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My 5th grade students studied the work of Jean-Michel Basquiat.  They were told that they were going to create a Word Collage using the theme of “Community.”

Students had to prepare and paint their Masonite board.  They were then given certain color restrictions.

Their use of paint had to be either monochromatic, color complements or primary colors. Next the students collected words from magazines, newspapers, etc. that had to do with the theme.  The words or phrases were them glued down and sealed with a coat of Modge Podge.

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TAG peer review-critique
Tell your partner one thing you like
Ask artist a question
Give artist a suggestion

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HS, Drawing, Value: Crumpled Paper Bag
After practicing proper use and pencil technique, it's time to put skills into action by observing a paper bag and rendering it with accuracy in a drawing.

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Content Standard #1: Understanding and applying media, techniques, and processes

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Content Standard #1: Understanding and applying media, techniques, and processes

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My 1st grade students learned about the art of Monet and looked at various types of his paintings. We looked at the Japanese Bridge and discussed what colors we see and how the painting was created. They then created their own Japanese Bridges using pastels and water color. We used water colors on top of pastels and saw how the wax of the pastel was resisted using the water color. Water colors were a great new medium to try and using them on top of pastels created a new processes and technique that the students haven't done before.

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Relating artisticideas and work withpersonal meaningand external context.

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Relating artisticideas and work withpersonal meaningand external context.

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Content Standard 1: Keith Haring Symbols
mural. Part of Keith Haring Unit. Grade 6. Reflecting on personal stories and using symbols to describe.

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Anchor Stadnard #7: Perceive and analyze artistic Work
Anchor #9: Apply criteria to evaluate artistic work:
Whole Group Class Critique: Grades 6, 7, & 8th: After completing a Unit, students choose one of piece of art that they would like to have critiqued. Students explain the artwork in the following manner:
* Describe/Identify
* Anaylze
*Interpret
*Decide/Evaluate

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tttttttt

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Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas.

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Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas.

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My 3rd-5th grade classes learned about the history and culture of Dia De Los Muertos

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Content Standard #1: Understanding and applying media, techniques, and processesAchievement Standard:Students select media, techniques, and processes; analyze what makes them effective or noteffective in communicating ideas; and reflect upon the effectiveness of their choicesStudents intentionally take advantage of the qualities and characteristics of art media, techniques, COLLAGE:

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Content Standard #1: Understanding and applying media, techniques, and processesAchievement Standard:Students select media, techniques, and processes; analyze what makes them effective or noteffective in communicating ideas; and reflect upon the effectiveness of their choicesStudents intentionally take advantage of the qualities and characteristics of art media, techniques, COLLAGE:

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IB MYP Unit about Identity. Students created a collage that represented their identity and reflected in their process journals about their personal connections to the images.

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2nd grade Self Portraits-Printmaking in the style of Henri Matisse- Nancy Woods/Strawberry Hill
Students were introduced to the printmaking process, engraved plates and printed with several colors of inks. Prints were matted and surrounded with a colorful paper collage. Printmaking and collage were inspired by Henri Matisse.
VA.CR 2.1.2A Experiment with various materials and tools to explore personal interests in a work of art or design
VA Cr 11.1.2a Compare and Contrast cultural uses of artwork from different places and time.
Cr 3.1.2a Discuss and reflect with peers about choices made in their artwork.

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Creating Standard 1  Range of materials and methods. Traditional and contemporary 

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Creating Standard 1  Range of materials and methods. Traditional and contemporary 

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Visual Arts Standards
CR2.11
Apply aesthetic criteria in developing, proposing, and refining artistic ideas, plans, prototypes, and production processes for media arts productions, considering original inspirations, goals, and presentation context.

Student Assignment before every project is to create a mind map of ideas.
Here is a guide to mind mapping.

Guidelines for Art Students

When brainstorming ideas for a high school Art project, remember that:

Single words are unlikely to express an idea adequately. As you think though possibilities, it is likely that you will want to jot down whole phrases and brainstorm possible ways of beginning or approaching a subject. Intentions and possibilities should be clear to someone else who reads the mind map at a later date

Images should be sourced first-hand (i.e. drawn or photographed yourself) or clearly referenced, and should be integrated within the mind map in a visually pleasing way

The appearance of the mind map is crucially important. This is likely to be one of the first things an examiner sees when opening your sketchbook – first impressions count

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Content Standard #1: Understanding and applying media, techniques, and processes Achievement Standard: Students analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas .

After reviewing and discussing examples of Surreal paintings, illustrations and digital images, 8th Grade Graphic Design students plan their own Surreal collages based on their dreams and/or their imaginations. Students also demonstrate knowledge of appropriate image Usage Rights by finding usable images to incorporate into their work. They use Photoshop to create their collages. Students love to present and discuss their finished collages with their classmates.

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Aboriginal Art-My 4th Graders were studying the art of the Aboriginal people of Australia.  We discussed the influence nature had on their art, and their use of repeated designs and patterns.  Students first used pencil and black Sharpie for the intricate design work, then blended tempera into the background.

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Aboriginal Art-My 4th Graders were studying the art of the Aboriginal people of Australia.  We discussed the influence nature had on their art, and their use of repeated designs and patterns.  Students first used pencil and black Sharpie for the intricate design work, then blended tempera into the background.

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VA:Cn10.1.4a
Create works of art that reflect community cultural traditions.
Kelley Dugan

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Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
&
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

*These are always significant to me when designing ceramics lessons for my high school students. Having students come up with personal connections makes their projects more meaningful & even gives the opportunity for more to talk about during critiques. This can be done through planning sheets.

Also, introducing students to how artists think and resources they use to get their ideas is significant to teach. This can be done using just about any online resource or book about the topics.

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VA:Cr1.1.3a

Elaborate on an

imaginative idea

We are working with clay to create our own versions of Egyptian cats by beginning to look at a variety of examples:
https://www.google.com/search?tbm=isch&source=hp&biw=1001&bih=644&ei=2n8xWs3JF-Pi_QaKnpCwAw&q=egyptian+cat+sculpture+blue&oq=egyptian+cat+sculpture+blue&gs_l=img.12...3332.16994.0.19141.37.21.4.12.4.0.166.2118.10j11.21.0....0...1ac.1.64.img..0.26.2049...0j0i5i30k1j0i30k1.0.g4QpL2Gw-ow
Students then do some sketches, which help them decide how to use 3D shapes to build their cat. Finally they review clay assembly techniques and build their own

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I often use Incredible Art Dept. to search ideas based on what materials and concepts I want to teach.  This is a great resource because it has the objective, National Standards, materials needed, step by step directions, rubrics, and often other resources to go to.  The best part is that they have photos of student work and this helps me see a visual, which ultimately determines if I will use the lesson and modify it in some way.  Then I will build my own lesson on Google Slides to get the kids motivated.  I always review the National Standards for every lesson and post these on the board for each class, along with the vocabulary (in Spanish too)and first couple of steps.  

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I often use Incredible Art Dept. to search ideas based on what materials and concepts I want to teach.  This is a great resource because it has the objective, National Standards, materials needed, step by step directions, rubrics, and often other resources to go to.  The best part is that they have photos of student work and this helps me see a visual, which ultimately determines if I will use the lesson and modify it in some way.  Then I will build my own lesson on Google Slides to get the kids motivated.  I always review the National Standards for every lesson and post these on the board for each class, along with the vocabulary (in Spanish too)and first couple of steps.  

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https://www.incredibleart.org/

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Objective:

The student will learn how to use coil-building techniques to create a 12" (30 cm) coil pot that incorporates variety.

Standard/s Addressed:

CS 1.a select media, techniques and processes to communicate ideas, reflect on their choices, and analyze what makes them effective

CS 2.c select and use elements of art and principles of design to improve communication of their ideas

CS 3.b consider and compare the sources for subject matter, symbols and ideas in their own and others’ work

CS 4.b use subject matter, symbols ideas and themes that demonstrate knowledge of contexts and cultural and aesthetic

Resources:

1. Class Text: The Big Book of Ceramics by Joaquim Chavarria

2. The Origins of the Potter's Wheel by Victor Bryant http://www.ceramicstoday.com/articles/potters_wheel.htm

3. Video Art Lessons Ceramics: Handbuilding - (DVD) Artist Mollie Favour explores basic hand-building technique, different types of clays, and simple tools. She demonstrates wedging and creates a pinch pot and a box with a lid made from two joined pinch pots. This DVD also features demonstrations of making coils, constructing a coil bowl and coil coffee cup, plus decorating and firing techniques.

4. Examples of Coil pots

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Anchor Standard
#11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Anchor Standard #1. Generate and conceptualize artistic ideas and work.

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Album Cover_FRONT NOAH CHERUK SENIOR 2017 DIGIOVANNA WESTHILL

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https://www.studentartguide.com/resources/best-art-teacher-blogs

vacr1.1.la
Use multiple
approaches to begin
creative endeavors.

vacr1.1.llla
Individually or
collaboratively
formulate new
creative problems
based on student’s
existing artwork.

I have students create an album cover ("stink brain" as seen on left) where they  will sketch out ideas first then execute using photoshop. Students will have a critique, and will share views/ideas with each other.

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My 3rd grade students are currently learning how to take "found" objects from home and my art room to create a person/character/robot/animal by recycling the materials. We began by sharing the various objects and brainstorming ideas. Students then had to draw a thumbnail sketch of their 3d project. The main body will be created from plastic coffee and cremora containers. Other materials are: paper towel tubes, wood, styrafoam, buttons, beads, pipe cleaners, paper, foil, yarn, etc.

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My 3rd grade students are currently learning how to take "found" objects from home and my art room to create a person/character/robot/animal by recycling the materials. We began by sharing the various objects and brainstorming ideas. Students then had to draw a thumbnail sketch of their 3d project. The main body will be created from plastic coffee and cremora containers. Other materials are: paper towel tubes, wood, styrafoam, buttons, beads, pipe cleaners, paper, foil, yarn, etc.

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Creating
Anchor standard 1: generate and conceptualize artistic ideas and work. Brainstorm multiple approaches to art and design - various materials to art.
Anchor standard 2: Organize and develop artistic ideas and work

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Anchor Standard #6. Convey meaning through the presentation of artistic work.  Anchor Standard #1. Generate and conceptualize artistic ideas and work.

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Anchor Standard #6. Convey meaning through the presentation of artistic work.  Anchor Standard #1. Generate and conceptualize artistic ideas and work.

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My Drawing and Painting 2 class researches political and social issues. They create a 2 or 3 dimensional work that is meant to bring awareness to a specific issue.

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Kindergarten art lesson plans found on Mrs. Browns Art class website shares learning objectives, shares her power point presentations and examples of students' art work.  It also has the standards listed for each lesson.

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Kindergarten art lesson plans found on Mrs. Browns Art class website shares learning objectives, shares her power point presentations and examples of students' art work.  It also has the standards listed for each lesson.

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www.Mrs.Brown'sARTCLASS

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Anchor Standard: Generate and conceptualize artistic ideas and work.

Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.

Essential Question: How does knowing the contexts histories, & traditions of art forms help us create works of art & design? Why do artists follow or break from established traditions? How do artists determine what resources are needed to formulate artistic investigations.

4th  grade created  self-portrait projects inspired by the artist Frida Kahlo.

Lesson Steps:

>information about Frida Kahlo and her work shared with students

> guided drawing lesson on drawing a self-port

>students chose an animal(s) to place with them like Frida Kahlo as well as tropical background

>students painted their self-portraits

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1st grade "Ziggy Stardust" Self Portraits in Ms. Austin's class

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1st grade "Ziggy Stardust" Self Portraits in Ms. Austin's class

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My first grade students were recently learning how to create a self portrait.  During class, I play a variety of different music.  The class was most drawn to music from the 70's and 80's.  I showed the students famous figures during that time period and we had numerous classroom discussions.  One of the figures they loved the best was David Bowie as "Ziggy Stardust".  Each child got creative and using watercolor, pencil and crayon, created their own version of a "Ziggy Stardust" self portrait :)

Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

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Lesson plans found on Incredible art Department such as Cubist Self -Portraits have the National Standards already built into the lesson plan. I have used part of this lesson before( added a twist of my own) and the kids loved it.

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Lesson plans found on Incredible art Department such as Cubist Self -Portraits have the National Standards already built into the lesson plan. I have used part of this lesson before( added a twist of my own) and the kids loved it.

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www.incredibleart.org