ADE LESSON PLAN FORM

Self Portrait Ambassador Sashes Imani Shanklin-Roberts and Arline Rasely 10/1/11 Adventures in Art, Age 8, Section 1 Lesson Components Content/subject -Students will learn to representationally explain themselves to others with art -Students will learn a self portrait does not have to be a literal depiction of oneself Materials/Technology Techniques/Skills -15 strips of canvas -15 HB pencils -2 pencil sharpeners -15 Black Sharpie markers -15 thick paint brushes -30 plastic cups -six paint tubs -red, orange, yellow, green, blue, purple and brown acrylic paint -water -smocks -newspaper -poster board -colored Sharpie markers -globe -15 5x7 pieces of pastel paper -15 black color pencils -chalk -Drawing -Painting Elements/Principles (including PostModern Principles) -Line -Value -Color -Space -Composition - Symbolism -Variety -Harmony -Unity -Representin -Layering

NY State Visual Arts Standard(s): Indicate by number the specific standards addressed in this lesson: We have not learned these yet. Goals: What will students know and understand about elements and principles (post-modern principles too), artistic practices or materials? (Big understandings)

2 Students will understand how to draw representationally and figuratively through use of line. Students will know that more than one medium can be used in an artwork. Students will understand that medium is not bound to one type of surface. They will learn that watering down acrylic creates a new consistency. They will also learn that effects of blending watered down paints of different colors. Learning Objectives: What will students be able to do as a result of this lesson? (Use verbs such as: create, describe, use, or select.) Students will be able to create two-dimensional representations of their personalities. They will learn to water down paint and create different consistencies. Students will beable to create complex compositions with symbolism and mixed media. Preparation Before Class: What preparation is required? - Cut a 16x4 strip of canvas for each student. - Collect all materials listed above from SAS office - Bring in a globe - Arrange room -Arrange tall desks in a U shape with opening facing the door of the classroom -Table in center of U with materials: -Sharpies -Pencil sharpeners -Large tubs of paint -Cups for individual paints -Tub of water -Paintbrushes -Lay newspaper down over all desks in the U -Have one table set up in front of room for early comers/ early finishers for Free drawing which will be starting or enhancing their name tags the first day. Lesson Development/Time line: How will the lesson unfold, step by step? 1. Motivation What visuals will I show? What will I say to get the students excited as I introduce the lesson? (Describe dialogue, key questions, slides, reproductions, other visuals, music, costumes, etc., you will use) 5 Minutes As students come in we will direct them to the table in the front of the classroom. They will be given a 5x7 sheet of pastel paper and a color pencil. They will be asked to draw nametags. 25 Minutes Welcome

3 -Ask children to sit in a circle once they have all arrived. We will introduce ourselves and share important things about who we are. I.e. family members, where we are from, what we are studying, favorite art medium, etc., One at a time students will be asked to go around the circle and share their own information. Establish class rules -Students will be asked what they feel the art room rules should be. This is all of our classroom, so we deserve to all make and respect the rules. One of us will write each rule with a different colored marker as they are said. Each child will have a turn to create a rule. If there are important rules that we have come up with that the children have not said, we will share them with the children and add them to the list. Lesson Introduction - Place globe in center of circle. We will explain that for the next ten weeks we will be travelling around the world. Every week we will study a new culture and create art based on it. Each student will have a turn spinning the globe and choosing a country. The selections will be country, NOT continent specific. As each country is chosen, we will write them on the board. If as students finger lands on the United States, they can try again. After the class, we will divide which cultures we will teach throughout the semester. - After the cultures have been chosen we will discuss how before we learn about other cultures and people it is important to know about ourselves. We will explain how we will pretend to be ambassadors to each country we visit. An ambassador is someone that visits another country while representing their own. They learn about other cultures and also teach the people living there about where they came from. This week we are going to create a sash that we will wear every week that tells people about who we are. - What is a self portrait? Does it have to be a picture of our face like those some of us did during the warm up? How else can we tell people about ourselves? Remember what you shared in the beginning of class? Those are all things you can choose to draw on your sash! We will bring out the sashes we have made and share with the students the different symbols we have chosen to explain ourselves. - We will explain that first we will draw and then we can paint. We have chosen not to show any artists this week, because we want the students to be completely expressive of who they are. We will show only our own project examples as motivation, and compare how different even just our two are. 2. Instruction/demonstration and work time: What specific instructions will the students need to follow? What will I need to demonstrate? 5 minutes From the circle, we will ask students to gather around the front table. We will lay down newspaper once we arrive and bring out a sash. What is something I could draw about myself that I didnt draw on my sash? After a student answers, we will draw with a pencil the answer onto the canvas.

4 While drawing, explain: -first we will draw will pencil -do not be afraid to draw large and even off the page. Try and draw each figure at least the size of your hand. -the things we draw can be repeated, also -ex. Imanis patterns, Arlines magnolia tree -We are only working with line. What does that mean? Are we coloring in? -Contour lines Contour lines are the outer lines of a figure, also known as outlines -Interior lines What does the word interior mean? If interior means inside, what could interior line mean? -Line Weight Sometimes we can use a thick line to draw attention to something. Thin lines can be used for less important parts of the figure. -While one is explaining and demonstrating the different types of lines, the other will write them on the board. -Begin to trace lines of the demonstration with black Sharpie. While tracing a line ask, What type of line is this? -When we are finished drawing everything in pencil, we can start tracing lines with black Sharpie. 35 minutes Were going to work with messy materials today, so we will wear smocks. Keep in mind that art can be very messy and materials can stain our clothes, so try not to wear your favorite clothes to class so they do not accidentally get stains on them. After getting and putting on smocks, children will be asked to sit at the desks. We will now turn on some quite jazz music for them to work to. In front of them will already be a sash and a pencil. They are welcome to begin drawing as they sit. We will ask them to let us know when they are finished drawing with pencil. As children are finished and their full sash has been illustrated, they can have a Sharpie to begin tracing their lines. When they have all begun tracing their lines and are about halfway finished, we will ask them to once again gather around the front table. After they have gathered we will explain that the children can choose two of their favorite colors to paint their sashes. Even the colors we choose will tell others about who we are and what we like. We are going to paint with acrylic paint today. Does anyone know how we made the paint look the way it does on our sashes? If no one guesses we watered it down, Why dont you watch us get it ready. We will put a dab of paint into a plastic cup and them pour water into it. We will do the same for another color. Watch as we paint this and see what the water does with the paint. What is happening? Yes, the water makes the paint run, and so we can see the black Sharpie underneath! 5 minutes While painting explain: -Lots of water is needed for this, so allow your brush to get very wet.

5 -What could I do if I use too much paint and cannot see my Sharpie lines? We can dip the brush tip back into the water and that will spread out the thick color (demonstrate while saying) -Paint on brush, hand on cup! Remind students that the cups can spill very easily, so we need to hold the cup every time we dip our brush. Repeat this as many times as we can!

25 minutes Children can return to seats. We will ask them to resume tracing with black Sharpies, and to raise their hand as the are finished so we can get them paint. We will collect the Sharpies, as they are finished. We will go around to each student and water down the paint for him or her. Ask them to raise their hands and let us know when they are finished. 15 minutes 3. Reflection and critique: What will I do or say to help the students reflect upon the lesson? Return to circle. One at a time we will hold up the wet sash of each student and ask the others, What do we know about this student from their self portrait ambassador sash? What kind of lines do we see here? Students can share anything other students missed. 5 minutes 4. Clean-Up Routine Students will be asked to carry one cup of paint at a time to the sick, pour it out and rinse it. Leave them in a pile next to the sink. After this, they will be asked to carry their brushes and rinse them. We will ask them to come over to the sink and demonstrate how to thoroughly wash a brush. It is important to respect and take care of our art materials. (Whatever brushes are not fully clean we will wash after class) Students will be asked to fold up the newspaper they worked on. We will leave the newspaper on the front table for students to leave their wet sashes on. When they leave their sashes we will ask what color button they would like to be sewn onto it to hold it together. Here students will be asked to take off their smocks as well. When students have left we will return everything to the bin. We will put the room back as it was. We will hang the sashes on the drying rack. Arline will take the sashes home and sew a buttonhole into them. Notes to Self: Adaptations for Special Needs Students and English Language Learners: (if necessary) We do not know if any students have special needs.

6 Literacy and vocabulary components: What new language am I introducing? (Define the terms here as you will for your students.) Contour Line- aka outline- the lines that make up the outside of a form Interior Line- the lines inside a form, used for details Unity- how the different parts of a piece come together to make one whole artwork Self Portrait- how we choose to depict ourselves artistically, it does not have to be just a picture of ourselves, it can be a symbolic description. Additional related activities: What is my plan for those who finish early? Those that arrive early will be given a 5x7 piece of pastel paper and a black color pencil. They will be asked to draw an image of themselves. This will be used later to illustrate that some self-portraits are literal translations of what we look like, while others are representational. Those that finish early will be invited to illustrate one rule on our classroom rules poster.

Related Lesson(s) for the Future: Learning to artistically share ideas Learning to create interesting drawings using only line Assessment: How will I determine if my goals and learning objectives have been met? (Describe the method of assessment you will use, i.e. self or peer assessment, teacher guided critique, rubric, portfolio, journal) We will assess through teacher-guided critique. As the students share what they can learn about someone from looking at a sash we will know how successful each sash is. Grades will not be distributed. Exemplary Example- Student has more than 5 different illustrations throughout their sash. The majority of illustrations are each at least and/or bigger than hand size and are ordered in an interesting composition that creates a nice unity throughout. Colors are painted in an innovative fashion-either using smooth transitions from one to the next, or an interesting pattern they made up that we did not assign. Colors are painted evenly so that the black Sharpie is not covered up. Average Example- Student has five illustrations throughout their sash. The majority of the illustrations are the size of a hand, and lay out thoughtfully. Colors are distributed throughout as they are in the examples we show. Colors are painted evenly so black Sharpie is not covered.

7 Below Average Example- Student has less than five illustrations. Illustrations are allsmaller than a hand and are randomly placed throughout; placement shows little to no thought. Student has used only one color. Color is painted on too thick to see the black Sharpie through.