2nd grade Community Art Mural
Overview: After already learning about symbolism and public art through a clay project, students were ready to delve into community art. Students learned about the transformer boxes and how artists are given specific themes and then commissioned to work on a specific box. I gave the students the theme of "what makes your school special?" We brainstormed as a class, and then students chose a specific word to turn into a symbol about the school. Students worked collaboratively at their table to draw their symbols and color the entire image. The murals were then hung on cabinets strewn about the school that were not much to look at and hung up in the cafeteria. Students developed such skills as literacy, planning, working collaboratively, studio habits including neatness and organization, and leadership skills.
Overview: After already learning about symbolism and public art through a clay project, students were ready to delve into community art. Students learned about the transformer boxes and how artists are given specific themes and then commissioned to work on a specific box. I gave the students the theme of "what makes your school special?" We brainstormed as a class, and then students chose a specific word to turn into a symbol about the school. Students worked collaboratively at their table to draw their symbols and color the entire image. The murals were then hung on cabinets strewn about the school that were not much to look at and hung up in the cafeteria. Students developed such skills as literacy, planning, working collaboratively, studio habits including neatness and organization, and leadership skills.
community_collaboration_project.docx | |
File Size: | 1030 kb |
File Type: | docx |
- 2nd Grade Nylon Sculpture
● SWBAT compare and contrast Abstraction and Non-Objective sculptures by viewing and discussing works of art by Constantin Brancusi and David Smith (Blooms :Evaluate ,standard: Comprehend GLE: the identification of characteristics and expressive feature in works of art and design help to determine artistic intent.)
● SWBAT demonstrate Geometric and Organic form by creating their own geometric and organic form using modeling clay (Blooms: Create, standard: Create GLE: Demonstrate basic studio skills)
● SWBAT collaborate with their team to create a TEMPORARY NON-OBJECTIVE sculpture (Blooms: Create standard: Transfer GLE: Works of art connect individual ideas to make meaning)
● SWBAT create a sculpture that is either ABSTRACT or NON-OBJECTIVE by using n a wood base, wire ,nylon, glue, and paint (Blooms: Create Standard: CREATE GLE: Use basic media to express ideas through the art-making process)
● SWBAT discuss artistic intent of BRANCUSI and SMITH(Blooms: understand Standard: Comprehend GLE: Art has intent and purpose)
● SWBAT write their own artist statement discussing their artistic intent (Blooms: Apply Standard: Reflect GLE: Artists, viewers, and patrons use the language of art to respond to their own art and the art of others)
This project was highly involved but demonstrated student growth and learning in evident ways. Students learned about abstraction and non-objective art through showing artist’s works, identify other artwork, giving written and verbal definitions and demonstrating their knowledge by identifying their own sculpture in a video artist statement. They learned about geometric and organic forms by working with clay and collaboratively making quick sculptures using different forms. They began to construct their sculptures by starting with a piece of wood and wire, shaping it, putting a nylon stocking over it, and coating it with glue to harden the form. While the sculptures dried, we reiterated learning through discussion, drawing perspective to consider form, painting a gradient to create interest on form, and planning through sketches. Students finished their artwork by choosing to paint their form by abstracting something or painting non-objective “non-sense” on it. Students demonstrated engagement and persistence with this project, coming in after school to show parents and talking about it in the hallways.
nylonnon-objectivesculpture-2.docx | |
File Size: | 477 kb |
File Type: | docx |
4th and 5th grade Steampunk creatures
To view all documentation of this Unit taught at the LAB school, please visit the Steampunk Creature website!
1 .SWBAT to identify 2 examples of work from artists including Bill Swet, Claudio Garzon, Doctor Grymm, Datamancer, or Daniel Proulx (Bloom’s-Remember/Standard Reflect /GLE Artists, viewers, and patrons assign intended meaning to works of art)
2. SWBAT to demonstrate correct use of screwdrivers, wire cutters, pliers and hammers (Bloom’s-Apply/Standard-Create/GLE-2)
3. SWBAT to categorize parts that could be used in the final piece(Bloom’s-Apply/Standard-Create/GLE-2)
3. SWBAT to design a sculpture based on the deconstructed parts by planning a blueprint that shows at least four views of the sculpture. (Bloom’s- Evaluate/Standard-Create/GLE-)
4. SWBAT to transform the purpose or use of an item into a new purpose (Bloom’s-Analyze/Standard-Comprehend/GLE-3)
5. SWBAT to define related vocabulary terms including compare, contrast, form, abstract, juxtaposition, composition, and found objects in their sketchbooks. (Bloom’s-/Standard-/GLE-Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies)
Students at the LAB school had the opportunity to put on their inventor’s caps! They deconstructed recyclable materials such as computer parts, keyboards, bike gears, wires, cans and old utensils. Then they created a new creature out of all the collected parts. They had to deconstruct and identify what something could be, then begin to build it using wire and hot glue. This project involved a lot of experimentation and problem solving and many of them chose to work collaboratively on making larger creatures. They also worked on drawing the creature after they had finished making it, transforming their creature from 3D to 2D. The final culmination of the project was quite awe striking as it was such a display of invention and persistence. My students were incredibly proud of their creatures.
1 .SWBAT to identify 2 examples of work from artists including Bill Swet, Claudio Garzon, Doctor Grymm, Datamancer, or Daniel Proulx (Bloom’s-Remember/Standard Reflect /GLE Artists, viewers, and patrons assign intended meaning to works of art)
2. SWBAT to demonstrate correct use of screwdrivers, wire cutters, pliers and hammers (Bloom’s-Apply/Standard-Create/GLE-2)
3. SWBAT to categorize parts that could be used in the final piece(Bloom’s-Apply/Standard-Create/GLE-2)
3. SWBAT to design a sculpture based on the deconstructed parts by planning a blueprint that shows at least four views of the sculpture. (Bloom’s- Evaluate/Standard-Create/GLE-)
4. SWBAT to transform the purpose or use of an item into a new purpose (Bloom’s-Analyze/Standard-Comprehend/GLE-3)
5. SWBAT to define related vocabulary terms including compare, contrast, form, abstract, juxtaposition, composition, and found objects in their sketchbooks. (Bloom’s-/Standard-/GLE-Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies)
Students at the LAB school had the opportunity to put on their inventor’s caps! They deconstructed recyclable materials such as computer parts, keyboards, bike gears, wires, cans and old utensils. Then they created a new creature out of all the collected parts. They had to deconstruct and identify what something could be, then begin to build it using wire and hot glue. This project involved a lot of experimentation and problem solving and many of them chose to work collaboratively on making larger creatures. They also worked on drawing the creature after they had finished making it, transforming their creature from 3D to 2D. The final culmination of the project was quite awe striking as it was such a display of invention and persistence. My students were incredibly proud of their creatures.