Art Final: Frosty the Snowman

This is our creative final exam. We were told to create a winter-themed skit including song, dance, and costumes. Our group decided to create a Frosty the Snowman costume out of butcher paper. The rest of us dressed as giant snowflakes while dancing and singing the song.

Where to Buy Art Supplies

www.misterart.com/
www.rexart.com/
www.artsupplies.co.uk/
www.theartcoop.com/
www.madisonartshop.com/
www.in2art.com/
www.shoptheartstory.com/
Wal-Mart
Micheal's
Hobby Lobby

Famous Artists

Michelangelo Buonarroti was born in Italy in 1475. He is a central figure in the history of art. He was not only a painter, but also a sculptor, an architect, and a poet. During his 70 year career as an artist, Michelangelo changed his style quite often. One of his most famous works is the Sistine Chapel Ceiling where he painted a magnificent mural.

Vincent Van Gogh was born in Holland in 1853. He worked at many different places during his lifetime. These include an art gallery, a school, a bookstore, a church, and finally, he became an artist. He painted very sad paintings early in his career, but then began usign brighter colors when he saw colorful Japanese art. Most of his work was in the Postimpressionist style. One of his most famous works is a painting called The Starry Night.

Pablo Picasso was born in Malaga, Spain in 1881. He was a very unique artist who painted in many different styles including cubism, expressionism, and classical. During his life, he had two different periods. During the blue period, his paintings were mostly different blues and were very sad. During his rose period, he used different reds and pinks and his paintings were a lot happier.

Claude Monet was born in Paris in 1840. He became interested in art at a young age. Even though his parents did not want him to become an artists, Monet studied art in school and became famous for his many works. One of his most famous works is a painting of the pond behind his house called the Lily Pond.

Leonardo Da Vinic was born in 1452 in a town in Italy called Vinci. He lived during the Renaissance and became famous because of his many talents. He was a sculptor, a scientist, an inventor, an architect, a musician, and a mathematician. One of his most famous works is a painting of a woman called the Mona Lisa.

Educational Art Websites

http://www.enchantedlearning.com/Home.html
http://www.albrightknox.org/artgames/index.html
http://www.sanford-artedventures.com/
http://www.mrpicassohead.com/
http://www.zoops.com/
http://www.kinderart.com/
http://www.crayola.com/
http://www.dltk-kids.com/
http://www.princetonol.com/groups/iad/lessons/middle/for-kids.htm
http://www.kidsdomain.com/
http://www.iknowthat.com/com
http://www.eduweb.com/insideart/
http://www.apples4theteacher.com/creativearts.html
http://www.eduweb.com/pintura/
http://wildlifeart.org/Frame_Games.cfm
http://www.scugog-net.com/room108/Paint/paint1.html
http://www.vmfa.museum/online_exh.html
http://accessarts.org/ArtKids/
http://teachingtreasures.com.au/art_page_more.html
http://www.atschool.co.uk/

20 Lesson Ideas

1. Teach the life cycle of a butterfly by making a mobile.
2. Teach about George Washington by making a profile portrait.
3. Teach about line and shape by having students create their own lines and shapes.
4. Teach the solar system by having students create each planet using modeling clay.
5. Teach the life cycle of a butterfly by creating each stage using coffee filters, pipe cleaners, markers, etc.
6. Teach the planets by creating a mosaic using construction paper.
7. Teach about Ancient Greece by creating a clay pot out of construction paper.
8. Teach liquid measurement by creating “The Gallon Man.”
9. Teach fractions by creating a pizza or cake out of construction paper.
10. Teach about color blends by allowing students to experiment with primary colors.
11. Teach patterns by creating necklaces using different types of beads.
12. Teach letters of the alphabet by creating a book of things that begin with the letter.
13. Teach geography by creating a map of the state/country/world.
14. Teach about different animals and their habitats by creating dioramas.
15. Teach about ourselves (create sense of self, personality) by creating a self-portrait collage.
16. Teach about landforms by creating them using modeling clay.
17. Teach about volcanoes by creating one out of clay (erupt using vinegar and baking soda).
18. Teach history of different cultures (Indians) by creating Indian huts out of clay or paper maché.
19. Teach writing skills by creating individual books.
20. Teach about simple machines (pulley, lever, wedge, wheel and axel, inclined plane, screw) by creating their own.

10 Field Trip Ideas

1. Georgia Aquarium
Contact info: 404-581-4433
Admission per student: $10.00
Chaperon ratio: One Chaperon per every four students.
Lunch: Bring school lunch and eat in the designated area at the aquarium
Reason: (Science) Students will learn about animals of the ocean and their environment.
2. Sheriff's Office
Contact info: 770-942-2121
Admission per student: none (bus fee)
Chaperon ratio: One chaperon per every five students
Lunch: Bring school lunch and eat in the cafeteria
Reason: (Social Studies) Students will learn about community helpers such as police officers and what they do.
3. Atlanta Zoo
Contact info: 404-624-5600
Admission per student: $8.00
Chaperon ratio: One chaperon per every four students.
Lunch: Bring school lunch and eat in the park area where picnic tables are
Reason: (Science) Students will learn about a variety of animals and their environments.
4. World of Coke
Contact info: 404-676-5151
Admission per student: $8.00
Chaperon ratio: One Chaperon per every four students.
Lunch: Bring school lunch and eat it in Centennial Park right down the street
Reason: (Social Studies) Students will learn the process of making coke and taste a variety of different kinds. They will learn to compare and contrast.
5. Fernbank Science Center
Contact info: 678-874-7102
Admission per student: $3.00
Chaperon ratio: One Chaperon to every six students.
Lunch: Bring school lunch and eat in the park area by the museum
Reason: (Science) Students will see a variety of scientific wonders and experiements.
6. Fernbank Museum of Natural History
Contact info: 404-929-6300
Admission per student: $9.00
Chaperon ratio: One Chaperon for every four students.
Lunch: Bring school lunch and eat in the designated area outside of the museum
Reason: (Science) Students will learn about the natural world around them.
7. Crisson Gold Mine
Contact info: 706-864-6363
Admission per student:
Chaperon ratio: One chaperon per every four students
Lunch: Bring school lunch and eat in picnic areas
Reason: (Social Studies) Students will learn about the Gold Rush and what life was like during that time.
8. Sweetwater Park
Conact info: 770-732-5871
Admission per student: none (bus fee)
Chaperon ratio: One chaperon per every five students
Lunch: Bring school lunch and eat in picnic areas
Reason: (Science) Students wil learn about the natural world around them.
9. Fire Station
Contact info: 770-949-1212
Admission per student: none (bus fee)
Chaperon ratio: One chaperon per every five students
Lunch: Bring school lunch and eat in fire house loung area
Reason: (Social Studies) Students will learn about community helpers such as fire fighters and what they do.
10. Grocery Store
Contact info: (Kroger on Hwy 5) 770-920-1884
Admission per student: none (bus fee)
Chaperon ratio: One chaperon per every five students
Lunch: Teacher will make arrangements to eat at a nearby restaurant
Reason: (Social Studies, Math) Students will learn life skills and how to count out money to pay for grocery items.

Sweetwater Park Field Trip

By taking a field trip to Sweetwater Creek State Park, students will learn about nature. They will see different types of plants and creatures that live in the wild.

Fire Station Field Trip

By taking a field trip to the fire station, students can learn about fire safety and what the fire fighters do.

Grocery Store Field Trip

By taking the students to Kroger, they can learn life skills such as grocery shopping, adding prices, and using money to pay for their items.

Grocery Store Field Trip Lesson

Money

Grade: First

Class Time: 45 minutes

Art Concepts: Elements: line, shape, color; Principles: unity, proportion (illustrated lists)

Math Concepts: Money (dollar/coin value)

Objectives: The students will learn the value of each bill and coin.

Motivation: Ask the students to raise their hands if they have any money of their own. Discuss how they use it or what they like to spend it on.

Vocabulary: dollar, quarter, dime, nickel, penny

Instructional Strategies:
1. Discuss how money is used.
2. Review the value of each bill and coin (students have been learning this).
3. Explain to the students how to shop at a grocery store (or any other store).
4. Tell the students that they will be shopping at a pretend grocery store in the classroom and that they each have $5.00 to spend.
5. Have the students create a written and illustrated grocery list of things they would like to buy with their $5.00.
6. Have the students to come to the store in small groups. There, they will select their items and come to you (the teacher) to pay for them. Have them help you add up the total of their items and then count out the money they will need to pay for them.

Modifications: The teacher will have the student select items and he/she will help add up the total and count out the money.

Assessment: The students will be assessed on how well they are able to count out the money needed to pay for their items.

Materials: paper, pencils, crayons, pretend money, food/grocery items

Resources: none

Closing Statement: Ask the students to raise their hands and tell you how much each bill and coin is worth.

Field Trip Activity Booklets

These are my three field trip activity booklets. I created these booklets to go along with the field trips to the fire station, the grocery store, and Sweetwater Park. Each booklet contains activities for the students to do such as word finds, mazes, dot-to-dots, drawings, etc.

The Gym Sock Heroes (Puppet Parade)

These are our puppets that we created for the puppet parade. We created three puppets (Stinky, Smelly, and Sweaty) out of gym socks. We called our puppets "The Gym Sock Heroes" (inspired by the band "The Gym Class Heroes"). The puppets participate in a weight lifting competition in "The Gym Bag" weight room.

Charlotte's Web (Paper Mache)

This is our group's paper mache project. We created Wilbur (the pig) and Charlotte (the spider) out of paper mache. We used pipe cleaners to create the words in the web.

ABC Book

This is my ABC book. I used construction paper, crayons, and markers to create this book. For each page I used a letter of the alphabet to create a picture of something that begins with that letter.

Happily Ever After: A Story of True Love (Power Point)

One day a handsome prince met a beautiful princess. The prince and the princess fell in love. But the princess had to move far away.

They were very sad to be so far apart, so they visited each other as much as they could. Finally, after what seemed like forever, the princess moved home.

One day the prince told the princess that he wanted to spend the day with her in the mountains. The princess agreed that it sounded like fun. When they arrived, the prince said that he wanted to climb to the top of the mountain. Even though the princess didn't want to, she climbed...

And she climbed... and she climbed.

The princess started to complain. She was tired. She was hot. She was ready to go back down the mountain, but the prince insisted that they reach the top.

Finally, the prince and the princess reached the top of the mountain. To the princess' surprise, the prince pulled a diamon ring out of his pocket, and on the top of the mountain, go down on one knee and asked her to marry him.

The prince and the princess lived happily ever after.

Chapter 17: Curriculum: Backgroud, Planning, and Organization

1. _______ and _______ developed a list of nine characteristics to apply to curriculum.

2. True or False: Art specialists are the only people who design art curriculum.

3. There are ____ National Standards for Visual Arts. List three of them.

4. School districts often _______ and _______ published curriculum to meet their schools’ needs.

5. What problem generates from integrating art into other subject areas?

A. Art does not help teach any other subjects.
B. It is too messy to use art in other areas.
C. There is less effort to teach art as a distinct subject.
D. Art should not be taught in every school.

The High Museum of Art

The sculpture by Auguste Rodin located outside of the museum is called The Shade. It was sculpted in the year 1880 and given to the Robert W. Woodruff Arts Center, formerly known as the Atlanta Art Association, as a gift from the French Government. The sculpture was given in memory of the 122 members of the Art Association that lost their lives in a plane crash in the year 1962.

The High Museum of Art in Atlanta is a place full of amazing works of art from a variety of artists of different time periods. My favorite work would have to be The Sea from Capri painted by William Stanley Haseltine in 1875, located in the J.J. Haverty Memorial Gallery. This is a large painting of a beautiful landscape. It shows a small village on a cliff overlooking the sea. The mountains in the background are surrounded by a gorgeous sunset sky. Another work that I liked is a sculpture by Chauncey Bradley Ives, Flora. This sculpture, located on the second level of the museum (gallery not specified), is from 1852. Though I liked this piece of artwork, I would not take it home because it is of an unclothed woman. It is a beautiful statue, but I would feel uncomfortable having it in my home.
Several pieces of art were about events in history. A photograph, taken by Alfred Stieglitz in 1892, taught me what life was like in that time period. I could almost feel the desperation from the people traveling by wagon in the snow. The photograph, Winter-Fifth Avenue, is located in the Sara and O. Ray Moore Gallery. Another piece of artwork that identifies a historic moment is Il Baciccio’s Abraham’s Sacrifice of Isaac, painted in 1700. This painting, located in the Mrs. Ray Richard’s Gallery, shows Abraham looking up at an angel who is telling him to stop. He no longer has to sacrifice his son Isaac because he has passed the test. This painting brings life to a moment in history.
I think that a lot of times artists try to capture emotion in their work. They try to portray a certain emotion to the audience. Anne-Louis De Roussy Girodet-Trioson succeeded when she painted The Funeral of Atala in 1811. This painting, located in the Marilyn and Don Keough Gallery, made me feel incredibly sad. I could see the pain that Chactas was feeling as he clutched onto the deceases Atala. Another piece of artwork that had a great affect on me was Strung Out, created by Benny Andrews in 1971. This piece of art, located in the Tribute to Benny Andrews, shocked me because of its boldness. It was an abstract piece of art that looked as though it was supposed to be a bloody person with handcuffs on his wrists. I didn’t care for the goriness.
On gallery located in the museum was quite interesting. The Contemporary Gallery consisted of some good pieces of art, as well as some pieces that are questionable. I can’t seem to figure out what makes some of these paintings and sculptures so special. Some things were so simple that anyone could have done them and it wouldn’t have been considered good enough to be in a museum. However, there was one piece of contemporary art that made me think. Gerchard Richter’s Abstract Painting, painted in 1997 reminded me of my life. The entire painting is a blurry mixture of colors with a few very clear and defined spots throughout. This is how I feel about my life and the direction that I am headed. There are a few things that I am certain of, but then there are so many more things that are unclear I am unsure about.
Another gallery in the museum contained some interesting artwork. The Folk art gallery included several different types if art. These were made from common items found around the house. Unlike the rest of the museum, this gallery seemed to have a universal theme. Everything seemed to be about religion. These artists created pieces about what they know and believe. Several had written messages on them about following the Lord and needing Jesus.
Out of everything I saw at the museum, the pieces of artwork that meant the most to me was The Gates of Paradise, created by Lorenzo Ghiberti’s (gallery not specified). These pieces of art were made out of gold plates. There are three different pieces that show three different stories. These include Adam and Eve, David and Goliath, and Jacob and Esau. These meant the most to me because I have grown up reading these stories from the Bible. This artwork made these stories more real to me and gave them the importance that they deserve.

My City: Atlanta, Georgia

This is the city I created using recyclable materials such as water bottles, paper towel rolls, cardboard boxes, and construction paper. It can be used in the classroom when discussing communities and what kinds of things are in them.

Gallon Man (group lesson)

This is Gallon Man. When teaching a math lesson on liquid measurement, we used Gallon Man to show the proportions of the different units of measure (gallon, quart, pint, cup).

Marti Webb
Allison Adams

Measurement

Grade: Third Grade

Class Time: 20 to 30 minutes

Art Concepts: Elements: shape and color; Relational Concepts (students will construct gallon man from large pieces to smaller pieces)

Math Concepts: Standard units of measure, cup, pint, quart, gallon, liquid measure

Objectives: The students will learn what makes up a gallon, a pint, and a quart by constructing the “Gallon Man.”

Motivation: Show students examples of a cup, pint, quart, and gallon. Ask if students know what these items are called. Then volunteers will pour the prepared cups of water into each unit to show how each unit is related.

Vocabulary: Cup Pint Quart Gallon Measurement

Instructional Strategies:
Show students examples of cup, pint, quart, and gallon.
Have students explain what each is. Then the teacher will explain.
The student volunteers will demonstrate how many of each unit makes up another unit.
Show students an example of the “Gallon Man.” Explain how he is put together.
Pass out materials to the students.
Monitor the room and help as needed.

Modifications: If modifications are needed we would provide a “Gallon Man” already put together so all that child would have to do is color it.

Assessment: Assess the completed “Gallon Man.” Display in hallway for others to see.

Materials:
Cup, Pint, Quart, Gallon
Water
“Gallon Man” Template
Glue
Crayons
Scissors

Resources: http://tinyurl.com/yucngx

Closing Statement: So today we learned about different ways we can measure and how different units relate to each other.

Color Connections (art game)

This is my art game. At a player's turn, he or she flips over two cards. The player must name the relationship of the two colors (if any). The choices include primary colors, secondary colors, intermediate colors, complimentary colors, hot colors and cool colors. If the player is correct in naming the relationship, he or she may keep the cards as a match. If the player is incorrect or there is no relationship, he or she must turn the cards back over for the next player's turn.

Storyboard

This is my storyboard. I used crayons to create a story about a caterpillar building a cocoon and then turning into a beautiful butterfly. The pictures tell the story.

Diorama

This is my diorama. I created this scene of a park in a shoe box using construction paper, cotton balls, and oil pastels. This scene shows trash all over the ground with a trash can only a few feet away. Littering is a major issue in the world today.

Clay Flower

This is one of my clay creations. I used red, green, yellow, and blue modeling clay. I used the green and the red together to compliment one another.

Fraction Pizza (math)

This is my art math project. I created a pizza out of construction paper and cut it into eight slices. Each piece has the fraction 1/8 written on the back of it.

Our Solar System (science)

This is my art science project (and clay creation). I used modeling clay to create the sun and the nine planets in the solar system.

My World

This is my world. I used markers and crayons to create everying in my world, which are things that are most important to me. The things that are least important to me are outside my world.

Mixed Media Landscape

This is my mixed media landscape. I used watercolor paint for the river and the sky. I used oil pastels for everything else.

Necklace

This is the necklace I created using plastic and paper beads. I used blue and orange beads to compliment one another.

Self Portrait Collage

This is my self portrait collage. I used pictures and objects to tell about myself. I wrote a poem describing my life.