Artworks For Elementary Teachers 9th Edition
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Have you ever seen an art student from AP Studio and thought “Wow!”? how did they create it
Artworks For Elementary Teachers 9th Edition
The answer, perhaps surprisingly, is that it all starts with the student taking their first lesson.
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Designing a solid introductory art course is not for the faint of heart. Students should be exposed to a variety of ideas and materials and given time to develop their basic skills.
Today I’m sharing a number of suggested lessons, plans and methods to help you develop a great introductory art course.
First, the student must make sure that the elements of art are important because they are the building blocks of the building blocks. All seven elements of art are important and require explanation and exploration.
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Students will also understand how to organize elements through design principles. Once you have a good understanding of the elements, you can begin to consciously think about movement, rhythm, balance, variation, contrast, unity, repetition and emphasis. These lessons will improve both your understanding and your skills and take your job to the next level.
In this first project, students show who they are through symbols, colors, shapes and patterns, all built into their names. Students creatively manipulate mixed media to express their individuality and showcase who they are.
Begin the lesson by having students brainstorm a list of interests, create thumbnail sketches, and begin thinking about different media they would like to use.
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This project is an opportunity to really think about who they are and to determine where the class stands in terms of technical and creative abilities.
Students begin to learn the importance of lines, especially contour lines, in this two-part line lesson. We can begin by looking more closely at the lines that define objects and discuss the definition and meaning of contour lines. Students will learn and practice the techniques of blind contours, partial blind contours, and contour lines.
Start by making 10 hand sketches in your sketchbook, then choose one of them to recreate on a larger scale. They draw their hands on black paper outlines with graphite. The student then applies glue over the pencil line and repeats the outline lines through the line structure. On day two, students look at the unique shapes created and fill in the spaces with chalk pastels, leaving glue lines as outlines.
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Need more information about curriculum planning? Be sure to check out the Designing Your Art Curriculum AOE course. Design your own comprehensive toolkit with all the elements you need to implement a curriculum that best suits your teaching, your students and their needs!
Students can work on contour studies in sketchbooks that contain portraits. In this part of the project, students draw sketches of the people sitting across from them, looking at the lines and shapes that make up the faces.
Students will sketch their “partner portrait” on white construction paper and also include negative space lines. Students examine pencil lines with sharp pencils (thick and thin), paying attention to the line quality needed to show the change.
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Students color the shapes with 50% crayons and 50% markers. Make sure the colors are separated by the newly formed shapes.
Everyone teaches color wheels. Because color is an important element in almost all works of art. But I think it’s important to teach the color wheel creatively. In this project, students learn about colors with a twist!
These are the color theory concepts I present to my students, but others can figure them out through questions and discussion.
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Any materials students want to use to create their own color wheel are fair game for this project. I’ve had my students sew, create edible color wheels, model, create slushy drink color wheels, use mixed media, melt crayons, and more. The possibilities are endless. The final artwork is presented to the class and students explain what was created and how the colors were mixed.
After manipulating colors in a creative color wheel, students can use that knowledge to paint a picture of their own design. They can create a monochromatic work (using their knowledge of values) or a different color scheme (using their knowledge of colors from previous projects!). This gives you the freedom to be creative and the ability to apply what you have learned so far.
This project is a great way to showcase the importance of design in 2D art. In this project, students will use lines, shapes, line quality, and repetition to create interesting patterns and surprising designs.
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In this project, students incorporate direct observation skills, value perception, and color theory skills into an observational drawing trilogy.
This lesson might begin with a discussion of the importance of direct observation in art. Each student chooses a still life and draws it three times. As you work, you learn to measure and pay attention to positive and negative space and use lines and shapes to find the right proportions. Although each piece is the same, students can make different artistic choices to create their own unique pieces. Students create 3 drawings and finish them in 3 different ways.
This lesson begins with a discussion of the meaning of value in works of art. After creating a seven-step value scale, students will learn how to use these values to create a grid and draw a picture. I’ve found it’s best to let the students work slowly and preferably up and down so they aren’t stressed about having to draw a certain object. It just reminds you that if you do it right, the object will show. This is a simple technique that anyone can use to succeed.
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This bookmaking lesson is the culmination of lessons learned during the semester. It’s a great form of authentic assessment. The students were given three weeks to work on these books and the results were nothing short of amazing. See full instructions on how to create these books.
A successful introductory art course extends beyond just the lessons. Students also need to learn how to work on their own, how to explore their own ideas and creativity, and most importantly, how to present and speak their work!I work in journals, take studio days, and do consistent classroom critiques.
The Visual Journal is a graded, prompt-based weekly sketchbook assignment. In my room, I sometimes meet with students individually about their journals. This gives you a one-to-one picture of how your students are developing. Their direct observational conversations about drawing skills, manipulation of media, and understanding of composition are all critical to their artistic development.
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Each mission is based on unlimited prompts. Additionally, students should include 3 things: a drawing that they have observed directly, a collage or text, and a composition that successfully fills the space on the page.
Students need time to explore and work with different media. Our introductory art course is the perfect place for students. Over the years, I have seen my students learn a lot in Open Studio. They learn how to draw with markers and how to mix oil pastels. They learn to explore the joy of watercolor and the frustration of charcoal. Even just giving them time to learn about and work with different media has a positive impact on their work. Learning happens here, so students need time to explore.
Getting students to feel comfortable enough to discuss their own art and that of their peers can be difficult. There are many ways to make critiques successful, including one-on-one meetings, daily retrospectives, and public presentations.
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One strategy for Intro to Art students to do their first critique is called “Two Glows and a Grow.” I like to have my students put their art on an easel while they work and then let them whiz around the room. After observing everyone’s art, you have the option to write two “Glows” (something that works well) and “Grow” (something that could use some work) on sticky notes. These sticky notes will remain art. We encourage each student to write at least three. These notes give everyone an opportunity to reflect and discuss the art created in the room, and to repeat important art vocabulary.
Over the years, I have seen Intro to Art students take all this newfound knowledge and put it into action. Fast-paced lessons and freedom to explore make their art a strong foundation for a portfolio to grow from.
A strong introductory art course is key to the success of subsequent courses. Each advanced course gives students a little more freedom to create amazing work by the time they reach the AP Studio course. So think about what and how you teach an introductory art course. You can be satisfied with the result!
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