LESSON PLANS for the week of: March 3-7
Teacher:
Ms. Ortiz
Room:
218
Subject: Art
Monday-Tuesday
This Project started onThursday of
last week and the students will need
2-3 additional days to complete it.
Wednesday-Friday
TEKS: 117.38 2(b)(c)
(B) apply design skills to
communicate effectively
ideas and thoughts in
everyday life; and
This week they will be working on
painting the drawing that they
already transferred to their Amate
paper.
OBJECTIVE/
PURPOSE:
All GRADES
TEKS: 117.35 (2) The student will
communicate ideas of self expression
through original artworks, using a
variety of media and appropriate
skills. Students are expected to (2A)
create original artworks based on
direct observations and personal
experience.
Also (2B) apply technical skills
effectively using a variety of
materials to produce artworks
including paintings and modeled forms
as will be done in this lesson.
(2C)
apply technical skills effectively,
using a variety of materials to
produce artworks, including drawings,
paintings, prints, sculptures/modeled
forms, ceramics, fiberart,
photographic imagery, and digital art
and media .
117.32 (C)
(6.3) Historical/cultural heritage.
The student demonstrates an
understanding of art history and
culture as records of human
achievement. The student is
expected to:
(C) select appropriate
art materials and tools to
interpret subjects or
themes when producing
drawings, paintings,
prints, sculptures,
ceramics, fiberart,
photography/film making,
and electronic mediagenerated art,
traditionally and
experimentally.
6th & 7th Grade
Students will be able to create a method
of paper engineering called sliceforms 3D
in paper art creations. They will be able
to create forms from paper and be able
to experiment with several methods of
creating sliceform paper art.
8th-9th Grade
Students will be able to use paper to
make Forms in 3D. This is called Paper
engineering. Students will be able to
create a candy twist wrap but in a
circular form from several steps that
they will have to follow.
(A) identify in artworks the influence
of historical and political events;
1. The student will apply research
skills using the Internet to explore
the history of Amate Bark Paintings,
and analyze unique characteristics
and styles used by the artists of
Latin America.
2. The student will demonstrate
knowledge of Amate Bark Painting
processes by simulating the color and
texture of the paper and produce a
visual representation of an Amate
Bark Painting using similar colors,
symbols and subject matter.
3. The student will support the
choices made in the creation of his
Amate Bark.
Materials:
Brown paper or a large paper bag
India ink
Shallow bowls for ink wash
Foam Brush
Newspaper to soak up excess ink
wash
White Chalk
Bright Fluorescent Tempera Paint
colors plus white
Paint Brushes
Black Colored Markers
INSTRUCTION/
PROCEDURE:
Clear instruction
-Explanation
-Elaboration
Procedure:
Day 1
1. Introduce Amate Bark painting by
showing an example (if possible) of an
original Bark Painting produced in
Mexico. Explain the history and the
6th and 7th grades
Procedure: Students will cut out 30
identical squares and create 4 diagonal
slices from the middle of the paper to
the center.
Each square has two different slits: a
process of making the paper and the
stylized painting traditionally done on
the paper.
2. Use the audio visual program,
"Gente del Sol" from Crizmac to
reinforce the introduction and build
on their knowledge of Bark Painting.
This program provides a video tape
about the art form along with printed
material that could be used as a
resource for the introduction.
3. Use the Internet to research a
variety of sites on the web that show
examples of paintings done by local
Mexican artists. Use the websites
included in this lesson, and use search
engines to search for more sources.
Ask students if they notice things all
the paintings have in common such as
the use of a border, stylized designs,
and the subject matter traditionally
used. Point out the stylized animals
and plants, the use of colorful paint,
the use of white to produce more
contrast, and the black outlines used
in most traditional bark paintings.
Production:
4. To create a simulated bark paper,
have students crumple up brown
paper. You could use paper bags,
craft paper, or heavy brown paper
produced by most paper mills. Dilute
some India Ink with water and have
students paint the ink wash on the
crumpled paper. The crumpling
produces creases, which traps the
diluted India Ink, thus producing a
texture similar to actual bark paper.
Students should lay the paper out on
some newspaper, as flat as possible
to paint the ink wash on, using foam
paint brushes. Allow to dry
thoroughly before moving to the next
step.
large and small one. Students will always
combine a large and a small slit.
Students will receive specific instruction
on how to lock the paper together. But
they will first make a circle with five
squares.
After connecting all five squares they
will connect 2 parts at the bottom with a
third part.
Step will be repeated until the entire
circle is completed.
Students will receive a packet with
instructions as well as watch a
instructional video.
8th and 9th Grade
For this instruction students will need to
cut off 10 different color strips of paper
that will have a curve at each end. They
will have a model of the shape already
cut out so that they just repeat the
shape 10 times.
Then they will score the shape from both
sides. Next they will fold both sides up.
They will do the same with all ten parts
and face them upside down.
Then they will put the same side of the
shape on top of each other and
subsequently with all ten parts until they
are all on top of each other.
The ten parts out will be united from the
Day 2
5. Draw the design out in chalk
before painting. Mistakes wipe away
easily. Use stylized designs and
decorative borders similar to that of
the original bark paintings, or allow
students to create original subject
matter depicting some event in their
lives.
6. Tempera paint is best because of
the flat finish it produces on the
paper; however, almost any colorful
media such as acrylic or oil pastel
would work fine. Use the brightest
colors available but definitely use
white. You may also use white to
brighten up spaces before applying
the color, for example pink shows up
better on the paper if there is a coat
of white behind it.
Day 3-4
7. When the painting is completely
dry use black markers to outline the
shapes in the design.
8. Upon completion of the projects,
display them together where
students can gather around for a
class critique discussion. Give each
student a rubric to do a self
evaluation and prepare for the
critique session.
9. To conduct a class critique
discussion, begin by reviewing the
characteristics of an authentic bark
painting. Then ask each individual
student to tell about his/her work,
giving a description, analysis,
interpretation and judgment. Or,
using the rubric ask individual
students to justify the rating they
gave themselves in the self
evaluation.
At the end of the critique take up
the rubrics/self evaluations to give a
teacher evaluation and return them
end in order to create a fan like shape.
Then each part has to be divided out
equally.
Students have to make sure that all
parts touch in the middle.
Then turn it upside down and assemble all
the parts on the opposite side the same I
assemble the previous ones.
Once all the parts are put together then
you will see the twisting candy effect on
the shape in its beautiful form!
A video tutorial will be given for
students who need extra help making the
candy twist.
All grades will complete both
assignments. They will simply take turns
in making their creations.
to the student for them to reflect
on.
CHECK FOR
UNDERSTANDING:
Guided Practice
-Exploration
-Elaboration
:
EVALUATION:
-Evaluation
HOMEWORK:
Assignment/
Independent
Practice
-Exploration
Teacher’s Notes:
Use of color .33%
Neatness and craft 33%
Presentation of work 33%