Week 1- Focus ELA
Monday- Figures of Speech
Pre-teach: Classroom teachers will review similes, metaphors, idioms, adages, and proverbs and what/why we have them in our language.
Art Lesson: Art teacher will come to the classroom and introduce the concept of art as enrichment for other subject matters (English, math, science, social studies, etc.). Show visual examples of art in the "real" world to show students the crossover (billboards, medical illustrations, graphs, architecture, etc.). Art teacher then describes assignment (Option A or Option B) and requirements for the project.
Activity Option A: As a group, students will create examples of similes and metaphors using a worksheet with fill-in-the-blank prompts (or a blank piece of notebook paper). Examples: Similes- A friend is like________; When I am tired, I am as________; Metaphors- A friend is________; Feeling tired is________.
They will then create images to illustrate one of the similes or metaphors (or come up with another on their own). If they finish early they can draw a simile or metaphor out of a hat and try to illustrate it!
Activity Option B: Students choose from a list of idioms and will draw both meanings of the phrase. Examples: You're the apple of my eye; It cost an arm and a leg; I am all ears.
Leave time at the end of class to discuss the illustrations. Have students guess what simile, metaphor or idiom is being illustrated or if it is written on the artwork have them tell you what type of figure of speech it is and why.
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| Teacher Example |
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Tuesday and Wednesday- Opinion Pieces
Pre-teach: Classroom teacher will talk about
what an opinion piece is and how we compose it. (Example: Why dogs are better
than cats or vice versa. Make a pros and cons list).
Art Lesson: Art teacher will come into the
classroom and introduce the focus for the day (two-day project). Why are some
art materials better for some projects than others? Show examples of art made
with various materials and discuss why those materials were the best choice
(pen/pencil= small details, oil paints= thick texture, watercolors/pastels=
soft texture, sculpture materials= good for 3D). Art teacher will then explain
the activity: Students will be given an art challenge and they will need to
test art materials and then give their opinion as to which art material works
best to complete the challenge and why.
Activity: Students will select
an art challenge out of the “mystery bag” (make a landscape, make your favorite
food, make a portrait, make a model of your favorite toy, make your favorite
vacation spot, etc.) and a choice of three different materials to use for their
challenge (collage materials, oil pastels, paint, pencils, Popsicle sticks,
etc.). Before creating their artwork, they must choose three materials to test.
After completing the challenge, they will write an opinion piece (a paragraph)
about why they chose the material they did. It might be easier to create a pros
and cons list first before writing. Leave about 30 minutes to write the opinion
pieces and some extra time at the end of class to allow a few students to share
their pieces and tell the class why they chose those materials.
If finished
early, students may take on another challenge!
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Student Example: Your favorite vacation spot
Thermopolis Hot Springs, WY. |
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Student Example: Favorite toy
Toy Helicopter |
Thursday*- Kites
*This project ideally takes a day and a half.
If the classroom teacher is willing to let the students finish their kites on
Monday morning during week 2 and fly them that should be enough time, otherwise
finish them during art on Monday of week 2.
Pre-teach: Classroom teacher will read the
story about how kites were invented from the book “Toys! Amazing Stories Behind
Some Great Inventions” by Don Wulffson (pp. 124-129). If desired the classroom
teacher can show a video about how to make kites to give students a basic idea.
Art Lesson: Art teacher will introduce the
lesson for the day and provide desired learning outcomes. Just like the last
project (opinion piece) some materials are going to work better than others and
some students will prefer some materials over others. Students need to problem
solve and decide what materials are going to work best for their design and
allow their kite to be light yet strong and fly. Show Kite PowerPoint and discuss kites with students
(What makes a kite fly?).
Activity: Students will begin
to construct their own kites using a variety of materials. If time allows,
students will go outside to test out their kite’s ability to fly!
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| Student Example |
Week 2- Focus Math
Monday and ½ of Tuesday*- Classify 2-D Shapes
*Some students may need to finish coloring
and painting during the beginning of class on Tuesday.
Pre-teach: Classroom teachers review vocabulary words that students will be working
with during the exercise (parallel lines, perpendicular lines, acute angle,
obtuse angle, right angle, etc.). Students should practice drawing examples of
each before art.
Art Lesson: Art teacher comes to the classroom and begins to
discuss the topic of the lesson. To use math vocabulary to create a unique
piece of abstract geometric shape art. Art teacher reviews vocab (abstract art,
geometric/organic shapes, warm colors, cool colors) and explains the
expectations for the project. Show Abstract art PowerPoint that highlights “shape”
art.
Activity:
The first part of the assignment is done together as a whole class. The art
teacher will give a direction to draw something somewhere on the paper.
Series of
steps:
1. Draw a set of parallel lines anywhere on your paper
2. Draw an obtuse angle on the right side of the paper
3. Draw a square on top of your parallel lines
4. Draw an acute angle anywhere on your paper
5. Draw a triangle
6. Draw a right angle
…
Once the steps are finished students take a
second to look at everyone’s work and notice how even though the directions
were all the same we still make unique choices/differences. Students will then
work independently to add more shapes and lines to their paper and outline
everything in Sharpie to create a single piece of art (remind them to fill the
page and overlap shapes and lines). When students finish drawing and outlining
they will choose either a warm or cool color scheme and color in some or all of
their shapes with Crayons (push fairly hard) and then paint a layer of
watercolors on top to see how wax resist works.
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Tuesday- Line of Symmetry for 2D Shapes
Pre-teach: Classroom teachers will talk about symmetry and line of symmetry with the students. Review how line of symmetry can be identified and then practice with a worksheet or online program (there are some really fun online programs and games).
Art Lesson: Some students will need to finish their abstract shape art from Monday after instruction time. Art teacher comes to the classroom and begins to discuss the topic of the lesson- comprehending line of symmetry. Show Art Symmetry PowerPoint or demonstrate using the Doc Cam (if available). Cover vocab during this classroom discussion (symmetry, line of symmetry, radial symmetry) and have students come up and demonstrate under the Doc Cam or on the board. Demonstrate how to fold the paper (they have to work on the side with the fold) and explain the two options for the project (Option A or Option B).
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| Teacher Example: Shape Symmetry |
Activity Option A: Shape Symmetry
1. Fold paper in half
2. Draw geometric or organic shapes coming out from the fold (line of symmetry). Add details to make the piece more interesting.
3. Have students try cutting out shapes inside of their shapes by pinching the paper while it is still folded.
4. Glue down onto black paper
Activity Option B: Name Symmetry
1. Fold paper in half
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| Teacher Example: Name Symmetry |
2. Using bubble letters students will write their name along the fold (the letters must touch the neighboring letter AND the fold for this to work) *double check the work before letting students cut- many of the students forgot to make their letters touch the fold)
3. Have students color in the areas that need to be cut out (this will help them visualize it and reduce mistakes when cutting.)
4. Glue down onto black paper
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| Teacher Example: Name Symmetry |
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| Student Example: Name Symmetry |
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| Student Example: Shape Symmetry |
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| Student Example: Shape Symmetry |
Wednesday- Negative/Positive Space and Symmetry
Pre-teach: Classroom teacher review
vocabulary (symmetry, line of symmetry) what it is and why we use it.
Art Lesson: Art teacher comes to the
classroom and begins to discuss the topic of our lesson. To use positive and
negative shapes to help understand symmetry. Discuss new vocabulary
(positive/negative space) and review old vocabulary (organic/geometric shapes,
abstract art). Introduce students to the Japanese artwork called Nōtan art and
how it uses positive/negative space and symmetry. Show Nōtan Art PowerPoint and
have students point out the positive/negative space and the symmetry and see if
they can figure out how they artist created the piece. Explain the project
expectations and steps and let students begin.
Activity:
“Exploding Boxes”
1. Start with a paper square (6”x6”) in the middle of their large
background paper (12”x12”).
2. Draw geometric and organic shapes on each side of the small square
(shapes have to start and end on the same side of the square!!)
3. Cut out the shapes on each side of the small square (do NOT lose
the shapes!!
4. Put the “puzzle" back together and then flip the cut out
shapes out of the box to create a symmetrical shape in the negative space.
5. Glue down all the pieces making sure they line up with the box so
the line of symmetry is neat and clean.
* I let students choose black and white (traditional) or a set of
complimentary colors so there would be nice contrast with the symmetrical
shapes (review the word contrast if needed).
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Thursday- Numbers in Art
Pre-teach: Classroom teacher shows
students Charles Demuth’s “The Gold Figure 5” and talks about numbers in art
and how math is used in many many areas of life. Have students practice math
equations that add up to the golden number “5” as seen in the art piece. Review
the order of operations (PEMDAS). *There are some fun math review games with
multiplication and division online for students to practice.
Art Lesson: Art teacher comes to the
classroom and begins to discuss the topic of our lesson. To use numbers,
multiplication and division facts in creating an art piece inspired by Charles
Demuth’s “The Gold Figure “5.” Discuss how math is used in art and how you can
make artwork using math (show examples of numbers in art). Cover vocab (visual
texture and repetition). Art teacher presents project expectations and student
begin.
Activity:
1. Pick favorite number (2-digit number) and glue it in the middle of
the paper
2. Draw lines from the middle number to the outer edge to create
different sections (at least 4)
3. Fill in each section with a different equation (push for
multiplication and division) that results in their middle number (magic/golden
number)
4. Using repetition (writing equation over and over) create a visual
texture (straight lines, wavy lines, diagonals, big or small)
5. Paint each section a different color (*I had students choose a color scheme- warm/cool colors or
complimentary colors).
*Use Sharpies to write the equations so the watercolor paint doesn’t
smudge it. Crayons can be used to outline stuff so students can do wax resist. Salt
is a fun item to bring- show students how to sprinkle it on the wet paint and
how it creates a visual texture after it dries and is brushed off.
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Week
3- Focus ELA
Monday- Finish
Numbers in Art (Day 2) OR Claymation: Begin Narratives and Storyboards (Day 1)
Pre-teach: Classroom teacher will review
the parts of a narrative (characters, setting, plot, climax/conflict,
resolution). Have students begin to map out and write a narrative in groups of
2 or 3 (encourage narratives with action so they will be easier to visually recreate).
The narratives do not need to be complex- they can be simple so they are easier
to use for the art project.
Art Lesson: Art teacher comes to the
classroom and begins to discuss the topic of our next project (2-week project).
Creating a Claymation stop-motion video. Show the Stop-Motion PowerPoint and
some examples of Claymation stop-motion videos (Wallace and Gromit, Chicken
Run, Nightmare Before Christmas). The following link is a fun example: https://www.youtube.com/watch?v=YXM3wrIhcwY Introduce the
first step of the project: turning a narrative into a visual storyboard for a
movie. Students will work in the same groups of 2 or 3 to create a storyboard
of their narrative that they began in class earlier. Discuss and show examples
of storyboards made for movies and cartoons. Explain project expectations and
students begin working.
Activity: Fold white paper
multiple times to create rows and columns. In each box (like a cartoon)
students will draw the important parts of their narrative in the order that
they happen. Students can write in details like (guy walking, mouth moving,
etc.) to remind them when they start taking pictures and filming. The
storyboards do not need color- they are rough sketches of what will happen in
the video.
Tuesday- Claymation:
Narratives and Storyboards (Day 2)
Pre-teach: Classroom teacher will review
the parts of a narrative (characters, setting, plot, climax/conflict,
resolution). Have students continue to write their narratives, add to their
characters or plot and finish the resolution. If there is extra time, students
can continue to work on their storyboards for art class.
Art Lesson: Art teacher comes to the
classroom and reviews the topic of our lesson. Turning a narrative into a
visual storyboard for a movie. Show them the same storyboard examples from the
previous class period (or make your own to show them) and remind them that it
does not need to be detailed.
Activity: Continue working on
storyboards. If students have extra time they can add a little color to help
remind them what color clay they want to use.
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| Student Example |
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Wednesday-
Claymation: Narratives and Backgrounds (Day 3)
Pre-teach: Classroom teacher will review
the vocab term “setting” and why a setting is so important in a narrative.
Brain storm some examples of settings in books and movies. Have students
completely finish their written narratives and write down where the story takes
place (if there are multiple locations make a list). If there is extra time
students can add to their storyboards for art class including color if they
desire. The storyboards should now be finished and ready to use when they
direct their videos.
Art Lesson: Art teacher comes to the
classroom and begins to discuss the topic of the lesson. Creating background
scenes to use in the stop-motion videos. Demonstrate how to create a background
by folding a large piece of paper in half to create the ground and a wall or
backdrop that can be colored and decorated with their desired background
(house, mountains, castle, etc.). They can also use two separate pieces of
paper if they want a larger area/background. Encourage students to fill in all
the white space so they have a nice full background to use in their videos.
Activity: Students should look
at their finished narratives and storyboards and make a list of all of the
background scenes they need to draw. The group will divide up the backgrounds
and each student should work on or help with a background scene. Draw with
pencil first and then color in all the white spaces (markers, crayons,
pastels).
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| Student Example |
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Thursday-
Claymation: Backgrounds and Clay Characters (Day 4)
Pre-teach: Classroom teacher will review
the vocab term “setting” and why a setting is so important in a narrative. Have
groups share their narratives setting to the rest of the class. Find some
examples of short stories that can be read to the class and see if they can
identify all the parts of a narrative in the story. Students may continue to
work on their backgrounds for art if there is extra time.
Art Lesson: Art teacher comes to the
classroom and reviews the topic of the lesson and introduces the next step.
Creating background scenes to use in the stop-motion videos and building clay
characters. Review how to create a background and remind students to fill in
all the white space so they have a nice full background to use in their videos.
Demonstrate how to work with the wax clay (soften it in your hands, ball it up,
roll it out, shape it, add to it, etc.). It is important to work from one piece
of clay so the clay characters are nice and strong and can be bent and moved
during filming. Accessories (eyes, hair, mouth, clothes, etc.) can be added
onto the figure later. The link below is a great video to show students: https://www.youtube.com/watch?v=S0LoYOuC51M
Activity: Students should look
at their finished storyboards and narrative and make a list of all the
characters they need to build out of clay. Students need to cover their work
area before grabbing clay and then they may build and sculpt the rest of class.
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Week
4- Focus ELA (Claymation stop-motion narratives)
Monday-Wednesday- Claymation: Clay Characters and Filming (Day 5)
Pre-teach: No pre-teaching required :)
Art Lesson: Art teacher comes to the
classroom and begins to discuss the topic of our lesson. Finishing clay characters
and filming a stop-motion video using iMotion HD (free app) on iPads.
Demonstrate (with clay or your own body) the animation process and how to make
small movements and then take a picture and repeat the process over and over
until the movement is complete (waving, walking, turning your head, etc.). The
link below is a great video to show students: https://www.youtube.com/watch?v=PHTQr0kfA98
Activity: Cover work areas if
students are still building with clay. Students need to find a work area with
their group when filming. Starting from the beginning of the groups narrative
and storyboard, students will set up the background scene and the characters
needed. Take a picture of the scene after each small movement is made with the
clay characters. Following their storyboard, students will repeat the process
until they have finished filming their entire narrative. At the end have
students email their finished videos to summerschoolart123@gmail.com (or whichever
email you choose).
*If there is extra time students can work on
a new animation video using their same sets and characters.
Teacher Example
Stop-Motion Videos (Student Examples)
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| Student Example (Picture) |
Thursday-
Claymation: Movie Day!!! (Day 6)
Pre-teach: No pre-teaching required :)
Art Lesson: Art teacher comes to the
classroom and discusses the plan for the day. Sharing and watching each groups
Claymation stop-motion video. Remind students to be respectful to their
classmates while watching the videos and keep their voices off (just like a
movie theatre).
Activity: Eat popcorn, relax,
and enjoy the stop-motion videos created by fellow classmates!!
