10 Best Places To Purchase Art Supplies
1. Sax Arts
www.saxarts.com
1-800-558-6696
2. Nasco Arts & Crafts
www.eNasco.com/artsandcrafts.
1-800-558-9595
3. The School Box
www.schoolbox.com
1-800-257-7224
4. Crayola
www.crayola.com
5. Flax Art & Design
http://www.flaxart.com/For-Kids/Arts-Crafts/Supplies?wt.mc_id=9005
6. Jerry’s Artarama
http://www.jerrysartarama.com/art-supply/catalogs/0075300000000/?utm_source=marketleap&utm_medium=cpc&GCID=C12646x002
7. Mister Art
http://www.misterart.com/store/browse/001/cat_id/125/Art-Supplies-Painting--Children-s-Paints.htm
8. Madison Art Shop
http://www.madisonartshop.com/childrens-art.html
9. Creativity For Kids
http://www.creativityforkids.com/
10. Kids Art
http://www.kidsart.com/store/supplies.html
Tuesday, June 26, 2007
Monday, June 25, 2007
10 Creative Field Trip Ideas
Carrollton Cultural Arts Center
Contact Information:
118 South White StreetCarrollton, Georgia 30117
(770)-832-1161
Admission Cost:
The cost will be $5 for each student.
Chaperone Ratio:
1 chaperone for every 10 students.
Lunch Facility:
The students can eat a sack lunch provided by the school or bring their own lunch and we will eat outside the center in the grass.
Rationale:
My rationale for taking students to Arts Center would be so that they can see a show and all the different art work on display at the center.
Turner Field
Contact Information:
755 Hank Aaron Drive
Atlanta, Georgia 30315
(404)-522-7630
Admission Cost:
To enter the ball park the students will need $6. The students will also need extra money to eat lunch with.
Chaperone Ratio:
1 chaperone for every 5 students.
Lunch Facility:
The students can chose from all the different vendors at the ball park.
Rationale:
My rationale for taking students to Turner Field would be that they can learn the history of baseball and the history of how it came about.
Neva Lomason Memorial Library
Contact Information:
710 Rome Street
Carrollton, Georgia 30117
(770)-836-6711
Admission Cost:
The cost will be $5 for every student.
Chaperone Ratio:
1 chaperone for every 10 students
Lunch Facility:
The students will be able to eat lunch at the school because the students will not be gone long.
Rationale:
My rationale for taking the students to the library would be so that they can look at their favorite books, see the art that is on display in the display room, and to see a reading of a book by a librarian.
United States Postal Service
Contact Information:
Carrollton, Georgia 30117
(770)-834-4491
Admission Cost:
The cost will be $5 for every student.
Chaperone Ratio:
1 chaperone for every 10 students
Lunch Facility:
The students will be able to eat lunch at the school because the students will not be gone long.
Rationale:
My rationale for taking the students to the United States Postal Service would be that they can learn how to write letters and mail them.
McIntosh Reserve Park
Contact Information:
Whitesburg, Georgia 30185
(770)-830-5879
Admission Cost:
The cost will be $5 for every student.
Chaperone Ratio:
1 chaperone for every 8 students
Lunch Facility:
The students will be provided a sack lunch or will need to bring lunch from home
Rationale:
My rationale for taking the students to the park would be so that they can learn about Cherokee Indians.
Publix Grocery Store
Contact Information:
Carrollton, Georgia 30117
(770)-214-3140
Admission Cost:
The cost will be $5 for every student.
Chaperone Ratio:
1 chaperone for every 5 students
Lunch Facility:
The students will not need to worry about lunch because they will be back in time for lunch.
Rationale:
My rationale for taking the students to Publix would be so that they can learn to eat healthy.
Pizza Hut
Contact Information:
614 Bankhead Highway
Carrollton, Georgia 30117
(678)-839-0400
Admission Cost:
The cost will be $10 for every student.
Chaperone Ratio:
1 chaperone for every 8 students
Lunch Facility:
The students will eat lunch at pizza hut and will NOT need extra money.
Rationale:
My rationale for taking the students to Pizza Hut would be so that they can learn different types of math.
Georgia Aquarium
Contact Information:
225 Baker StreetAtlanta, GA 30313(404)-581-4000
Admission Cost:
The cost will be $20 for every student.
Chaperone Ratio:
1 chaperone for every 5 students
Lunch Facility:
The students will eat a sack lunch from school or will need to bring their lunch from home we will be eating outside the aquarium.
Rationale:
My rationale for taking the students to the aquarium would be so that they can learn the different types of marine life.
Zoo Atlanta
Contact Information:
800 Cherokee AvenueAtlanta, GA 30315404.624.5600
Admission Cost:
The cost will be $15 for every student.
Chaperone Ratio:
1 chaperone for every 5 students
Lunch Facility:
The students will eat a sack lunch from school or will need to bring their lunch from home we will be eating outside the zoo.
Rationale:
My rationale for taking the students to the aquarium would be so that they can learn the different types of animal life.
The Fox Theater
Contact Information:
660 Peachtree Street NEAtlanta, GA 30308Phone: (404) 881-2100
Admission Cost:
Depends on the show you see.
Chaperone Ratio:
1 chaperone for every 5 students
Lunch Facility:
The students will eat a sack lunch from school or will need to bring their lunch from home we will be eating outside the theater at the park.
Rationale:
My rationale for taking the students to the theater would be so that they can be exposed to different kinds of arts.
Contact Information:
118 South White StreetCarrollton, Georgia 30117
(770)-832-1161
Admission Cost:
The cost will be $5 for each student.
Chaperone Ratio:
1 chaperone for every 10 students.
Lunch Facility:
The students can eat a sack lunch provided by the school or bring their own lunch and we will eat outside the center in the grass.
Rationale:
My rationale for taking students to Arts Center would be so that they can see a show and all the different art work on display at the center.
Turner Field
Contact Information:
755 Hank Aaron Drive
Atlanta, Georgia 30315
(404)-522-7630
Admission Cost:
To enter the ball park the students will need $6. The students will also need extra money to eat lunch with.
Chaperone Ratio:
1 chaperone for every 5 students.
Lunch Facility:
The students can chose from all the different vendors at the ball park.
Rationale:
My rationale for taking students to Turner Field would be that they can learn the history of baseball and the history of how it came about.
Neva Lomason Memorial Library
Contact Information:
710 Rome Street
Carrollton, Georgia 30117
(770)-836-6711
Admission Cost:
The cost will be $5 for every student.
Chaperone Ratio:
1 chaperone for every 10 students
Lunch Facility:
The students will be able to eat lunch at the school because the students will not be gone long.
Rationale:
My rationale for taking the students to the library would be so that they can look at their favorite books, see the art that is on display in the display room, and to see a reading of a book by a librarian.
United States Postal Service
Contact Information:
Carrollton, Georgia 30117
(770)-834-4491
Admission Cost:
The cost will be $5 for every student.
Chaperone Ratio:
1 chaperone for every 10 students
Lunch Facility:
The students will be able to eat lunch at the school because the students will not be gone long.
Rationale:
My rationale for taking the students to the United States Postal Service would be that they can learn how to write letters and mail them.
McIntosh Reserve Park
Contact Information:
Whitesburg, Georgia 30185
(770)-830-5879
Admission Cost:
The cost will be $5 for every student.
Chaperone Ratio:
1 chaperone for every 8 students
Lunch Facility:
The students will be provided a sack lunch or will need to bring lunch from home
Rationale:
My rationale for taking the students to the park would be so that they can learn about Cherokee Indians.
Publix Grocery Store
Contact Information:
Carrollton, Georgia 30117
(770)-214-3140
Admission Cost:
The cost will be $5 for every student.
Chaperone Ratio:
1 chaperone for every 5 students
Lunch Facility:
The students will not need to worry about lunch because they will be back in time for lunch.
Rationale:
My rationale for taking the students to Publix would be so that they can learn to eat healthy.
Pizza Hut
Contact Information:
614 Bankhead Highway
Carrollton, Georgia 30117
(678)-839-0400
Admission Cost:
The cost will be $10 for every student.
Chaperone Ratio:
1 chaperone for every 8 students
Lunch Facility:
The students will eat lunch at pizza hut and will NOT need extra money.
Rationale:
My rationale for taking the students to Pizza Hut would be so that they can learn different types of math.
Georgia Aquarium
Contact Information:
225 Baker StreetAtlanta, GA 30313(404)-581-4000
Admission Cost:
The cost will be $20 for every student.
Chaperone Ratio:
1 chaperone for every 5 students
Lunch Facility:
The students will eat a sack lunch from school or will need to bring their lunch from home we will be eating outside the aquarium.
Rationale:
My rationale for taking the students to the aquarium would be so that they can learn the different types of marine life.
Zoo Atlanta
Contact Information:
800 Cherokee AvenueAtlanta, GA 30315404.624.5600
Admission Cost:
The cost will be $15 for every student.
Chaperone Ratio:
1 chaperone for every 5 students
Lunch Facility:
The students will eat a sack lunch from school or will need to bring their lunch from home we will be eating outside the zoo.
Rationale:
My rationale for taking the students to the aquarium would be so that they can learn the different types of animal life.
The Fox Theater
Contact Information:
660 Peachtree Street NEAtlanta, GA 30308Phone: (404) 881-2100
Admission Cost:
Depends on the show you see.
Chaperone Ratio:
1 chaperone for every 5 students
Lunch Facility:
The students will eat a sack lunch from school or will need to bring their lunch from home we will be eating outside the theater at the park.
Rationale:
My rationale for taking the students to the theater would be so that they can be exposed to different kinds of arts.
20 Lesson Ideas
20 Lesson Ideas
1. Take a paper plate and divide it into 4 different sections. Use 4 different kinds of noodles to describe the life cycle of a butterfly. Glue the noodles on the plate and label the different sections.
2. Draw a flower and a flower pot. Make the picture where you can lift up the pot and glue dirt up under the flower part. Use pipe cleaners to be the roots and then decorate the flower any way the student wants. Then have the students label each part of the flower. Doing this activity would teach the parts of a flower.
3. Read the book Apples, Apples, Apples By Nancy Elizabeth Wallace. Talk to the students about the parts of an apple and all the different kinds. Then have the children draw their own apples and label all the parts. This will teach the students parts of an apple.
4. Read the book The Very Hungry Caterpillar By Eric Carle. Have the students make their own butterflies using tissue paper. This will teach the students the lifecycle of a butterfly.
5. To teach students about leaves changing and about fall. Have the students color a white piece of paper with different colors then have the students paint the entire paper black. After the paint has dried have the students use a toothpick or a plastic fork to scratch in different drawings.
6. To teach counting and writing out numbers using words have students decide what kind of animals they would like to use. Once decided have the students draw different colored animals and their habitat on a piece of white paper. Have the students write 5 sentences about their animals using number words.
7. To teach medieval times have children make a castle in small groups.
8. To teach geometry have students create a city using so many different shapes that you assign them.
9. Read a book about Ben Franklin and his inventions then have the students draw an invention they come up with. This will teach the students about Ben Franklin and his inventions.
10. Read the story of The 3 Little Pigs and then read The True Story Of The 3 Little Pigs. Then talk about voting. Have the children draw a picture about the story they believe and drop into a box and then count the votes to see who wins.
11. Talk about watermelons and how they grow then cut a paper plate in half then paint it like a watermelon. This will teach the children about how things grow.
12. To teach literacy assign each child a letter of the alphabet then have the students write the uppercase letter they were assigned. Have the students decorate the letter. Then hang the letters in the classroom.
13. To do a lesson on language arts have the students think of their favorite story and paint a picture about their favorite story. This will help the students to learn to read better.
14. To do a lesson in science and talk about different kinds of bugs. Talk about all kinds of different bugs and then have the students create their favorite bug out of clay.
15. To do a lesson on Valentines Day talk about the history of Valentines Day then have the students decorate their own treat bags with whatever media they choose.
16. To do a lesson on the human body take children outside to sidewalk and have them use chalk to draw the body and the body systems they are learning
17. To do a lesson on dinosaurs talk about them and their similarities and differences. Then have the students make a dinosaur replica out of clay.
18. To talk about being a good friend read different books and watch different movies about being a good friend. Then have the students draw a big heart on poster board then cut out a piece for each student. Then have the student decorate their piece anyway they want and then piece them all back together.
19. Talk about the history of Thanksgiving and the traditions then have students create a cornucopia out of tissue paper and whatever else they would like to use. This will teach the students about Thanksgiving.
20. Talk about what you are thankful for then have students create their own place mates and add their own message of thanks. Have students use markers, crayons, and colored pencils. This will teach students about being thankful.
1. Take a paper plate and divide it into 4 different sections. Use 4 different kinds of noodles to describe the life cycle of a butterfly. Glue the noodles on the plate and label the different sections.
2. Draw a flower and a flower pot. Make the picture where you can lift up the pot and glue dirt up under the flower part. Use pipe cleaners to be the roots and then decorate the flower any way the student wants. Then have the students label each part of the flower. Doing this activity would teach the parts of a flower.
3. Read the book Apples, Apples, Apples By Nancy Elizabeth Wallace. Talk to the students about the parts of an apple and all the different kinds. Then have the children draw their own apples and label all the parts. This will teach the students parts of an apple.
4. Read the book The Very Hungry Caterpillar By Eric Carle. Have the students make their own butterflies using tissue paper. This will teach the students the lifecycle of a butterfly.
5. To teach students about leaves changing and about fall. Have the students color a white piece of paper with different colors then have the students paint the entire paper black. After the paint has dried have the students use a toothpick or a plastic fork to scratch in different drawings.
6. To teach counting and writing out numbers using words have students decide what kind of animals they would like to use. Once decided have the students draw different colored animals and their habitat on a piece of white paper. Have the students write 5 sentences about their animals using number words.
7. To teach medieval times have children make a castle in small groups.
8. To teach geometry have students create a city using so many different shapes that you assign them.
9. Read a book about Ben Franklin and his inventions then have the students draw an invention they come up with. This will teach the students about Ben Franklin and his inventions.
10. Read the story of The 3 Little Pigs and then read The True Story Of The 3 Little Pigs. Then talk about voting. Have the children draw a picture about the story they believe and drop into a box and then count the votes to see who wins.
11. Talk about watermelons and how they grow then cut a paper plate in half then paint it like a watermelon. This will teach the children about how things grow.
12. To teach literacy assign each child a letter of the alphabet then have the students write the uppercase letter they were assigned. Have the students decorate the letter. Then hang the letters in the classroom.
13. To do a lesson on language arts have the students think of their favorite story and paint a picture about their favorite story. This will help the students to learn to read better.
14. To do a lesson in science and talk about different kinds of bugs. Talk about all kinds of different bugs and then have the students create their favorite bug out of clay.
15. To do a lesson on Valentines Day talk about the history of Valentines Day then have the students decorate their own treat bags with whatever media they choose.
16. To do a lesson on the human body take children outside to sidewalk and have them use chalk to draw the body and the body systems they are learning
17. To do a lesson on dinosaurs talk about them and their similarities and differences. Then have the students make a dinosaur replica out of clay.
18. To talk about being a good friend read different books and watch different movies about being a good friend. Then have the students draw a big heart on poster board then cut out a piece for each student. Then have the student decorate their piece anyway they want and then piece them all back together.
19. Talk about the history of Thanksgiving and the traditions then have students create a cornucopia out of tissue paper and whatever else they would like to use. This will teach the students about Thanksgiving.
20. Talk about what you are thankful for then have students create their own place mates and add their own message of thanks. Have students use markers, crayons, and colored pencils. This will teach students about being thankful.
My High Museum Visit
Brandi Davenport
Professor Whittington
Art 3000
June 25, 2007
My High Museum Visit
My favorite work of art was the Bedstead made in 1880. The bedstead was in the American gallery. The bedstead was made by Gustav Herter, who was an American. The bedstead was also made by Christian Herter, who was an American. This bedstead was gorgeous. I loved it. I liked it because it was so elegant and pretty. The bed was very detailed with flowers and butterflies. A work of art that I liked but wouldn’t take home would be the Gospel Bike by Howard Finster. The bike was made in 1980. He was an American. The bike was in the Folk Art gallery. This was the most interesting thing I seen in the museum. I just loved it. It catches the eye. I wouldn’t take it home because what in the world would I do with a bicycle.
The work of art that taught me something was the Punch Service, which was created in 1898. It was made by William Marrett. He was an American. The Punch Service was in the American gallery. It was made out of lead glass with cut and engraved decoration. This piece of art taught me that in the 19th century the Libbey Glass Company presented President William B. McKinley with a large punch set for use in the White House. At the time it was the largest cut glass punch bowl ever made. The set in the museum was made as an identical spare. One was at the White House and one was kept in the Libbey family.
The work of art that made me feel sad was Jean. It was a painting of a boy by Charles Cazin. It was painted in 1870. He was a French man. The painting was in the European gallery. In this picture the boy looks very sad and upset. It made me feel sad because the boy looks like he is dying. A work of art that identified a historic moment was the statue Abraham Lincoln that was done in 1866. The statue was done by Randolph Rogers. This statue was in the American gallery. After the 1865 assassination of Lincoln artists received commission to perpetuate his memory. Rogers drew from various sources for 3-D likeness but added his own neo-classical touches. Although, Lincoln is portrayed in contemporary dress, the swag like fall of his cape suggests antique sculptures of roman orators and philosophers. A work of art that reminded me of someone was the Quilted Bedcover that was made in 1875 by Mrs. Pope from Georgia. The quilt was in the American gallery. The quilt reminded me of my grandmother because she loves to do quitting and loves different kinds of quilts.
The work of art that shocked me was The Flagwaver by Ned Cartledge. It was painted in 1970. The painting was in the folk art gallery. This art shocked me because when I seen it I didn’t know what to think. It was awful I thought. It said the n word 3 times. It also said we protest war and racism. I was shocked greatly because it said the n word.
The folk art gallery is more interesting to me. The art is more vibrant and colorful. With the folk art the artists go strictly by their emotions. The contemporary gallery was very modern looking. It looks like something from the future. It is very different from the rest of the art. I liked it. I really liked the museum. I though it was a very fun trip. The most meaningful thing to me was going and seeing all the different kinds of art.
Professor Whittington
Art 3000
June 25, 2007
My High Museum Visit
My favorite work of art was the Bedstead made in 1880. The bedstead was in the American gallery. The bedstead was made by Gustav Herter, who was an American. The bedstead was also made by Christian Herter, who was an American. This bedstead was gorgeous. I loved it. I liked it because it was so elegant and pretty. The bed was very detailed with flowers and butterflies. A work of art that I liked but wouldn’t take home would be the Gospel Bike by Howard Finster. The bike was made in 1980. He was an American. The bike was in the Folk Art gallery. This was the most interesting thing I seen in the museum. I just loved it. It catches the eye. I wouldn’t take it home because what in the world would I do with a bicycle.
The work of art that taught me something was the Punch Service, which was created in 1898. It was made by William Marrett. He was an American. The Punch Service was in the American gallery. It was made out of lead glass with cut and engraved decoration. This piece of art taught me that in the 19th century the Libbey Glass Company presented President William B. McKinley with a large punch set for use in the White House. At the time it was the largest cut glass punch bowl ever made. The set in the museum was made as an identical spare. One was at the White House and one was kept in the Libbey family.
The work of art that made me feel sad was Jean. It was a painting of a boy by Charles Cazin. It was painted in 1870. He was a French man. The painting was in the European gallery. In this picture the boy looks very sad and upset. It made me feel sad because the boy looks like he is dying. A work of art that identified a historic moment was the statue Abraham Lincoln that was done in 1866. The statue was done by Randolph Rogers. This statue was in the American gallery. After the 1865 assassination of Lincoln artists received commission to perpetuate his memory. Rogers drew from various sources for 3-D likeness but added his own neo-classical touches. Although, Lincoln is portrayed in contemporary dress, the swag like fall of his cape suggests antique sculptures of roman orators and philosophers. A work of art that reminded me of someone was the Quilted Bedcover that was made in 1875 by Mrs. Pope from Georgia. The quilt was in the American gallery. The quilt reminded me of my grandmother because she loves to do quitting and loves different kinds of quilts.
The work of art that shocked me was The Flagwaver by Ned Cartledge. It was painted in 1970. The painting was in the folk art gallery. This art shocked me because when I seen it I didn’t know what to think. It was awful I thought. It said the n word 3 times. It also said we protest war and racism. I was shocked greatly because it said the n word.
The folk art gallery is more interesting to me. The art is more vibrant and colorful. With the folk art the artists go strictly by their emotions. The contemporary gallery was very modern looking. It looks like something from the future. It is very different from the rest of the art. I liked it. I really liked the museum. I though it was a very fun trip. The most meaningful thing to me was going and seeing all the different kinds of art.
Clock Hands That Erase Lesson Plan
Clock Hands That Erase
Implemented For Grades 1-3
By: Brandi Davenport
Title of Lesson: Clock Hands That Erase
Grade Level(s): 1-3
Class Time: 30 minutes
Concept(s):
1. Content Standard: Understanding and applying media, techniques,and processes. Achievement Standard: Studentsa. know the differences between materials, techniques, and processes b. describe how different materials, techniques, and processes cause different responsesc. use different media, techniques, and processes to communicate ideas, experiences, and storiesd. use art materials and tools in a safe and responsible manner
2. Content Standard: Using knowledge of *structures and functions.Achievement Standard: Studentsa. know the differences among visual characteristics and purposes of art in order to convey ideasb. describe how different *expressive features and *organizational principles cause different responsesc. use visual structures and functions of art to communicate ideas
3. Content Standard: Choosing and evaluating a range of subject matter,symbols and ideas. Achievement Standard: Studentsa. explore and understand prospective content for works of art b. select and use subject matter, symbols, and ideas tocommunicate meaning
5. Content Standard: Reflecting upon and *assessing the characteristics and merits of their work and the work of others.Achievement Standard: Studentsa. understand there are various purposes for creating works of visual artb. describe how people's experiences influence the development of specific artworks c. understand there are different responses to specific artworks
6. Content Standard: Making connections between visual arts and other disciplines.
Achievement Standard: Studentsa. understand and use similarities and differences between characteristics of the visual arts and other arts disciplinesb. identify connections between the visual arts and other disciplines in the curriculum
Objective(s):
M1M2:
Students will develop an understanding of the measurement of time.a. Tell time to the nearest hour and half hour and understand the movement of the minute hand and how it relates to the hour hand.b. Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year.c. Compare and/or order the sequence or duration of events (e.g., shorter/longer and before/after).
Motivation: To capture the students attention the teacher will ask the students what do they think it would be like if there were no clocks in the world and how would that change things.
Vocabulary: No special vocabulary needed.
Instructional Strategies: The teacher will motivate her students by telling them she wants to see who can make the prettiest and correct clock.
Modifications: Students with special needs will have a paraprofessional to assist them in anyway possible. If the paraprofessional is not able to help the special needs student the teacher will assign another student to help the special needs student.
Assessment: To assess the students the teacher will call each student to her desk and look at the students clock to see if it is correct. After the teacher has looked at the clock the teacher will draw hands on the clock and ask the student to tell her what time it is. If the student can tell her what time it is they have completed the desired result of the lesson.
Materials/Supplies:
Paper Plates
Erasable Markers
Markers
Paint
Paint Brushes
The Book: The Grouchy Ladybug by Eric Carle
Resources: The only resource needed for this lesson is a clock so that the students can see what a real clock looks like.
Closing Statement: First the students will be asked what they think it would be like without any clocks. Then the teacher will read the book The Grouchy Ladybug. Then the students will talk about telling time. Then to create their own clocks they will draw a clock face with markers on a paper plate. Remind the students to space the numbers evenly. If the students would like, add designs around the clock, minute marks, or other decorations. Then find a partner. Draw an hour and minute hand using ERASABLE markers. The students will ask their partner to read your clock and tell them the correct time. Erase the time. Give the clock to their partner. Ask that student to draw a new time with an ERASABLE marker. That student tells the time, they erase it, and they continue playing as long as they like.
Implemented For Grades 1-3
By: Brandi Davenport
Title of Lesson: Clock Hands That Erase
Grade Level(s): 1-3
Class Time: 30 minutes
Concept(s):
1. Content Standard: Understanding and applying media, techniques,and processes. Achievement Standard: Studentsa. know the differences between materials, techniques, and processes b. describe how different materials, techniques, and processes cause different responsesc. use different media, techniques, and processes to communicate ideas, experiences, and storiesd. use art materials and tools in a safe and responsible manner
2. Content Standard: Using knowledge of *structures and functions.Achievement Standard: Studentsa. know the differences among visual characteristics and purposes of art in order to convey ideasb. describe how different *expressive features and *organizational principles cause different responsesc. use visual structures and functions of art to communicate ideas
3. Content Standard: Choosing and evaluating a range of subject matter,symbols and ideas. Achievement Standard: Studentsa. explore and understand prospective content for works of art b. select and use subject matter, symbols, and ideas tocommunicate meaning
5. Content Standard: Reflecting upon and *assessing the characteristics and merits of their work and the work of others.Achievement Standard: Studentsa. understand there are various purposes for creating works of visual artb. describe how people's experiences influence the development of specific artworks c. understand there are different responses to specific artworks
6. Content Standard: Making connections between visual arts and other disciplines.
Achievement Standard: Studentsa. understand and use similarities and differences between characteristics of the visual arts and other arts disciplinesb. identify connections between the visual arts and other disciplines in the curriculum
Objective(s):
M1M2:
Students will develop an understanding of the measurement of time.a. Tell time to the nearest hour and half hour and understand the movement of the minute hand and how it relates to the hour hand.b. Begin to understand the relationship of calendar time by knowing the number of days in a week and months in a year.c. Compare and/or order the sequence or duration of events (e.g., shorter/longer and before/after).
Motivation: To capture the students attention the teacher will ask the students what do they think it would be like if there were no clocks in the world and how would that change things.
Vocabulary: No special vocabulary needed.
Instructional Strategies: The teacher will motivate her students by telling them she wants to see who can make the prettiest and correct clock.
Modifications: Students with special needs will have a paraprofessional to assist them in anyway possible. If the paraprofessional is not able to help the special needs student the teacher will assign another student to help the special needs student.
Assessment: To assess the students the teacher will call each student to her desk and look at the students clock to see if it is correct. After the teacher has looked at the clock the teacher will draw hands on the clock and ask the student to tell her what time it is. If the student can tell her what time it is they have completed the desired result of the lesson.
Materials/Supplies:
Paper Plates
Erasable Markers
Markers
Paint
Paint Brushes
The Book: The Grouchy Ladybug by Eric Carle
Resources: The only resource needed for this lesson is a clock so that the students can see what a real clock looks like.
Closing Statement: First the students will be asked what they think it would be like without any clocks. Then the teacher will read the book The Grouchy Ladybug. Then the students will talk about telling time. Then to create their own clocks they will draw a clock face with markers on a paper plate. Remind the students to space the numbers evenly. If the students would like, add designs around the clock, minute marks, or other decorations. Then find a partner. Draw an hour and minute hand using ERASABLE markers. The students will ask their partner to read your clock and tell them the correct time. Erase the time. Give the clock to their partner. Ask that student to draw a new time with an ERASABLE marker. That student tells the time, they erase it, and they continue playing as long as they like.
Making A Replica Of Turner Field Lesson Plan
Making A Replica Of The Ball Park
Implemented For Grades 4-5
By: Brandi Davenport
Title of Lesson: Make A Replica Of The Ball Park
Grade Level(s): 4-5
Class Time: Will Be Completed At Home
Concept(s):
1. Content Standard: Understanding and applying media, techniques,and processes. Achievement Standard: Studentsa. know the differences between materials, techniques, and processes b. describe how different materials, techniques, and processes cause different responsesc. use different media, techniques, and processes to communicate ideas, experiences, and storiesd. use art materials and tools in a safe and responsible manner
2. Content Standard: Using knowledge of *structures and functions.Achievement Standard: Studentsa. know the differences among visual characteristics and purposes of art in order to convey ideasb. describe how different *expressive features and *organizational principles cause different responsesc. use visual structures and functions of art to communicate ideas
3. Content Standard: Choosing and evaluating a range of subject matter,symbols and ideas. Achievement Standard: Studentsa. explore and understand prospective content for works of art b. select and use subject matter, symbols, and ideas tocommunicate meaning
5. Content Standard: Reflecting upon and *assessing the characteristics and merits of their work and the work of others.Achievement Standard: Studentsa. understand there are various purposes for creating works of visual artb. describe how people's experiences influence the development of specific artworks c. understand there are different responses to specific artworks
6. Content Standard: Making connections between visual arts and other disciplines.
Achievement Standard: Studentsa. understand and use similarities and differences between characteristics of the visual arts and other arts disciplinesb. identify connections between the visual arts and other disciplines in the curriculum
Objective(s):
The fifth grade continues the study of the development of the United States. The new curriculum incorporates the geographic, historical, economic, civic, and cultural development of the United States through modern times. Georgia history, as it pertains to the development of the United States, should be integrated throughout fifth grade studies. The Civil War and Reconstruction standards must be included in this study if they were not presented at the fourth grade level. Local districts have been given the flexibility to teach these standards in fourth or fifth grades. The content standards listed at this level were developed sequentially for a school year. The numbers located at the right of each content standard represent sequence. This arrangement addresses the developmental appropriateness with which content should be introduced and taught for effective student understanding and mastery at this level. Social Studies Skills were developed at this level that should be integrated with the content to strengthen the instructional program.
Motivation: To capture the students attention the teacher will ask the students what did they like best about the ball park.
Vocabulary: No special vocabulary needed.
Instructional Strategies: The teacher will motivate her students by telling them she wants to see who can replicate the ball park the best.
Modifications: Students with special needs will have a parent help them
Assessment: To assess the students the teacher will look at their replicas and get the students to tell her some history of the ball park and some history about baseball.
Materials/Supplies:
Trip To The Ball Park
Students may use what ever they like to create their replica of the ball park.
Resources: Students will create this project at home so they make use whatever they want to make a replica of the ball park.
Closing Statement: First the teacher will ask what was their favorite thing about the ball park. Then the teacher will review some history of baseball and some history of the ball park. Then the teacher will give the students the directions about creating their own replica of the ball park.
Implemented For Grades 4-5
By: Brandi Davenport
Title of Lesson: Make A Replica Of The Ball Park
Grade Level(s): 4-5
Class Time: Will Be Completed At Home
Concept(s):
1. Content Standard: Understanding and applying media, techniques,and processes. Achievement Standard: Studentsa. know the differences between materials, techniques, and processes b. describe how different materials, techniques, and processes cause different responsesc. use different media, techniques, and processes to communicate ideas, experiences, and storiesd. use art materials and tools in a safe and responsible manner
2. Content Standard: Using knowledge of *structures and functions.Achievement Standard: Studentsa. know the differences among visual characteristics and purposes of art in order to convey ideasb. describe how different *expressive features and *organizational principles cause different responsesc. use visual structures and functions of art to communicate ideas
3. Content Standard: Choosing and evaluating a range of subject matter,symbols and ideas. Achievement Standard: Studentsa. explore and understand prospective content for works of art b. select and use subject matter, symbols, and ideas tocommunicate meaning
5. Content Standard: Reflecting upon and *assessing the characteristics and merits of their work and the work of others.Achievement Standard: Studentsa. understand there are various purposes for creating works of visual artb. describe how people's experiences influence the development of specific artworks c. understand there are different responses to specific artworks
6. Content Standard: Making connections between visual arts and other disciplines.
Achievement Standard: Studentsa. understand and use similarities and differences between characteristics of the visual arts and other arts disciplinesb. identify connections between the visual arts and other disciplines in the curriculum
Objective(s):
The fifth grade continues the study of the development of the United States. The new curriculum incorporates the geographic, historical, economic, civic, and cultural development of the United States through modern times. Georgia history, as it pertains to the development of the United States, should be integrated throughout fifth grade studies. The Civil War and Reconstruction standards must be included in this study if they were not presented at the fourth grade level. Local districts have been given the flexibility to teach these standards in fourth or fifth grades. The content standards listed at this level were developed sequentially for a school year. The numbers located at the right of each content standard represent sequence. This arrangement addresses the developmental appropriateness with which content should be introduced and taught for effective student understanding and mastery at this level. Social Studies Skills were developed at this level that should be integrated with the content to strengthen the instructional program.
Motivation: To capture the students attention the teacher will ask the students what did they like best about the ball park.
Vocabulary: No special vocabulary needed.
Instructional Strategies: The teacher will motivate her students by telling them she wants to see who can replicate the ball park the best.
Modifications: Students with special needs will have a parent help them
Assessment: To assess the students the teacher will look at their replicas and get the students to tell her some history of the ball park and some history about baseball.
Materials/Supplies:
Trip To The Ball Park
Students may use what ever they like to create their replica of the ball park.
Resources: Students will create this project at home so they make use whatever they want to make a replica of the ball park.
Closing Statement: First the teacher will ask what was their favorite thing about the ball park. Then the teacher will review some history of baseball and some history of the ball park. Then the teacher will give the students the directions about creating their own replica of the ball park.
5 Artists I Would Use In My Classroom
5 Artists I Would Use In My Classroom
1. Vincent Van Gogh (30 March 1853 – 29 July 1890)
He was a Dutch Post-Impressionist artist. His paintings and drawings include some of the world's best known, most popular and most expensive pieces. Van Gogh spent his early life working for a firm of art dealers and after a brief spell as a teacher, became a missionary worker in a very poor mining region. He did not embark upon a career as an artist until 1880. Initially he only worked with somber colours, until an encounter in Paris with Impressionism and Neo-Impressionism, whose brighter colours and style of painting he developed into a uniquely recognizable style, which was fully developed during time spent at Arles, France. He produced more than 2,000 works, including around 900 paintings and 1100 drawings and sketches, during the last ten years of his life. Most of his best-known works were produced in the final two years of his life, during which time he cut off part of his left ear following a breakdown in his friendship with Paul Gauguin. After this he suffered recurrent bouts of mental illness, and committed suicide. The central figure in Vincent van Gogh's life was his brother Theo, who continually and selflessly provided financial support. Their lifelong friendship is documented in numerous letters they exchanged from August 1872 onwards. Van Gogh is a pioneer of what came to be known as Expressionism and had an enormous influence on 20th century art, especially on the Fauves and German Expressionists.
2. Pablo Picasso (October 25, 1881 – April 8, 1973)
He was a Spanish painter and sculptor. His full name was Pablo Diego José Francisco de Paula Juan Nepomuceno María de los Remedios Cipriano de la Santísima Trinidad Clito Ruiz y Picasso. One of the most recognized figures in 20th century art, he is best known as the co-founder, along with Georges Braque, of cubism. Pablo Picasso was born in Málaga, Spain, the first child of José Ruiz y Blasco and María Picasso y López. He was christened with the names Pablo, Diego, José, Francisco de Paula, Juan Nepomuceno, Maria de los Remedios, and Cipriano de la Santísima Trinidad. Picasso's father was Jose Ruíz, a painter whose specialty was the naturalistic depiction of birds and who for most of his life was also a professor of art at the School of Crafts and a curator of a local museum. The young Picasso showed a passion and a skill for drawing from an early age; according to his mother, his first word was "piz," a shortening of lápiz, the Spanish word for pencil. It was from his father that Picasso had his first formal academic art training, such as figure drawing and painting in oil. Although Picasso attended art schools throughout his childhood, often those where his father taught, he never finished his college-level course of study at the Academy of Arts (Academia de San Fernando) in Madrid, leaving after less than a year.
3. Jacob Lawrence (September 7, 1917 - June 9, 2000)
He was an African American painter; he was married to fellow artist Gwendolyn Knight. Lawrence is probably among the best-known twentieth century African American painters, a distinction also shared by Romare Bearden. Lawrence's Migration Series made him nationally famous when it was featured in a 1941 issue of Fortune Magazine. The series depicts the great move north of blacks in the Depression years. Born in 1917 in Atlantic City, New Jersey, Lawrence was thirteen when he moved with his mother, sister and brother to New York City, where she enrolled him in classes at an arts and crafts settlement house in Harlem. After dropping out of high school at sixteen, Lawrence worked in a laundry and a printing plant and attended classes at the Harlem Art Workshop, taught by his mentor, the African American artist Charles Alston. Lawrence married Gwendolyn Knight as a young man after receiving a job with the Works Progress Administration where he studied under such notable Harlem Renaissance artists as Charles Alston and Henry Bannarn in the Alston-Bannarn workshop. He finally settled in Seattle, Washington and became an art professor at the University of Washington where some of his works are now displayed in the Paul G. Allen Center for Computer Science & Engineering and in Meany Hall for the Performing Arts. The piece in the main lobby of Meany Hall entitled "Theatre" was commissioned for the hall in 1985. In 1998 he received Washington State's highest honor, The Washington Medal of Merit.
4. Leonardo Da Vinci (April 15, 1452 – May 2, 1519)
He was an Italian polymath: scientist, mathematician, engineer, inventor, anatomist, painter, sculptor, architect, musician, and writer. Born the illegitimate son of a notary, Messer Piero, and a peasant woman, Caterina, Leonardo had no surname in the modern sense, "da Vinci" simply meaning "of Vinci": his full birth name was "Leonardo di ser Piero da Vinci", meaning "Leonardo, son of (Mes)ser Piero from Vinci." Leonardo has often been described as the archetype of the "Renaissance man", a man whose seemingly infinite curiosity was equalled only by his powers of invention. He is widely considered to be one of the greatest painters of all time and perhaps the most diversely talented person ever to have lived.It is primarily as a painter that Leonardo was and is renowned. Two of his works, the Mona Lisa and The Last Supper occupy unique positions as the most famous, the most reproduced and most imitated portrait and religious painting of all time. Their fame is approached only by Michelangelo's Creation of Adam. Leonardo's drawing of the Vitruvian Man is also iconic.As an engineer, Leonardo conceived ideas vastly ahead of his own time, conceptually inventing a helicopter, a tank, the use of concentrated solar power, a calculator, a rudimentary theory of plate tectonics, the double hull, and many others. Relatively few of his designs were constructed or were feasible during his lifetime. Some of his smaller inventions such as an automated bobbin winder and a machine for testing the tensile strength of wire entered the world of manufacturing unheralded. He greatly advanced the state of knowledge in the fields of anatomy, civil engineering, optics, and the study of water. Of his works, perhaps 15 paintings survive, together with his notebooks, which contain drawings, scientific diagrams, and notes.
5. Claude Monet (November 14, 1840 – December 5, 1926)
He was a founder of French impressionist painting, and the most consistent and prolific practitioner of the movement's philosophy of expressing one's perceptions before nature, especially as applied to plein-air landscape painting.The term Impressionism is derived from the title of his painting Impression, Sunrise. Monet was born on November 14, 1840 on the fifth floor of 45 rue Laffitte, in the ninth arrondissement of Paris.He was the second son of Claude-Adolphe and Louise-Justine Aubrée Monet, both of them second-generation Parisians. On May 20, 1841, he was baptized in the local parish church, Notre-Dame-de-Lorette as Oscar-Claude. In 1845, his family moved to Le Havre in Normandy. His father wanted him to go into the family grocery store business, but Claude Monet wanted to become an artist. His mother was a singer. On the first of April 1851, Monet entered the Le Havre secondary school of the arts. He first became known locally for his charcoal caricatures, which he would sell for ten to twenty francs. Monet also undertook his first drawing lessons from Jacques-François Ochard, a former student of Jacques-Louis David. On the beaches of Normandy in about 1856/1857 he met fellow artist Eugène Boudin who became his mentor and taught him to use oil paints. Boudin taught Monet "en plein air" (outdoor) techniques for painting. On 28 January 1857 his mother died. He was 16 years old when he left school, and went to live with his widowed childless aunt, Marie-Jeanne Lecadre.
1. Vincent Van Gogh (30 March 1853 – 29 July 1890)
He was a Dutch Post-Impressionist artist. His paintings and drawings include some of the world's best known, most popular and most expensive pieces. Van Gogh spent his early life working for a firm of art dealers and after a brief spell as a teacher, became a missionary worker in a very poor mining region. He did not embark upon a career as an artist until 1880. Initially he only worked with somber colours, until an encounter in Paris with Impressionism and Neo-Impressionism, whose brighter colours and style of painting he developed into a uniquely recognizable style, which was fully developed during time spent at Arles, France. He produced more than 2,000 works, including around 900 paintings and 1100 drawings and sketches, during the last ten years of his life. Most of his best-known works were produced in the final two years of his life, during which time he cut off part of his left ear following a breakdown in his friendship with Paul Gauguin. After this he suffered recurrent bouts of mental illness, and committed suicide. The central figure in Vincent van Gogh's life was his brother Theo, who continually and selflessly provided financial support. Their lifelong friendship is documented in numerous letters they exchanged from August 1872 onwards. Van Gogh is a pioneer of what came to be known as Expressionism and had an enormous influence on 20th century art, especially on the Fauves and German Expressionists.
2. Pablo Picasso (October 25, 1881 – April 8, 1973)
He was a Spanish painter and sculptor. His full name was Pablo Diego José Francisco de Paula Juan Nepomuceno María de los Remedios Cipriano de la Santísima Trinidad Clito Ruiz y Picasso. One of the most recognized figures in 20th century art, he is best known as the co-founder, along with Georges Braque, of cubism. Pablo Picasso was born in Málaga, Spain, the first child of José Ruiz y Blasco and María Picasso y López. He was christened with the names Pablo, Diego, José, Francisco de Paula, Juan Nepomuceno, Maria de los Remedios, and Cipriano de la Santísima Trinidad. Picasso's father was Jose Ruíz, a painter whose specialty was the naturalistic depiction of birds and who for most of his life was also a professor of art at the School of Crafts and a curator of a local museum. The young Picasso showed a passion and a skill for drawing from an early age; according to his mother, his first word was "piz," a shortening of lápiz, the Spanish word for pencil. It was from his father that Picasso had his first formal academic art training, such as figure drawing and painting in oil. Although Picasso attended art schools throughout his childhood, often those where his father taught, he never finished his college-level course of study at the Academy of Arts (Academia de San Fernando) in Madrid, leaving after less than a year.
3. Jacob Lawrence (September 7, 1917 - June 9, 2000)
He was an African American painter; he was married to fellow artist Gwendolyn Knight. Lawrence is probably among the best-known twentieth century African American painters, a distinction also shared by Romare Bearden. Lawrence's Migration Series made him nationally famous when it was featured in a 1941 issue of Fortune Magazine. The series depicts the great move north of blacks in the Depression years. Born in 1917 in Atlantic City, New Jersey, Lawrence was thirteen when he moved with his mother, sister and brother to New York City, where she enrolled him in classes at an arts and crafts settlement house in Harlem. After dropping out of high school at sixteen, Lawrence worked in a laundry and a printing plant and attended classes at the Harlem Art Workshop, taught by his mentor, the African American artist Charles Alston. Lawrence married Gwendolyn Knight as a young man after receiving a job with the Works Progress Administration where he studied under such notable Harlem Renaissance artists as Charles Alston and Henry Bannarn in the Alston-Bannarn workshop. He finally settled in Seattle, Washington and became an art professor at the University of Washington where some of his works are now displayed in the Paul G. Allen Center for Computer Science & Engineering and in Meany Hall for the Performing Arts. The piece in the main lobby of Meany Hall entitled "Theatre" was commissioned for the hall in 1985. In 1998 he received Washington State's highest honor, The Washington Medal of Merit.
4. Leonardo Da Vinci (April 15, 1452 – May 2, 1519)
He was an Italian polymath: scientist, mathematician, engineer, inventor, anatomist, painter, sculptor, architect, musician, and writer. Born the illegitimate son of a notary, Messer Piero, and a peasant woman, Caterina, Leonardo had no surname in the modern sense, "da Vinci" simply meaning "of Vinci": his full birth name was "Leonardo di ser Piero da Vinci", meaning "Leonardo, son of (Mes)ser Piero from Vinci." Leonardo has often been described as the archetype of the "Renaissance man", a man whose seemingly infinite curiosity was equalled only by his powers of invention. He is widely considered to be one of the greatest painters of all time and perhaps the most diversely talented person ever to have lived.It is primarily as a painter that Leonardo was and is renowned. Two of his works, the Mona Lisa and The Last Supper occupy unique positions as the most famous, the most reproduced and most imitated portrait and religious painting of all time. Their fame is approached only by Michelangelo's Creation of Adam. Leonardo's drawing of the Vitruvian Man is also iconic.As an engineer, Leonardo conceived ideas vastly ahead of his own time, conceptually inventing a helicopter, a tank, the use of concentrated solar power, a calculator, a rudimentary theory of plate tectonics, the double hull, and many others. Relatively few of his designs were constructed or were feasible during his lifetime. Some of his smaller inventions such as an automated bobbin winder and a machine for testing the tensile strength of wire entered the world of manufacturing unheralded. He greatly advanced the state of knowledge in the fields of anatomy, civil engineering, optics, and the study of water. Of his works, perhaps 15 paintings survive, together with his notebooks, which contain drawings, scientific diagrams, and notes.
5. Claude Monet (November 14, 1840 – December 5, 1926)
He was a founder of French impressionist painting, and the most consistent and prolific practitioner of the movement's philosophy of expressing one's perceptions before nature, especially as applied to plein-air landscape painting.The term Impressionism is derived from the title of his painting Impression, Sunrise. Monet was born on November 14, 1840 on the fifth floor of 45 rue Laffitte, in the ninth arrondissement of Paris.He was the second son of Claude-Adolphe and Louise-Justine Aubrée Monet, both of them second-generation Parisians. On May 20, 1841, he was baptized in the local parish church, Notre-Dame-de-Lorette as Oscar-Claude. In 1845, his family moved to Le Havre in Normandy. His father wanted him to go into the family grocery store business, but Claude Monet wanted to become an artist. His mother was a singer. On the first of April 1851, Monet entered the Le Havre secondary school of the arts. He first became known locally for his charcoal caricatures, which he would sell for ten to twenty francs. Monet also undertook his first drawing lessons from Jacques-François Ochard, a former student of Jacques-Louis David. On the beaches of Normandy in about 1856/1857 he met fellow artist Eugène Boudin who became his mentor and taught him to use oil paints. Boudin taught Monet "en plein air" (outdoor) techniques for painting. On 28 January 1857 his mother died. He was 16 years old when he left school, and went to live with his widowed childless aunt, Marie-Jeanne Lecadre.
Subscribe to:
Posts (Atom)