elementary projects k-5 

Below is a sample of lessons for various grades. These lessons demonstrate color theory, self portraiture, art history integration, interdisciplinary, and larger scaffolded unit curriculum.

fauvism self portraits (grade 2)

EXPRESSION THROUGH COLOR.

The 2nd grade art class was introduced to the Fauvism, art movement. This movement originating in France excited artist such as Henri Matisse, Andre Derain and Maurice de Vlamick. These artist used the Fauvism movement to express themselves exclusively by painting with vivid and non-naturalistic colors. To begin this project we covered some basic color theory and mixing. The students were asked to mix three colors and create made up names for their individually mixed colors. While discussing the works of Matisse, students reviewed how the artists use color to make their pieces successful. Through questioning and observation students make connections between the colors they created and a vivid colors in these famous works. After working through color theory, students were asked to create a self-portrait. We discussed proportions and used mirrors to develop their skills. Student sat with a mirror in front of their face and began to draw their facial features from observation. The last step of this project was for students to use their pre-mix colors that we had saved and paint themselves in the fauvistic style

Archiecture Unit (Kindergarten)

Finding familiar shapes in our world

This architecture unit was completed with my kindergarten class. It was a unit that involves many multi step processes. The project started by us looking at famous pieces of architecture. We discussed where they were from, what makes them unique, and what students observed about them. Students were then able to choose from a large variety of print out copies. Students chose their favorite building and then we began looking at different shapes. Finding the shapes that we already knew within the specific architecture. For example when we found triangles we outlined them in green, when we found rectangles we outlined them in orange. Students were then able to transition into the next part of the project.

The next phase of the project was to use the shapes that we already understood, orange for rectangle, green for triangle, red for circle, blue for square, and create our own paper collage architecture. Students were able to use their imagination to construct a building or form out of the shapes we had just learned for their own purpose. Students made tree houses, bigger bedrooms, and other getaway homes.

Once we had established shapes, and understanding what to different types of architecture could look like we transitioned into using different materials to collage our dream buildings and spaces. We used found materials within the classroom such as popsicle sticks, paper, wooden shapes etc. to construct our architecture. We took these collage images and lastly do use them as a form into print. Allowing multiple people to have copies of their dream homes through the collagraph method. Students learned how to use ink and printing bath it’s such as using a brayer to transfer their designs. As if they were creating blueprints for people to follow.

This is the first time that kindergarten had a multi step project and continued to build on prior scale to create new works, through new and buried mediums. By using already understood concepts such as shapes we were able to explore what each material and method could hold

clay instruments (grade 3)

INTERDISCIPLINARY PROJECT WITH MUSIC

For this project I wanted students to begin experimenting with the material of clay. Since it was their first time working with clay we discussed the different phases and trying times. Students begin mark-making with different historical patterns. These different stamps represented decoration techniques from the Greeks to Native Americans. Students were asked to make marks on their clay, and then in whatever shape felt most natural to their hands fold the clay. The intent was for each instrument to be individualized to this specific musician, fitting only their hand. Before the instruments were sealed shut through scoring and slipping, students rolled up small bowls of clay and place them inside. This allowed the clay shapes to become percussion instruments. The last phase of this project was to work with the other music class. Students brought over their percussion instruments and work together with the music students to create musical compositions.