K-1: Art Inspired by Nature - Christi Belcourt

Objective/Essential Question:

How does natural beauty inspire artwork? Learn about Christi Belcourt’s artwork and the meaning behind it. Learn/practice to draw from real objects, in this case, flower bouquets. 

Assessment:

Students will demonstrate their understanding by drawing flowers in bouquets in the center of their table. They will use the shapes and colors they see in the flowers in front of them. On day 2, they will mount their artworks and design a frame or border. 

Key Points:

  • Draw from physical objects. 

  • Practice connecting what we see to what we draw.

  • Design borders/frames for our mounted artwork. Consider artwork presentation.

Opening:

  • Welcome students and talk about finding artist inspiration from nature. 

  • Engage students by asking: “What shapes and colors do you see in this bouquet of flowers?” 

Introduction to mixed media and making fancy paper:

  • Look at the inspiration artist and her artwork. 

  • Talk about what we notice about her artwork and like. 

Guided Practice:

  • Demo/talk through while drawing from a real flower in front of us. 

  • Provide paper and drawing materials.

Independent Practice:

  • Draw and add color to drawings based off provided flower bouquets. 

  • Prompt students to add imaginary elements like animals, bugs, etc around the flowers.

  • Walk around the classroom to support and monitor students' work.

Closing:

  • Share one word at the end of class about how we are feeling that day. 

Extension Activity:

  • For early finishers, encourage them to add more texture and details to fill their whole paper. Encourage students to add tissue paper and 3D elements of design. 

Standards Addressed:

  • National Visual Arts Standards:

    • VA:Cr1.2.1a  -  Use observation and investigation in preparation for making a work of art.

    • VA:Cr2.3.1a -  Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.

4th Grade: Burlap Embroidery - Ruth Miller

Objective/Essential Question:

Learn about a new material and safety using sewing tools. Learn about quilting and the significant role fiber arts and quilting have played in Black History. 

Assessment:

Students will demonstrate their understanding by using learned sewing stitches in their own unique designs. They will demonstrate caution when working with sewing needles and fabric scissors. 

Key Points:

  • Learn how to safely use a sewing needle and fabric scissors.

  • Learn how to use simple stitches like drawing lines with a pencil. 

  • Experiment with beads, felt, and other embellishments. 

Opening:

  • Welcome students and share a Quilting and Black history video. 

  • Look at simple embroidery patterns used throughout history.  

Introduction to simple embroidery stitches:

  • Show how to thread a needle and tie a knot. 

  • Demonstrate the running stitch, satin stitch, and couching with yarn.  

  • Show videos and examples of embroideries by Ruth Miller. 

Guided Practice:

  • Provide students with burlap squares, needle, thread, and scissors.  

  • Provide examples on the smart board and past student work. 

  • Encourage students to help each other. 

Independent Practice:

  • Instruct students to outline their ideas for their design first on paper.

  • Transfer design to burlap squares with black marker. 

  • Allow students to select their extra materials as needed. 

  • Walk around the classroom to support and monitor students' work.

Closing:

  • Take time at the end of class to share as a group what felt good about sewing and what felt challenging. Allow them to offer suggestions to each other. 

Extension Activity:

  • For early finishers, encourage them to add a border or extra embellishments with felt, beads, and more. 

Standards Addressed:

  • National Visual Arts Standards:

    • VA:Cr2.2.4a - When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

    • VA:Cr1.1.4a - Brainstorm multiple approaches to a creative art or design problem.

5th Grade: Paper Pulp Mobiles - Yuko Nishikawa

Objective/Essential Question:

Experiment with a new material. Learn and apply construction techniques for hanging objects. Consider gravity when working with durability of the materials. Make something playful or whimsical and abstract.

Assessment:

Students will demonstrate their understanding by first experimenting and crafting abstract forms with claycrete. They will show their conceptual understanding by making a mobile that is dainty, moves in the air naturally, and can elicit wonder or joy from the viewer. 

Key Points:

  • Learn how to mix and mold claycrete. 

  • Use bright, cheerful colors - these can be bold or pastel. 

  • Make small, light-weight forms to hang off the frame.  

  • Learn how to construct hanging artwork with varying materials. 

Opening:

  • Welcome students and share images of the inspiration artists’ work.

  • Demo claycrete mixing and molding. 

  • Show/communicate multiple steps of project and expectations. Emphasize small paper pulp forms for functionality and weight.

Guided Practice:

  • Provide students with claycrete to mix and mold.  

  • Demo wire shaping and building a strong frame.

  • Demo attaching playful shapes with yarn or string.  

  • Encourage students to think abstractly when making small, palm sized organic paper pulp shapes.

Independent Practice:

  • Mix and mold. Paint on day 2 when dry.

  • Make a sturdy frame to hang paper pulp shapes on. 

  • Attach pieces with wire and string/yarn/ribbon (after demo). 

  • Walk around the classroom to support and monitor students' work.

Closing:

  • Take time at the end of class to share as a group what they like and dislike about this material. 

Extension Activity:

  • For early finishers, encourage them to add patterns or drawn details to their organic, playful, hanging shapes with sharpie or paint markers. 

Standards Addressed:

  • National Visual Arts Standards:

    • VA:Cr2.1.5a - Experiment and develop skills in multiple art-making techniques and approaches through practice.

    • VA:Cr2.2.5a - Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.

2nd-3rd Grade: Mini Art Galleries with Miniature Artwork

Objective/Essential Question:
Learn about miniature paintings in art history. Learn about art curation and make mini galleries that go together to make a mini museum with classmates at each table.

Assessment:
Students will demonstrate their understanding by making miniature artworks for the walls of their mini galleries. Students will work together to build their mini museums, decide the order and placement of their galleries and choose a name for their museum. They will collaboratively make a museum name sign. 

Key Points:

  • Learn about folding and cutting techniques to make 3D art. 

  • Imagine and make an art museum they would like to go to. 

  • Work collaboratively at their tables. 

Opening:

  • Welcome students and look at miniature artworks. 

  • Engage students by asking: “What kind of art do you like to see in a museum? What materials can you use that we have available to make mini art for your gallery?”

Introduction

  • Share and talk about miniature art shows

  • Look about art examples and talk about what we like and how we think they made their artworks. 

  • Talk about TAB structure 

Guided Practice:

  • Prompt students table by table to get materials they want to use. 

  • Prompt students, when needed, to clear up their area and get out a new medium/material to meet their project needs. 

  • Encourage students to work together if they need help. 

Independent Practice:

  • Make mini artworks

  • Day 2 - demo pop-up gallery rooms steps. Record example and loop on smartboard. 

  • Decorate galleries, and “hang” artwork in their galleries, considering where to place things and why.

  • Day 3 - glue galleries to cardboard sheets/floors and collaboratively name and make a sign for their mini museums. (at each table)  

Closing:

  • Take time at the end of class to share one word about their day or how they are feeling. On the last day of making, walk around the tables in line and looks at each mini museum. 

Extension Activity:

  • For early finishers, encourage them to make people for their galleries. 

Standards Addressed:

  • National Visual Arts Standards:

    •  VA:Cr2.3.3a   - Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.

    • VA:Pr5.1.3a -  Identify exhibit space and prepare works of art including artists’ statements, for presentation.