The document outlines a lesson plan for teaching students about color harmonies using the color wheel. It involves several days: Day 1 introduces the color wheel. Day 2 presents color harmonies through a PowerPoint. Days 3-4 have students work in groups to illustrate the six main color harmonies. Day 5, students assess each other's illustrations using a rubric. The conclusion reflects on incorporating art into lessons.
This document outlines a 4-session art unit for a 2nd grade classroom using GLAD strategies. It introduces concepts of line, shape, and primary colors through the artwork of Piet Mondrian. Strategy One uses a song to teach primary colors. Strategy Two builds a multilingual word wall. Strategy Three leverages students' knowledge of their neighborhood for a mapping activity. Strategy Four incorporates partner work.
The document discusses key color relationships used in painting, including primary colors, secondary colors formed by combining primaries, complimentary colors that are opposite each other on the color wheel, tertiary colors that are a mix of a primary and secondary, and analogous colors that are next to each other on the color wheel. It also notes that tertiary colors can have complements and discusses split complimentary color schemes.
This lesson plan is related to the power point presentation that i have uploaded before. So, it may help you in preparing a lesson of adjectives for grade two.
This lesson plan focuses on using poetry to learn a foreign language for young adults aged 20-25 at a B2 level. The plan has three segments: 1) A 10 minute schema activation where students analyze an image of Budapest and guess what a poem about it would be. 2) A 20 minute reading activity where students work in pairs to write a short poem illustrated by pictures from the web. 3) A 30 minute speaking expansion where students share their poems with the class and get feedback, and secretly vote for the best poem. The overall goal is to identify the process of writing poetry and use it to describe a skill.
This document outlines the steps in planning a CLIL (Content and Language Integrated Learning) unit on mixing colors for a 1st grade arts and crafts class. It includes identifying the driving question, previewing unit content including key vocabulary, determining the easiest and hardest sections, connecting to curriculum standards, and incorporating soft skills like listening, turn-taking, teamwork and sharing. Interdisciplinary connections are identified between the topic and languages, math, computers, physical education and music. The goal is for students to understand how to create primary, secondary and tertiary colors and organize them into a color wheel.
This lesson plan introduces the topic of violence to 11th grade students. It has three main activities: 1) Students will classify pictures as depicting violent or non-violent situations and describe the types of violence shown. 2) Students will read texts about violence and answer comprehension questions. 3) Students will summarize the texts and share their answers, discussing their results as a class. The goal is for students to better understand and reflect on the topic of violence.
The document outlines a lesson plan for teaching students about color harmonies using the color wheel. It involves several days: Day 1 introduces the color wheel. Day 2 presents color harmonies through a PowerPoint. Days 3-4 have students work in groups to illustrate the six main color harmonies. Day 5, students assess each other's illustrations using a rubric. The conclusion reflects on incorporating art into lessons.
This document outlines a 4-session art unit for a 2nd grade classroom using GLAD strategies. It introduces concepts of line, shape, and primary colors through the artwork of Piet Mondrian. Strategy One uses a song to teach primary colors. Strategy Two builds a multilingual word wall. Strategy Three leverages students' knowledge of their neighborhood for a mapping activity. Strategy Four incorporates partner work.
The document discusses key color relationships used in painting, including primary colors, secondary colors formed by combining primaries, complimentary colors that are opposite each other on the color wheel, tertiary colors that are a mix of a primary and secondary, and analogous colors that are next to each other on the color wheel. It also notes that tertiary colors can have complements and discusses split complimentary color schemes.
This lesson plan is related to the power point presentation that i have uploaded before. So, it may help you in preparing a lesson of adjectives for grade two.
This lesson plan focuses on using poetry to learn a foreign language for young adults aged 20-25 at a B2 level. The plan has three segments: 1) A 10 minute schema activation where students analyze an image of Budapest and guess what a poem about it would be. 2) A 20 minute reading activity where students work in pairs to write a short poem illustrated by pictures from the web. 3) A 30 minute speaking expansion where students share their poems with the class and get feedback, and secretly vote for the best poem. The overall goal is to identify the process of writing poetry and use it to describe a skill.
This document outlines the steps in planning a CLIL (Content and Language Integrated Learning) unit on mixing colors for a 1st grade arts and crafts class. It includes identifying the driving question, previewing unit content including key vocabulary, determining the easiest and hardest sections, connecting to curriculum standards, and incorporating soft skills like listening, turn-taking, teamwork and sharing. Interdisciplinary connections are identified between the topic and languages, math, computers, physical education and music. The goal is for students to understand how to create primary, secondary and tertiary colors and organize them into a color wheel.
This lesson plan introduces the topic of violence to 11th grade students. It has three main activities: 1) Students will classify pictures as depicting violent or non-violent situations and describe the types of violence shown. 2) Students will read texts about violence and answer comprehension questions. 3) Students will summarize the texts and share their answers, discussing their results as a class. The goal is for students to better understand and reflect on the topic of violence.
While student teaching, I created a 5-week poetry unit for a third grade class. For three weeks during this unit, I divided students into three groups, visiting a different poetry center each week, from exploring the Shel Silverstein website to reading poetry aloud to one another to creating concrete poems.
The document provides information about an English lesson for 9th grade students on the topic of cyber bullying. The lesson involves several pre-task, task, and post-task activities. The pre-task involves a chain game to arrange phrases about cyber bullying and predict content of a video based on keywords. The task involves watching the video with stops to predict scenes, answering worksheet questions, and discussing in groups. The post-task involves organizing into groups, discussing questions written on the board, and representing group conclusions in a game. Annexes provide additional materials like keywords, pictures, worksheets, and questions to support the lesson activities.
Students will take a quiz based on the book "Personality Development". The quiz has three sections: reading, listening, and speaking. For the reading section, students will answer 40 multiple choice questions in 50 minutes based on the book. For the listening section, students will watch a video and then speak for 2 minutes about what they understood, which will be evaluated on presentation, language, thoughts, and recall ability. Scores will be out of 60 total marks - 40 for reading and 20 for listening and speaking. The top 3 scoring students from each school and NSS unit will be reported to the specified email addresses along with their details and scores.
The lesson plan aims to assess and improve students' speaking skills through activities that practice describing clothes and colors. Students will act out descriptions of animals using masks, learn clothing vocabulary from flashcards, draw and label their favorite outfits, and write descriptions of the outfits following a teacher-provided model. The plan promotes speaking confidence and uses language from previous classes.
Students analyzed episodes 1-3 of the digital narrative "Inanimate Alice" by discussing questions, comparing elements of print and digital texts, predicting what would happen in episode 3, and analyzing the text structure and visual features. They then worked collaboratively to plan and write their own episode 4, having many accountable conversations along the way about the storyline, author's craft, and text structure across the episodes.
Students will learn about symmetry and the line of symmetry through creating string prints. They will view a video on lines of symmetry, make string prints with textured materials, and be assessed on identifying lines of symmetry in their own artwork. The lesson teaches the art principle of symmetry using multisensory materials and accommodations for students with various disabilities.
This document outlines a beginner-level vocabulary lesson on colors. The objectives are for students to be able to recognize, pronounce, and identify colors and use them. The teacher will go through flashcards of colors to familiarize students with them, pronounce the color names for students to repeat, and incorporate an activity at the end to check students' understanding in differentiating between colors.
Three photography students explored hand-coloring techniques inspired by Andy Warhol's Four Marilyns. They examined four color relationships - primary, secondary, tertiary, and monochromatic - by using oil paints on photographs over three class periods. The instructor demonstrated color blending and placement techniques to emphasize themes and discussed dividing photographs into sections to create abstract interpretations.
The document describes an art lesson where students learned about color theory and used it to create compositions of repeated robot images with different color schemes. Students were introduced to color theory concepts through a presentation and worksheet. They then sketched robot designs, chose a final design to trace multiple times, and colored the repeated images using four different color palettes. The completed compositions demonstrated the students' understanding of applying color theory principles like warm/cool colors and complementary colors. The project allowed creative expression while reinforcing art concepts.
This 6-day lesson plan involves taking students on field trips around their town to learn about its layout and community roles. Students will visit places like the police station, hospital, churches, and parks. Each day they will observe and speak to people. Students will add drawings of each place visited to a map. They will then present their maps and discuss what they learned. The lesson aims to teach students about the set-up of their town and different societal roles through interactive, experiential learning.
This document provides a lesson plan for a Grade 5 French class on animals. The objectives are for students to understand and express vocabulary related to common farm animals. The lesson involves introducing pictures and words for five farm animals (cow, goat, horse, duck, dog), singing a song to practice pronunciation, and matching words to pictures. Students will then practice describing an animal's size by completing sentences like "Il y a un petit chien" (there is a small dog). Assessment includes matching activities and an exit pass where students write about their favorite animal.
This document outlines an English language lesson plan about a short story called "The Bogey-beast". The lesson involves activating students' prior knowledge about the story, having students discuss it in pairs, answering comprehension questions, a true/false exercise, and rewriting the story with an introduction and conclusion. The goal is for students to understand the story through discussion and interactive activities. Students will share their rewritten stories at the end of the class.
This document provides a template to help identify the communicative skills, content language, basic interpersonal language, and scaffolded language to include in a unit plan focused on describing and discussing art. It includes examples of vocabulary, structures, and sentences to teach students how to describe different types of pictures, discuss artists, and express personal opinions about artworks. The template separates the different language elements into categories like CALP, BICS, and language through to guide planning instruction that will develop students' language skills.
The teacher will be teaching multiplication of 5s to a third grade class consisting of 10 boys and 7 girls, who are mostly white with some African American students. The objective is for students to learn their 5s multiplication tables through a song and by creating posters. Students will work in groups playing math games and quizzing each other to reinforce the learning. Their participation and performance on the games and creativity of posters will be evaluated.
The document provides details about using the animated poem "Some Days" by Billy Collins to teach students. It outlines a lesson plan with the goal of having students understand the poem by watching the animated video, listening, and reading some lines. The plan includes an introduction where students express personal feelings. They are then given lines from the poem and tasked with organizing them in the correct order. Later, students write an introduction with blanks to fill in following the sequence of the poem. They then discuss questions about what they understood and how the persona feels.
The document outlines an agenda for an English language class with three main activities. Students will bring in photos to share and ask each other questions about using who, what, where, when and why. They will then practice language structures and functions by describing photos using sample sentences. Finally, the class will wrap up by discussing what they learned, found challenging, and found easy about the activities.
This document appears to be notes from a discussion between LinkedIn employees about the Dust templating engine. It mentions that LinkedIn forked Dust and built extensions to add template logic and helpers. Key helpers mentioned include @eq, @select, @lt, @lix for A/B testing, and @url for URL generation. It also discusses LinkedIn's use of Dust for rendering templates on the server for SEO, emails, and pages like profiles, search, and influencers recommendations.
1. The document discusses the differences between goals and dreams, and emphasizes the importance of setting SMART goals and developing plans to achieve those goals.
2. It highlights key principles for success like continuous measurement and improvement, and stresses developing specific, measurable, attainable, relevant, and time-bound (SMART) goals in all areas of life.
3. The conclusion emphasizes taking action by crystallizing goals, making plans, and carrying them out with determination despite obstacles or criticism.
MPI WestField Chapter September Newslettercamerontoth
This document provides summaries of various MPI Westfield chapter members and events. It highlights lifetime members Anne Renken, Marty Bear, Carol Steirle, and Diane D. Smith through short profiles and interviews. It also provides a spotlight on member Maria "Pia" Carpenter and previews the October education event on food, beverages, and costumes from the 1960s. Additionally, it advertises partnership opportunities with the MPI Westfield chapter and recaps a successful leadership training session.
The document outlines a lesson plan for teaching students about color harmonies using the color wheel. Over five days, students are introduced to the color wheel, presented with examples of different color harmonies, and split into groups to illustrate the six main color harmonies. Students analyze each other's illustrations using a rubric to evaluate the accurate use of color harmonies. The lesson aims to help students understand how to identify and apply various color schemes.
The document discusses the Dust templating engine and how it provides separation of presentation and logic without sacrificing ease of use. It explains that Dust uses keys in templates to reference data in JSON, sections to enumerate blocks, and helpers/partials to add logic. Helpers can be written once and support the DRY principle. Partials allow passing parameters and accessing the parent scope. The document provides examples of using helpers, partials, and JavaScript controls to dynamically render badges based on a user's connection distance and add localization.
While student teaching, I created a 5-week poetry unit for a third grade class. For three weeks during this unit, I divided students into three groups, visiting a different poetry center each week, from exploring the Shel Silverstein website to reading poetry aloud to one another to creating concrete poems.
The document provides information about an English lesson for 9th grade students on the topic of cyber bullying. The lesson involves several pre-task, task, and post-task activities. The pre-task involves a chain game to arrange phrases about cyber bullying and predict content of a video based on keywords. The task involves watching the video with stops to predict scenes, answering worksheet questions, and discussing in groups. The post-task involves organizing into groups, discussing questions written on the board, and representing group conclusions in a game. Annexes provide additional materials like keywords, pictures, worksheets, and questions to support the lesson activities.
Students will take a quiz based on the book "Personality Development". The quiz has three sections: reading, listening, and speaking. For the reading section, students will answer 40 multiple choice questions in 50 minutes based on the book. For the listening section, students will watch a video and then speak for 2 minutes about what they understood, which will be evaluated on presentation, language, thoughts, and recall ability. Scores will be out of 60 total marks - 40 for reading and 20 for listening and speaking. The top 3 scoring students from each school and NSS unit will be reported to the specified email addresses along with their details and scores.
The lesson plan aims to assess and improve students' speaking skills through activities that practice describing clothes and colors. Students will act out descriptions of animals using masks, learn clothing vocabulary from flashcards, draw and label their favorite outfits, and write descriptions of the outfits following a teacher-provided model. The plan promotes speaking confidence and uses language from previous classes.
Students analyzed episodes 1-3 of the digital narrative "Inanimate Alice" by discussing questions, comparing elements of print and digital texts, predicting what would happen in episode 3, and analyzing the text structure and visual features. They then worked collaboratively to plan and write their own episode 4, having many accountable conversations along the way about the storyline, author's craft, and text structure across the episodes.
Students will learn about symmetry and the line of symmetry through creating string prints. They will view a video on lines of symmetry, make string prints with textured materials, and be assessed on identifying lines of symmetry in their own artwork. The lesson teaches the art principle of symmetry using multisensory materials and accommodations for students with various disabilities.
This document outlines a beginner-level vocabulary lesson on colors. The objectives are for students to be able to recognize, pronounce, and identify colors and use them. The teacher will go through flashcards of colors to familiarize students with them, pronounce the color names for students to repeat, and incorporate an activity at the end to check students' understanding in differentiating between colors.
Three photography students explored hand-coloring techniques inspired by Andy Warhol's Four Marilyns. They examined four color relationships - primary, secondary, tertiary, and monochromatic - by using oil paints on photographs over three class periods. The instructor demonstrated color blending and placement techniques to emphasize themes and discussed dividing photographs into sections to create abstract interpretations.
The document describes an art lesson where students learned about color theory and used it to create compositions of repeated robot images with different color schemes. Students were introduced to color theory concepts through a presentation and worksheet. They then sketched robot designs, chose a final design to trace multiple times, and colored the repeated images using four different color palettes. The completed compositions demonstrated the students' understanding of applying color theory principles like warm/cool colors and complementary colors. The project allowed creative expression while reinforcing art concepts.
This 6-day lesson plan involves taking students on field trips around their town to learn about its layout and community roles. Students will visit places like the police station, hospital, churches, and parks. Each day they will observe and speak to people. Students will add drawings of each place visited to a map. They will then present their maps and discuss what they learned. The lesson aims to teach students about the set-up of their town and different societal roles through interactive, experiential learning.
This document provides a lesson plan for a Grade 5 French class on animals. The objectives are for students to understand and express vocabulary related to common farm animals. The lesson involves introducing pictures and words for five farm animals (cow, goat, horse, duck, dog), singing a song to practice pronunciation, and matching words to pictures. Students will then practice describing an animal's size by completing sentences like "Il y a un petit chien" (there is a small dog). Assessment includes matching activities and an exit pass where students write about their favorite animal.
This document outlines an English language lesson plan about a short story called "The Bogey-beast". The lesson involves activating students' prior knowledge about the story, having students discuss it in pairs, answering comprehension questions, a true/false exercise, and rewriting the story with an introduction and conclusion. The goal is for students to understand the story through discussion and interactive activities. Students will share their rewritten stories at the end of the class.
This document provides a template to help identify the communicative skills, content language, basic interpersonal language, and scaffolded language to include in a unit plan focused on describing and discussing art. It includes examples of vocabulary, structures, and sentences to teach students how to describe different types of pictures, discuss artists, and express personal opinions about artworks. The template separates the different language elements into categories like CALP, BICS, and language through to guide planning instruction that will develop students' language skills.
The teacher will be teaching multiplication of 5s to a third grade class consisting of 10 boys and 7 girls, who are mostly white with some African American students. The objective is for students to learn their 5s multiplication tables through a song and by creating posters. Students will work in groups playing math games and quizzing each other to reinforce the learning. Their participation and performance on the games and creativity of posters will be evaluated.
The document provides details about using the animated poem "Some Days" by Billy Collins to teach students. It outlines a lesson plan with the goal of having students understand the poem by watching the animated video, listening, and reading some lines. The plan includes an introduction where students express personal feelings. They are then given lines from the poem and tasked with organizing them in the correct order. Later, students write an introduction with blanks to fill in following the sequence of the poem. They then discuss questions about what they understood and how the persona feels.
The document outlines an agenda for an English language class with three main activities. Students will bring in photos to share and ask each other questions about using who, what, where, when and why. They will then practice language structures and functions by describing photos using sample sentences. Finally, the class will wrap up by discussing what they learned, found challenging, and found easy about the activities.
This document appears to be notes from a discussion between LinkedIn employees about the Dust templating engine. It mentions that LinkedIn forked Dust and built extensions to add template logic and helpers. Key helpers mentioned include @eq, @select, @lt, @lix for A/B testing, and @url for URL generation. It also discusses LinkedIn's use of Dust for rendering templates on the server for SEO, emails, and pages like profiles, search, and influencers recommendations.
1. The document discusses the differences between goals and dreams, and emphasizes the importance of setting SMART goals and developing plans to achieve those goals.
2. It highlights key principles for success like continuous measurement and improvement, and stresses developing specific, measurable, attainable, relevant, and time-bound (SMART) goals in all areas of life.
3. The conclusion emphasizes taking action by crystallizing goals, making plans, and carrying them out with determination despite obstacles or criticism.
MPI WestField Chapter September Newslettercamerontoth
This document provides summaries of various MPI Westfield chapter members and events. It highlights lifetime members Anne Renken, Marty Bear, Carol Steirle, and Diane D. Smith through short profiles and interviews. It also provides a spotlight on member Maria "Pia" Carpenter and previews the October education event on food, beverages, and costumes from the 1960s. Additionally, it advertises partnership opportunities with the MPI Westfield chapter and recaps a successful leadership training session.
The document outlines a lesson plan for teaching students about color harmonies using the color wheel. Over five days, students are introduced to the color wheel, presented with examples of different color harmonies, and split into groups to illustrate the six main color harmonies. Students analyze each other's illustrations using a rubric to evaluate the accurate use of color harmonies. The lesson aims to help students understand how to identify and apply various color schemes.
The document discusses the Dust templating engine and how it provides separation of presentation and logic without sacrificing ease of use. It explains that Dust uses keys in templates to reference data in JSON, sections to enumerate blocks, and helpers/partials to add logic. Helpers can be written once and support the DRY principle. Partials allow passing parameters and accessing the parent scope. The document provides examples of using helpers, partials, and JavaScript controls to dynamically render badges based on a user's connection distance and add localization.
The document discusses growth and culture at LinkedIn. It notes that LinkedIn has experienced hyper-growth in recent years, growing to 225 million users, more than half of which signed up in the last 3-4 years. It attributes this growth to LinkedIn's culture and core values, which include acting like an owner, building relationships, and being open and transparent. The document argues that culture influences growth, but growth also shapes culture, and working at a fast-growing company like LinkedIn allows employees to help build the culture and brand in the coming years.
The document outlines a lesson plan for teaching students about color harmonies using the color wheel. It involves several days: Day 1 introduces the color wheel. Day 2 presents color harmonies through a PowerPoint. Days 3-4 have students work in groups to illustrate the six main color harmonies. Day 5, students assess each other's illustrations using a rubric. The conclusion reflects on incorporating art into lessons.
This document summarizes art projects and assessments for 4th grade students. It describes color theory and line projects done in the fall, including worksheets blending colors and creating color wheels. In the spring, students created land formations by layering and gluing colored shapes. Another project involved sculpting original snack inventions out of clay and designing packaging for them. The teacher provided guidance and feedback on the projects, aiming to teach art skills while allowing for student experimentation and creativity.
Motivating Visual Arts Students To Utilize Their Textbooksjabdurrashid
The document describes an action research project conducted by two art teachers to motivate their students to use their art textbooks more. They surveyed students to understand why they disliked the textbooks. They then fragmented the textbook into engaging sections, incorporated games and storytelling techniques, and had students connect an artist's work and life to their own. This led to over half the class responding positively and completing assigned textbook research.
Deatailed Lesson Plan in Arts Color HarmonyErica Calcetas
This document contains a detailed lesson plan for teaching color harmonies to 4th grade students. The objectives are for students to identify color harmonies, enumerate the 4 types, appreciate color aesthetics in indigenous arts, and make artworks using different harmonies. The lesson plan outlines preliminary activities like prayers and reviews. It then teaches the 4 types of harmony - direct, split complementary, triadic, and analogous. Students participate in activities to reinforce the concepts and apply their understanding by drawing desired Christmas gifts and identifying the color harmonies used. Assessment is through a quiz on the 4 types, and homework asks students to relate their favorite color to personality.
This 3-day lesson teaches 6th to 8th grade students about figurative language through analysis of poems. Students will: 1) Identify types of figurative language in poems using colored markers; 2) Combine findings with group members; 3) Input data into an Excel chart showing the variety and frequency of figurative language used in each poem. Students will present their charts and compare authors' use of figurative language. The lesson will be evaluated using a rubric and revised to enhance student performance.
This document describes a slideshow lesson on colors for 2nd and 3rd grade students. It aims to teach students about warm and cool colors, primary colors, and secondary colors. The teacher would use the smartboard lesson to engage students in learning about different color families. Then students would apply this knowledge by painting popsicle sticks with colors from the different families. The lesson exemplifies universal design by allowing students to interact with the material in different ways through visual, kinesthetic, and verbal learning.
The document summarizes an art lesson for Year 7 students. The lesson focuses on having students design creative relief designs based on different countries for the Olympics. Students will spend the lesson drawing out their designs in pencil using images they researched for homework. The teacher will demonstrate layout techniques and remind students about using the color wheel. By the end of the lesson, students should have completed pencil designs and begun coloring them in.
The document discusses intermediate colors and a four season painting activity. It will define intermediate colors as colors made by mixing a primary and secondary color that are next to each other on the color wheel. Examples of intermediate colors are given. Students will then use intermediate colors in a four season painting by matching colors to represent each season, such as using an orange-red for fall. A worksheet is provided for students to fill in the color wheel, brainstorm season ideas, and color samples for their painting.
Team Gallery ReviewPRESENTED BY RUPESH DHAKA.docxbradburgess22840
Team Gallery Review
PRESENTED BY :
RUPESH DHAKAL
PROFFESOR RICHARD MILLER
ARTS -1301-77204
DATE : 09/15/2019
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COMMUTER 2
Commuter 2 is a painting made by Kendall Stallings. It is the art known as acrylic on canvas. The size of the art is 48 * 36 inches. This work was created in 2014 and it can be used as an artwork to get knowledge about canvas art.
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DALLAS ART GALLERY
Location : DALLAS ART GALLERY
DALLAS, TEXAS
DATE : 09/14/2019
TIME : 11:30 AM
The above mentioned art gallery has many more art collection to have a look and research about it .
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COMMUTER 2
Kendal Stallings is an American artist who began his art instruction in 1965 at the age of 11. In this art the artists intent is to show the viewers that the emotion of a person while travelling. The intend of the artist is to let the viewer to know about the journey that a commuter has to travel daily through his art.
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DESIGN PRINCIPLES AND VISUAL ELEMENTS
In this art the artist describes about the various principle of art with the help of visual elements. The art uses the proper shape and size for his art. The use of proper texture can also be seen in the art. The use of proper color is also seen in the art. The artist have used appropriate visual elements so that the viewers can have better knowledge about the commuter. The proper shape of the person and the bicycle is shown by the artist so that the viewer can easily identify it. The proper texture for the person sitting in the bicycle is used. Likewise the distinguishable color is used by the artist which is black. In this way the design principles are followed by the artist to make the art meaningful.
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5
Art comparison
Boy Bitten By a Lizard
Commuter 2
In this art the artist is trying to describes about poisonous attack of salamander over the god. This is a big art work with lots of meaning in it. There is use of different colors in this art. The use of appropriate texture is difficult to see.ßß
In this art the artist describes about the journey and path of a commuter. It is not so vast art work. There is use of monochromatic color only. The use of appropriate texture can be seen easily.
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CONCLUSION
In the conclusion I would like to say that the gallery review assignment helped to get a chance to look over different types of paintings and art works that were on the gallery. It also helped to get knowledge about different types of artist and their art work.
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TEAM GALLERY REVIEW
COMMUNICATION SKILLS VALUE RUBRIC
The class will be randomly assigned into teams of 3 or more students.
Within a team, each Team Member will select 1 work of art to be found in an approved professional art
gallery. Each Team Member will be creating a power point with images of each of these art objects. The team
may have to seek permission to photograph the object from the gallery or artist. Identify and describe these
works of art based on the specifications given in the rubric.
The team will a.
This lesson plan outlines a project for students to create their own original color wheel. Students will spend 10 hours in class working on the project. They will demonstrate what they have learned by designing a color wheel that reflects something they like and places the primary and secondary colors in the center with white and black leading out. Students must explain their design choices and what they have learned about color theory. The project aligns with national and state art standards focusing on skills, analysis, interpretation, and developing a body of work.
This document provides an overview of lessons for a movement-themed art curriculum. It includes 12 lessons that focus on techniques like figure drawing, portraiture, and experimental mark-making to convey movement. Students will analyze works by artists like Balla, Hume, Bacon, and Hockney. They will complete observational drawings of decaying apples over 8 weeks. The curriculum aims to teach students how to approach artwork in various ways and develop their ability to suggest movement through different materials and techniques.
This document provides an overview of a lesson on the fundamentals of art, including elements of design such as line, color, and value. It begins with learning objectives and a hook question about how colors can inspire emotions. It then covers different types of lines, color schemes, and values. Examples are provided to illustrate concepts like complementary colors. Students will fill out worksheets to demonstrate their understanding and discuss how they can use elements of design in their own artwork.
The document provides instructions for a lesson on still life painting of fruits for students. It instructs students to observe the colors, shapes, textures of different arranged fruits and to draw and paint them using watercolors, adding white or black to create lighter or darker areas. The goal is for students to paint a realistic still life of fruits by overlapping shapes and choosing the right colors for each fruit.
The document provides instructions for an art assignment asking students to examine abstract artworks by artists like Jackson Pollock and create their own abstract piece in Pollock's style. Students will look at examples of abstract art, sketch ideas, and use color, shape, and line to convey emotion as they complete a painting, collage, or mixed media artwork in the style of an assigned artist like Kandinsky, Derain, or Matisse. Their work will be evaluated on use of color, craftsmanship, comprehension of artistic style, and completion of the assignment. The completed artworks and writings will be displayed in the school hallway.
8085 Problems in Curriculum and InstructionAshDTay
This presentation organizes and explains works of art made in three studio classes (Drawing with Colored Pencils, Acrylic Painting, and Green Art/Recycled Art) over the course of the 2015 Spring semester. Each piece is then translated into a brief art lesson appropriate for teaching to grades K-12.
This document outlines a 3 lesson drawing curriculum for elementary school students. Lesson 1 focuses on mark making with crayons using the artists Jackson Pollock and Edgar Degas as examples. Lesson 2 teaches self-portraits using color and expression, showing works by Close, Matisse, and Dekooning. Lesson 3 incorporates line and found objects into drawings, exploring the techniques of Van Gogh and Jasper Johns. Each lesson aims to develop students' drawing skills through different approaches and lasts 1 hour and 20 minutes. The overall goal is for students to explore art and improve abilities through varied drawing methods.
Gcse Art and Design "Movement" Scheme of WorkRWFortismere
This document provides an outline for a series of art lessons focused on movement. Lesson 1 involves students presenting their summer work and understanding different approaches to artwork. Lesson 2/3 includes figure drawing exercises of people in sports poses to understand expressive drawing. Lesson 4/5 involves overlapping portraits using charcoal to suggest movement. Homework assignments include researching artists like Anton Bragaglia and Edward Muybridge who studied movement. Later lessons explore color theory, experimental drawing and painting techniques, 3D wire sculptures, and response artworks based on artists like Francis Bacon who depicted the human form in motion.
This visual arts lesson focuses on graffiti tagging and having students use line, shape, and color to express emotions abstractly and in their tag designs. Students will experiment with art materials to create draft tags and then finalize their tags, explaining their creative process. The lesson aims to help students understand how art can interpret emotions differently based on social, cultural, and historical contexts.
This document is a study guide for an upcoming studio art midterm exam. It lists various art concepts, terms, classifications, styles, elements, principles, techniques, color schemes, and art movements that students should review in preparation for the exam. Key items covered include defining the classifications and styles of art, elements and principles of design, color schemes, drawing techniques like hatching and stippling, how to create tints, shades and tones of colors, color mixing and blending techniques, and characteristics of artistic movements like Impressionism.
This document discusses integrating art into math lessons. It provides examples of lesson plans using different art forms like painting, music, and drama to teach fractions. The goal is to have students learn math concepts through a creative, inquiry-based process. Students should be able to define fractions, add and subtract simple fractions. The best lessons are those where the art activity directly supports learning the academic objectives.
The document provides a lesson plan on teaching shapes and colors to students. The lesson plan aims to help students identify different shapes and colors, appreciate their importance, and provide examples of things related to shapes. Key activities in the lesson include the teacher showing different shapes and colors to students and asking them questions to check understanding. Students are then split into groups to complete matching and identification activities with shapes and colors. Finally, students are assessed by drawing different shapes and coloring them, and given an assignment to draw additional shapes and name them.