Starside Elementary
For the first nine weeks of my student teaching experience, I have been placed at Starside Elementary School. I have an exceptional mentor teacher and am excited to work with him and to grow as an educational professional. I am fortunate to have gotten placement here as the students, faculty , and my mentor teach are all very supporting. Mr Cappel is an excellent art educator who has amazing classroom management strategies and I feel that over the next eight weeks, we can learn a lot from one another. This page has been created to share some of of the projects and educational strategies I was able to successfully complete with Starside students.
Classroom Management Strategies
Eager to establish a positive relationship with my students, I wanted to implement possessive reinforcement strategies within my classroom setting. I created a strategy were I had two awards that were given out at the end of each class. The first is the "best friend" award. The "best friend" award goes to the student who sets the best example to their classmates. In order to earn the award I am looking at individuals who raise their hand, stay in their seat, and sit safe in their chair. I am looking for an individual who works hard and willing to be helpful to others at their table. The person who wins the "best friend" award gets to put their name in the box and have an opportunity to put their name in a raffle. The last day of my placement, I had drawn a name from the raffle box. The student who had their name chosen won an assortment of art supplies and as seen above, she was very honored.
The second reward strategy was the table award. My classroom is set up so that there is a blue, red, and yellow table. I had asked students to sit at the same table so that I could get to know them better and they could work together as a team to earn the table award. I was looking for collaborative working strategies where these students could pass materials, and work together when cleaning up and helping each other out. They were also expected to follow instruction and maintain an appropriate volume when working independently. The table that received the award got to wash their hands first and get in line first. There were a couple of times when no rewards were given as I was very upfront about that fact that I do not reward mediocrity. However, those times were far and few between and my students worked very hard for me to show me their best.
The second reward strategy was the table award. My classroom is set up so that there is a blue, red, and yellow table. I had asked students to sit at the same table so that I could get to know them better and they could work together as a team to earn the table award. I was looking for collaborative working strategies where these students could pass materials, and work together when cleaning up and helping each other out. They were also expected to follow instruction and maintain an appropriate volume when working independently. The table that received the award got to wash their hands first and get in line first. There were a couple of times when no rewards were given as I was very upfront about that fact that I do not reward mediocrity. However, those times were far and few between and my students worked very hard for me to show me their best.
Kindergarten, First and Second Grade
For the last couple of weeks I have been working exclusively with Kindergarten, first, and second grades. These artist have taught me so much about what it means to be a young artist. I have had to really think about our projects and the extreme detail of instruction they need in order to become successful. My students are working so hard for me and I am having fun as I am constantly amazed with how art smart these students are.
first grade lesson two
First grade students transition from triangles with Paul Klee to Kandinsky circles. Together, we learned about Kandinsky's love for color and got to practice our cutting skills along the way.
Second Grade Lesson One
Third Grade
Third grade has finally finished their clay unit with my mentor teacher. My first lesson with this group centers around the concept of foreground, middle ground, background, and horizon lines. I found a great lesson that I wanted to try using Kandinsky Trees. This lesson took two class period, and I make modification to the lesson so that it . The first class will allow time for an introduction, demonstration, provide them time to paint and clean then clean up . During our second class period, student added the oil pastel circles in the middle ground and then cut and paste the paper tree in the foreground. We are not quiet finished, but student examples will be posted soon.
Objective: Students will be learning about perspective and will be creating a work of art using mixed media. They will be introduced to the artist Kandinsky and will learning about fore-ground and background within a picture plane.
Vocabulary: Kandinsky, Abstract art, horizon line, back ground, middle ground, fore-ground, picture plane, space, and color.
Materials: Heavy paper, pencils, tempera paint, water, brushes, paper towels, newspaper, scissors, paper, glue, oil pastels.
Mini Lesson: Show a short 2 minute video on fore ground, back ground, middle ground, then look at various slides that have great examples of these concepts. Next I introduce the lesson and then we speak briefly about Kandinsky, and his love for color.
Guided Practice: Group Demonstration: They will watch me do it, and then they will do it.
Part One: we paint the back ground and let it dry.
Part Two: we draw our smaller circles that make up the middle ground with oil pastels, then we cut and paste our tree in the fore ground.
Independent practice: Students will paint, cut paper, draw circles, and glue independently.
I always want to give credit where credit is due. These are the blogs were I found my inspiration for this lesson. I made some modifications as it is for third grade, and there are some supplies that are not available to me at this time. Please see the reference section.
Objective: Students will be learning about perspective and will be creating a work of art using mixed media. They will be introduced to the artist Kandinsky and will learning about fore-ground and background within a picture plane.
Vocabulary: Kandinsky, Abstract art, horizon line, back ground, middle ground, fore-ground, picture plane, space, and color.
Materials: Heavy paper, pencils, tempera paint, water, brushes, paper towels, newspaper, scissors, paper, glue, oil pastels.
Mini Lesson: Show a short 2 minute video on fore ground, back ground, middle ground, then look at various slides that have great examples of these concepts. Next I introduce the lesson and then we speak briefly about Kandinsky, and his love for color.
Guided Practice: Group Demonstration: They will watch me do it, and then they will do it.
Part One: we paint the back ground and let it dry.
Part Two: we draw our smaller circles that make up the middle ground with oil pastels, then we cut and paste our tree in the fore ground.
Independent practice: Students will paint, cut paper, draw circles, and glue independently.
I always want to give credit where credit is due. These are the blogs were I found my inspiration for this lesson. I made some modifications as it is for third grade, and there are some supplies that are not available to me at this time. Please see the reference section.
In regard to elementary school aged children, I have the most experience working with the fourth and fifth grade age group, I worked exclusively with 4th and 5th graders when I was teaching via the Art in School and Art After School Program through the Mundane Art Museum. I love hearing students interest and incorporating them into projects. During the beginning of this placement, I spent a great deal of time trying to get to know the students and connect with them. I am proud to say that the students at Starside Elementary are very art smart and responded positively to the lessons that I taught. Starside students worked very hard and gave me their best, and for that I am thankful.
Project one 4rth grade
Fourth grade students had the opportunity to use their imagination and practice their drawing skills as they were asked to illustrate one of the four following poems.
Bertie the Goldfish by Ross D Tyler
Bertie was a Goldfish,
But not your average pet.
For unlike other Goldfish,
He hated getting wet.
When all the other fishies,
Were swimming, having fun,
Bert would slap on factor 12,
And chill out in the sun.
He's hiked across a mountain,
And Bungee jumped in France,
He's best friends with the neighbors cat,
And he's taught him how to dance.
He's raced a Formula 1 Car,
And would have won a medal,
But Bert's a fish, he has no feet,
And couldn't reach the pedals.
Next year he plans to travel,
to countries with hot weather.
The only fish in the whole wide world,
That packs an umbrella.
He may go to Morocco,
To Bert, it doesn't matter.
But you'll never find him on your plate,
All wrapped up in batter.
Bertie was a Goldfish,
But not your average pet.
For unlike other Goldfish,
He hated getting wet.
When all the other fishies,
Were swimming, having fun,
Bert would slap on factor 12,
And chill out in the sun.
He's hiked across a mountain,
And Bungee jumped in France,
He's best friends with the neighbors cat,
And he's taught him how to dance.
He's raced a Formula 1 Car,
And would have won a medal,
But Bert's a fish, he has no feet,
And couldn't reach the pedals.
Next year he plans to travel,
to countries with hot weather.
The only fish in the whole wide world,
That packs an umbrella.
He may go to Morocco,
To Bert, it doesn't matter.
But you'll never find him on your plate,
All wrapped up in batter.
Mad Pirate Marmaduke by Ross D Tyler
I am Captain Marmaduke!
My Ship’s the ‘Slippery Eel’
I haven’t got a peg leg,
‘Cos my crew made me a wheel.
I’m not so good at Plunderin’
I’ve scars all o’ me face,
But there aint another pirate,
Who can beat me in a race!
Unlike other Pirates,
I do not have a parrot.
I don’t like birds that talk to me,
Instead, I’ve got a Carrot.
I have a crooked moustache,
And a purple goatee beard.
I own no hook, but have a whisk
and people say that’s weird.
My Crew and I are on this ship,
Sailing the Seas o’ Seven.
But once a year, we stop a while,
To holiday in Devon.
There’s Larry, O’Mally,
And Jimmy and Harry,
And Gary and Barry and Sue.
There’s Johnny and Billy,
A Camel called Sally,
(Her eye-patch bolts on with a screw).
We’re Looking for our Treasure,
‘Cos O’Mally lost the map.
The wind was strong on the deck that day,
And he lost his paper hat.
Off we go a searchin’ now,
Looking for some land.
But this time it’s O’Mally,
That gets buried in the sand.
I am Captain Marmaduke!
My Ship’s the ‘Slippery Eel’
I haven’t got a peg leg,
‘Cos my crew made me a wheel.
I’m not so good at Plunderin’
I’ve scars all o’ me face,
But there aint another pirate,
Who can beat me in a race!
Unlike other Pirates,
I do not have a parrot.
I don’t like birds that talk to me,
Instead, I’ve got a Carrot.
I have a crooked moustache,
And a purple goatee beard.
I own no hook, but have a whisk
and people say that’s weird.
My Crew and I are on this ship,
Sailing the Seas o’ Seven.
But once a year, we stop a while,
To holiday in Devon.
There’s Larry, O’Mally,
And Jimmy and Harry,
And Gary and Barry and Sue.
There’s Johnny and Billy,
A Camel called Sally,
(Her eye-patch bolts on with a screw).
We’re Looking for our Treasure,
‘Cos O’Mally lost the map.
The wind was strong on the deck that day,
And he lost his paper hat.
Off we go a searchin’ now,
Looking for some land.
But this time it’s O’Mally,
That gets buried in the sand.
Cloony The Clown by Shel Silverstein
I'll tell you the story of Cloony the Clown
Who worked in a circus that came through town.
His shoes were too big and his hat was too small,
But he just wasn't, just wasn't funny at all.
He had a trombone to play loud silly tunes,
He had a green dog and a thousand balloons.
He was floppy and sloppy and skinny and tall,
But he just wasn't, just wasn't funny at all.
And every time he did a trick,
Everyone felt a little sick.
And every time he told a joke,
Folks sighed as if their hearts were broke.
And every time he lost a shoe,
Everyone looked awfully blue.
And every time he stood on his head,
Everyone screamed, "Go back to bed!"
And every time he made a leap,
Everybody fell asleep.
And every time he ate his tie,
Everyone began to cry.
And Cloony could not make any money
Simply because he was not funny.
One day he said, "I'll tell this town
How it feels to be an unfunny clown."
And he told them all why he looked so sad,
And he told them all why he felt so bad.
He told of Pain and Rain and Cold,
He told of Darkness in his soul,
And after he finished his tale of woe,
Did everyone cry? Oh no, no, no,
They laughed until they shook the trees
With "Hah-Hah-Hahs" and "Hee-Hee-Hees."
They laughed with howls and yowls and shrieks,
They laughed all day, they laughed all week,
They laughed until they had a fit,
They laughed until their jackets split.
The laughter spread for miles around
To every city, every town,
Over mountains, 'cross the sea,
From Saint Tropez to Mun San Nee.
And soon the whole world rang with laughter,
Lasting till forever after,
While Cloony stood in the circus tent,
With his head drooped low and his shoulders bent.
And he said,"THAT IS NOT WHAT I MEANT -
I'M FUNNY JUST BY ACCIDENT."
And while the world laughed outside.
Cloony the Clown sat down and cried.
I'll tell you the story of Cloony the Clown
Who worked in a circus that came through town.
His shoes were too big and his hat was too small,
But he just wasn't, just wasn't funny at all.
He had a trombone to play loud silly tunes,
He had a green dog and a thousand balloons.
He was floppy and sloppy and skinny and tall,
But he just wasn't, just wasn't funny at all.
And every time he did a trick,
Everyone felt a little sick.
And every time he told a joke,
Folks sighed as if their hearts were broke.
And every time he lost a shoe,
Everyone looked awfully blue.
And every time he stood on his head,
Everyone screamed, "Go back to bed!"
And every time he made a leap,
Everybody fell asleep.
And every time he ate his tie,
Everyone began to cry.
And Cloony could not make any money
Simply because he was not funny.
One day he said, "I'll tell this town
How it feels to be an unfunny clown."
And he told them all why he looked so sad,
And he told them all why he felt so bad.
He told of Pain and Rain and Cold,
He told of Darkness in his soul,
And after he finished his tale of woe,
Did everyone cry? Oh no, no, no,
They laughed until they shook the trees
With "Hah-Hah-Hahs" and "Hee-Hee-Hees."
They laughed with howls and yowls and shrieks,
They laughed all day, they laughed all week,
They laughed until they had a fit,
They laughed until their jackets split.
The laughter spread for miles around
To every city, every town,
Over mountains, 'cross the sea,
From Saint Tropez to Mun San Nee.
And soon the whole world rang with laughter,
Lasting till forever after,
While Cloony stood in the circus tent,
With his head drooped low and his shoulders bent.
And he said,"THAT IS NOT WHAT I MEANT -
I'M FUNNY JUST BY ACCIDENT."
And while the world laughed outside.
Cloony the Clown sat down and cried.
Fifth Grade
Fifth Grade: Lesson One and Two
Objectives
Students will be introduced to the art of French modern artist Henri Matisse, and will recreate a work of their own after one of his cut-outs. I will review the following information with them and then while they are working I will quiz them on the content. The table that earn the most correct answers will get
This lesson is a review of shape, color, space and an introduction of taking a 2d concept into 3d forms. This lesson meets Standard #4: K-4 and Standard #4: 5-8: Understanding the visual arts in relation to history and cultures.
Vocabulary: Collage: a work of art that is made by attaching pieces of different materials (such as paper, cloth, or wood) to a flat surface.
Positive and Negative spaces, composition of design, Shape, Form, 2D and 3D works of art.
Materials
Colored Construction Paper and 18inch White paper
Glue Stick
Pencil
Scissors
Objectives
Students will be introduced to the art of French modern artist Henri Matisse, and will recreate a work of their own after one of his cut-outs. I will review the following information with them and then while they are working I will quiz them on the content. The table that earn the most correct answers will get
This lesson is a review of shape, color, space and an introduction of taking a 2d concept into 3d forms. This lesson meets Standard #4: K-4 and Standard #4: 5-8: Understanding the visual arts in relation to history and cultures.
Vocabulary: Collage: a work of art that is made by attaching pieces of different materials (such as paper, cloth, or wood) to a flat surface.
Positive and Negative spaces, composition of design, Shape, Form, 2D and 3D works of art.
Materials
Colored Construction Paper and 18inch White paper
Glue Stick
Pencil
Scissors
References:
I would like to thank for following for such wonderful lesson plans and inspiration. Thank you fellow Art Educators!
http://artsmarts4kids.blogspot.com/2008/05/mark-rothko.html
http://artsmarts4kids.blogspot.com/2008/05/mark-rothko.html
http://missyoungsartroom.blogspot.com/2013/01/warm-and-cool-colors-with-6th-grade.html?showComment=1359076566143
http://itisartday.blogspot.com/2013/11/kandinsky-trees.html
http://makingartfun.com/htm/f-maf-art-library/matisse-masterpiece-lesson.htm
http://missyoungsartroom.blogspot.com/2013/01/warm-and-cool-colors-with-6th-grade.html?showComment=1359076566143
http://karuski.co.uk/2014/12/22/matisse-egg-2/
http://makingartfun.com/htm/f-maf-art-library/henri-matisse-biography.htm