K - Learning about Architect Antoni Gaudi and Creating Golden Castles!
My goal is to teach you how to quickly draw portraits, even adding shape bodies. Not tick people, not stick people anymore! Once you know the basics, then you can draw what makes you unique, and not worry so much about the proportions and technical problems of drawing.
In February in AES art, we will be working with string in class as a "3-D" line, and possibly some jewelry creating with the older students.
Below is a project I am doing with older students for a February theme, but figured I could share with my virtual AES as well...
How did Vincent Van Gogh captured life and emotions with color? Lines? How do you see the world? How would you capture it?
In January this year we were working with Architecture in 1st and 2nd. We were working with Paint and learning about snow in Kindergarten.
I would love to do the following artwork if my students had a printer available, so this is my virtual lesson:
"Who are you?" Artwork
See the PDF below for directions on how to make the cool word artwork, revealing and celebrating who YOU are, in light of what Martin Luther King Jr. wanted people to care about. We are using: https://worditout.com/word-cloud/create
1st and 2nd - Ton Schulten, geometric shapes, architecture, Depth, creating moods with paint and color.
Kindergarten - Snowflakes Science (Hexagon shapes), Crayon and Wax Resist, salt and paint, COOL colors.
VIDEO 11: Kindergarten. Primary Colors, Alphabet (or Name), and Artist Jasper Johns.
Primary Colors Song!
VIDEO WEEK 10: Hot Dog and Cool Cat (Warm and Cool Colors)
VIDEO WEEK 8/9: Understanding Other's Perspectives.
Can we understand our own interpretation of a cat? What were your experiences? Can you understand another creature's perspective? Objective: How would you create an artwork to share your unique perspective through art?
Each student will be allowed to sit at a table with a different set of art supplies. For example, one table has scrap box paper, toilet rolls, and scissors. The second table has paint. The third table has string, glue, and paper. Each table needs to create a picture of a cat with what they have been given.
They ALL need to have 1. Oval Head. 2. Triangle-like ears, and 3. a "w" shaped mouth... other than that...the options are up to your interpretation. At home...you could just use whatever scraps, sticks, newspaper, or fabric you could use to create a "Cat" sculpture.
What is an Important Life Lesson you can learn from your Art and this Book? Just like in life...everyone is given different tools, circumstances, and perspectives to work with. We can either tell each other that our version of the cat is wrong, OR...we all learn from each other's perspective, and learn MORE about life and art together than we would on our own. It's almost as if we all have a different perception of "Truth," because we all have a different perspective when looking at the same situation. So we may disagree on some things, but we also find many things to agree on.
MA:Cn10.1 Anchor Standard: Connect (Synthesize) Synthesize and relate knowledge and personal experiences to make art.
MA:Re7.1 Anchor Standard: Respond (Perceive) Perceive and analyze artistic work.
VIDEO 8: Tips to Verbally Respond to Art. Strengthen Reading, Writing, and Art (Beginning with some Common Core methods in art).
This video is for Parents & Teachers.
This is NOT a project...its a routine you could start your day with as a parent or teacher. Prepare your kids for Language Arts and at the same time teach National Art Standards, and encouraging good scaffolding, growth, understanding of art criticism, and much more. Hope this helps!
VIDEO WEEK 6/7 (PART 1): Cheap but Top Quality Tips for Painting At Home With Kids, K-5 For Home Students, Virtual Students, and Parents.
VIDEO WEEK 6/7 (PART 2): Art Freedom vs. Art Rules in Abstract art, paint, color, and birds.
WEEK 3-5 IN CLASS VIDEO: Mr. Grant's Tips to Paint for K-3
(This is the foundational lessons I am beginning with in class)
WEEK 5 VIDEO: Can you express Conflict Through Art? Battles of the Heart.
1. In the middle of your paper draw the “Language of Art” symbol for conflict, or draw your OWN symbol for conflict, like an "X".
2. After learning about the language of color, what POSITIVE color characteristics represent the best version of you? What is your most NEGATIVE color characteristic that you battle? Pick ONE color characteristic (positive or negative) and illustrate it with color. Create a "color characteristic creature."
3. Choose something that would FIGHT your color characteristic creature.
(Objective) Art Connection: Can you narrate the story during the video, then illustrate what would be the conflict and adventure?
1. Even though there are very few words in this book ...there is a language. The language of art. In storytelling, the person who explains and interprets what is happening is called the narrator. Can you be the narrator, read the pictures, and verbally explain what is happening in the story?
2. Describing WHAT is most important to the story on each page? Can you describe the story, characters, and languages with artistic words?
What is happening, and what is your "evidence?"
What are the characters feeling?
Who is the good guy? Who is the bad guy?
What makes the groups of characters different or similar?
What TONE do the characters talk in (with the strange languages)? Angry, excited, surprised?
3. Before students are able to read and write fluently (which is most kids), they are still learning how to internally THINK about what they see and intake. They need all of these things modeled and taught! They don't know how to explain their thoughts, or use "descriptive" words for what they see. Model how to talk in complete sentences, and have your kids respond in complete sentence (maybe even repeating the question, before answering the question). Model how to talk about what you notice, wonder, and speculate. Remember, how students talk is how they will learn to write. It is foundational to all literacy and communication.
4. Illustrate what would happen if there were a "Mr. Wuffles: Part 2.
(VIDEO WEEK 3). Do you know how to express how you feel? How many different emotions can you draw?
VIDEO WEEK 2/3: Quick Daily Mood Line Journey (For Parents and Teachers): What Was Your Day like?
Describe your emotional journey through a quick line, even if you can't read, write, or speak well.
Click on the attachment below to see a list of "emotion lines."
WEEK 2/3 VIDEO:Can You Interpret 10 Moods? Can you DRAW 10 Moods?
My intentions this year 2020, is to just be a resource for you all in the Alcoa community. I intend to is to use my K-2 art classes as a place to explore, experiment, and learn the language of art. In this process of learning about art, I hope student learn about themselves as well, as we practice some art activities that may help these kiddos develop an emotional vocabulary as well.
All of my art lessons can be found on my youtube channel: "Mr. Grant's Art Explorations".
The places that I see art standards overlapping its standards with Classroom teachers are call Arts Integration. These are some of my goals in art:
K: Learning geometric shapes names, learning to draw basic shapes to make something greater (it doesn’t matter if its letters or drawing artworks), pattern, special awareness (positional words), sequencing of events (first, second, third), and learning fine motor skills in cutting, gluing, pasting.
1st: All of the above, but more focus on more fine motor control and awareness of their work. I often challenge them, by asking more questions instead of giving the answers right away. I attempt to have them to speak Common Core language, using words like “When looking at the artwork, my evidence for what I think is…” I attempt to have them explain more about what they see in each others artworks (Art criticism) or in famous art examples, using broader vocabulary. This may seem small, but students write the way they speak, and if they begin to speak more intelligently, it changes their writing abilities.
2nd: All of the above, but using trying harder to have students, expressing more with writing titles, labels, and words. In art lessons I attempt to giving more open-ended problems to solve, allowing for more complex though and challenges. I implement a lot of science connections in all grade levels K-5 because of its natural connection to exploration, beauty, and mystery.
Ideas, Connections, or Donations?
Would you or your child want to learn something new in art? Connections to science, music, books, math? Have a bulk of a material you want to donate. Let me know early so I have time to prepare, and make sure it is something that can be done on a larger scale with the rest of the students in that grade level (preparing for around 150 students or 7 classes per grade level).
Experience: My name is David Grant, and I am the art teacher at AES for half the day and AIS for the other half of the day.
I started my career teaching elementary art for 3 years in Fremont, Ohio until budget cuts pushed me to move to the beautiful and artistic Asheville, NC where I taught Middle School art for 5 years. After my two boys were born, I could no longer afford to live in beautiful Asheville, and we moved to the Alcoa/Maryville, TN area.
This is going on my 8th year teaching elementary art in the Alcoa/Knoxville, TN area, and my 16th year teaching art all together.
Bio: I am always looking for ways to enrich these students experiences and understanding of the arts, and how art relates to the things they love in their everyday life. Feel free to contact me if you have any questions or comments (firstname.lastname@example.org).
Education: I have two degrees, a BFA in Art Education, and a Masters in Reading (Literacy Intervention), and have used both degrees throughout my career. I worked 3 years in an Arts360 school in Knoxville, and have made my best attempts to bring that mentality to Alcoa. Arts integration has been received very well at Alcoa, and the students, staff.