georgia o'keeffe water color
I can create a title for this art experience:
Fractured Bones
I can describe the instructional strategies used as a motivation for creating my own work of art:
Through viewing examples and learning more about Georgia O'keeffee I feel that I was able to understand this style of art better. Because of this I feel that I wanted to attempt in painting in this style.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
Benchmark FA.3.1.1
"The student: Uses elements and principles of art and design to create an original work of art, including, value (i.e., tints and shades, analogous colors), line, rhythm, movement, proportion, and balance." This lesson meets this standard because we learned about a style, practiced doing this style of painting, and then produced our own original piece of art.
I can list the materials I used:
Biggy Cakes water color paints
Water
Paint brushes
Paper
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I enjoyed learning about an artist and their life story. I feel that this was essential to knowing why they painted a certain way and it made me reflect on my own life and my personal style when I paint. For my own students, I would give a summary of this artist and her own developed personal style. After this I would try to help the students develop their own personal style of painting. I would try to get them to use the techniques learned in class but I would want them to try and try their own way.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
For older students I would alter this experience to actually showing them more history on the artist and then have them apply their own personal history to their 'style' of water color painting. For younger students, I would show many examples of water color paintings and ask students to explain what they think the artist is feeling. Then I would have the students focus on expressing what their feeling with water colors. I would use different types of colors, and lighting as example.
I can list 2-3 different ways to integrate other subject matter into this lesson:
Based on Georgia O'Keeffe life experiences and how it affected her art I would incorporate geography into this art lesson. Where she is living at the time reflect in her different paintings. This can be used to focus on different elements of different climates. For example O'Keeffe painted the desert a lot when she lived in that climate. I could have my students focus on the environment around them and paint accordingly to that. Another way off of that would be to learn about many different habitats and paint different elements from that one, instead of just one's own environment.
Fractured Bones
I can describe the instructional strategies used as a motivation for creating my own work of art:
Through viewing examples and learning more about Georgia O'keeffee I feel that I was able to understand this style of art better. Because of this I feel that I wanted to attempt in painting in this style.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
Benchmark FA.3.1.1
"The student: Uses elements and principles of art and design to create an original work of art, including, value (i.e., tints and shades, analogous colors), line, rhythm, movement, proportion, and balance." This lesson meets this standard because we learned about a style, practiced doing this style of painting, and then produced our own original piece of art.
I can list the materials I used:
Biggy Cakes water color paints
Water
Paint brushes
Paper
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I enjoyed learning about an artist and their life story. I feel that this was essential to knowing why they painted a certain way and it made me reflect on my own life and my personal style when I paint. For my own students, I would give a summary of this artist and her own developed personal style. After this I would try to help the students develop their own personal style of painting. I would try to get them to use the techniques learned in class but I would want them to try and try their own way.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
For older students I would alter this experience to actually showing them more history on the artist and then have them apply their own personal history to their 'style' of water color painting. For younger students, I would show many examples of water color paintings and ask students to explain what they think the artist is feeling. Then I would have the students focus on expressing what their feeling with water colors. I would use different types of colors, and lighting as example.
I can list 2-3 different ways to integrate other subject matter into this lesson:
Based on Georgia O'Keeffe life experiences and how it affected her art I would incorporate geography into this art lesson. Where she is living at the time reflect in her different paintings. This can be used to focus on different elements of different climates. For example O'Keeffe painted the desert a lot when she lived in that climate. I could have my students focus on the environment around them and paint accordingly to that. Another way off of that would be to learn about many different habitats and paint different elements from that one, instead of just one's own environment.
Protest Piece
I can create a title for this art experience:
Student Loans
I can describe the instructional strategies used as a motivation for creating my own work of art:
Creating a protest piece was relative and personal to my own beliefs and life. This was fun because I was able to constructively express what I feel I am struggling with in life. It was a constructive way to channel what I am feeling and express it in a symbolic way.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
This lesson directly applied art materials and a process of creation to communicate my ideas, feelings, and experiences. The benchmark F1.1.5, "How the arts communicate," is a benchmark that can be used for this lesson plan. This standard is for first grade. I feel that this project can still be appropriate for a first grader if explained how one can use original works of art to explain experiences. This is a good way to communicate ideas, feelings, and personal experiences.
I can list the materials I used:
Sketch book, pencil, construction paper, water colors
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I felt that I was challenged to find something that I am passionate about and use that energy to create something. If I were to use this in my own classroom I feel that I would take that same idea and try to guide my students in finding something to speak up about. I feel that this may the most challenging part because at a young age of elementary school, students are still developing their own opinions and really just want to please authority. I feel it is not until later around middle school, students begin to form their own opinions and challenge others to it. I want may students to feel safe with their own opinions and be able to express them. I hope to create a learning environment where they are challenged to have their own thoughts and speak up about them. I feel this will be a positive experience for independent learners.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
For younger classes, K-3rd grade I could have the students think of a time they felt a certain emotion and then have them express it on paper.
For 4-5th grade I could should the students different protests in history and different ways people have expressed their feelings to the public, then challenge the students to think of some ways they would want to voice their opinion through art. For younger students I would challenge the class as a whole to come up with something they are passionate about and discuss it together. I feel that with that, they will be provided a safe environment to speak out and still be a group.
I can list 2-3 different ways to integrate other subject matter into this lesson:
I can use social studies as a way to support my background of past protests. This would be a good way to share with the students society’s different views on subjects and how they handled it. Language art can be used in this lesson to help support coming up with a variety of ways to express ones feelings. For older students, for example 4th or 5th grade, I would integrate language arts into this lesson by having do a free write of something they are passionate about. This will provide the opportunity for the students to organize their thoughts as well as fully express what they feel through a different medium. Once the students have prepared their thoughts through writing, they will then be able to create what they are feeling through painting.
Student Loans
I can describe the instructional strategies used as a motivation for creating my own work of art:
Creating a protest piece was relative and personal to my own beliefs and life. This was fun because I was able to constructively express what I feel I am struggling with in life. It was a constructive way to channel what I am feeling and express it in a symbolic way.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
This lesson directly applied art materials and a process of creation to communicate my ideas, feelings, and experiences. The benchmark F1.1.5, "How the arts communicate," is a benchmark that can be used for this lesson plan. This standard is for first grade. I feel that this project can still be appropriate for a first grader if explained how one can use original works of art to explain experiences. This is a good way to communicate ideas, feelings, and personal experiences.
I can list the materials I used:
Sketch book, pencil, construction paper, water colors
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I felt that I was challenged to find something that I am passionate about and use that energy to create something. If I were to use this in my own classroom I feel that I would take that same idea and try to guide my students in finding something to speak up about. I feel that this may the most challenging part because at a young age of elementary school, students are still developing their own opinions and really just want to please authority. I feel it is not until later around middle school, students begin to form their own opinions and challenge others to it. I want may students to feel safe with their own opinions and be able to express them. I hope to create a learning environment where they are challenged to have their own thoughts and speak up about them. I feel this will be a positive experience for independent learners.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
For younger classes, K-3rd grade I could have the students think of a time they felt a certain emotion and then have them express it on paper.
For 4-5th grade I could should the students different protests in history and different ways people have expressed their feelings to the public, then challenge the students to think of some ways they would want to voice their opinion through art. For younger students I would challenge the class as a whole to come up with something they are passionate about and discuss it together. I feel that with that, they will be provided a safe environment to speak out and still be a group.
I can list 2-3 different ways to integrate other subject matter into this lesson:
I can use social studies as a way to support my background of past protests. This would be a good way to share with the students society’s different views on subjects and how they handled it. Language art can be used in this lesson to help support coming up with a variety of ways to express ones feelings. For older students, for example 4th or 5th grade, I would integrate language arts into this lesson by having do a free write of something they are passionate about. This will provide the opportunity for the students to organize their thoughts as well as fully express what they feel through a different medium. Once the students have prepared their thoughts through writing, they will then be able to create what they are feeling through painting.
Migration
I can create a title for this art experience:
Migrating in a storm
I can describe the instructional strategies used as a motivation for creating my own work of art:
This lesson was very applicable to ones own personal life and struggles. The artist we studied was a great example of how to channel life struggles into art and use that outlet to express what we are feeling. This piece was used to look back on something we have experienced and express it in a different way. The motivation behind this was to share ones story. Even though in my art work I did not personally show a time of migration in my life, I felt really connected through representing it in a different form. There have been times where I have felt like in a storm and my family and I had to fly through it. In my piece I wanted to show the chaos surrounding the small flock of birds and a narrow path ahead.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
A standard that comes to mind is from HCPS III, benchmark F 1.1.6, "How the arts shape and reflect culture." This is such a valuable standard to touch on because though it can be a challenge to bring awareness to cultural significance, it is such an necessity in life. This also gives the student the opportunity to observe their own culture and explore their own ways of expressing it.
I can list the materials I used:
In this activity I used shredded construction paper and glue.
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
As I stated before, this activity is very personal and requires you to involve your own interpretation. I feel that it would be a good activity that welcomes children to share their own story. This can be a positive experience because this gives value to their work as well as value to their life history. Everyone has a story, and it is important to value that when teaching in a classroom.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
For older students I think I could modify this lesson to incorporate some language arts. By this I mean have the students go through the Great Migration collection, pick a piece and then write a story behind it. I would have the students focus on different elements of the piece and why they are important. I feel that they students would be able to get their own interpretation of the piece first and then discuss as a class what it means as a whole. This would me helpful to do before the students begin making their own art piece because it will get them to think critically about symbolism and how to represent their migration story on paper.
Another way to modify this lesson for younger students would be to have the class as a whole try and discuss what they feel when they see these pieces by Jacob Lawrence. This can be helpful for the younger students to build ideas off of each other and to also get help pointing out specific things that make the piece special.
I can 2-3 different ways to integrate other subject matter into this lesson:
Social studies goes really well with this lesson plan because Jacob Lawrence's pieces cover a very significant time in history that can open up discussion in the classroom. This is one way to incorporate other subject matter into the lesson. Another way would be to use geometry as a focus in this lesson. The shapes in their particular style are very bold. This means that when emphasizing on the shapes one can focus on the different ways to use shapes and how they change the picture. I feel that for younger students, using geometry would be more appropriate because at this stage they are learning shapes and spacial measurement.
Migrating in a storm
I can describe the instructional strategies used as a motivation for creating my own work of art:
This lesson was very applicable to ones own personal life and struggles. The artist we studied was a great example of how to channel life struggles into art and use that outlet to express what we are feeling. This piece was used to look back on something we have experienced and express it in a different way. The motivation behind this was to share ones story. Even though in my art work I did not personally show a time of migration in my life, I felt really connected through representing it in a different form. There have been times where I have felt like in a storm and my family and I had to fly through it. In my piece I wanted to show the chaos surrounding the small flock of birds and a narrow path ahead.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
A standard that comes to mind is from HCPS III, benchmark F 1.1.6, "How the arts shape and reflect culture." This is such a valuable standard to touch on because though it can be a challenge to bring awareness to cultural significance, it is such an necessity in life. This also gives the student the opportunity to observe their own culture and explore their own ways of expressing it.
I can list the materials I used:
In this activity I used shredded construction paper and glue.
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
As I stated before, this activity is very personal and requires you to involve your own interpretation. I feel that it would be a good activity that welcomes children to share their own story. This can be a positive experience because this gives value to their work as well as value to their life history. Everyone has a story, and it is important to value that when teaching in a classroom.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
For older students I think I could modify this lesson to incorporate some language arts. By this I mean have the students go through the Great Migration collection, pick a piece and then write a story behind it. I would have the students focus on different elements of the piece and why they are important. I feel that they students would be able to get their own interpretation of the piece first and then discuss as a class what it means as a whole. This would me helpful to do before the students begin making their own art piece because it will get them to think critically about symbolism and how to represent their migration story on paper.
Another way to modify this lesson for younger students would be to have the class as a whole try and discuss what they feel when they see these pieces by Jacob Lawrence. This can be helpful for the younger students to build ideas off of each other and to also get help pointing out specific things that make the piece special.
I can 2-3 different ways to integrate other subject matter into this lesson:
Social studies goes really well with this lesson plan because Jacob Lawrence's pieces cover a very significant time in history that can open up discussion in the classroom. This is one way to incorporate other subject matter into the lesson. Another way would be to use geometry as a focus in this lesson. The shapes in their particular style are very bold. This means that when emphasizing on the shapes one can focus on the different ways to use shapes and how they change the picture. I feel that for younger students, using geometry would be more appropriate because at this stage they are learning shapes and spacial measurement.
NEIGHBORHOOD SKETCHES
I can create a title for this art experience:
Yarn, Books, and Records Are My Home
I can describe the instructional strategies used as a motivation for creating my own work of art: The objective was to look at your everyday life in a new light or new perspective. I think that strategy used was trying to get students to show their life and the way they see it with others.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
F.A.2.1.1 "Use the element of space and the principles of repetition and variety, with a variety of art media" This standard can be applied in this art lessons because it uses a variety of mediums while observing perspective and patterns.
I can list the materials I used:
Water color paper, pencil, sketchbook, color pencils, water color paints, and markers.
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
Having experienced this art project myself, I feel I can more confidently teach it to my students. I think that this would be a great experience for my students to be involved in because it has an element of reflection on ones neighbor hood as well as changing perspective. If one were to just draw a picture of something they see with out considering composition or spacial understanding, they would have not seen the same object in a different light. This can change ones ideas of an every day thing.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
I like the idea of taking a sketch book to ones own neighbor hood and sketching things they see, but an alternative way would be to sketch things around the school campus. This could be good for students to get out of the classroom and to see their campus in a new way. Another way I would modify this experience would be to not have the requirements be so open for interpretation and, for example, would have the students look at different fences, and draw a close up of that. This is something that is in every neighbor hood, and depending on how it is represented can interpret different things.
I can 2-3 different ways to integrate other subject matter into this lesson:
Geography can be incorporated into this lesson by talking about location. A step further would be to take the close up paintings and place them all according to their geographical relevance of one another.
Another way one could in corporate another subject matter would be through language arts. It would be interesting to have the students write about what they drew before they started and then to return back to it with another reflection. Had their opinion of the object or place changed?
Yarn, Books, and Records Are My Home
I can describe the instructional strategies used as a motivation for creating my own work of art: The objective was to look at your everyday life in a new light or new perspective. I think that strategy used was trying to get students to show their life and the way they see it with others.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
F.A.2.1.1 "Use the element of space and the principles of repetition and variety, with a variety of art media" This standard can be applied in this art lessons because it uses a variety of mediums while observing perspective and patterns.
I can list the materials I used:
Water color paper, pencil, sketchbook, color pencils, water color paints, and markers.
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
Having experienced this art project myself, I feel I can more confidently teach it to my students. I think that this would be a great experience for my students to be involved in because it has an element of reflection on ones neighbor hood as well as changing perspective. If one were to just draw a picture of something they see with out considering composition or spacial understanding, they would have not seen the same object in a different light. This can change ones ideas of an every day thing.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
I like the idea of taking a sketch book to ones own neighbor hood and sketching things they see, but an alternative way would be to sketch things around the school campus. This could be good for students to get out of the classroom and to see their campus in a new way. Another way I would modify this experience would be to not have the requirements be so open for interpretation and, for example, would have the students look at different fences, and draw a close up of that. This is something that is in every neighbor hood, and depending on how it is represented can interpret different things.
I can 2-3 different ways to integrate other subject matter into this lesson:
Geography can be incorporated into this lesson by talking about location. A step further would be to take the close up paintings and place them all according to their geographical relevance of one another.
Another way one could in corporate another subject matter would be through language arts. It would be interesting to have the students write about what they drew before they started and then to return back to it with another reflection. Had their opinion of the object or place changed?
FIREWORKS
I can create a title for this art experience:
Explosions in the Sky
I can describe the instructional strategies used as a motivation for creating my own work of art:
In watching a video while creating, it was a really cool experience. It was motivating to be able to visually see what I was being inspired by and then creating my own version of it.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
Benchmark FA.3.1.3
"Use observational skills in creating an original work of art" This is a good standard to use in all grades because using observational skills can never be over taught or practiced.
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience: I felt that it was an interesting experience to watch how another country celebrates and uses fireworks for entertainment. I have always seen fireworks as an "American" thing and seeing this huge beautiful production in another country helped me see how other countries celebrate. This firework show was very elaborate and unique. This could be a positive experienced used in a classroom of showing something simple and how it is in other countries.
I can list the materials I used:
paper, pastels
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
There are so many ways to modify this experience through not only observing fireworks but other ways that countries celebrate holidays. This can add a cultural element to the lesson and get students thinking of what it is like in other countries. Another cool thing to observe while creating art could be slow motion or stop motion photography. This could inspire individuals to create their own art. When images are slowed down in this way, one is able to see the object in a new way.
I can 2-3 different ways to integrate other subject matter into this lesson:
If I were to change the lesson to slow motion or stop motion photography, I think that science can be incorporated to this lesson. A time laps can show how a plant grows, which can be beautiful to draw as well as learn about what is going on in the image.
Another way would to ad a social studies element to the lesson. If you were to change the lesson plan to looking how other countries celebrate different holidays, one could research that and then create something about it.
Explosions in the Sky
I can describe the instructional strategies used as a motivation for creating my own work of art:
In watching a video while creating, it was a really cool experience. It was motivating to be able to visually see what I was being inspired by and then creating my own version of it.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
Benchmark FA.3.1.3
"Use observational skills in creating an original work of art" This is a good standard to use in all grades because using observational skills can never be over taught or practiced.
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience: I felt that it was an interesting experience to watch how another country celebrates and uses fireworks for entertainment. I have always seen fireworks as an "American" thing and seeing this huge beautiful production in another country helped me see how other countries celebrate. This firework show was very elaborate and unique. This could be a positive experienced used in a classroom of showing something simple and how it is in other countries.
I can list the materials I used:
paper, pastels
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
There are so many ways to modify this experience through not only observing fireworks but other ways that countries celebrate holidays. This can add a cultural element to the lesson and get students thinking of what it is like in other countries. Another cool thing to observe while creating art could be slow motion or stop motion photography. This could inspire individuals to create their own art. When images are slowed down in this way, one is able to see the object in a new way.
I can 2-3 different ways to integrate other subject matter into this lesson:
If I were to change the lesson to slow motion or stop motion photography, I think that science can be incorporated to this lesson. A time laps can show how a plant grows, which can be beautiful to draw as well as learn about what is going on in the image.
Another way would to ad a social studies element to the lesson. If you were to change the lesson plan to looking how other countries celebrate different holidays, one could research that and then create something about it.
Community Map
I can create a title for this art experience:
WaiMOONalo!
I can describe the instructional strategies used as a motivation for creating my own work of art:
I feel that group work was the best way to describe the strategies used in this lesson. This was fun because within a small group of people we were all working to create a community. This is a good activity to create collaboration in a community.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
Benchmark SS.1.7.1 "Construct and use simple maps to represent physical and human characteristics of a community; The student: Creates a map that includes the title, author's name, date, orientation, legend, and symbols. (e.g., of home, school, neighborhood). "
This directly applies to the lesson because we made maps of an imaginary community.
I can list the materials I used:
color pencils, markers, paper, pencils
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
I would say that for younger grades I would have the class come up with things that they feel is necessary for a community to function, as well as talking about wants verses needs. For older grades I would pick a specific community and have them be more specific in what is in the community and where things are located. I would have them justify why each of those elements of the community exist.
I can list 2-3 different ways to integrate other subject matter into this lesson:
This lesson obviously used social studies, but I feel that if adding a writing component, one could incorporate language arts. You could have students break into groups, create their community, then write about the functions of each element they felt was necessary. This way linguistic learners have a way to contribute as well as students that are naturally good at explaining through art.
Another way to bring other subject matter to this lesson would be through math. Having a spacial understanding is key and then having the students be able to explain the distance between each building. They can also learn to convert miles to inches.
WaiMOONalo!
I can describe the instructional strategies used as a motivation for creating my own work of art:
I feel that group work was the best way to describe the strategies used in this lesson. This was fun because within a small group of people we were all working to create a community. This is a good activity to create collaboration in a community.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
Benchmark SS.1.7.1 "Construct and use simple maps to represent physical and human characteristics of a community; The student: Creates a map that includes the title, author's name, date, orientation, legend, and symbols. (e.g., of home, school, neighborhood). "
This directly applies to the lesson because we made maps of an imaginary community.
I can list the materials I used:
color pencils, markers, paper, pencils
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
I would say that for younger grades I would have the class come up with things that they feel is necessary for a community to function, as well as talking about wants verses needs. For older grades I would pick a specific community and have them be more specific in what is in the community and where things are located. I would have them justify why each of those elements of the community exist.
I can list 2-3 different ways to integrate other subject matter into this lesson:
This lesson obviously used social studies, but I feel that if adding a writing component, one could incorporate language arts. You could have students break into groups, create their community, then write about the functions of each element they felt was necessary. This way linguistic learners have a way to contribute as well as students that are naturally good at explaining through art.
Another way to bring other subject matter to this lesson would be through math. Having a spacial understanding is key and then having the students be able to explain the distance between each building. They can also learn to convert miles to inches.
Self Portrait
I can create a title for this art experience:
My Self Portrait
I can describe the instructional strategies used as a motivation for creating my own work of art:
This was a lot of fun because we watched a "how to" video to get some more instruction on creating a self portrait. I felt that this was really helpful and motivating to create my own. We also discussed the importance of self portraits and what it has to offer the artist. This made me very curious as to how my own art work would turn out.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
Benchmark FA.3.1.1
"Use the elements and principles of art and design, including, value (i.e., tints and shades, analogous colors), line, rhythm, movement, proportion, and balance"
This activity had a heavy focus on proportion and balance. I feel that is why the video we watched was so important to see the techniques used to keep the face in proportion or the different ways to portray oneself.
I can list the materials I used:
Pencils, charcoal, paper
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
I feel this was such a great lesson and can be used in all grades. It is a way of self reflection and attention to detail. I also appreciated the way that there were many different ways one could portray themselves, for example, in Picasso style or realistic. This was a great way for students to experiment with different styles in expressing themselves. If I were to modify this lesson I would, if possible, supply the students with mirrors instead of using a picture of themselves. This way they can capture exactly what they are feeling they look like in that moment. For younger students I would change the lesson to talking about expressions and what they tell people. This would be a good way to open the discussion of emotions and different ways to communicate to people what you are feeling.
I can list 2-3 different ways to integrate other subject matter into this lesson:
In this lesson I would incorporate language arts to creating self portraits. Drawing oneself is one of many ways to explore how one feels about themselves. Next to their sketch I would have them write either a poem about themselves or write three things they like about themselves and one thing they think they can improve on. This is a very vulnerable activity but I feel that it could be a valuable experience for self reflection.
My Self Portrait
I can describe the instructional strategies used as a motivation for creating my own work of art:
This was a lot of fun because we watched a "how to" video to get some more instruction on creating a self portrait. I felt that this was really helpful and motivating to create my own. We also discussed the importance of self portraits and what it has to offer the artist. This made me very curious as to how my own art work would turn out.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
Benchmark FA.3.1.1
"Use the elements and principles of art and design, including, value (i.e., tints and shades, analogous colors), line, rhythm, movement, proportion, and balance"
This activity had a heavy focus on proportion and balance. I feel that is why the video we watched was so important to see the techniques used to keep the face in proportion or the different ways to portray oneself.
I can list the materials I used:
Pencils, charcoal, paper
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
I feel this was such a great lesson and can be used in all grades. It is a way of self reflection and attention to detail. I also appreciated the way that there were many different ways one could portray themselves, for example, in Picasso style or realistic. This was a great way for students to experiment with different styles in expressing themselves. If I were to modify this lesson I would, if possible, supply the students with mirrors instead of using a picture of themselves. This way they can capture exactly what they are feeling they look like in that moment. For younger students I would change the lesson to talking about expressions and what they tell people. This would be a good way to open the discussion of emotions and different ways to communicate to people what you are feeling.
I can list 2-3 different ways to integrate other subject matter into this lesson:
In this lesson I would incorporate language arts to creating self portraits. Drawing oneself is one of many ways to explore how one feels about themselves. Next to their sketch I would have them write either a poem about themselves or write three things they like about themselves and one thing they think they can improve on. This is a very vulnerable activity but I feel that it could be a valuable experience for self reflection.