Grade-by-Grade Guide (Education at the Getty)
Make sure that meeting your new class is effortless, memorable and fun feel comfortable in their new environment are essential in the first week of term. and secondary students, as well as these fun icebreaker activities. Art history worksheets help kids learn about the past and present of visual art. Use these art history worksheets with your young artist. What artist's work can you refer to and expect students to know what you are talking about? Please note the sequence of these activities it supplies our need for new ideas in time to meet our deadlines. To quote a kindergarten child, "You can't never know how to do it before you ever did it before.
It even allows us to imagine what others think of us and how our actions might effect others. It allows us to think of alternative ways to act. Art, creative writing, story telling, pretend play, drama, songs, etc.
We need to increase the number of ways we teach the development of new ideas for art work. Here are a few ways used by art teachers and artists to help decide on content for an art project.
We can encourage our students to practice these methods. Students select the best content and ideas from past sketches Students make a series of new sketches dealing with the self or with another interesting subject.
Students develop long lists of attributes about themselves - then share the lists with peers and add to it, sort it, etc. Students list their daily activities, their weekend routines, their summer activities, their family celebrations and events, their heroes, their fears, etc.
Students list the best and worst attributes of their neighborhoods, the environment, and societal institutions and issues. Students list the best and worst attributes of a product they are designing, the uses and functions of the product, the users of the product, the materials used to make the product, and the processes used to fabricate the product.
Children enjoy role playing, stories, poems, and so on. These activities can be used to foster richness of imagery in their work. When teachers use stories or poetry from books they should not show the illustrations unless they want to ruin the art lesson for students. Illustrations may be shared after the children have done their creative work Teach idea development by providing more time and more preliminary events to focus on the problem before the time to decide on an idea.
Assign homework such as sketches that focus on finding topics and ideas for an upcoming lesson. Artists frequently are involved in many projects at once. Consider starting several assignments and encouraging students to expect their subconscious minds to come up with ideas over time.
Common Core Worksheets | 1st Grade Language Arts CCSS
Require journal entrees to keep from forgetting ideas before they are needed. Top of Page 5b. Good design generally seeks unity, harmony, and good integration of diverse visual effects. On the other hand, it needs strong interest, emphasis, repetition, variation, motion, emotion, and expressive content. Consider special motivational activities to enrich their frame of reference for creative media work projects.
These might be sensory exercises to make them more aware of texture, tone, hue, size, depth, intensity or some other visual quality being learned. Preliminary sketching and planning on separate paper are an excellent way for students to prepare for the main project. For many lessons it is appropriate to require some preliminary planning.
It is also a chance to help them learn about quality by helping them learn ways to discern their best ideas and the best ways to arrange their compositions. This may seem difficult to do without showing examples of artists' work. However, there are many examples of individual style in other areas of our students' lives that they already understand.
They know about style in music, in clothing, in dining, in hair, in handwriting, in cars, and so on. All these areas have are large categories as well as individual variations. We do not develop a personal style though copy work or even by mimicking somebody else's style.
Most mature artists fall into one of four large categories, but also have a very individual recognizable style within the larger category. Most art styles fall under realism naturalismexpressionism, formalism including minimalismor surrealism fantastic. Students often experiment with several styles. Ideally, we want students who can experimentally develop original styles rather than students that mimic or copy established styles. Since it may take years and many works before an artist can be expected to have a mature distinctive style, students are encouraged to experiment with style, looking for effective ways to achieve results.
In the following experiments, every student is likely to see individual style emerge. Preliminary experiments directed to style might include: Listening to short sections of several very different styles of music. Students can do 30 second mark making sessions in response to contrasting music sounds and rhythms. Using a dark marker, each student signs their name across the paper.
Filling textures into pre drawn boxes. Do not allow images or subjects. Have the textures represent noises that can not be identified so that each student will have to listen to the texture of the noise. Periodically, during these experiments, the teacher points out that every person is finding a unique way of doing this. Every person eventually, with lots of experimentation and practice, develops their own "aesthetic stance" and their own "signature style".
Great artists are not great because they learned how to copy or mimic another style. Great artists are great because of what they contribute. When I look at this part pointing to the top of the handle, I notice that the top here is more round, when I look at this part down here I notice that it is almost like a straight line.
I also like to look at how big the different parts are, and compare the size of the handle and the spout, or the size of the handle and the belly of the pot. I like to imagine each line before I draw it. I do talk about drawing experiences. I know that children fail to learn because the are afraid to fail.
Therefore, I talked about all the mistakes I make when I draw something. I said, "Usually, I draw a line, but after I draw it, I can notice that it should have been a little different shape or a little different size, but I don't erase right away. I just leave it and I try another line. When I am finished, I might go back and erase some mistakes. My mistakes are good because I learn to see better from them - they are my practice lines.
Whenever we try a new thing we expect to make some mistakes, but with practice we get better at it. In this one drawing of the teapot she moved from the "schematic" stage of geometric simplification to the "dawning realism" stage in her drawing.
She now has a basic foundation for learning to observe. She can now draw anything she wants to with similar observation and practice. With enough of this kind of instruction and practice in the first grade, she can be spared the crisis of confidence that many third grade children experience. The problem with many drawing instruction books is that they prescribe shortcuts and formulas that give success without any actual observation. Without developing much ability, they replace the motivation to actually learn.
Observation practice and many more links on teaching drawing can be found here. Teachers who teach drawing by drawing for the children are not directing their minds to right learning task. The task is not to replicate a drawing. If the learning task is to imagine and create a drawing by observing the real world, the child learns to draw anything - not only the specific thing being taught. Top of Page 6. Be sure instructions are understood, and they feel comfortable about your expectations.
Empower them to create. Define limits to encourage problem solving, but allow individual ownership of ideas and work. Explain the main points that you plan to evaluate. This link has a rubric for grading artwork. Some teachers make a poster with their assessment points. Some use a handout. Be especially sensitive to questions as they first start to work. If there are more than one or two questions, stop and clarify things for the whole class. If there are slow starters, make sure they understand, but allow time to think, to experiment, to plan, and time to look at more than one option.
Art teachers sense when a class is getting off track.
Students begin to discuss their social lives and other topics that have nothing to do with the problem at hand. A series of focused but open questions can bring the students back on task. Good open questions bring richness and content into their work. What is the part of the dog that is the darkest? How much larger does the dog's body seem than the dog's head? Open questions those with many possible answers stimulate the imagination.
If they are working directly from observation of the subject the dog is in the roomthey will be encouraged to make better observations if the teacher goes over to the dog and asks about specific aspects of the subject.
Ask, "How does height and length compare? Focused but open questions generally result in much richer student work. They surprise themselves with how well they can do if they have actually made careful observations.
This works with an individual or with the whole group. If several students are floundering at once, it may be more efficient to call the whole class to attention and take time to refocus. What questions might have been asked related to the tennis picture shown at the top of this page? Top of Page 7a. You should encourage them to develop more complex products. I wonder what you could do to make this other part as interesting.
Here's some empty space. What could happen in this area that adds interest? Eventually, the student's habits will improve if the teacher is insistent and consistent. Stay positive, but keep asking questions. I notice that many students begin to imitate this and they begin to ask themselves similar questions as they work.
They learn how to learn. Their greatest need is thinking practice. I do not want to take this away from them by providing answers. I try to use focused questions. Eventually they learn to anticipate the type of questions needed to produce better art, and they will need less hand holding. Good teaching empowers them by helping them learn the kind of questions artists use to improve their own work.
When I am asked for a suggestion, I first ask what the student has been thinking about. Often the student already has an idea or two, but was not confident to try it. The children find their desks by matching the piece they are holding with the rest of the puzzle on a desk.
You might find it easier to write a number on the back of each piece; the numbers will help you locate the correct matching apple if a child is having difficulty finding his or her spot.
This activity has the children sitting in desks randomly and not with friends. We pose seven questions students can answer about themselves: What are three things you are good at?
What do you like most about your family? What do your friends like about you? What do you think you can do better than almost anyone else your age? What do you dream about doing one day? What is something you have already done that makes you feel really good?
What is one thing you are planning to change about yourself so you will be even better? Each student writes his or her name at the top of the paper and answers four of the seven questions, one answer per section, on the banner.
Students can write their answers or use a combination of art and writing to express themselves. The students volunteer to share their banners, and the teacher can proudly display them after the students have had a chance to decorate them. Point to each student as it is his or her turn to respond. Then each student is given a name card to place on a What is Your Name?
We read the chart together with their names -- a first reading experience in the classroom for many kindergartners! Later in the day, we place all the name cards on the floor, and with the children seated on the floor in a circle, we have a name search. One child at a time comes to the floor to select his or her name.
If the child have trouble identifying it, I have a duplicate and will show it to to the child.
Art History Worksheets
Kids really enjoy all the activities using their names. On the first day of school, many teachers like to stress to students that not everyone thinks alike. I say the word cornfield, and I ask the children to think of the first thing that comes to mind.
Some will say they think of a cornfield they've driven by. Some have never been near one and recall a picture of one, etc. Place a special chair somewhere in the classroom.
50 Tips, Tricks, and Ideas for Teaching 1st Grade
Organize students into groups of about six. Tell them that the group that comes up with the highest number of unique ways to sit in the chair will win candy. Each group sends a different representative to demonstrate a unique way to sit in the chair. I keep score on the board. Inevitably, someone says, "This could go on forever!
We discuss that everyone can come to conclusions and solve problems in their own way, and that no one's way is necessarily wrong or right. We think of examples in television commercials: Pizza Hut's "eating your pizza crust first," "How do you eat a Reese's? Of course, all students will get a piece of candy -- they're all winners!
Lauren Elizabeth Rocereta, Cheatham Hill Elementary School, Marietta, Georgia Circle of Foods This activity helps teachers get to know their students while providing insight into healthful eating habits as a lead-in to health lessons! The activity builds as each child takes a turn! Teachers of older students might welcome students to class by having them write short essays answering questions that might include the following: What are your short-term goals?
What are your long-term goals? Students research the life and work of an artist and speculate about his or her artistic intention in a given work. Students read information about the artist's history and look at other works of art by the same artist. They use the information they learn from this research to speculate about why the artist used certain elements and imagery. For example, student research about Monet's painting Wheatstacks, Snow Effect, Morning will reveal that the work is part of a series depicting the same subject at different times of year and day.
This information helps students speculate about the artist's choice of color and line and use of light in this painting. Determine Assessment Criteria Develop criteria that will help you know whether your students have achieved the learning objectives. Each assessment criterion should describe the results you expect from a student who has achieved the objective.
The assessment criteria should be easily measurable. Students identify the elements of art in a particular painting. Students can verbally point out and name one example of each of the elements of art in a single work of art. A rubric will help you to measure student success.
Students who can name one example of all elements of art have excellent understanding.