Chapter 5 Review of Rethinking Curriculum in Art

Chapter 5 of Rethinking Curriculum in Art is about helping students learn. The introduction of the chapter is a story of a teacher discussing disasters with her class to introduce a project. Teachers should always discuss with their class about a topic before doing a project that relates to that topic. Discussing topics with students is what helps them make the connection of the project they are doing and the real life experience. Chapter 5 focuses on instruction. Even the best lesson plans can fall flat if the students are not ready for them which is why you need to know what level your class is at. One of the most important parts of the lesson is introducing it, because it is what engages the students. The number one question to consider while giving a lesson is "what does that mean." This is important to remember while teaching because it is part of the dynamic process in which students learn. Students contract knowledge rather than receive knowledge, which is important to remember when planning a lesson.

Short classroom exercises

60 Seconds: The sixty second exercise was the students viewing a picture for a full minute without talking, walking, or chewing; just staring at this painting. After the minute of starring at the picture, the students were asked to draw what they saw. This was a challenge because you only had a minute to draw it, so you do not fill in the blanks of the painting you do not remember.

The Curator:  The curator was a fun and simple exercise. There were 30-40 post cards on the table, students were then asked to create a collage of three post cards that would belong together on a wall. Once the students were done creating their collage, the teacher discussed possible careers that were similar to the exercise. This was a laid back and easy activity.

Frozen Moment: Frozen moment was the most unique activity we did during the class period. Each table was put into a group and received a painting. The students had a few minutes to replicate the painting. After the time allowed to discuss and rehearse the students went to the front of the classroom and created the scene in the painting and then froze. The class then guessed which painting the group was attempting to mock. This was a very interactive exercise and would be great for elementary school aged kids. 

Freeze and Draw: Freeze and draw was a creative exercise. The teacher wrote a list of 8 things that needed to be incorporated into the students drawings, and that is the only instruction she gave the class. The students had a few minutes to draw a quick picture including everything in the list on the board. Once those few minutes were up the teacher discussed how the students choose to draw. Meaning, some students simply went down the list drawing a hand, and then a smiley face, where other students created a story using the list. The way students choose to draw the list shows a lot about how their minds work. 

Kente Cloth

Lesson Plan:

Instructional Objectives:

• Students can paint and apply lines in an even stroke to create a tempera painting.
• Students can identify and create repeating patters

Elements of Art:

Color and shape.

Principles of Design:

Pattern and balance.

Materials and equipment:

• Tempra paint
• 6x18 paper
• Round or flat tip medium sized paint brush
• Pencils
• Erasers

Vocabulary:

Textile, fabric, weaving, cloth, and loom.

Art production:

1. Talk to students about African weaving.
2. Show students steps to draw art; create two shapes with five lines. Repeat four times.
3. Allow students to draw, offer help as needed.
4. Instruct students to get their materials from the counter; paint, paintbrushes, and water cups.
5. Show students how to outline their drawing in black paint.
6. Let students try, walk around room to help.
7. Show students how to color in their paintings.
8. Students paint, offer help.
9. Clean up-wash paint brushes, desk, and hands.
10. Put paintings on dry rack.
11. Discuss the assignment and what the students learned from it. 

RUBRIC 

 

Chapter four of Rethinking Curriculum in Art

In chapter four we learn how to best develop students understanding of art. Students fail to rememeber details of learning which is why educators should focus on the big picture. According to Manual Barkan art criticism, art history, and art making should be at the core of art curriculum. Unlike other school subjects, art varies from school to school and is not constant. To study art by a case-by-case basis students require an art frame work to make the connections with art. The key to understanding art is to focus on the big picture and the main idea of the art. Students should know that art criticism is about interrupting the art work.  To make students more aware of art criticism you can talk about life events and memorials. An example for students to understand art criticism is the Holocaust museum. Chapter four ends with the importance of art history to making connections of art work.

Chapter 3 of Rethinking Curriculum in Art

Chapter three is about unit foundations. Curriculum foundation is made up by philosophical and conceptual commitments. Chapter three also discuses the importance of context when teaching, and gives many examples from the TETAC project. I learned that talking to the students about family, friends, and community will create a better connection for art topics. Providing connection for the students is a helpful learning tool. The book discusses a fourth grade class making a quilt for an opera  about identity at their school and compares it to a high school studying works of art by the same artist, also about identity. Both elementary and high school students were able to make the same connection, but by different assignments. In 1960 there was a curriculum reform movement by Jerome Bruner to strengthen schooling through a focus of discipline. Bethany Rogers argued that students and schools lacked focus of discipline. Chapter three ends with a reflection of the identity example and making a connection for students.

Rethinking Curriculum in Art Reflection of chapters 1-2

Chapter one of Rethinking Curriculum in Art is a very short chapter. Chapter one discusses why you should read this book. After telling the reader many reasons to read this book from learning the national standards for art education to learning new ideas for assessment the chapter goes on to say who should read this book. The main audience for this book is teachers or soon-to-be-teachers. Chapter one ends with a brief explanation of how this book is organized. Chapter two is more in depth with actually teaching. Chapter two starts off with the history of art. Chapter two discusses the shifting of art in the classroom. The shift of approaches to art began the start of the art form. In chapter two we also learn about the states standards for art and how to grade it. The chapter closes with how to teach students art and how to make the connection of every day life to art class.

Family portrait rubric

Art Rubric

Content: 1-5

Main shapes of images.

Creativity: 1-5

Goes beyond the required assignment. 

i.e.: Adds sparkles to a scenery picture. Sparkles are not required for the painting, but the student thinks to add them on their own, showing their creativity. 

Craftsmanship: 1-5

Clean cuts, no excess glue.

Completion: 1-5

The assignment is completed in one class period.

Family Portrait Contours

Art Lesson Plan

Instructional Objectives: 

• Students will demonstrate appropriate use of scissors and glue.
• Students incorporate images, subjects, and symbols into art work.

Elements of Art: 
Shape, space, and value.

Principles of Design:
Balance and contrast.

Materials and Equipment:
Scissors, 8x11 construction paper, pencils, white glue, loose leaf paper, sharpies.

Vocabulary:
Contour, blind contour, portrait, and composition.

Art production:

1. Discuss family portraits with students
2. Tell students they will be making a family portrait today
3. Show an example of a portrait
4. Show students how to draw and contour a portrait
5. Students will draw portraits as I walk around to help
6. Cut the portraits out
7. Allow students to cut, walk around to help
8. Show students how to glue the portraits
9. Let students glue, walk around to help
10. Art gallery
11. Clean/pack up

Resources:
Show pictures of family portraits online, my example

Aesthetic questions:

• "Do you take family portraits every year?"
• "Do other cultures take family portraits?"

Analysis:
Create a gallery walk. Ask which portrait is their favorite and why.

Evaluation criteria:
Rubric

Group Art

Today in my art education class we were instructed to take a little slip of paper and create what we saw on the paper. Every student had to create the lines using just their pencils and then color in the picture. Once everyone was done with their drawings we had to number our pictures and create a grid as a class. The end result was very cool! As we attempted to line up all 24 drawings the class came together and helped each other and we were all working together as a team, which is what makes a good teacher! This assignment was a lot of fun because it showed our class that teachers are not only leaders but also a team. However, our drawing turned out awesome but it did not look like the drawing we were attempting to create. The famous drawing was made by Robert Delaunay and is titled Franais Rythme, Jole de vivre. This piece is important to history because it is made by a famous artist and it is abstract and unique.

African Mask

Art Lesson Plan

Title: Symmetrical African mask
Grade level: 5-6
Suggested Time: 1 1/2-2 class periods
Unit: African culture
Medium: Paper cutting

Instructional Objectives:

• Students will demonstrate appropriate use of scissors and glue. 
• Students will produce art work that communicates through elements and key principals. 

Elements of art:
Shape, space, and color.

Principles of design:
Balance and contrast

Materials:
Scissors, 8x11 construction paper, 4x11 construction paper, pencils, white school glue.

Vocabulary:
symmetrical, mask, ceremony.

Art Production. 
 1. Show students a real African mask.
2. Tell students they will be making a mask.
3. Show images of African mask.
4. Show students how to draw an African mask.
5. Look over shoulders, check for understanding
6. Demonstrate how to cut the mask.
7. Watch students cut mask, check for understanding
8. Demonstrate how to glue mask together. 'flip and glue'
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the mask.
11. Close with compliments to students, introduce next weeks art lesson.

Art History/Resources:
Book on tables, posters, and computer.

Aesthetic Questions:

• "Are masks art? 
• "Why do we dress up on Halloween?"

Art Criticism"

Create a gallery walk. Ask what was the students favorite part of the project and why.

Evaluation Criteria:

Rubric.