posted Mar 8, 2010 7:35 AM by Theresa McTier
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updated Mar 8, 2010 7:36 AM
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Teacher took personal leave of absence. |
posted Mar 8, 2010 7:33 AM by Theresa McTier
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updated Mar 8, 2010 7:36 AM
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Teacher took personal leave of absence. |
posted Mar 8, 2010 7:07 AM by Theresa McTier
Today we completed our series Looking Around: Seeing Our World by doing an oral Vocabulary and Content Review. The students looked at a review on an overhead transparency and I called on different students to answer the questions presented. I was very pleased with the thoughtful responses most of the children displayed. I could tell that they had learned their lessons well.
In the review, the students matched phrases to a depicted picture, answered questions about a painting, and discussed the question: "Does everyone agree about what is beautiful? Why or why not?" Some answers were very well thought out. Those students who had not thought through their answers benefited from the students who had.
Our final review was to criticize a work of art using the Four Art Citicism Principles we have learned during the year: Describe, Analyze, Interpret, and Evaluate. The students had some very inciteful responses.
The next time we meet, we will begin a new unit: Unit 2: People and Places: Seeing Details and Actions. |
posted Feb 10, 2010 12:01 PM by Theresa McTier
Today I was feeling pretty bad (in a lot of pain) but I did not want the students to do without art, so we once again played with the dough I made two weeks ago. I sat down with them and encouraged them to try different bottle caps and other plastic found objects to make unique stamps on the clay. They enjoyed making "cookies", "swimming pools", "waffles", and telling tales about their imaginary salt dough creations. Since I was not sure how much longer the dough would last, I allowed the students to bring theirs home.
This experience allowed the students to practice sharing, use their upper body muscles, and also experiment with the effects of manipulating dough. |
posted Feb 1, 2010 7:33 AM by Theresa McTier
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updated Feb 5, 2010 1:40 PM
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Today we continued Studio Exploration for Lessons 5 & 6: MakingTextures to Touch, A Beautiful Animal. I quickly reviewed last week's lesson, again engaging the students in active discussion.
Artwork: The clay I created from the recipe below was too nice. None of the students wanted to do anything than to touch, squeeze, roll, or smell (I added cinammon) their clay. They enjoyed themselves immensely and used several found objects to make impressions in the clay, some making waffles, others stamping their clay to see the effects that the stamps (raised bottle tops) would make in the clay. Some coiled their clay; some made tubes. All in all, the students worked on their motor skills and upper body strength to mold and sculpt the clay into pleasing shapes.
Note to Parents: I experimented with several different recipes for salt dough before deciding on this particular one. This salt dough does not stick to hands, has a tiny amount of oil that keeps the hands moisturized, and is nontoxic. It lasts a long time covered in an airtight container. For parents who would like to try this at home, here is the recipe:
1 cup warm water
1 cup flour
1/4 cup salt
1 tsp cooking oil
2 tsp cream of tartar
food coloring (optional)
Combine all ingredients (adding food coloring last so you can make the dough the tint you desire) in a boiler on the stove and stir over medium heat until the dough thickens to a smooth texture. Remove from pan and knead until blended smooth. (Be careful as the dough may be hot! I used a mixer with a dough hook because I made such large quantities.) Place in a plastic bag or other airtight container when cooled. This dough will last for a long time.
P.S. I found myself playing with this dough while it was still warm. It really felt good to my stiff hands. |
posted Jan 25, 2010 3:15 PM by Theresa McTier
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updated Feb 1, 2010 7:33 AM
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Today we began in earnest Studio Exploration for Lessons 5 & 6: MakingTextures to Touch, A Beautiful Animal. As with all studio exploration lessons, I began the lesson using prepared overhead transparencies and engaging the students in active discussion. This exploration focuses on all the lessons learned in Unit 1: Looking Around, Seeing Our World, and reinforces the strand texture taught in Lessons 5 & 6.
The students were asked to write down their new vocabulary word as I actively discussed what it meant with them. I explained that we would be choosing and sketching an animal to make in clay (salt dough) in our sketchbook/journals. I asked them to think about what animal they would like to depict throughout the week and, if they would like to, bring in a picture of the animal. I told them that they could bring home their sketchbooks and sketch their animals over the week. This idea went over like a lead balloon. This is fine as not everyone considers art a fun at-home project. For those who bring in pictures or sketches, they may use them as references while they create their bas-relief sculptures using slabs of salt dough.
Slab: A thick, even slice of material such as clay, stone or wood. |
posted Jan 25, 2010 2:06 PM by Theresa McTier
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updated Jan 25, 2010 3:30 PM
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Today we were to begin Studio Exploration for Lessons 5 & 6: MakingTextures to Touch, A Beautiful Animal. This morning, I made a batch of salt dough to work with. I had planned on beginning this lesson with active discussion and then working for a short time in the salt dough but their homeroom teacher needed me to return them to class early. Since salt dough does not last long, I opted to allow them to experiment in the dough instead of having a complete formal lesson.
Artwork: I explained that our lesson would entail us creating our own dough bas-relief animals using thick slabs of dough. I demonstrated what I expected of each student then allowed them to work in the dough.
Many students flattened their dough much to thinly to be able to pinch out or impress textures into them and then be able to remove the dough off their work surfaces without damaging their artwork. This lesson was a great experiment in handling the dough. The next time we work with the dough, the students will have a better knowledge of what they need to do.
(Parents: Although their vocabulary words do not include the term bas-relief, I am introducing it to them so they will become familiar with it. A bas-relief is a sculpture in which the design projects slightly from a flat background.)
See next week for the assessment rubric which I will use to evaluate the students. |
posted Jan 11, 2010 4:51 PM by Theresa McTier
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updated Jan 13, 2010 1:11 PM
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Today we continued Lesson 6: Creating Textures, Looking at Creatures. This week I used the white board to help review our lesson. We went over the word texture and had several students give their ideas of what it meant to them as artists. Using the white board, I drew several pictures and asked them if any of the the pictures looked soft. A jagged zigzag line, a number sign and a picture resembling a cloud (or sheep's wool) were used. All the students recognized the sheep's wool picture as soft. We talked about other forms of texture, such as smooth (the white board). Then we talked about how artists create texture using lines, shapes and patterns.
Artwork: I explained that I this week we were going to explore texture further by creating different creatures. I had the students brainstorm different kinds of creatures (tiger, rabbit, alligator, shark, octopus, rhino, etc.). Afterwards, I allowed them to each choose a creature to draw. I explained as I demonstrated on the white board that they should first make an outline of their creature and then add lines, shapes, and colors in patterns inside their creature to simulate textures. Most of the students wanted to know how to create their creatures, so I drew each creature on the white board. Each student did a magnificent job looking at the creatures on the white board and drawing them on their own. They added extra details and created their own patterns within their drawings. First they used crayons and then I allowed them to outline their creatures with magic markers.
I looked at each student's work and realized that they had met their lesson objectives so I allowed them to take them home. Ms. Cuenin said that they were so good that she would display them in her room for awhile before sending them home. I agree with her. The first-graders have certainly excelled!
Please see the assessment rubric attached January 5th for this lesson. |
posted Dec 14, 2009 7:05 PM by Theresa McTier
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updated Jan 11, 2010 4:50 PM
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Today we began Lesson 6: Creating Textures, Looking at Creatures. We looked at an overhead transparency which showed two artworks of animals containing lines and shapes that created the effect of different textures. We reviewed what the word texture meant and how it is used in art. Then we talked about our new art vocabulary word pattern and I engaged the students in actively helping each other find the different patterns shown.
Artwork: This week I explained that we would be creating our own creatures, first by making outlines of our creature and then by adding lines, shapes, and colors in patterns inside our creatures to simulate textures.
The students seemed to understand the concept but when they actually made their artwork, I noted that each student had a different idea of what they should do. I let the students bring home their artwork and next week we will begin anew with me guiding them much closer.
TODAY'S ART VOCABULARY:
Pattern: A repeated line, shape or color. |
posted Dec 6, 2009 7:21 PM by Theresa McTier
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updated Dec 14, 2009 7:05 PM
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I was still sick, so I elected not to expose your children to my illness. |
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