I solve any problems in the process? Did I change my approach to doing the project? etc.)
- What interests would you like to further explore as an artist?
Introduction to Value
Notes:
Value: An element of art, value refers to the visible lightness or darkness of a color.
Value Scale: A value scale that includes all degrees of light and dark values.
Value contrast: Contrast is a principle of art. When defining it, art experts refer to the arrangement of opposite elements . In terms of art it is the light vs. dark of colors gray scale.
Value changes: Gradual shift from light to dark.
High Key: Values that are used from the light side of the value scale.
Low Key: Values that are used from the dark side of the vale scale.
Focal area: The area that draws attention first. The place that is shows emphasis in value.
Atmosphere perspective: Value change in atmosphere where objects in the background are light, objects in the middle ground are of medium values, and objects in the foreground are dark, as they are closer and are more visible to the eye.
Lesson one: Practice Worksheet: Get this from Mrs. Latham.
Lesson Two: Apply value to drawing for sketchbook assignment.
Sketchbook Assignment: www.wikihow.com/Draw-3D-Forms-Exercise
Sketchbook assignment is to be one full page in your sketchbook and be completed by the due take on google classroom.
Value: An element of art, value refers to the visible lightness or darkness of a color.
Value Scale: A value scale that includes all degrees of light and dark values.
Value contrast: Contrast is a principle of art. When defining it, art experts refer to the arrangement of opposite elements . In terms of art it is the light vs. dark of colors gray scale.
Value changes: Gradual shift from light to dark.
High Key: Values that are used from the light side of the value scale.
Low Key: Values that are used from the dark side of the vale scale.
Focal area: The area that draws attention first. The place that is shows emphasis in value.
Atmosphere perspective: Value change in atmosphere where objects in the background are light, objects in the middle ground are of medium values, and objects in the foreground are dark, as they are closer and are more visible to the eye.
Lesson one: Practice Worksheet: Get this from Mrs. Latham.
Lesson Two: Apply value to drawing for sketchbook assignment.
Sketchbook Assignment: www.wikihow.com/Draw-3D-Forms-Exercise
Sketchbook assignment is to be one full page in your sketchbook and be completed by the due take on google classroom.
Wayne Thiebaud: FOrm, Value & cOLOR
Wayne thiebaud from woolridgep
Lesson Introduction: slide show and video
Lesson Objective: I can demonstrate how to use chalk pastel to create value. I can explain who Wayne Theibaud is. I can explain what pop art is. I will practice all eight studio habits of mind through the creating of this project.
Getting Started: Before we dive in to our final drawing, lets practice drawing our cakes on the dry eraser boards with marker. Once you feel you have the correct angles down, lets practice working with chalk pastels. Here you will find the proper steps to using the media of chalk pastel.
Time to Create:
National Standards:
Creating
(Cr1.1.7) Apply methods to overcome creative blocks.
(Cr1.2.7) Develop criteria to guide making a work of art or design to meet an identified goal. (Cr2.1.7) Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
(Cr2.3.7) Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
(Cr3.1.7) Reflect on and explain important information about personal artwork in an artist statement or other format.
Presenting
(Pr5.1.7) Based on criteria, analyze and evaluate methods for preparing and presenting art.
Responding
(Re8.1.7) Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
Connecting
(Cn11.1.7) Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
Vocabulary: Ellipsis, value, blending, acute and obtuse angels, chalk pastel, pop art.
Kagan activities: Time Share Pare:
Instruction & Process: Direct demonstration & written instructions on the table.
Materials needed: Black paper cut 12 x 12, pencil, eraser, chalk pastel, aqua net hair spray.
Grading Format: https://drive.google.com/a/tps501.org/file/d/0BxDoABeZfEdCdDdRNnoyMTJsdEk/view?ts=57cf36d4
Resources:
www.boredart.com/2015/08/chalk-pastel-techniques-learn-how-to-use-it.html
http://nhartgallery.blogspot.ca/2012/12/middle-school-art-tint-and-shade.html
arteascuola.com/2014/01/the-cakes-inspired-by-wayne-thiebaud/
www.artteacherinla.com/?tag=middle-school-art-lesson&paged=2
Lesson Objective: I can demonstrate how to use chalk pastel to create value. I can explain who Wayne Theibaud is. I can explain what pop art is. I will practice all eight studio habits of mind through the creating of this project.
Getting Started: Before we dive in to our final drawing, lets practice drawing our cakes on the dry eraser boards with marker. Once you feel you have the correct angles down, lets practice working with chalk pastels. Here you will find the proper steps to using the media of chalk pastel.
Time to Create:
- On black paper Plan your drawing. ...draw it lightly!
- Choose your pastels. ...
- Gather stumps to use for blending and a kneaded rubber eraser to remove pigment. ...
- Work from dark to light. ...
- Clear the pastel dust from your work frequently. ...
- Keep your hands clean. ...
- Clean off each pastel stick after you use it.
- Spray your work with fixative to protect your work.
National Standards:
Creating
(Cr1.1.7) Apply methods to overcome creative blocks.
(Cr1.2.7) Develop criteria to guide making a work of art or design to meet an identified goal. (Cr2.1.7) Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
(Cr2.3.7) Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
(Cr3.1.7) Reflect on and explain important information about personal artwork in an artist statement or other format.
Presenting
(Pr5.1.7) Based on criteria, analyze and evaluate methods for preparing and presenting art.
Responding
(Re8.1.7) Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
Connecting
(Cn11.1.7) Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
Vocabulary: Ellipsis, value, blending, acute and obtuse angels, chalk pastel, pop art.
Kagan activities: Time Share Pare:
Instruction & Process: Direct demonstration & written instructions on the table.
Materials needed: Black paper cut 12 x 12, pencil, eraser, chalk pastel, aqua net hair spray.
Grading Format: https://drive.google.com/a/tps501.org/file/d/0BxDoABeZfEdCdDdRNnoyMTJsdEk/view?ts=57cf36d4
Resources:
www.boredart.com/2015/08/chalk-pastel-techniques-learn-how-to-use-it.html
http://nhartgallery.blogspot.ca/2012/12/middle-school-art-tint-and-shade.html
arteascuola.com/2014/01/the-cakes-inspired-by-wayne-thiebaud/
www.artteacherinla.com/?tag=middle-school-art-lesson&paged=2
TInts and Shades/ atmosphere perspective
Students will learn or review tints and shades, then create a landscape painting of their own, using a monochromatic color scheme and displaying atmospheric perspective. I am teaching this lesson for the first time and look forward to seeing how the students like the lesson.
Lesson Introduction: Students will find link to power point on google classroom .
Lesson Objective: students can apply their understanding of value and apply it to tints and shades of one color to create a atmosphere perspective painting. Students can demonstrate working through design thinking utilizing the studio habits of mind to create this work.
National Standards:
Creating
(Cr1.1.7) Apply methods to overcome creative blocks.
(Cr1.2.7) Develop criteria to guide making a work of art or design to meet an identified goal. (Cr2.1.7) Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
(Cr2.3.7) Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
(Cr3.1.7) Reflect on and explain important information about personal artwork in an artist statement or other format.
Presenting
(Pr5.1.7) Based on criteria, analyze and evaluate methods for preparing and presenting art.
Responding
(Re8.1.7) Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
Connecting
(Cn11.1.7) Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
Vocabulary: Atmosphere perspective, tint, shade, foreground, middle ground, back ground,
Kagan activities: Jot Thoughts 6.28
Instruction & Process: I will provide instructional strategies in class both written and through direct instructions.
Students have full creative freedom to explore famous landmarks, wonders of the world, city landscape, and local scenery that they can utilize for this project. GET CREATIVE!!!
TIME TO CREATE:
Students will:
Materials needed: paper, paint bushes, tempera paint, pencil, & paint pallets.
Grading Format: see provided rubric
Resources: https://www.teacherspayteachers.com/Product/Atmospheric-Perspective-Painting-Tints-and-Shades-1948066
http://nhartgallery.blogspot.ca/2012/12/middle-school-art-tint-and-shade.html?m=1
arteascuola.com/2011/01/paesaggi-in-gradazione-tonale/
Lesson Introduction: Students will find link to power point on google classroom .
Lesson Objective: students can apply their understanding of value and apply it to tints and shades of one color to create a atmosphere perspective painting. Students can demonstrate working through design thinking utilizing the studio habits of mind to create this work.
National Standards:
Creating
(Cr1.1.7) Apply methods to overcome creative blocks.
(Cr1.2.7) Develop criteria to guide making a work of art or design to meet an identified goal. (Cr2.1.7) Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
(Cr2.3.7) Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
(Cr3.1.7) Reflect on and explain important information about personal artwork in an artist statement or other format.
Presenting
(Pr5.1.7) Based on criteria, analyze and evaluate methods for preparing and presenting art.
Responding
(Re8.1.7) Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
Connecting
(Cn11.1.7) Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
Vocabulary: Atmosphere perspective, tint, shade, foreground, middle ground, back ground,
Kagan activities: Jot Thoughts 6.28
Instruction & Process: I will provide instructional strategies in class both written and through direct instructions.
Students have full creative freedom to explore famous landmarks, wonders of the world, city landscape, and local scenery that they can utilize for this project. GET CREATIVE!!!
TIME TO CREATE:
Students will:
- Choose one of the following idea's for your project: Industrial scenery, mountain scenery, desert scenery, tropical scenery, city landscape, country landscape, or major world landmark.
- Student will draw out their landscape on dry eraser boards first.
- The landscape needs to have five different spaces to be painted.
- Students will mix paint so that they have two tints, the neutral hue, and two shades.
- Each space should be painted so the lightest color is in the back or top of the page. The second space should be a darker tint, the third space is the neutral color and should be in the middle. The forth space is the lightest shade and the fifth space is the darkest.
Materials needed: paper, paint bushes, tempera paint, pencil, & paint pallets.
Grading Format: see provided rubric
Resources: https://www.teacherspayteachers.com/Product/Atmospheric-Perspective-Painting-Tints-and-Shades-1948066
http://nhartgallery.blogspot.ca/2012/12/middle-school-art-tint-and-shade.html?m=1
arteascuola.com/2011/01/paesaggi-in-gradazione-tonale/
Introduction to clay
Objective: Jardine students will explore with clay to build a coil pot of in their own individual style. Students will also have an opportunity to explore texture, wheel throwing, and other hand building techniques as well.
pottery-terms-handout-pdf__1_.pdf | |
File Size: | 34 kb |
File Type: |
The second clay lesson our students did was based on Gargoyles. The complete lesson is located on the Jardine Sp16 pages as I used it last semester. Go to the Jardine tab and click on the other 7th grade page.
Jordan Brooks/ Topeka visiting Artist
Lesson Introduction: Jordan E. Brooks. Topeka Artist.
Artist Bio: “Jordan E. Brooks is influenced by a wide variety of work ranging from the classical to comic book greats from the 90’s. Brooks’ work focuses on the concept of social awareness and overriding power of social media on our environment. Brooks’ work aims to remind people of their inherent humanity.”
I’ve lived in Topeka and Lawrence, Kansas all my life. Heavily influenced from the campus of KU and an older und lining hippie vibe of that area, my surroundings have affected a lot of my artist purpose, to inspire and create.
http://jordanebrooks-com.webs.com/
We are going to tap into our inner thoughts and feelings about social awareness and use Jordan Brooks as an example to further our own exploration of art. Think about how social media has impacted our lives.
Options One: pick a topic from the following
Topics: The 2016 presidential election
Community, schools, and Topeka,
Gender, race, and religion
Selfies, self image, self esteem, cyber bullying
Options Two: bring your own ideas and we will discuss them as a possibilities.
Lesson Objective: Jardine students will learn about local artist, Jordan Brooks. Jardine students will create art that will showcase their own individual thoughts and feelings about social awareness, social media, as a vehicle for drawing awareness and change. Students will learn to use a variety of media to create mixed media artwork.
Students will reflect on how art is used to provoke emotion, draw awareness, and harnessed as a voice for change.
National Standards:
Creating:
(Cr1.1.7) Apply methods to overcome creative blocks.
(Cr1.2.7) Develop criteria to guide making a work of art or design to meet an identified goal.
(Cr2.1.7) Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
(Cr2.2.7) Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the internet, social media, and other communication formats.
(Cr2.3.7) Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
(Cr3.1.7) Reflect on and explain important information about personal artwork in an artist statement or other format.
Presenting
((Pr5.1.7) Based on criteria, analyze and evaluate methods for preparing and presenting art.
(Pr6.1.7) Compare and contrast viewing and experiencing collections and exhibitions in different venues.
Responding
(Re7.1.7) Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.
(Re7.2.7) Analyze multiple ways that images influence specific audiences.
(Re8.1.7) Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
Connecting
(Cn10.1.7) Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in community. (Cn11.1.7) Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
Vocabulary: Mixed media, social media, Elements of art, Principles of design. Contemporary Art.
Keagan activities: time, pair, share.
Instruction & Process: Class visit by artist, research, plan, and create.
Materials needed: Tempra paint, magazines, oil pastels, permanent markers, glue and
And cardboard. Graphics, images, and words for collaging.
Grading Format: Self Reflection Writing
Work is work 40 pts
Reflective writing 20 pts.
Below is a link for the reflective writing part. Print this off and have kids turn it in with there work. Have them tape it to the back of their work when they turn it in. Print 140.
https://drive.google.com/file/d/0B2_hFbAOrEDFbkFSRlp4elZHNUk/view
Artist Bio: “Jordan E. Brooks is influenced by a wide variety of work ranging from the classical to comic book greats from the 90’s. Brooks’ work focuses on the concept of social awareness and overriding power of social media on our environment. Brooks’ work aims to remind people of their inherent humanity.”
I’ve lived in Topeka and Lawrence, Kansas all my life. Heavily influenced from the campus of KU and an older und lining hippie vibe of that area, my surroundings have affected a lot of my artist purpose, to inspire and create.
http://jordanebrooks-com.webs.com/
We are going to tap into our inner thoughts and feelings about social awareness and use Jordan Brooks as an example to further our own exploration of art. Think about how social media has impacted our lives.
Options One: pick a topic from the following
Topics: The 2016 presidential election
Community, schools, and Topeka,
Gender, race, and religion
Selfies, self image, self esteem, cyber bullying
Options Two: bring your own ideas and we will discuss them as a possibilities.
Lesson Objective: Jardine students will learn about local artist, Jordan Brooks. Jardine students will create art that will showcase their own individual thoughts and feelings about social awareness, social media, as a vehicle for drawing awareness and change. Students will learn to use a variety of media to create mixed media artwork.
Students will reflect on how art is used to provoke emotion, draw awareness, and harnessed as a voice for change.
National Standards:
Creating:
(Cr1.1.7) Apply methods to overcome creative blocks.
(Cr1.2.7) Develop criteria to guide making a work of art or design to meet an identified goal.
(Cr2.1.7) Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
(Cr2.2.7) Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the internet, social media, and other communication formats.
(Cr2.3.7) Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
(Cr3.1.7) Reflect on and explain important information about personal artwork in an artist statement or other format.
Presenting
((Pr5.1.7) Based on criteria, analyze and evaluate methods for preparing and presenting art.
(Pr6.1.7) Compare and contrast viewing and experiencing collections and exhibitions in different venues.
Responding
(Re7.1.7) Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.
(Re7.2.7) Analyze multiple ways that images influence specific audiences.
(Re8.1.7) Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed.
Connecting
(Cn10.1.7) Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in community. (Cn11.1.7) Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
Vocabulary: Mixed media, social media, Elements of art, Principles of design. Contemporary Art.
Keagan activities: time, pair, share.
Instruction & Process: Class visit by artist, research, plan, and create.
Materials needed: Tempra paint, magazines, oil pastels, permanent markers, glue and
And cardboard. Graphics, images, and words for collaging.
Grading Format: Self Reflection Writing
Work is work 40 pts
Reflective writing 20 pts.
Below is a link for the reflective writing part. Print this off and have kids turn it in with there work. Have them tape it to the back of their work when they turn it in. Print 140.
https://drive.google.com/file/d/0B2_hFbAOrEDFbkFSRlp4elZHNUk/view
MRs. latham's version of art for social justice
Other awesome examples of art that are created to address social issues..........