Sweet sweet me

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Sweet sweet me

  1. 1. Sweet to be ME Presenter: Joanna Angelopoulos, NBCT Community Consolidated School District 15 Gray M. Sanborn Elementary School 101 Oak St. Palatine, IL angelopj@ccsd15.net 847-963-7051 smockroom.blogspot.com 8
  2. 2. Sweet to be ME Name___________________________________________ Class____________________
  3. 3. The students will use the concept of identity to indentify and relate their characteristics to the unique qualities of a candy. To complete this project, students will draw a contour line drawing, create a realistic painting, compare their characteristics within the context of metaphor and write a poem using their 5 senses.
  4. 4. Sweet to be Me Lesson Narrative: Students explore the concept of identity through the study, analysis and interpretation of a selected candy. This lesson will afford the students an opportunity to establish a person connection to their art work and open the lens to their own personalities and character traits. personality candy quiz, contour, cross contour *practice contour line drawing and cross contour line drawing of their hands (this is to create a segue towards establishing the students observation skills and slowing them down) *personality candy quiz (READ THE QUIZ FIRST TO MODIFY RESPONSES http://www.livelearn.org/resources/teachers/BAEYC/2012TheCandyBarPersonalityTest.pdf (the quiz is a fun and interactive way for students to begin connecting the traits of candy to themselves) ****GIVE RESEARCH HOMEWORK and MUST BRING IN THEIR CANDY Practice!!! Contour line drawing and learning to observe. *This day is reserved for practicing the new skill drawing through observation by looking at their candies as a ‘still life’ (collect candies after each day) Final Drawings (ONE DAY) *students were given the challenge of creating their drawings using one continuous line and adjusting the pressure of their pencils (this portion of the project really lends to students focusing on their drawings and controlling their speed of their drawings)
  5. 5. Realistic Painting *Demonstrate the mixing different tones with browns, blues and purples (my students were not to use black) *Students paint with very small brushes to paint Touch up and Complete Paragraphs *Students used X-tra Fine Sharpies of similar colors to redefine their folds, wrinkles and smaller shapes *Upon completing their paintings they work on completing their paragraphs (students’ goal is to complete all their responsibilities by a DUE DATE. Every week, students were responsible in continuing from where they left off and moving forward towards completing the entire project on their own---HOMEWORK HELPS;) ) Assessment and evaluations After the students completed their initial line drawing, I collected and Xerox copied them at 115%. Making the images a little bit bigger simply helped the students see all the details. I also took their photographs with each candy as part of their final presentation. The last most important component is giving them the time to complete everything, remembering that the GOAL is NOT just the drawing and painting but their understanding of identity through the investigation of an object. Their realizations and connections are the most important component of their learning.
  6. 6. For this lesson: 1. You will research one type of candy 2. You will compare and contrast you to your candy 3. You will use composition to create an interesting view of your still life 4. You will create contour line drawing of your candy 5. You will paint your chosen candy in a realistic style 6. You will compose a short paragraph explaining your rationale for choosing the specific candy and how you and the candy are alike, through the context of metaphor and the 5 senses. Good Luck….
  7. 7. 1 Research: Candy Study Analyzing: Compare and contrast Composition: Drawing/ Technique Drawing: Contour line Painting: Realistic style Writing: paragrah Mini- Me: Self-Portrait 2 Did not thoughtfully study Did little thoughtful or investigate candy. investigation and study of candy Poor evidence of understanding differences and similarities 3 4 Did good thoughtful investigation and study of candy score Did an excellent investigation and study of candy Some evidence of Good evidence of Excellent evidence of understanding differences understanding differences understanding differences and similarities and similarities and similarities No evidence of thoughtful placement of objects Some evidence of thoughtful placement of objects Poor evidence of proper drawing skills. Drawing looks messy, incomplete Poor evidence of proper drawing skills. Parts of drawing look messy, Good evidence of proper Excellent evidence of proper drawing skills. Drawing drawing skills. Drawing looks looks clean clean No evidence of thoughtful of execution, messy, incomplete Some evidence of thoughtful execution, messy, complete Good evidence of thoughtful execution, complete Some organization, some thoughtful choices and reflection, some good sentence structure, not typed Mostly good organization, used thoughtful choices and All well organized, clear thoughtful choices and reflection, reflection, good sentence clear sentence structure, typed structure, typed Poorly organized, did not use thoughtful choices and reflection, incomplete Good evidence of thoughtful placement of objects Excellent evidence of thoughtful placement of objects Excellent evidence of thoughtful execution, clean, well done, complete The most difficult part of this lesson was ___________________________________________________________________________________________. The best part of this lesson was __________________________________________________________________________________________________. The worst part of the lesson was _________________________________________________________________________________________________. Student Signature_________________________________________ Parent signature_____________________________________
  8. 8. PAINTINGS BY DARREN MAURER
  9. 9. What type of candy are you?
  10. 10. Figure out what type of candy you are We all have our preferences on what sweet treat we like most but how can the candy we choose tell us a little about who we are? Lets take a little quiz. Out of the following candy bars which one do you prefer? Baby Ruth Snickers Three Muskateers Nestle Milkyway Butterfinger Hershey Almond Joy Twix There is an expression, “You are what you eat”. What does that mean?
  11. 11. Organizational Page The candy I chose that resembles me is__________________________ Use your senses: The candy tastes ______________________________________________________ The candy smells _____________________________________________________ The candy looks _______________________________________________________ The candy feels _______________________________________________________ The candy sounds _____________________________________________________ Think about the characteristics of your candy that you wrote above. How do the ingredients from the candy resemble your characteristics and personality? On the following page use your senses to discover your candy personality. For example, if you wrote, “The candy tastes sour”, think of all the different meanings for sour. Why would part of you be sour? Can sour have another a descriptive meaning? Candies are designed to create layers of flavors, textures, smells and sounds. Your job is to really investigate and experience this candy to figure out all its nuances.
  12. 12. Use this Venn Diagram to compare and contrast you and your candy. How are you like your candy?
  13. 13. Senses What is the relationship to you? Give examples.
  14. 14. Use the space provided, to write a rough draft of your short paragraph. Remember you must explain your rationale for choosing the specific candy, describe your characteristics and how you and the candy are alike. Final draft MUST be typed. 12pt Font, ARIAL NARROW, centered.
  15. 15. Contour Line Drawing The outline and other visible edges of a figure or object.
  16. 16. Cross contour line drawing: Cross contour lines are parallel lines that curve over an object’s surface in a vertical or horizontal manner (or both) and reveal the item’s surface characteristics. Cross contour lines are similar to wire framing used in 3D design.
  17. 17. and very sharp pencils
  18. 18. with very small brushes

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