Byzantine Medallions

For this project we were introduced to the history of the Byzantine Empire. We covered the history of the Empire itself and the people who lived in the Empire. The Empire was surrounded with gold and therefore the people of the Byzantine Empire were known for wearing these medallions. There were different classes in the Empire, the upper and lower class. Depending on the class you were in made a difference in how your medallion looked. The more jewels and design were upper class along with the medallion being gold, and the lower class usually just design not a lot of jewels and sometimes bronze or copper. I was chosen for the lower class so I couldn't use big jewels to represent mine. We first started out by laying out what kind of design we wanted to use on paper and then we got our piece of clay. We were to roll our clay out to the thickness of a pencil. After that we had to cut out what shape we wanted and made sure we engraved our names on the back. We used a wooden tool but a pencil could work as well and we poked a hole in the top to make sure you could put the yarn in and hang the medallion from your neck if you would like. Then with the tool I engraved the design I wanted on my piece, not digging in too hard but enough so you could see the design and then added some not so "fancy" beads so it showed I was of the lower class. Then I painted the clay with a bronze type color of paint to show my class as well.
An extension of this project could be that the students need to write a history paper on the Byzantine Empire or of what class they chose along with the medallion. They could explain what role their "class" played during their time in the Byzantine Empire and explain why they made their medallion the way they did.

Construction Paper Masks

For this lesson we learned about the different variations you can make with construction paper. We each learned about how masks were made in history and we got to make our masks as well. We got to experiment with the different techniques such as cutting and folding and spiraling like you see on my dinosaur. We then had to pick which animal we were going to use and were shown how to cut the mask, fold, and glue it so it stood out and made a 3D appearance. The requirements were that you needed two different variations of construction paper on your mask. Mine were spiral, cutting, and feathering up on the dinosaurs horns. After you made sure you had those different types of construction paper methods you could add whatever you would like to your mask. So as you can see I made my animal unrealistic because today we don't just see dinosaurs roaming around.
An extension to this lesson you could present it while teaching students about different parts of history and have them write a paper on what part of history they were learning about. For example I remember learning about the masquerade ball and what they were used for. I was to do a report on what I learned and make a mask that I would want to wear to the ball as well.

Our Bulletin Board

This was our bulletin board for our printmaking-seasons lesson. It says "What Season is it?" We got to use the white board with magnets to hang all of our pieces. With each student making four different prints for each of the four seasons it was a lot easier to be able to use the magnet board to hang them up.

Printmaking-seasons

Printmaking- seasons was the lesson that my partner and I did as our lesson. We were to incorporate printmaking into whatever we were teaching for that day. We chose to teach the seasons to "first graders". At the beginning of the class we covered what day it is, what month it is, what year it is, and then went through each season to get the students understanding and memorizing those things. We introduced a printmaking artist, his name was Stephen Alcorn. He did a lot of printmaking with wood and different materials but of course in class with first graders we had to make it a little easier. We provided four foam boards, four white sheets of card stock paper, the paint, and the rollers. We had each student brainstorm their ideas of a representation of each season, they then carved into their foam board with their pencil. Once they had all of their ideas done they were to bring their foam boards and paper to the front tables where we had the paint. They rolled the paint onto their foam board and then transferred it to their white paper in which their final products were made.
If I were to do this activity again I would use it for different holidays or birthdays and make cards. You could use the same techniques letting the students design what they are asked to design and then have them press it onto the front of paper folded into a card.

3D Biome

For this project we learned about different biomes. We learned what animals belonged in each of those biomes and then had to choose an animal and the biome it belonged in. I chose a jellyfish and made an aquatic biome because that is where jellyfish are found. We learned about background, middle ground, and fore ground as well and had to apply that to our work. My background is everything drawn on with oil pastels, middle ground the starfish and fish that are sticking out some, and then fore ground is my jellyfish because that is the focal point of my piece and sticking out the most. We got to use oil pastels to decorate how we wanted and then also cut out construction paper to get the shapes and designs for the middle and fore ground.
An extension to this project could be done when learning about each specific biome. If they were learning about the aquatic biome they could make their project like mine with any sea creature, if learning about the savanna they would make theirs with animals found in that specific biome and so on. But with that I think the students should have to do some researching of biomes and present that when they create and present the biome that they made. Explain what other types of animals our found in the biomes as well.

Rainbow Fish Tissue Paper

This project we learned about warm and cool colors. We learned that the warm colors are red, orange and yellow. The cool colors being blue, green, and purple. The project was based on the book Rainbow Fish and that was read to us while we made our tissue paper fish. The fish were already cut out and to start we had to make a fishy face to receive the silver sequence which represented the "unity" that we learned about as well. We were to tear tissue paper and use a glue/water solution to make them stick to the paper. The tissue paper bled so you got different colors throughout the fish. We made a cool colored fish and a warm colored fish. When we were done we added our eye and our unity piece.
An extension to this project could be done when learning about aquariums or the ocean in a biology classroom setting. In an older classroom they could cut their own "sea creature" out and make it unique and different from everyone else's. It is a great way to get kids to understand the difference between warm and cool colors.

Coat of Arms

This lesson we learned first about the history of the symbols on the front of shields and what they stood for we then learned about what the different symbols and designs meant so we could chose which ones we wanted to use on the front of our shields. We were to choose which symbols and design we wanted. I chose a pencil because I am artistic, arrows for loving, bumble bees for hardworking, and the fire at the bottom for independence. The colors represented different things as well, pink for romance, gold for elegance, and blue for confidence. We first laid out our design on a plain piece of paper and used a tool to press that exact design firmly on the paper and then it would go through onto the foil. Once on the foil you use sharpie to go over your design and then we made a frame.
An extension to this project could be when learning about the medieval times for middle school grade. I feel the students would get an understanding of what the symbols were placed on there for while learning about the medieval times as well as writing a paper that goes along with what they learned about the medieval times and presenting to the class their shield as well as they research.

Van Gogh Inspired Collages

For this project we first learned about Van Gogh and then we were to make our own Van Gogh inspired collage. You could choose any city scape you would like as long as you had some representation of a Van Gogh piece. For example, the swirls and colorful sky. I chose to make my city scape a farm scape. Being from North Dakota and living in South Dakota now, there isn't much for big cities. The first step was to use tissue paper and glue those pieces down and then make your city scape with construction paper and finally add symbols or draw using oil pastels or crayons. If I were to do this project for my class I would do the same project but make them choose a city scape based on where they would like to live when they grow up. This would get them thinking and coming up with ideas of what type of place they would like to live in. I then would have them share with the class why they chose that place and what they chose as a representation for that place.

Hidden Safari

The project we did last class was called, hidden safari. Students focused on artists who hide objects within their paintings. First, students picked an animal to draw and then draw it with a light blue colored pencil. Ensure that the students draw lightly! After completing the animal, students will hide the animal by making patterns of different shapes with crayons. The students then had to make "special glasses". A template is needed for students to stencil them and then cut out. Red, see through, material is used for the glasses. Finally, have the students look at their masterpieces!

My different patterns.

Through the red "special glasses".

 

I feel an alternative way to do this project would be to have the students hide math problems or even sentences for a language arts class and then be able to look through the glasses to find the answers.



In Class Dot Project

In class we had to try different types of media based on a story about dots. In the story even a single dot was considered to be art work. So we had to base our work on dots. I feel an alternative way to do this would be to read the story to the students and then have the students to create their own symbol for their pieces of work. Whether that be a square, triangle, etc. They could then try the different types of media using their own symbol.



Printmaking!

Painting!

Etching!

Elements and Principles of Art

In this project we were to take different pictures of the elements and principles of art. These are just a few of the pictures I took. I feel a good alternative to this assignment would be for the children to not necessarily take photos but get photos from magazines, newspaper, the internet, etc. that represent the elements and principles of Art. 

Movement:

Giving the feeling of motion and to guide the viewer's eyes throughout.

Texture:

Perceived surface quality of a work of art.

Emphasis:

Area or object within artwork that draws attention and becomes a focal point.

Repetition:

Repeating elements in a regular or cyclical fashion to create interest, movement, and harmony.

Shape:

The use of areas in two-dimensional space that can be defined by edges.

Introduction Footprint

For this project we were required to introduce ourselves with a cut out of our footprints and apply to it what things had lead us to where we are today. We were asked to use three different types of medium and combine them to create the final outcome of our footprint.

In completing my footprint I used construction paper, crayons, and paint.

The objects on my foot represent:
-A bison, which stands for the first 18 years of my life growing up in Fargo, North Dakota
-The corn, representing my short move from North Dakota to South Dakota
-An apple, standing for the present as an education major and my future as a teacher
-Hunting vest and hat, representing growing up hunting with my dad and family
-Paint pallet, which stands for my love for painting
-A boat, representing growing up fishing with my mom and dad
-Hockey net, standing for playing hockey since I was 7

An extension to this project that I would have my students do would be to have them trace their footprints and draw, color, or add things that represent their life in the present. I would then have them bring their project to class and pair up with someone they are unfamiliar with. I would have them not introduce themselves but hand there foot to the other person and have that person guess what each thing represents in their life right now. After they think they have covered each item on the footprint I would have them move around the classroom to make sure they can have a guess for everyone. After everyone has exchanged footprints, each child would then come up front and introduce themselves based on their footprint and explain what each item on their foot actually does mean.