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View more presentations from Margaret Springer.
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Thursday, August 19, 2010
Wednesday, August 18, 2010
Link to New Blog for Final Project
This is the link to the new blog set up for the final project.
http://springers3rdgradeartclass.blogspot.com
http://springers3rdgradeartclass.blogspot.com
Final Project
Target Audience:
Third grade students in suburban public school system. They will be 8-9 year of age. They will have a basic knowledge of colors and color schemes, recognize and create basic shapes, follow basic directions, understand safety when working with art materials, and respect the works of others.
Context:
Public School at 3rd grade level, average age will be 8 to 9 years of age, this is a suburban school.
v Reading:
Ø Introduction to chapter books and learning to read independently.
v Writing:
Ø Working with paragraphs, short essays and stories. Working on grasping written sequence and expanding vocabulary.
v Math:
Ø Master addition and subtraction, begin working with multiplication, early fractions, decimals, and moving to the level of abstraction. Working on measuring in many ways and recognizing and creating basic shapes.
v Social Studies:
Ø Focus on communities within the United States, begin learning map skills, will learn to identify the continents, the equator and the hemispheres and begin learning economics specifically how money relates to his world. Will work on learning about geography, specifically land forms.
v Art:
Ø Will investigate the role of art and architecture, compare and contrast geometric shapes in the works of art, and experiment with various processes and techniques to produce art. Experiment with art ideas from alternative sources; including print, non-print and technology. Able to identify warm and cool colors and positive and negative space. Experiment with symmetry and asymmetry patterns. Also begin to demonstrate cooperation in the creation of a class project.
Learning Objectives:
Students will learn about a variety of buildings in their community and what goes on in them, which will increase their vocabulary and their understanding of a community. Each student will create a building within the community paying particular attention to shapes like rectangles, circles, squares, and triangles which will increase their basic awareness of shapes. Color will then be introduced to the buildings and discussion of how they are linked in the community will result in a final class project of a community created with the connection of all the buildings displayed as a community down the hallway bulletin boards.
Materials:
Pencils, large drawing paper, images of buildings in page protector, names of buildings, precut shapes of triangles, rectangles, squares, and circles in various sizes. For second class period will also need black crayons. For third class period students will need tempera paint, water, brushes, newspaper on tables, paint shirts. For the fourth class period students will need tempera paint, water, brushes, newspaper on the tables, paint shirts, oil pastels, and glue sticks.
Description of Lesson/Intervention:
1. Discussion will begin with power point presentation of images of buildings in the community on the Smart Board. Students will be asked to identify buildings and if they know what is done inside them and what they are called.
a. Leading questions like if I want to get some food to cook for dinner where do I go? That’s right the grocery store.
b. If I am hurt, or sick where would I go? That’s right a doctor’s office or hospital.
c. If I want to read a book where would I go? That’s right to the library, or a book stores.
d. If the house is on fire, who do we call? That’s right the fire department.
2. The discussion will proceed to these are things a community needs. What other things do they need that we have around here?
a. Banks where people go to get money.
b. Schools where children go to get an education.
c. Movie theaters where people go for entertainment.
d. Soccer fields, football fields, pools, playgrounds where people go to have fun and recreation.
e. Gas stations where people go to put gas in their car or some get car repairs.
f. Churches where people go to worship.
g. Office buildings where people go to work.
h. Factories where people also go to work.
3. Then we will go back to some of the basic buildings in the power point presentation and look at the shapes they are created out of. Using the power point presentation on the Smart Board I can draw the shapes –rectangles, squares, circles, and triangles that the buildings are made of.
a. After demonstrating the first building, I will engage the students to come to the board and draw the shapes they see on the pictures with the Smart Board markers.
b. We will discuss the various shapes that create the buildings: i.e. hospitals with lots of rectangles for windows, fire stations with garage doors in shape of rectangles, roofs of buildings that are triangles and rectangles.
c. Continue discussion of what various buildings have to create them and make them unique.
4. Each student will then receive a picture of a building to create their own.
a. Previous experience with this project has led to assignment of buildings as they will fight over which building they want to create.
b. I will point out each building is an important part of the community and all everyone’s building is a necessary part of the community we are going to create.
c. They will need to identify the various shapes in their building in order to recreate it on the paper provided. Each table will have sets of rectangles, triangles, circles, squares in various sizes to recreate the shape they will be tracing the shapes on their paper.
d. We will then begin drawing in pencil, by tracing the shapes of the building on the paper.
5. At the end of class, the students will put their shapes and drawings in the folder on their desk and return the pencils to the holders.
Class Session II
Reminder of the project to students that we are working on building a community. Show the power point presentation of buildings again and stop on some of the buildings to remind them of the shapes in their creation on the Smart Board.
Remind them they will be working with crayons today to outline the final drawing, so please remember the rules for using crayons.
1. Demonstrate on the Smart Board how the shapes make the buildings, tracing the various shapes shown in the picture projected on the board.
2. Turn off the power point picture and show the students the building created by the shapes traced.
3. Students will then open their folders and continue drawing their building using the precut shapes to trace the shapes in their picture.
4. After they are satisfied with the building they have created, you will have them trace the outline of the building with black crayon.
5. At the end of class, the students will pick up the shapes, place their drawings in the folder on their desk and return the pencils and markers to the holders.
6. They will also need to proceed to the hand washing station to remove any crayon/pencil from their hands.
Class Session III
Reminder of the project to students that we are working on building a community. Show the power point presentation of buildings again and stop on some of the buildings to remind them of the shapes in their creation on the Smart Board.
Then discuss the various colors of the different buildings as today we will be painting our pictures.
1. Review how colors mix to get different colors.
2. Remind them to be sure to wipe the brush.
3. Remind them to clean the brush properly when finished.
4. Remind them to be careful not to spill the water (containers are only half full to prevent as much spilling as possible.)
5. Remind them to be sure to put on their paint shirts before beginning.
6. When painting, remember to stay away from the wet areas and continue on to dry ones, so that your paint won’t run.
7. The next class we will be adding detail to the colors with oil pastels after the paints have dried, so the paint doesn’t have to fill the entire area if they don’t want it to.
8. When you are done painting today, you will carry your pictures to the back of the room to place them on the drying racks.
9. We will stop working today at the sound of the bell, so that we have extra time to clean up. Please be sure all brushes are cleaned and placed in the brush container, with their tops up. If you are not done yet, don’t worry as we will have time in the next class to finish.
Class Session IV
Reminder of the project to students that we are working on buildings a community. Show the power point presentation of buildings again and discuss the various colors of the buildings.
1. Review how colors mix to get different colors.
2. Remind them to be sure to wipe the brush.
3. Remind them to clean the brush properly when finished.
4. Remind them to be careful not to spill the water.
5. Remind them to be sure to put on their paint shirts before beginning.
6. When painting, remember to work in dry areas to avoid having colors run.
7. Demonstrate how to add texture with oil pastels and how to handle them.
8. Show how they accent the colors and add depth to the picture.
9. If they are still painting, remind them not to touch the wet areas with their hands or pastels to avoid smearing.
10. When pictures are finished today we will be adding the printed names to your picture that are in your folder with glue sticks. Be sure to place them where we can easily read them at the top or bottom of your picture.
11. When you are finished today, place the pictures on the back counter, but do not place your picture on top of anyone else’s. If your picture is still wet, place it in the drying rack next to the back counter.
12. We will stop working today at the sound of the bell, so that we have extra time to clean up. Please be sure all brushes are cleaned and placed in the brush container with their tops up.
Learning Objectives:
This community project will reinforce learning in their other subjects as you are incorporating the idea of a community from the social studies area, you are incorporating the idea of shapes from the math area, you are increasing their vocabulary from the language arts area and you are beginning a cooperative project to combine all the art work together. On the artist side you are learning to create drawings using basic shapes, learning how to blend colors, learning how to add texture, and incorporating technology in drawing.
Assessment:
Students will be evaluated on:
1. Creating detail including windows, doors, texture
2. Painting as directed
3. Wiping brush
4. Outlining
5. Staying away from wet areas with brush and pastels
6. Following directions
7. Clean up
8. Class participation
9. Finished project
10. Effort
11. Following directions
12. Using basic shapes
13. Project will be evaluated on:
14. Ability of students to finish on time
15. Motivation of students
16. Procedures
a. Are students interacting
b. Are students interested
c. Are expectations easy for students to reach
d. Are students understanding texture and colors
e. Are students cooperating and working as team
f. Presentation of final project
Special Tools Created For Project:
You will need to take pictures in the community with a digital camera. These pictures will be uploaded into Photo Bucket (on line photo shop) from here you will create a slide show of various buildings in the community. You will also use these pictures to create a power point presentation to use with the Smart Board to demonstrate the shapes in creating these buildings with the Smart Board markers.
The final project, the community will be displayed in the hallway at the school and to share it with parent, and community you will take pictures of the art work with a digital camera and create a slide show presentation to be placed on the class blog for parents to view. The works will not display student’s names, but each description will have the students code number displayed, so parents can identify their own students work.
Artifact:
Example of students work created in slide presentation which will be attached to my blog at http://springers3rdgradeartclass.blogspot.com/.
Justification:
1. Smart Board usages will allow the class to see the demonstration all at the same time.
2. Power point presentation of buildings will be used to motivate the students to become engaged in the project of their community and used to display buildings that are familiar to them. The use of the Smart Board to display them will allow you to demonstrate to everyone how to find the shapes the buildings they are familiar with are created and understand the concept as to how they will draw and create them.
3. Use of slide pictures displayed will bring forth buildings and discussion of familiar things, while showing and discussing what goes on inside familiar buildings to them.
4. Presentation of students work on the class web site will allow parents to view and see their students work in comparison to their classmates, without having to wait for conference time, open house, or a visit to the school.
5. Also continuing showing the presentation at the beginning of each class will remind and encode what you are trying to teach.
REFERENCES
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
The Parent’s Guide to the Third Grade; Copyright © 2006 - 2010 Education.com, Inc. ,
http://www.education.com/grade/third-grade/
Internet For Classrooms; Copyright@2000-2010 Internet4Classrooms.LLC,
http://www.internet4classrooms.com/skills_3rd.htm
Roanoke County Schools Third Grade Art Curriculum; http://www.rcs.k12.va.us/art/curricula/art3.htm
Great Schools, Your Third-Grader and Art; Copyright @ 1998-2010 GreatSchools, Inc.
http://www.greatschools.org/students/academic-skills/third-grade-art.gs?content=179
Third grade students in suburban public school system. They will be 8-9 year of age. They will have a basic knowledge of colors and color schemes, recognize and create basic shapes, follow basic directions, understand safety when working with art materials, and respect the works of others.
Context:
Public School at 3rd grade level, average age will be 8 to 9 years of age, this is a suburban school.
v Reading:
Ø Introduction to chapter books and learning to read independently.
v Writing:
Ø Working with paragraphs, short essays and stories. Working on grasping written sequence and expanding vocabulary.
v Math:
Ø Master addition and subtraction, begin working with multiplication, early fractions, decimals, and moving to the level of abstraction. Working on measuring in many ways and recognizing and creating basic shapes.
v Social Studies:
Ø Focus on communities within the United States, begin learning map skills, will learn to identify the continents, the equator and the hemispheres and begin learning economics specifically how money relates to his world. Will work on learning about geography, specifically land forms.
v Art:
Ø Will investigate the role of art and architecture, compare and contrast geometric shapes in the works of art, and experiment with various processes and techniques to produce art. Experiment with art ideas from alternative sources; including print, non-print and technology. Able to identify warm and cool colors and positive and negative space. Experiment with symmetry and asymmetry patterns. Also begin to demonstrate cooperation in the creation of a class project.
Learning Objectives:
Students will learn about a variety of buildings in their community and what goes on in them, which will increase their vocabulary and their understanding of a community. Each student will create a building within the community paying particular attention to shapes like rectangles, circles, squares, and triangles which will increase their basic awareness of shapes. Color will then be introduced to the buildings and discussion of how they are linked in the community will result in a final class project of a community created with the connection of all the buildings displayed as a community down the hallway bulletin boards.
Materials:
Pencils, large drawing paper, images of buildings in page protector, names of buildings, precut shapes of triangles, rectangles, squares, and circles in various sizes. For second class period will also need black crayons. For third class period students will need tempera paint, water, brushes, newspaper on tables, paint shirts. For the fourth class period students will need tempera paint, water, brushes, newspaper on the tables, paint shirts, oil pastels, and glue sticks.
Description of Lesson/Intervention:
1. Discussion will begin with power point presentation of images of buildings in the community on the Smart Board. Students will be asked to identify buildings and if they know what is done inside them and what they are called.
a. Leading questions like if I want to get some food to cook for dinner where do I go? That’s right the grocery store.
b. If I am hurt, or sick where would I go? That’s right a doctor’s office or hospital.
c. If I want to read a book where would I go? That’s right to the library, or a book stores.
d. If the house is on fire, who do we call? That’s right the fire department.
2. The discussion will proceed to these are things a community needs. What other things do they need that we have around here?
a. Banks where people go to get money.
b. Schools where children go to get an education.
c. Movie theaters where people go for entertainment.
d. Soccer fields, football fields, pools, playgrounds where people go to have fun and recreation.
e. Gas stations where people go to put gas in their car or some get car repairs.
f. Churches where people go to worship.
g. Office buildings where people go to work.
h. Factories where people also go to work.
3. Then we will go back to some of the basic buildings in the power point presentation and look at the shapes they are created out of. Using the power point presentation on the Smart Board I can draw the shapes –rectangles, squares, circles, and triangles that the buildings are made of.
a. After demonstrating the first building, I will engage the students to come to the board and draw the shapes they see on the pictures with the Smart Board markers.
b. We will discuss the various shapes that create the buildings: i.e. hospitals with lots of rectangles for windows, fire stations with garage doors in shape of rectangles, roofs of buildings that are triangles and rectangles.
c. Continue discussion of what various buildings have to create them and make them unique.
4. Each student will then receive a picture of a building to create their own.
a. Previous experience with this project has led to assignment of buildings as they will fight over which building they want to create.
b. I will point out each building is an important part of the community and all everyone’s building is a necessary part of the community we are going to create.
c. They will need to identify the various shapes in their building in order to recreate it on the paper provided. Each table will have sets of rectangles, triangles, circles, squares in various sizes to recreate the shape they will be tracing the shapes on their paper.
d. We will then begin drawing in pencil, by tracing the shapes of the building on the paper.
5. At the end of class, the students will put their shapes and drawings in the folder on their desk and return the pencils to the holders.
Class Session II
Reminder of the project to students that we are working on building a community. Show the power point presentation of buildings again and stop on some of the buildings to remind them of the shapes in their creation on the Smart Board.
Remind them they will be working with crayons today to outline the final drawing, so please remember the rules for using crayons.
1. Demonstrate on the Smart Board how the shapes make the buildings, tracing the various shapes shown in the picture projected on the board.
2. Turn off the power point picture and show the students the building created by the shapes traced.
3. Students will then open their folders and continue drawing their building using the precut shapes to trace the shapes in their picture.
4. After they are satisfied with the building they have created, you will have them trace the outline of the building with black crayon.
5. At the end of class, the students will pick up the shapes, place their drawings in the folder on their desk and return the pencils and markers to the holders.
6. They will also need to proceed to the hand washing station to remove any crayon/pencil from their hands.
Class Session III
Reminder of the project to students that we are working on building a community. Show the power point presentation of buildings again and stop on some of the buildings to remind them of the shapes in their creation on the Smart Board.
Then discuss the various colors of the different buildings as today we will be painting our pictures.
1. Review how colors mix to get different colors.
2. Remind them to be sure to wipe the brush.
3. Remind them to clean the brush properly when finished.
4. Remind them to be careful not to spill the water (containers are only half full to prevent as much spilling as possible.)
5. Remind them to be sure to put on their paint shirts before beginning.
6. When painting, remember to stay away from the wet areas and continue on to dry ones, so that your paint won’t run.
7. The next class we will be adding detail to the colors with oil pastels after the paints have dried, so the paint doesn’t have to fill the entire area if they don’t want it to.
8. When you are done painting today, you will carry your pictures to the back of the room to place them on the drying racks.
9. We will stop working today at the sound of the bell, so that we have extra time to clean up. Please be sure all brushes are cleaned and placed in the brush container, with their tops up. If you are not done yet, don’t worry as we will have time in the next class to finish.
Class Session IV
Reminder of the project to students that we are working on buildings a community. Show the power point presentation of buildings again and discuss the various colors of the buildings.
1. Review how colors mix to get different colors.
2. Remind them to be sure to wipe the brush.
3. Remind them to clean the brush properly when finished.
4. Remind them to be careful not to spill the water.
5. Remind them to be sure to put on their paint shirts before beginning.
6. When painting, remember to work in dry areas to avoid having colors run.
7. Demonstrate how to add texture with oil pastels and how to handle them.
8. Show how they accent the colors and add depth to the picture.
9. If they are still painting, remind them not to touch the wet areas with their hands or pastels to avoid smearing.
10. When pictures are finished today we will be adding the printed names to your picture that are in your folder with glue sticks. Be sure to place them where we can easily read them at the top or bottom of your picture.
11. When you are finished today, place the pictures on the back counter, but do not place your picture on top of anyone else’s. If your picture is still wet, place it in the drying rack next to the back counter.
12. We will stop working today at the sound of the bell, so that we have extra time to clean up. Please be sure all brushes are cleaned and placed in the brush container with their tops up.
Learning Objectives:
This community project will reinforce learning in their other subjects as you are incorporating the idea of a community from the social studies area, you are incorporating the idea of shapes from the math area, you are increasing their vocabulary from the language arts area and you are beginning a cooperative project to combine all the art work together. On the artist side you are learning to create drawings using basic shapes, learning how to blend colors, learning how to add texture, and incorporating technology in drawing.
Assessment:
Students will be evaluated on:
1. Creating detail including windows, doors, texture
2. Painting as directed
3. Wiping brush
4. Outlining
5. Staying away from wet areas with brush and pastels
6. Following directions
7. Clean up
8. Class participation
9. Finished project
10. Effort
11. Following directions
12. Using basic shapes
13. Project will be evaluated on:
14. Ability of students to finish on time
15. Motivation of students
16. Procedures
a. Are students interacting
b. Are students interested
c. Are expectations easy for students to reach
d. Are students understanding texture and colors
e. Are students cooperating and working as team
f. Presentation of final project
Special Tools Created For Project:
You will need to take pictures in the community with a digital camera. These pictures will be uploaded into Photo Bucket (on line photo shop) from here you will create a slide show of various buildings in the community. You will also use these pictures to create a power point presentation to use with the Smart Board to demonstrate the shapes in creating these buildings with the Smart Board markers.
The final project, the community will be displayed in the hallway at the school and to share it with parent, and community you will take pictures of the art work with a digital camera and create a slide show presentation to be placed on the class blog for parents to view. The works will not display student’s names, but each description will have the students code number displayed, so parents can identify their own students work.
Artifact:
Example of students work created in slide presentation which will be attached to my blog at http://springers3rdgradeartclass.blogspot.com/.
Justification:
1. Smart Board usages will allow the class to see the demonstration all at the same time.
2. Power point presentation of buildings will be used to motivate the students to become engaged in the project of their community and used to display buildings that are familiar to them. The use of the Smart Board to display them will allow you to demonstrate to everyone how to find the shapes the buildings they are familiar with are created and understand the concept as to how they will draw and create them.
3. Use of slide pictures displayed will bring forth buildings and discussion of familiar things, while showing and discussing what goes on inside familiar buildings to them.
4. Presentation of students work on the class web site will allow parents to view and see their students work in comparison to their classmates, without having to wait for conference time, open house, or a visit to the school.
5. Also continuing showing the presentation at the beginning of each class will remind and encode what you are trying to teach.
REFERENCES
Reiser, R. & Dempsey, J. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.). Prentice Hall.
The Parent’s Guide to the Third Grade; Copyright © 2006 - 2010 Education.com, Inc. ,
http://www.education.com/grade/third-grade/
Internet For Classrooms; Copyright@2000-2010 Internet4Classrooms.LLC,
http://www.internet4classrooms.com/skills_3rd.htm
Roanoke County Schools Third Grade Art Curriculum; http://www.rcs.k12.va.us/art/curricula/art3.htm
Great Schools, Your Third-Grader and Art; Copyright @ 1998-2010 GreatSchools, Inc.
http://www.greatschools.org/students/academic-skills/third-grade-art.gs?content=179
Sunday, July 18, 2010
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