ufn3654 uln3654's collections
Fabulous Fabrics
<p>Use images to introduce a stamp-printing lesson with primary students. Observe selected images and discuss. . . </p>
<ul><li>What shapes or lines do you see?</li><li>Which fabrics have repeat patterns?</li><li>Which fabrics have alternating patterns?</li><li>What could the fabric be used for?</li></ul><p>Play a sorting game with images printed on cards. Categories for sorting could include stripes, plaid, checkerboard, floral, polka dot, etc.</p>
<p>ART MAKING CHALLENGE: </p>
<ul><li>Students will stamp print on paper with cardboard edges, stampers, or found objects to create patterns. </li><li>Printed paper will then be cut into clothing for collage self portraits.</li></ul><p></p>
ufn3654 uln3654
23
Evocative Memories
<p>Memories can evoke strong feelings and inspire artists to tell stories in their art. Look at a selected image with a partner or table group and discuss:</p>
<p></p>
<ul><li>What is the story?</li><li>How do you think the person or people feel about this experience?</li><li>What do you see that makes you think they feel that way?</li><li>Have you ever had the same feeling?</li></ul><p></p>
ufn3654 uln3654
13
Doorways & Passages
<p>Doorways are the transition point from one place to another. They can be functional, decorative, symbolic, or a combination of all three. Work with a partner to view and discuss a selection of doorways.</p>
<p></p>
<ul><li>What does it look like?</li><li>What is it made of?</li><li>Where do you think it leads?</li><li>How does it impact the viewer or person who might want to enter/exit?</li></ul><p>ART MAKING CHALLENGES: </p>
<p></p>
<ul><li>Design a doorway or passageway that symbolizes what happens inside.</li><li>Design a doorway or passageway that links a physical place to an imaginary one.</li><li>Design a doorway to represent a transition from one period of your life to another. </li></ul><p></p>
<p></p>
ufn3654 uln3654
26
Culture Lotto
<p>Images to show when playing third grade Culture Lotto game.</p>
ufn3654 uln3654
101
Controlled Environments
<p>The environments depicted by some artists evoke a sense of control and order. Look at these artworks by Charles Sheeler, Edward Hopper, and Richard Estes. What formal elements of art or principles of design do you see that support the feeling of control?</p>
<ul><li>Elements: line, shape, color, value, form, texture, space</li><li>Principles of Design: balance, contrast, emphasis, movement, pattern, rhythm, unity</li></ul>
ufn3654 uln3654
12
Contemporary & Historic Architecture
<p>How does the past influence the present and future? Compare forms in contemporary architecture with those of buildings from ancient and Renaissance times. What similarities can you find? </p>
ufn3654 uln3654
32
Community Neighborhoods
<p>Images support learning in art lessons about the big idea of Community. Compare/contrast urban, suburban, and rural communities. What do all communities have in common?</p><p>Activity: Print selected images on 8.5" x 11" card stock and laminate. Cut each image into several pieces. Number the backs of the pieces and place in a zip-lock bag with the same number. </p><p>Each student receives a puzzle piece and must work with their small group to re-assemble the image. Then make a list of clues about the community depicted. As each group shares their lists, the teacher records responses. Duplicate responses get a tally mark next to the word. </p><p>Teacher can then lead a discussion about what makes a community and help students make connections to similarities with their own local community.</p>
ufn3654 uln3654
12
Community Murals
<p>These images come from murals that depict people at work. What jobs do you see them doing? How does each job help the community?</p>
ufn3654 uln3654
10
Coil Baskets
<p>Baskets can be both functional and decorative. Choose an image and make guesses based on what you see:</p>
<ul><li>What materials were used to make the basket?</li><li>What do you think it was used for?</li><li>What process did the artist use to make the basket?</li><li>Where do you think the basket is from?</li></ul><p>Check the info tab to learn more.<br /></p>
ufn3654 uln3654
18
Celebrate Good Times
<p>Images support second grade collage lesson. Choose an image that connects to a poem read to students (from <em>Celebrate American in Poetry in Art,</em> edited by Nora Panzer). Use questioning to describe and analyze the artwork: </p>
<ul><li>"What do you see?" </li><li>"What is happening here? </li><li>"What clues make you think that?"</li><li> "What else is happening in this image?" </li></ul>
<p>Celebration can take forms other than parades, dances, or parties. A portrait can celebrate the dignity of a worker <em>(Lunch at the Grill)</em> or someone who stood up for freedom (Harriet Tubman in <em>I Go to Prepare a Place for You</em>), or the birth of a new baby (<em>Family</em> by Romare Bearden).</p>
<p>Ask students to take a minute to think of a personal experience that this image reminds them of, then turn to a partner and share. This prepares them for the next step, which is to visualize a favorite community celebration and sketch in preparation for making a collage.</p>
ufn3654 uln3654
11
Body Language
<ul><li>How does a person's gaze, stance or the way they use their hands communicate a mood or feeling?</li><li>In artworks depicting two or more people, how are they interacting? What does that say about their relationship to each other?</li></ul><br /><p><br /></p>
ufn3654 uln3654
15
Birds
<p>Compare similarities and differences among types of birds. </p><p>Analyze bird sculptures: what shapes/forms help represent the body, head, neck, beak, or wings? Which type of bird would you like to sculpt in clay?</p>
ufn3654 uln3654
16
Balance & Symmetry
<p>Which type of balance is represented in each image?</p>
<ul><li>Symmetrical balance</li><li>Radial balance</li><li>Asymmetrical balance</li></ul>
ufn3654 uln3654
16
A Special Place - Woodcut & Linocut Prints
<p>View selected prints of different places, then discuss: </p>
<p></p>
<ul><li>What is the first thing you notice?</li><li>What do you believe is special about this place?</li><li>How did the artist use composition to highlight what is special?</li></ul><p>Choose one print to examine:</p>
<p></p>
<ul><li>What kinds of lines, patterns or textures did the artist use?</li><li>How did the artist use tools to create areas of light and dark?</li></ul><p>Apply in your own work:</p><p><br /></p><p></p>
<ul><li>What makes a place special or meaningful to you?</li><li>What clues will help capture the uniqueness of your special place?</li></ul><p>ARTMAKING CHALLENGES:</p><ul><li>Draw a picture of a special place using foreground, middle ground, and background. Use a variety of lines and cross hatching to create texture and value.</li><li>Sketch your special place, then transfer the design to a soft rubber printing plate. Using a lino cutter, outline the major areas and cut away areas that will remain light. Use a variety of lines and cross hatching to create areas of light and dark in the prints. Ink your printing plate and pull several prints. </li><li>Create a painting of a special place using foreground, middle ground, and background. Mix tints and shades. Use color to communicate an emotion linked to your special place. </li></ul><p></p>
<p></p>
<p></p>
ufn3654 uln3654
14
Art or Not Art?
<p>Introduction to the concept of "what is art?" Students sort images by whether they think the objects are artworks or not. For the purpose of this discussion, a photograph per se is not categorized as art; it is an image of a plant, animal, toy, sculpture, etc. </p>
ufn3654 uln3654
27
Art from Memories
<p>Compare and contrast artworks by William Christenberry and Robert Rauchenberg:</p>
<ul><li>How do they depict the passage of time? </li><li>How are events or environments represented?</li><li>What do these images communicate about control or loss of control?</li></ul>
<p></p>
ufn3654 uln3654
12
Art for Social Issues
<p>These artworks take a stance on social issues such as poverty, hunger, homelessness, freedom of speech, and political oppression. How have the artists combined imagery and text to communicate their message? </p>
ufn3654 uln3654
9
Art & Culture Sort
<p>First, sort the images by type of art/artist. Teacher should make index card headings for the following categories: Painting/Painter, Textile/Weaver, Clothing/Fashion Designer, Architecture/Architect, Prints/Printmaker, Sculpture/Sculptor, Functional Ceramics/Potter or Ceramist. Sometimes an image may cross categories (painting of a house might be categorized in architecture or painting); either answer would be acceptable if the student can justify why.</p><p>Second, make an educated guess about culture represented in selected images. Students can "guess and check" with teacher. Online research option: students work in pairs to access this collection and click on the info button for an image to learn about the maker, time period, and culture. They can record their findings to help answer the reflection questions below.</p><p>After the sorting activities, ask students to choose an image and answer: <em> Why is/was this object of value (or useful)? How do you think it expresses something important to the people of that culture? </em></p>
ufn3654 uln3654
26
Art & Culture Guessing Game
<p>1. Can you guess who made these? Look at each picture and decide which type of maker created it: Painter, Sculptor, Potter, Printmaker, Weaver, Architect</p>
<p>2. Can you guess what culture or time these things are from? Write your guess, then click on the picture. Click the <strong>i </strong>symbol to learn the answer.</p>
<p>3. Choose a picture and tell why you think this object is special or useful.</p>
<p>4. How do you think it expresses something important to the people of that culture?</p>
ufn3654 uln3654
24
