Why Teach Art?

Art is usually the first course to be cut from school when money is tight within a school. This is completely the wrong idea because art is truly the only magic left in the world. Art classes helps students to learn how to critically think about the world around them and how to understand parts of the world in a new light. The process of thinking in a critical manner is useful to student outside of the art classroom but is useful in math, english, science and many more core courses. Critically thinking is taught, well tasted upon, in other classes but never as deeply as in an art class. During art students learn how to look at the surface of art, look past the visual items they see on the surface of art, pick apart the information that is presented to them and be able to make sense of it in a way that will enrich their minds. Studies show that student who are extremely creative or are pushed in the creative arts excel greatly in other subjects.

The goal in my art class is to guide students in critical thinking, meaningful art making and understanding the roots of art and its history. The students will learn how to look past the information given to them which will help them in other courses such as problem solving or geometric proof in math. Without the start of this thinking in art classes many students may never encounter it in any other courses as in-depth. It is important to teach our student to investigate things and never take anything at face value. This is a skill that is needed in school but to make mindful decisions later in life.

In doing this students learn how to construct the world around them. My personal goal as a teacher is to have students create the person and world they want to be in. One person doesn't have to do everything but everyone can do something to change the world a little at a time. I want students to think about the things given to them and make decisions based off their findings not out the word of another student or teacher. Things like this can be done through group discussions mainly leaded by the students and have them constantly thinking about their artwork, the roots of their concept and how the outside world see their work. I want them to form their world through art and meaningful thinking.    
 

Sacrifice of Isaac by Rembrandt

  Sacrifice of Isaac – Rembrandt

Big Ideas: Storytelling, religious moments, morals, obedience, and climatic moments

This piece could be used and was used during my Tiger Artist lesson plan to talk about climatic moments in art. It was used to talk about how artist chose certain moments in a story to depict through art. 

Essential Questions: What types of stories are there? What do they communicate? What is a climax in a narrative? What is a decisive moment and how is it shown? What is it comprised of? What components make up a successful narrative? How can the perspective change the story? Is art a form of storytelling?

What artistic techniques can you use to tell a story? How do artists choose specific moments to tell a story? Can you learn anything about what happened before or after a climactic moment by looking at a single image?

Key Concepts: Students will learn how to identify climatic moments in art. Students will learn how to choose climatic moments in their own personal story and learn how to portray them through art. students will learn how to use characters, event/moments, tone, objects, setting, color, texture, and form to see how establish how artist created the climatic moment or the narrative and how to express their climatic moment through these things. Students will learn how to critically think about artwork and responding to it through open class discusses. 

   

My Final Thoughts!

This semester I have learned so much about myself personally and as a teacher. I have found my place and slowly am finding my teacher’s voice.  I have found personal strength to push and get through anything thing my students, parents, school or life presents to me. Along with personal strengths, I have learned many things in theses area: viewing and responding to art, developing art curriculum, teaching art, peer units review and revised teaching portfolio.  

Fall semester of 2012 has been one heck of a rollercoaster ride for me. I have experience things that I wouldn’t wish on my worse enemies. Fighting through trauma, being a full time student and working to support three households has shown me that I can take on the world and if I put my mind to it then I’m going to do it. This was proven during my Tiger Artist teaching day. I had worked all night, got off at 7 am, made it to campus to help set up for the students and then taught along side my co-teachers. By the time the students left I wouldn’t have slept for almost 16 hours but it was completely worth it. Being with the students made me feel like I had slept for days, I had energy to share. That’s the moment I knew I wanted to be a teacher. Being with the students changed my whole day and gave me the best high I could have ever asked for. Being able to push through this moment proves that I have the strength to deal with whatever my students, parents or school administration throws at me. No matter how hard it has been this semester I want nothing more then to be an amazing teacher and change as many lives as I can.

In regards to the technically things I have learn this semester my favorite was viewing and responding to art. This has always been my favorite part of art and has become my favorite part of teaching. I believe that students cannot make mindful art without knowing where art has been and where it is going. Student’s art is meaning full because of the piece of them that is placed in the art but mindful art needs to be rooted in past art and moving forward with art. I have learned skills to help students talk about art such as VTS, showing videos to help students connect art with other things and using discussion question to guide mindful thinking about art.  These things helped me plan my art curriculum perfectly.

Having so many examples of good unit plans guided me in creating my own unit plan with ease. I used the many things I learned about viewing and responding to art to create the many class discussion presented in my unit plan. During this semester I have taken a in-depth look at the show-me state standards, GLE’s and personal goals for student. Doing this helped me develop my unit plan and made it something I am passionate about and dear to my heart. I learned the technicalities of creating a lesson plan because of my tiger artist lesson plan. Having a group of experience teachers point things out in our tiger artist lesson plan helped me remember the things that needed to be corrected or addressed in my personal unit plan. Also having everyone get open constructive criticism helped me not make the same mistakes in this unit plan.

Creating this lesson plan is only the first step to teaching art. I learned many things about teaching art from my host teacher during my field experience at Paxton Keeley. Mrs. Stoddart was an excellent host and taught me more things then I bargained for. She modeled what an organized, well-managed and creative classroom looked like. From time to time she would tell me little things that she changed from her first year of teaching. Even thought I wasn’t able to write down the advice but the things she had to say still rings through my mind. I will not forget anything she has told me. Organization and small pieces of advices were not the only thing my host teacher gave me this semester. She also, through watching her teach her own classes, showed me different way on how to explain complicated ideas or techniques to students. For an example, when the students were learning how to make facial figures for their famous Missourian project she showed the students the students basic shapes to create the eyes, nose and mouth of the human face. She used a two-finger method to create the small triangle that the students used for the nose. I was tested in my ability to pay attention and if I really understood what she was showing the students when she asked me to show three students who were behind how to do the facial figures on their Missourian. This moment was an important moment for me. Even with all the teaching advice I have gotten I was extremely nervous about teaching on my own (and I still am just a little less now) so need less to say I almost cried when she asked me to show the students what to do. I took a deep breath and tried to remember every step she showed the students and assisted the students with their project. When she came to look at their work she said it was good and only had a few things she wanted to change. This made me proud and gave me the courage that I was looking for. This is when I started to find that teacher’s voice.

Along with the many lessons and opportunities to learn what good teaching looks like, what a lesson plan entails, and how to connect with students the best learning opportunities started in my classroom. For both the Tiger Artist lesson plan and our personal unit plan we did peer reviews in the classroom. This help tremendously because I was able to see what other future teachers were thinking and what they would change if it was them creating the lesson. This made me feel a sense of community and showed me what it meant to explain yourself to someone who isn’t already in your head but is trying to find a place to access it. I got amazing feed back and thought about things that I never even noticed before. Along with getting amazing advice I also was able to get great lesson ideas. Teaching is just like art. Artist borrow things from each other and revamp it to make it their own, this is the same for teachers. There are so many lesson that I can’t wait to revamp and use with my students and this has only been made possible because of the teaching community this class has given me.

I never created a teaching portfolio before so doing it this semester was rewarding and quite an experience. I didn’t realize how much work I did this semester until I filled up almost 100 plastic protection sheets with information on what I have learned and did this semester. I was able to see were I grew, were I have stayed the same and the things I didn’t even realized I did or knew. I cant wait to take a second look at my portfolio at the end of next semester to see the leaps and bonds I have made. Even thought it took a lot of time and was hard work I enjoyed it. I’ve even been thinking of taking a second look at it during break to add things that I have missed or wish I would have added (I say this because I’m realizing more and more about myself as a teacher since I have a clearer head and more thinking time).  

I didn’t not know why on earth I wanted to be a teacher, I remember saying “I can’t be a teacher because I don’t want to deal with no one else kids” but the truth is all I want to do now is teach. I persuaded a degree in teaching because I know as long as I have a teaching certificate I will find a job. Working and money was the only thing on my mind because I was being told that only having an undergraduate degree in fine art would not make me enough money to survive and create a different life for myself. But as I started to do field experiences, learn what it means to be a good teacher, and grow a bond with the other future teachers that were in my class I realized I wanted not more then to become a teacher. My focus about teaching was no longer on me and the idea that I couldn’t deal with children but placed on the fact that students need good, hard working teachers. There is a group of students waiting for me and I waiting on them so we can change each other’s lives. I realized this semester that as teachers we are nothing without our students! I already love all my future students and can’t wait to meet them, they mean the world to me and I will do anything to be the amazing teacher they deserve.                 

Classroom Management

I decide to spend another full day at Paxton Keeley since I had such a great experience the first time. This trip a classroom Management lesson and man once the day was over all I wanted to do was go straight to sleep. The students during C day at Paxton are very talkative, are distracted easily, doesn’t follow many directions nor do they every like to clean up and get ready to leave.  Each class was louder and full of more energy then the class before them. At least two students were sent to the safe seat, many were asked if they wanted think sheets and even a threat of spending recess inside to finish a project was given. Every student calmed they didn’t know what they were doing or they talked so much to their friends that they barely got their projects done. There was a table of 5^th grade girls that talked so much that when it was time for them to finish their projects they were rushing and didn’t do their best. From time to time myself or Ms. Stoddart would walk by and tell them they needed to keep working. This comment would only work for a little while and them they would start to talk more them work. But when they did work they produced good work. I wasn’t able to see an example of how to keep students focused completely on their project but to be honest walking past and tell them to work seemed to be the only thing that could be done. I felt bad at the end of class when they had to rush to finish their projects because you could tell they waned them to be awesome but just didn’t have the time to do what they wanted to. After 5^th  grade was kindergarten and no matter how cute they are they are a hand full. They were the smallest busy bodies I have ever seen. They only wanted to talk, ask questions and do anything that meant they didn’t have to seat in their seats. They were working on a snowman picture that involved glue and cutting paper. Before any instructions were given they started playing with the scissors and had to be told to give Ms. Stoddart ten instead of five (this seemed like a really big deal because give me five is the only thing I every remember any teacher asking for. Once the project was started and the students had something to do they started to work but was still extremely talkative. They finished their projects without much problems but when it was time to clean up and had to add glue dots so I could add glitter to their images. I’m not sure why this was so hard for them to do but almost every student that came to me had to be told to go back and add glue to their pictures so I could add glitter to them.  The next couple of classes were okay but they did a lot of talking and not following instructions. They were not bad enough to take drastic measures but it was tiring to deal with. When lunch came around all I wanted to do was get out of the whole school and take a breath. It was so crazy to be that overwhelmed and need fresh air. I have no idea who Ms. Stoddart does this every C day.

The classroom is organized very well for the students. All the supplies are put away and labeled neatly so that if the students needed to find them they could as well as the teacher or guest that use the room. When it is project time Ms. Stoddart already has the certain supplies need out for the students to use. She usually has a table of students help past out supplies so that she can manage how many students are up and moving. If it is a really messy supply such as glitter she has the students do all the steps that are need to be done before using it so that a teacher or teacher assistant can help the students. She doesn’t hand out all the supplies at once but almost, as the students need them so that the tables are not too full with supplies. This is useful because then the students are not overwhelmed with all the supplies but at the same time they have access to all the things they need. She also has a plastic tote with pencils, erasers, markers, color pencils and scissors that is open for everyone to use at the table. This tote is added to the table before every class and taken away after every class.

Classroom Management is super important in any classroom. Ms. Stoddart uses the “give me five” method. This is a way to get the students listening to her and get their eyes to the front of the room. if they need more instruction then she ask for ten instead of five which usually gets the students listening if they didn’t listen the first time. There is a safe seat in the classroom that is used if the students have not been listening to the instructions of the classroom they are asked to go to the safe seat and think about what they did. If this doesn’t work then they are asked if they want to do a think sheet, most of the time it doesn’t get past them sitting in the safe seat or really the second time they were asked to do something. Not many of the students have behavior issues or are to hyper during the classes I have been in but I did witness one student with extreme emotional issues which was heart breaking. During the Frank Stella project a student was upset because the crayons that he was using for his project were not working the way he wanted them to. She started to get upset and put his head down. When I went over to see if there was anything I could do to help him he just explained to me that if he cut this line then the project would fall apart, if he glued a certain corner then the project would be ruined and so on. I tried to talk to him and show him that we could do the project together and that if would all work out. She was not hearing it. Ms. Stoddart had to just cut the image for him and basically make him glue certain things down. He said he wasn’t going to take the project home because it was going to get messed up. It hurt my heart because she told me that he use to walk into the classroom and hide under the table. All I could think is that someone in his short life has told him something about his art abilities and now he freaks every time he is doing art or in the classroom. Ms. Stoddart was telling me that since he wasn’t hurting anyone nor was he completely disrupting class there was nothing she could do. She said she usually has to let him have his fit and just wait until he is ready to work. 

As for assessment I haven’t seen how she assesses the work or even if the students get actual grades in the class. I wish I would have asked her more about the way she assesses the students but with all the stuff I was learning if it didn’t stick out to me that I should have asked. But I could tell that Ms. Stoddart had in mind the standards she was wanted for her students and the students seemed to never let her down. She would walk around and if she saw something out of place she would suggest that they do something else or help them make something look better without actually doing it herself.          

         

Mentally Speaking and exemplar

Unit Plan One

Title: Mentally Speaking

The unit is about two months worth of class time long plus homework for the following class. It is about a two month unit, this unit will come after a month of encountering different art forms such as drawing, painting, three-dimensional work and paper making. The unit starts with two weeks of writing and drawing explorations, a week for both. After many exploration exercises the students will have a week to refine them (we will go through how to refine these explorations during class time and they will completely refine as a homework assignment). Once everything is refined and we will go through different book making samples and demos on how to create book pages, the different forms books come in and different ways to alter a book. All these explorations, samples and demos will be used when the students create four loose artist pages that are between the size of 5 by 5 and 8 an a half by 11. The students will be expected to write a one-page portfolio for their journey in making these pages. Then the students will be given about a month to create their final project that is at least a four pages book, an oral presentation with visual aid, and a unit portfolio.  

Hypothetical Class

-High School Class in an alternative high school (ex. Frederick Douglass High School or Bailey Alternative High School)

-Block Schedule classes (about an hour and fifteen minute classes where I see the students twice a week)

-Mixed group of students

-15 Students: 5 freshmen, 3 sophomores, 4 juniors, and 3 seniors

-8 Girls

-7 Boys

-3 with extreme behavioral issues

-2 with diagnosed mental illness

* This unit plan can work in any High School but my personal goal as a teacher is to bring Art Therapy practices in a classroom at alternative schools to help students work through emotional, behavioral, or mental issues while still gathering educational information to be successful in other classes and unknowingly learning a coping skill for life. *     

Enduring Big Idea

In this unit the Big Ideas are exploring healthy coping skills but using writing and artmaking and emotions portrayed in art. These big ideas will be displayed in the two weeks of exploration, talking about writers and artist in almost every class period, and open, student lead class discussions.

Essential Questions

*each class period has its own question to guide the class that day*

What does it mean to cope? What does that look like?

What does it mean to put emotions in art or writing?

Can art and words co-exist equally in a piece?

Is it possible to completely unload emotions in artwork or a piece of writing?

What techniques does artist use to convey these emotions? 

Can writing and art making be used as a healthy coping skill? What would that look like?  

What is the purpose of a Journal? What is the purpose of an artist journal?

Is it useful to keep this journal?

Do you think this will be useful to keep through out the project?

What is the function of writing in our world?

What does writing do for society? 

How can writing help a person cope with emotional situations?

What makes writing, like a poem or short story, good quality?

What role does grammar or diction play in writing? Can it change the mood of the writing? Can it change the level of seriousness of the writing?

What is the function of drawing in our world?

Can “doodles” be more then just random drawings in a notebook?

How can drawing help a person cope with emotional situations?

What makes a drawing good?

Can a drawing tell a story without words?

Can a story still be told through “doodles” or patterned drawing?

Is it possible to collaborate with another artist but still make the work your?

What things can be done to convey emotion in art?

How can color, line or texture be used to express an emotion or an idea?

Can a piece of artwork being two-dimensional or three-dimensional effect the meaning or the piece?

Key Concepts

Students will learn two new coping skills

Students will learn new ways to generate ideas for artwork

Students will explore the world of the book making and mix media

Constraints

The school may not have the funds to buy the small supplies they may be needed

Students may only be able to work in school on their project due to lack of housing, limited use to a computer, having adult responsibilities once out of school.

Cross Curriculum Opportunities

English: The students will be writing responses and reading many writing samples, artist statements and articles about art.

Math: To create folios and book cover takes measuring skills

Social Studies: When covering different artist we will go into history a little and different cultures

Assessment Strategies

One page Portfolio

Journal entries

Oral Presentation with visual aid

Six mix media pages

Four page artist book

Evaluation

Using the A, B or do it again grading system.

A-all requirements are met, pieces are gallery ready, all journal entries are done, there was a visual aid for the presentation, and oral presentation was well done.

B-only half of the requirements were met, pieces have small craftsmanship issues, poor visual aid, and oral presentation needed polishing.

Students have two chances to redo the project before it turns into an F. for the project and oral presentation they will have to schedule an after school appointment time.

 
Goals and Rational

The Show-Me Standards:

Performance Standards

Goal 1-1: Develop questions and ideas to initiate and refine research

Goal 1-5: Comprehend and evaluate written, visual and oral presentations and works

Goal 1-6: Discover and evaluate patterns and relationships in information, ideas, and structures

Goal 1-9: Identify, analyze and compare the institutions, traditions and art forms of past and present societies

Goal 2-1: plan and make written, oral and visual presentations for variety of purpose and audiences

Goal 2-2: review and revise communications to improve accuracy and clarity

Goal 2-3: exchange information, questions and ideas while recognizing the perspectives of others

Goal 2-4: present perceptions and ideas regarding works of arts, humanities and sciences

Goal 2-5: perform or produce works in the fine and practical arts

Goal 3-2: develop and apply strategies based on ways others have prevented or solved problems

Goal 3-3: develop and apply strategies based on one’s own experience in preventing or solving problems

Goal 3-6: examine problems and proposed solutions from multiple perspectives

Goal 4-1:  explain reasoning and identify information used to support decisions

Goal 4-3: analyze the duties and responsibilities of individuals in societies

Goal 4-4: recognize and practice honesty and integrity in academic work and workplace

Goal 4-5: develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4-7: identify and apply practices that preserve and enhance the safety and health of self and others

Knowledge Standards

Fine Arts-1: process and techniques for the production, exhibition or performance of one or more of the visual or performance arts

Fine Arts-2: the principles and elements of different art forms

Fine Arts-3: the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts

Fine Arts-4: interrelationships of visual and performing arts and the relationships of the arts to other disciplines

Fine Arts-5: visual and performing arts in historical and cultural context

Communication Arts-1: speaking and writing standards English (including grammar, usage, punctuation, spelling, capitalization)

Communication Arts-2: reading and evaluating fiction, poetry, and drama

Communication Arts-5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)

Health/Physical Education-2: principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

Health/Physical Education-7:  responses to emergency situations

  Personal Goals

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Goal 2:  To engage students in learning how to use written, verbal, and visual art as a healthy coping skill; as well as indentifying unhealthy skills and altering them. (Although I know this is more of an on going I hope that always using some type of Art Therapy approach to each unit or lesson presented during classroom time in hopes that unhealthy coping skills are curved to more healthier coping skills)

Goal 3: To engage students in bettering oral presentation skills by having the students present a Before Project Critique, an End of Project Critique and poetry or story-telling oral presentation in Mentally Speaking Final Unit Project.

Goal 4: To engage students in farthing current writing skills through writing exploration and later development of a short story or poetic piece.

Goal 5: To engage students in farthing current visual art skills through classroom exploration, artist research, and developed visual art projects. 

*During the course the students will engage in several writing exercises, art explorations, artist research, and project portfolio development. By the end of the Unit each student would have orally presented to the class twice, developed writing pieces based off writing exercises, developed a visual art project, created an artist journal for the unit, researched several topics and an artist statement. These different aspects of the unit will help each individual explore and meet the goals set by the nation, the state and myself for each of my students *

Lesson Sequence: Week One, Day One

Project Introduction

The Show-Me Standards:

Performance Standards

Goal 3-6: examine problems and proposed solutions from multiple perspectives

Goal 4-1:  explain reasoning and identify information used to support decisions

Goal 4-3: analyze the duties and responsibilities of individuals in societies

Goal 1-1: Develop questions and ideas to initiate and refine research

Goal 1-6: Discover and evaluate patterns and relationships in information, ideas, and structures

Goal 1-9: Identify, analyze and compare the institutions, traditions and art forms of past and present societies

Goal 2-4: present perceptions and ideas regarding works of arts, humanities and sciences

Goal 2-3: exchange information, questions and ideas while recognizing the perspectives of others

Knowledge Standards

Fine Arts-2: the principles and elements of different art forms

Fine Arts-3: the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts

Fine Arts-5: visual and performing arts in historical and cultural context

Health/Physical Education-2: principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

Health/Physical Education-7:  responses to emergency situations

Personal Goals

Goal 2:  To engage students in learning how to use written, verbal, and visual art as a healthy coping skill; as well as indentifying unhealthy skills and altering them. (Although I know this is more of an on going I hope that always using some type of Art Therapy approach to each unit or lesson presented during classroom time in hopes that unhealthy coping skills are curved to more healthier coping skills)

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Mentally Speaking:

This unit will consent of writing, drawing and fiber explorations to help students develop and generate ideas for their final Artist book project. Along with generating ideas each student will get the beginning groundwork for healthier coping skills. During this first week of the unit we will start to drive into how artist explore emotions through artwork and will create a journal to keep track of their explorations and samples done through out the course. The students will use this space for ideas that may arise either in class or at home, this will help the students keep all their idea in one place and will make it easier to create their final project along with creating their final paper and oral presentation.

Essential questions:

What does it mean to cope? What does that look like?

What does it mean to put emotions in art or writing?

Can art and words co-exist equally in a piece?

Is it possible to completely unload emotions in artwork or a piece of writing?

What techniques does artist use to convey these emotions? 

Can writing and art making be used as a healthy coping skill? What would that look like?  

Class time breakdown:

5 minutes: Greet each student at the door

10 minutes: Open discussion about how the day has been going and one important art current event

15 minutes: Explain the unit and introduce the different projects within the unit

10 minutes: Discuss essential question  

25 minutes: Introduce artwork, artists and writers that push extreme emotions in there artwork

10 minutes: Wrap up class and answer any questions

Artist and Artwork:

Ruth Batke: German artist

Kathaleen Madison Moore: Contemporary artist

National Art Exhibitions of the Mentally Ill: we will look through the site and browse a few artists

Alice Walker

Ellen Hopkins

Ralph Ellison

Materials:

Pen

Loose lined paper

Homework:

Make a list of artist and writers they enjoy. If none is known from the top of their heads then some should be looked up. They need to have three for each.  

Lesson Sequence: Week One, Day Two

Journal Making

The Show-Me Standards:

Performance Standards

Goal 2-5: perform or produce works in the fine and practical arts

Goal 4-4: recognize and practice honesty and integrity in academic work and workplace

Goal 4-5: develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4-7: identify and apply practices that preserve and enhance the safety and health of self and others

Knowledge Standards

Fine Arts-1: process and techniques for the production, exhibition or performance of one or more of the visual or performance arts

Fine Arts-3: the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts

  Personal Goals

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Goal 5: To engage students in farthing current visual art skills through classroom exploration, artist research, and developed visual art projects. 

Mentally Speaking:

This unit will consent of writing, drawing and fiber explorations to help students develop and generate ideas for their final Artist book project. Along with generating ideas each student will get the beginning groundwork for healthier coping skills. During this first week of the unit we will start to drive into how artist explore emotions through artwork and will create a journal to keep track of their explorations and samples done through out the course. The students will use this space for ideas that may arise either in class or at home, this will help the students keep all their idea in one place and will make it easier to create their final project along with creating their final paper and oral presentation.

Essential Questions:

What is the purpose of a Journal? What is the purpose of an artist journal?

Is it useful to keep this journal?

Do you think this will be useful to keep through out the project?

Class Breakdown:

5 minutes: Greet each student at the door

10 minutes: Open discussion about how the day has been going and one important art current event

20 minutes (10 minutes each): Introduce two artists, look at the work (students will be given a handout with an artist statement and a few images to put in their journals), and discuss the work in a student lead discussion

15 minutes: Demo of two simple journals that can be made for their project journals

20 minutes: Work time

5 minutes: clean up time

Journal details:

Each student will have to make a journal is about 6 by 9 ½ book with a 1in spin that contains about 40 pages. Each journal will also have a small folder with in it to collect any images or loose pages that need to be with the journals. The students will be shown how to bind the pages and create a soft or hard cover for their journals. They will use commercial paper for the inside pages and will be able to choose between decorative paper that I provide for the students. These journals will be simple and the students will not be expected to have a complex cover unless they choose to but the book will have to remain in the standard size shown to them during the demo.  

Materials:

Wax

Binding needles

Commercial paper

Decorative paper

Book board

Awe

Bone folder

Glue

Ruler

Pencil

Homework:

Finish journals and have them ready for use during the next class. Lastly they will need to take a closer look at the artist, their images and write a small response on the work (What they see, what they feel, what is the idea the artist was trying to convey, do they think the artist communicated their idea well, do they like or dislike the work). 

Lesson Sequence: Week Two, Day One

Writing Exploration

The Show-Me Standards:

Performance Standards

Goal 1-5: Comprehend and evaluate written, visual and oral presentations and works

Goal 1-6: Discover and evaluate patterns and relationships in information, ideas, and structures

Goal 1-9: Identify, analyze and compare the institutions, traditions and art forms of past and present societies

Goal 2-1: plan and make written, oral and visual presentations for variety of purpose and audiences

Goal 2-4: present perceptions and ideas regarding works of arts, humanities and sciences

Goal 2-5: perform or produce works in the fine and practical arts

Goal 4-4: recognize and practice honesty and integrity in academic work and workplace

Goal 4-5: develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4-7: identify and apply practices that preserve and enhance the safety and health of self and others

Knowledge Standards

Communication Arts-1: speaking and writing standards English (including grammar, usage, punctuation, spelling, capitalization)

Communication Arts-2: reading and evaluating fiction, poetry, and drama

Communication Arts-5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)

  Personal Goals

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Goal 2:  To engage students in learning how to use written, verbal, and visual art as a healthy coping skill; as well as indentifying unhealthy skills and altering them. (Although I know this is more of an on going I hope that always using some type of Art Therapy approach to each unit or lesson presented during classroom time in hopes that unhealthy coping skills are curved to more healthier coping skills)

Goal 4: To engage students in farthing current writing skills through writing exploration and later development of a short story or poetic piece.

Mentally Speaking:

This unit will consent of writing, drawing and fiber explorations to help students develop and generate ideas for their final Artist book project. Along with generating ideas each student will get the beginning groundwork for healthier coping skills. During this second week of the unit the students will be engaging in a week of writing explorations. These explorations will help the students generate idea as well as sharing idea with each other as a class.

Essential questions:

What is the function of writing in our world?

What does writing do for society? 

How can writing help a person cope with emotional situations?

What makes writing, like a poem or short story, good quality?

What role does grammar or diction play in writing? Can it change the mood of the writing? Can it change the level of seriousness of the writing?

Class Breakdown:

5 minutes: Greet each student at the door

20 minutes: introduce two writers, handout a sample of the author’s writing and discuss the work

5 minutes: assign three groups of five and talk about respect for others ideas and writing

25 minutes: writing exploration exercises

10 minutes: wrap up time, any questions and turn in journals

Writer:

Sonia Sanchez

For Colored Girls who have considered suicide/When the Rainbow is Enuf by Ntozake Shange

Writing exploration exercises:

Red robin writing-each student will start a new page in their journals. They will be instructed to write a sentence about anything they want to. After that each student will past his or her journal to the next student and so on and so on. This exercise will last 10 minutes.

Exquisite corpse writing-each student will be asked to turn to a new page in his or her journal. They will also take a blank loose scrap piece of paper. Each student will be asked to write a verse of poetry. After they are done they will tape a piece of scrap paper on top of the verse so that the verse cannot seen by the next student. They then will past they the journal to the next student and will repeat the process. This will take about 15 minutes.      

*teacher note: I will collect the journals and make copies of the group work so that each student has a copy of the pieces they created as a group. Only the people in the group will receive a copy of the work, for example everyone in group one will receive a copy of their group work but will not receive anything from group two and so on for the rest of the groups.*

Materials:

Journal

Pen or pencil

Scrap paper

Tape

Homework:

Each student will have to come in to the classroom before they leave for the day to collect their journals and their group’s pieces. This is required so that each student can follow through with his or her homework. If a student does not pick up their journal or work they will lose two points from participation. They will look at each piece they worked on and find lines, words or any other items they liked from the work. They will need to indicate the area they like and then place the pages in their journals folders. The will also need to take a closer look at the writer’s sample and respond to it.
Lesson Sequence: Week Two, Day Two

Writing Exploration

The Show-Me Standards:

Performance Standards

Goal 1-5: Comprehend and evaluate written, visual and oral presentations and works

Goal 1-6: Discover and evaluate patterns and relationships in information, ideas, and structures

Goal 1-9: Identify, analyze and compare the institutions, traditions and art forms of past and present societies

Goal 2-1: plan and make written, oral and visual presentations for variety of purpose and audiences

Goal 2-4: present perceptions and ideas regarding works of arts, humanities and sciences

Goal 2-5: perform or produce works in the fine and practical arts

Goal 4-4: recognize and practice honesty and integrity in academic work and workplace

Goal 4-5: develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4-7: identify and apply practices that preserve and enhance the safety and health of self and others

Knowledge Standards

Communication Arts-1: speaking and writing standards English (including grammar, usage, punctuation, spelling, capitalization)

Communication Arts-2: reading and evaluating fiction, poetry, and drama

Communication Arts-5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)

  Personal Goals

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Goal 2:  To engage students in learning how to use written, verbal, and visual art as a healthy coping skill; as well as indentifying unhealthy skills and altering them. (Although I know this is more of an on going I hope that always using some type of Art Therapy approach to each unit or lesson presented during classroom time in hopes that unhealthy coping skills are curved to more healthier coping skills)

Goal 4: To engage students in farthing current writing skills through writing exploration and later development of a short story or poetic piece.

Mentally Speaking:

This unit will consent of writing, drawing and fiber explorations to help students develop and generate ideas for their final Artist book project. Along with generating ideas each student will get the beginning groundwork for healthier coping skills. During this second week of the unit the students will be engaging in a week of writing explorations. These explorations will help the students generate idea as well as sharing idea with each other as a class.

Essential questions:

What is the function of writing in our world?

What does writing do for society? 

How can writing help a person cope with emotional situations?

What makes writing, like a poem or short story, good quality?

What role does grammar or diction play in writing? Can it change the mood of the writing? Can it change the level of seriousness of the writing?

Class Breakdown:

 5 minutes: Greet each student at the door

15 minutes: Open discussion about how the day has been going and one important art current event

20 minutes: introduce two writers, handout a sample of the author’s writing and discuss the work

30 minutes: writing exploration exercises

5 minutes: wrap up time

Writer:

The Gravedigger’s Daughter by Joyce Carol Oates

Toni Morrison

Writing exploration exercises:

Envelope writing- before class I will prepare an envelope for each student containing a group of words cut out from magazines, books, and articles. Each student will have 5 minutes. They will look through the different words that they are given then glue or tape the words on a new page in the journal creating a disjoined poem or a disjoined sentence. After five minutes they will then past the envelop to another student. That next student will look through the envelope they are given and create another disjoined poem of sentence that can either go along with their pervious poem or sentence or one that is completely different. This will happen about three times, five minutes each. This exercise will last for 15 minutes.    

One sentence stories- each student will turn to a new sheet of paper and asked to take 5 minutes and think of a few memories or events they have encountered in life. After the five minutes are up they will then think of one sentence to explain the memory or event. They are need three different events, which means they need three different sentences. They last part of this exercise is they will have to take each sentence and compact it into one word.  

Materials:

Journal

Pen or pencil

Scrap paper

Tape

Envelop with cut out words

Glue 

Homework:

Each student will need to look through the work they have created and find the areas they like and dislikes. They will need to indicate these areas and write a few sentences on why they like or dislike the area. They also will need to write a few sentences on how they can improve the pieces. 

 Lesson Sequence: Week Three, Day One

Drawing Exploration

The Show-Me Standards:

Performance Standards

Goal 1-6: Discover and evaluate patterns and relationships in information, ideas, and structures

Goal 1-9: Identify, analyze and compare the institutions, traditions and art forms of past and present societies

Goal 2-4: present perceptions and ideas regarding works of arts, humanities and sciences

Goal 2-5: perform or produce works in the fine and practical arts

Goal 3-2: develop and apply strategies based on ways others have prevented or solved problems

Goal 3-6: examine problems and proposed solutions from multiple perspectives

Goal 4-4: recognize and practice honesty and integrity in academic work and workplace

Goal 4-5: develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4-7: identify and apply practices that preserve and enhance the safety and health of self and others

Knowledge Standards

Fine Arts-1: process and techniques for the production, exhibition or performance of one or more of the visual or performance arts

Fine Arts-2: the principles and elements of different art forms

Fine Arts-3: the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts

Fine Arts-4: interrelationships of visual and performing arts and the relationships of the arts to other disciplines

Fine Arts-5: visual and performing arts in historical and cultural context

Health/Physical Education-2: principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

Health/Physical Education-7:  responses to emergency situations

Personal Goals

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Goal 2:  To engage students in learning how to use written, verbal, and visual art as a healthy coping skill; as well as indentifying unhealthy skills and altering them. (Although I know this is more of an on going I hope that always using some type of Art Therapy approach to each unit or lesson presented during classroom time in hopes that unhealthy coping skills are curved to more healthier coping skills)

Goal 5: To engage students in farthing current visual art skills through classroom exploration, artist research, and developed visual art projects. 

Mentally Speaking:

This unit will consent of writing, drawing and book making/altered book explorations to help students develop and generate ideas for their final Artist book project. Along with generating ideas each student will get the beginning groundwork for healthier coping skills. During the third week of the unit the students will be engaging in a week of drawing explorations. These explorations will help the students generate images, share idea with other students and collaborate with each other as a class.

Essential questions:

What is the function of drawing in our world?

Can “doodles” be more then just random drawings in a notebook?

How can drawing help a person cope with emotional situations?

What makes a drawing good?

Can a drawing tell a story without words?

Can a story still be told through “doodles” or patterned drawing?

Is it possible to collaborate with another artist but still make the work your?

Class Breakdown:

5 minutes: Greet each student at the door

10 minutes: Open discussion about an important artist or art related event that is current in the world or local to Missouri

20 minutes (10 minutes each): Introduce two art forms, look at the work (students will be given a handout with an explanation and a few images to put in their journals), and discuss the work in a student lead discussion 

5 minutes: Assign three groups of five and quickly talk about respect for others ideas and drawings 

30 minutes: Drawing exploration exercises

5 minutes: Wrap up time and turn in journals

Artwork:

Surrealist Exquisite Corpse

Collaborative artwork

Drawing exploration exercises:

Red robin Drawing-Each student will start a new page in their journals. They will be instructed to draw anything they want to; this can be an object, a person, a pattern or design. After that each student will past his or her journal to the next student and they will add on to the drawing given to them to create a new image. This happen until each person in the group is able to add to everyone’s drawings. This exercise will last 15 minutes.

Exquisite corpse writing-Each student will be asked to turn to a new page in his or her journal. They will also take a blank loose scrap piece of paper. Each student will be asked to draw the head and chest of a person or an imaginary creature. After they are done they will tape a piece of scrap paper on top of the drawing so the next student cannot see the drawing. They must put small guide lines on the paper then pass the journal on to the next student. The next student will draw the torso and then the last person will draw the legs or lower half of the body. Because there are only three parts to the body each group will do two bodies so that everyone has a change to collaborate on a drawing. This will take about 15 minutes.     

Materials:

Journal

Pencil

Scrap paper

Tape

*Teacher note: I will collect the journals and make copies of the group work so that each student has a copy of the pieces they created as a group. Only the people in the group will receive a copy of the work, for example everyone in group one will receive a copy of their group work but will not receive anything from group two and so on for the rest of the groups. *

Homework:

Each student will have to come to the classroom before they leave for the day to collect their journals and their group’s pieces. This is required so that each student can follow through with his or her homework. If a student does not pick up their journal or work they will lose two points from participation. They will look at each piece and indicate the areas of the drawing they enjoy. They will then need to write a few sentences on the drawing (what they see, what they feel, what they like, and what will make the drawing come together better). Lastly they will need to take a closer look at the artist, their images and write a small response on the work (What they see, what they feel, what is the idea the artist was trying to convey, do they think the artist communicated their idea well, do they like or dislike the work).  

 Lesson Sequence: Week Three, Day Two

Drawing Exploration

The Show-Me Standards:

Performance Standards

Goal 1-6: Discover and evaluate patterns and relationships in information, ideas, and structures

Goal 1-9: Identify, analyze and compare the institutions, traditions and art forms of past and present societies

Goal 2-4: present perceptions and ideas regarding works of arts, humanities and sciences

Goal 2-5: perform or produce works in the fine and practical arts

Goal 3-2: develop and apply strategies based on ways others have prevented or solved problems

Goal 3-6: examine problems and proposed solutions from multiple perspectives

Goal 4-4: recognize and practice honesty and integrity in academic work and workplace

Goal 4-5: develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4-7: identify and apply practices that preserve and enhance the safety and health of self and others

Knowledge Standards

Fine Arts-1: process and techniques for the production, exhibition or performance of one or more of the visual or performance arts

Fine Arts-2: the principles and elements of different art forms

Fine Arts-3: the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts

Fine Arts-4: interrelationships of visual and performing arts and the relationships of the arts to other disciplines

Fine Arts-5: visual and performing arts in historical and cultural context

Health/Physical Education-2: principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

Health/Physical Education-7:  responses to emergency situations

Personal Goals

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Goal 2:  To engage students in learning how to use written, verbal, and visual art as a healthy coping skill; as well as indentifying unhealthy skills and altering them. (Although I know this is more of an on going I hope that always using some type of Art Therapy approach to each unit or lesson presented during classroom time in hopes that unhealthy coping skills are curved to more healthier coping skills)

Goal 5: To engage students in farthing current visual art skills through classroom exploration, artist research, and developed visual art projects. 

Mentally Speaking:

This unit will consent of writing, drawing and book making/altered book explorations to help students develop and generate ideas for their final Artist book project. Along with generating ideas each student will get the beginning groundwork for healthier coping skills. During the third week of the unit the students will be engaging in a week of drawing explorations. These explorations will help the students generate images, share idea with other students and collaborate with each other as a class.

Essential questions:

What is the function of drawing in our world?

Can “doodles” be more then just random drawings in a notebook?

How can drawing help a person cope with emotional situations?

What makes a drawing good?

Can a drawing tell a story without words?

Can a story still be told through “doodles” or patterned drawing?

Is it possible to collaborate with another artist but still make the work your?

Class Breakdown:

5 minutes: Greet each student at the door

10 minutes: Open discussion about an important artist or art related event that is current in the world or local to Missouri

20 minutes (10 minutes each): Introduce two artists, look at the work (students will be given a handout with an artist statement and a few images to put in their journals), and discuss the work in a student lead discussion 

35 minutes: Drawing exploration exercises

5 minutes: Wrap up time and turn in journals

Artist:

Jacob Lawrence

Aaron Douglass

Drawing exploration exercises:

Zentangles- Each student will be asked to turn to a new page in their journals. I will show them how to start a Zentangle, demo a few ideas and then will be given five minutes per Zentangle, they don’t have to be finished when it is time to start a new Zentangle. They will have four Zentangles started by the end of the exercise. This will last about 20 minutes.  

Finish Me- Before class I will cut a large range of images, enough for each student to have three images. Each student will be given three random images that they will glue on three separate pages. They will be given five minutes each page to draw a picture using the random image as inspiration as well as incorporating it into the drawing. This will take about 15 minutes.     

Materials:

Journal

Pencil

Color pencils

Markers

Random Images

Glue

*Teacher note: I will collect the journals and make copies of the group work so that each student has a copy of the pieces they created as a group. Only the people in the group will receive a copy of the work, for example everyone in group one will receive a copy of their group work but will not receive anything from group two and so on for the rest of the groups. *

Homework:

Each student will have to come to the classroom before they leave for the day to collect their journals and their group’s pieces. This is required so that each student can follow through with his or her homework. If a student does not pick up their journal or work they will lose two points from participation. They will look at each piece and indicate the areas of the drawing they enjoy. They will then need to write a few sentences on the drawing (what they see, what they feel, what they like, and what will make the drawing come together better). Lastly they will need to take a closer look at the artist, their images and write a small response on the work (What they see, what they feel, what is the idea the artist was trying to convey, do they think the artist communicated their idea well, do they like or dislike the work). 

 Lesson Sequence: Week Four, Day One and Day Two

Demo Day

The Show-Me Standards:

Performance Standards

Goal 1-6: Discover and evaluate patterns and relationships in information, ideas, and structures

Goal 1-9: Identify, analyze and compare the institutions, traditions and art forms of past and present societies

Goal 2-4: present perceptions and ideas regarding works of arts, humanities and sciences

Goal 2-5: perform or produce works in the fine and practical arts

Goal 3-2: develop and apply strategies based on ways others have prevented or solved problems

Goal 3-6: examine problems and proposed solutions from multiple perspectives

Goal 4-4: recognize and practice honesty and integrity in academic work and workplace

Goal 4-5: develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4-7: identify and apply practices that preserve and enhance the safety and health of self and others

Knowledge Standards

Fine Arts-1: process and techniques for the production, exhibition or performance of one or more of the visual or performance arts

Fine Arts-2: the principles and elements of different art forms

Fine Arts-3: the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts

Fine Arts-4: interrelationships of visual and performing arts and the relationships of the arts to other disciplines

Fine Arts-5: visual and performing arts in historical and cultural context

Health/Physical Education-2: principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

Health/Physical Education-7:  responses to emergency situations

Personal Goals

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Goal 2:  To engage students in learning how to use written, verbal, and visual art as a healthy coping skill; as well as indentifying unhealthy skills and altering them. (Although I know this is more of an on going I hope that always using some type of Art Therapy approach to each unit or lesson presented during classroom time in hopes that unhealthy coping skills are curved to more healthier coping skills)

Goal 5: To engage students in farthing current visual art skills through classroom exploration, artist research, and developed visual art projects. 

Mentally Speaking:

This unit will consent of writing, drawing and book making/altered book explorations to help students develop and generate ideas for their final Artist book project. Along with generating ideas each student will get the beginning groundwork for healthier coping skills. During the fourth week of the unit the students will engage in a day of book making/altered book demo. They will be shown different techniques and will have to use their journals as a place to try and record the techniques.

Essential questions:

What things can be done to convey emotion in art?

How can color, line or texture be used to express an emotion or an idea?

Can a piece of artwork being two-dimensional or three-dimensional effect the meaning or the piece?

Class Breakdown:

5 minutes: Greet each student at the door

10 minutes: Open discussion about an important artist or art related event that is current in the world or local to Missouri

10 minutes: Recap the last two weeks and do a “how do you feel” check

10 minutes: Introduce a few pieces of artwork, look at the work (students will be given a handout with the images to put in their journals), and discuss the work in a student lead discussion 

10 minutes: Demos

20 minutes: Work time

10 minutes: Clean up

Artwork:

Images found on Google images when altered book pages is searched

Demos:

*I will demo each thing and then allow the students time to work. The supplies will be at different stations*

Word Selection (white out)- Each student will choose a book page that they will glue into their journals. They will draw a black line in middle of the page to separate the top from the bottom. They will have to create a multi-word white out page and a single word white out page.

Word Selection (painting)- Each student will choose a book page that they will glue into their journals. They will draw a black line in the middle of the page to separate the top from the bottom. On one half they will select a few words and then cover the surrounding page with watercolor paint and then on the other half they will select words and use acrylic paint to cover the surrounding page. 

Collage work (Mod Podge/found objects/magazine images/ Cut letters or words)- Each group will be given a bucket of magazine images and found images. They will use these images and small objects to create a cohesive picture. I will demo how to create this cohesive image. Each student will have to have one in his or her journals.   

Gluing pages/Cutting into pages/taping pages- Each student will take a small folio and split it in half. On one half they will glue certain pages together to create less pages in the book and on the other half they will glue all the pages together. They have to use their collage skills to make simple images with in the book. They will be able to see what it looks like create few pages for their book as well as see what it will look like when all the pages are put together. In the second half of this station they will take a small folio and split it in half. On one half they will glue the pages together and then cut a window or frame out. Within this window they will use their collage skills to create an image. On the second half they will draw or collage an image and then use tape to draw on top of the page or tape the whole page for a plastic look.  

*If any student has any other ideas or things they want to try they are welcome to do so or ask to be shown how to do something they just need to ask but they are required have samples for the above items in the journals*

Materials:

Journal

Pencil

Book page

Two small books (just 5 by 5 pieces of paper simply sewn together)

Watercolor paint

Acrylic paint

White out

Mod Podge

Magazine images

Random found objects

Glue

Tape

Colored Duct Tape

Homework:

They will need to take a closer look at the images they were given and write a small response on the work (What they see, what they feel, what is the idea the artist was trying to convey, do they think the artist communicated their idea well, do they like or dislike the work). They need to also indicate the demo items they liked, make a list of any ideas they would like to try, and any question they have.

Lesson Sequence: Week Five Day One and Two

Artist Pages

The Show-Me Standards:

Performance Standards

Goal 1-1: Develop questions and ideas to initiate and refine research

Goal 1-5: Comprehend and evaluate written, visual and oral presentations and works

Goal 1-6: Discover and evaluate patterns and relationships in information, ideas, and structures

Goal 1-9: Identify, analyze and compare the institutions, traditions and art forms of past and present societies

Goal 2-1: plan and make written, oral and visual presentations for variety of purpose and audiences

Goal 2-2: review and revise communications to improve accuracy and clarity

Goal 2-3: exchange information, questions and ideas while recognizing the perspectives of others

Goal 2-4: present perceptions and ideas regarding works of arts, humanities and sciences

Goal 2-5: perform or produce works in the fine and practical arts

Goal 3-2: develop and apply strategies based on ways others have prevented or solved problems

Goal 3-3: develop and apply strategies based on one’s own experience in preventing or solving problems

Goal 3-6: examine problems and proposed solutions from multiple perspectives

Goal 4-1:  explain reasoning and identify information used to support decisions

Goal 4-3: analyze the duties and responsibilities of individuals in societies

Goal 4-4: recognize and practice honesty and integrity in academic work and workplace

Goal 4-5: develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4-7: identify and apply practices that preserve and enhance the safety and health of self and others

Knowledge Standards

Fine Arts-1: process and techniques for the production, exhibition or performance of one or more of the visual or performance arts

Fine Arts-2: the principles and elements of different art forms

Fine Arts-3: the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts

Fine Arts-4: interrelationships of visual and performing arts and the relationships of the arts to other disciplines

Fine Arts-5: visual and performing arts in historical and cultural context

Communication Arts-1: speaking and writing standards English (including grammar, usage, punctuation, spelling, capitalization)

Communication Arts-2: reading and evaluating fiction, poetry, and drama

Communication Arts-5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)

Health/Physical Education-2: principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

Health/Physical Education-7:  responses to emergency situations

  Personal Goals

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Goal 2:  To engage students in learning how to use written, verbal, and visual art as a healthy coping skill; as well as indentifying unhealthy skills and altering them. (Although I know this is more of an on going I hope that always using some type of Art Therapy approach to each unit or lesson presented during classroom time in hopes that unhealthy coping skills are curved to more healthier coping skills)

Goal 3: To engage students in bettering oral presentation skills by having the students present a Before Project Critique, an End of Project Critique and poetry or story-telling oral presentation in Mentally Speaking Final Unit Project.

Goal 4: To engage students in farthing current writing skills through writing exploration and later development of a short story or poetic piece.

Goal 5: To engage students in farthing current visual art skills through classroom exploration, artist research, and developed visual art projects. 

Class Breakdown:

5 minutes: Greet each student at the door

10 minutes: Open discussion about an important artist or art related event that is current in the world or local to Missouri

10 minutes: Introduce the loose mix media page project and one page portfolio

40 minutes: Work time

10 minutes: Clean up

Project:

Each student will have to create six mixed media pages that are 5 by 5 using text and imagery from the exploration week along with the different techniques they have learned during demo week. Three pages are to be text heavy (more text them imagery) while three pages need to be imagery heavy (more images then text). Each page must have text, imagery, and at least three techniques from demo week. Each page must be different (although they are allowed to relate to each other if the student will like), the pages must be able to stand alone, the end produce must be gallery ready and must express a range of emotions. Even though these pages need to be art pieces they are a space for the students to “sketch” for their final project. The concept doesn’t have be the same as their final but they can be used to try out techniques on these pages. They will need to take pictures of the art making process as well as the final produce. 

Once the students are done with the pages they will create one-page portfolios. They will make a collage with the images they took during their process and then write a one-page paper about the process. They will need to include what is the concept behind their work, what things did they do to convey this idea, how did they feel before, during and after the project, what did they like about their projects, what are the things they dislike about the project, how would they change the things they dislike and lastly how did this process help then distress or cope with the emotions that are put into the piece.   

Artist Page:

The students will use class time to use all the information they have gathered in the past few weeks to create

Materials:

*Students are not limited to these items but these are the things provided*

Journal

Color Pencils

Paper

Handmade paper

Markers

Pencil

Book page

Two small books (just 5 by 5 pieces of paper simply sewn together)

Watercolor paint

Acrylic paint

White out

Mod Podge

Magazine images

Random found objects

Glue

Tape

Colored Duct Tape

Homework:

Works on mix media pages and one page portfolio.

Lesson Sequence: Last three weeks of unit

Final Artist Book Project

The Show-Me Standards:

Performance Standards

Goal 1-1: Develop questions and ideas to initiate and refine research

Goal 1-5: Comprehend and evaluate written, visual and oral presentations and works

Goal 1-6: Discover and evaluate patterns and relationships in information, ideas, and structures

Goal 1-9: Identify, analyze and compare the institutions, traditions and art forms of past and present societies

Goal 2-1: plan and make written, oral and visual presentations for variety of purpose and audiences

Goal 2-2: review and revise communications to improve accuracy and clarity

Goal 2-3: exchange information, questions and ideas while recognizing the perspectives of others

Goal 2-4: present perceptions and ideas regarding works of arts, humanities and sciences

Goal 2-5: perform or produce works in the fine and practical arts

Goal 3-2: develop and apply strategies based on ways others have prevented or solved problems

Goal 3-3: develop and apply strategies based on one’s own experience in preventing or solving problems

Goal 3-6: examine problems and proposed solutions from multiple perspectives

Goal 4-1:  explain reasoning and identify information used to support decisions

Goal 4-3: analyze the duties and responsibilities of individuals in societies

Goal 4-4: recognize and practice honesty and integrity in academic work and workplace

Goal 4-5: develop, monitor and revise plans of action to meet deadlines and accomplish goals

Goal 4-7: identify and apply practices that preserve and enhance the safety and health of self and others

Knowledge Standards

Fine Arts-1: process and techniques for the production, exhibition or performance of one or more of the visual or performance arts

Fine Arts-2: the principles and elements of different art forms

Fine Arts-3: the vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts

Fine Arts-4: interrelationships of visual and performing arts and the relationships of the arts to other disciplines

Fine Arts-5: visual and performing arts in historical and cultural context

Communication Arts-1: speaking and writing standards English (including grammar, usage, punctuation, spelling, capitalization)

Communication Arts-2: reading and evaluating fiction, poetry, and drama

Communication Arts-5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions)

Health/Physical Education-2: principles and practices of physical and mental health (such as personal health habits, nutrition, stress management)

Health/Physical Education-7:  responses to emergency situations

  Personal Goals

Goal 1: To engage students in learning how to gather, organize and apply information based on exploration exercises to farther knowledge about poetry, story-telling, mental health issues, and healthy/unhealthy coping skills.

Goal 2:  To engage students in learning how to use written, verbal, and visual art as a healthy coping skill; as well as indentifying unhealthy skills and altering them. (Although I know this is more of an on going I hope that always using some type of Art Therapy approach to each unit or lesson presented during classroom time in hopes that unhealthy coping skills are curved to more healthier coping skills)

Goal 3: To engage students in bettering oral presentation skills by having the students present a Before Project Critique, an End of Project Critique and poetry or story-telling oral presentation in Mentally Speaking Final Unit Project.

Goal 4: To engage students in farthing current writing skills through writing exploration and later development of a short story or poetic piece.

Goal 5: To engage students in farthing current visual art skills through classroom exploration, artist research, and developed visual art projects. 

Class Breakdown:

5 minutes: Greet each student at the door

10 minutes: Open discussion about an important artist or art related event that is current in the world or local to Missouri

10 minutes: Introduce the final project

20 minutes (10 minutes each): Introduce two artists, look at the work (students will be given a handout with an artist statement and a few images to put in their journals), and discuss the work in a student lead discussion 

20 minutes: Sketch time

10 minutes: Clean up

Artists:

Melissa Jay Craig

Cara Barer

Project:

The final project for the unit is a four page artist book. The four pages must represent a cohesive idea and include text and imagery. The students will be asked to pick their favorite section of text and imagery that was done during the exploration week and expand them both to become a larger and more inclusive idea that can be used for their four pages. The student must convey an extreme emotion in the page with a connecting story. They must use four techniques learned through out the whole book having at least two different techniques on each page. They must be creative in the form of the book as well as the things they use to convey an emotion. That book must be gallery ready on the date that it is due.

  

Once the students are done with the pages they will create one-page portfolios. They will make a collage with the images they took during their process and then write a one-page paper about the process. They will need to include what is the concept behind their work, what things did they do to convey this idea, how did they feel before, during and after the project, what did they like about their projects, what are the things they dislike about the project, how would they change the things they dislike and lastly how did this process help then distress or cope with the emotions that are put into the piece.  

Each student will also have to do an oral presentation during the final week of the project. They must explain what their idea was for they book, the things they have done to convey that idea, what artist inspired them during the process, and did they like about their project and what would they like to change. They will need to present their final project to the class as well as create a visual aid for the presentation. One presentation day every student will need to turn in their journals, their six mix media pages, both one page portfolios, and their final project. 

Artist book:

Jody Alexander

Karen Chew

Pat Smith

Materials:

*Students are not limited to these items but these are the things provided*

Journal

Color Pencils

Paper

Handmade paper

Markers

Pencil

Book page

Two small books (just 5 by 5 pieces of paper simply sewn together)

Watercolor paint

Acrylic paint

White out

Mod Podge

Magazine images

Random found objects

Glue

Tape

Colored Duct Tape

Homework:

Works on final project