3D: Alluminum People

The lesson starts off with a short power point on Alberto Giacometti and his figures. The students will then be given time to practice creating a human figure with 3-4 pipe cleaners. This will be a small version of the final product. They will then move their figure so that the person is showing some sort of movement. The students will then begin to make their final figure that shows movement. They will cover the figure with aluminum foil and mount it on a foam block with their name on it.

This would be a great lesson to have language arts integrated with. Students would write small facts about their person involving the movement that they are showing. The students would then use the facts to write a newspaper article about their figure. 

Oil Pastels: Turtles

This lesson starts off with the students and the teacher going over a short power point. After the power point the teachers will demonstrate different techniques with the oil pastels. The students will be given time to practice the techniques that they will have to use in their final project. The students will then be instructed to draw a turtle and use at least three of the techniques to draw their oil pastel turtle.

This would be a good lesson to incorporate language arts with. The students could write a short story using beginning, middle, and end to tell about their turtle. They could also talk in first, second, or third person. 

Clay: Pendants

To start the lesson the students will be given a bag of objects. Students will close their eyes and try to guess what is inside the bag. The students will then talk briefly about what they know about fossils. Next they will practice different techniques for wedging clay. They will then practice imprinting into the clay. After practicing they will roll out their clay using the tools so that the clay is the right thickness. After they roll out their clay they will imprint into the clay. After the imprinting they will color their clay using metallic colors. 

This lesson would be great to incorporate with science as the lesson discusses. To go further I would have the students write about what time period their fossil they created was from. They would need to write a paragraph about the fossil (4-6 sentences). This would be good so that the students can show their learning.  

Printmaking

This lesson started off with pictures from Lynda Goldberg, "Fern Dreams." The students will be prompted to explain what they see and the different textures they can see as well. This type of printmaking is called mono print. The students will be shown how to do printmaking and will be given a gel plate that they will use to do this. The students will also be instructed to create their own shape that they will use in their final project. Once the students practice they will have to create four different prints on a sheet of paper and with two of the prints they have to show two colors. Students must also answer the three questions:

1.What is printmaking?

2. What is a mono print?

3. What is texture?

This lesson could be integrated with social studies in an interesting way. Before starting this lesson the students could research famous labels or other things that were made using printmaking. Each students could then have an old design that they must recreate and make a print of. Each student would be creating their own prints and when we would display them as a class we would use a timeline to show the difference of prints over the years. 

Crafts: Egg Carton Animals

The lesson starts with a white sheet of paper in front of each students. They are given the instruction to choose a primary color and draw as many nouns as they can think of. They then need to take another primary color and write more nouns down. Each student will then be given an egg carton with construction paper parts to an animal (frog, bear, fish, or bird). The students will be instructed to color their egg carton a secondary color. Once the students are done colors they can cut out and put their animal together. The students will then glue their animal to their noun sheet and write on a notecard: I see a (color) (animal) staring at me. 

This lesson is already incorporated with language arts. This could be used as a project after a lesson about nouns. A teacher could teach a normal lesson about nouns and explicitly teach. After the lesson as a closing activity or post-assessment this lesson could be used as a fun activity for the students to do. 

2D: Tree of Life

This lesson will start off with a mini lesson about the artist Gustav Klimt and his tree of life. The teachers will then show different techniques of making swirls. The students will then be instructed to create their own tree of life using metallic paint. Once the students are done painting they will be instructed to cut out at least three circles or squares that represent your family. My painting has five circles for my dad, my mom, my brother, my brother's girlfriend, and myself. 

This would be a good lesson to incorporate language arts into. Once the students are done with their paintings I would have them write a story about their tree and in their story they must explain who each circle represents and explain why you chose the paper you did for that person. This would be a great creative writing lesson for language arts.  

Painting: Georgia O'Keefe

This lesson is about painting. The lesson starts with a mini lesson about Georgia O'Keefe to introduce the lesson of painting. She was known for up close paintings of flowers but she also painted other things as well. After the mini lesson the students were given examples of different ways to paint or different techniques if you will. The students are then given time to practice the different techniques and are then told to use the techniques they were in their final project. The students are told to draw a picture of a flower that uses the different techniques of painting. 

This lesson would be a perfect on to integrate science into. Since this lesson has to do with flowers it would be a perfect idea to have the students talk about the different parts of a plant. The students would need to draw a small diagram of a flower and label the different parts of a flower. Once the students have labeled all of the parts they will label their drawing with whatever part of the flower is showing. 

Lines: Water color activity

This project focuses on lines and using different lines. The lesson opened with examples of different lines and then the students were given chances to practice the different types of lines. Then the students were instructed to draw a scenery, any scenery we wished. Once we had a rough draft of our scenery we were told to use the different types of lines in our drawing and outline them in black before we used water colors to fill in the drawing with color. I thought that this project was really cute and would be a great art project for younger students.

I could incorporate this into science and have the students pick different biomes to do their drawings in. After the students are done with their drawings they will be given time to research about the different bios and complete a worksheet with the following questions:

1. What is the average temperature in your biome?

2. What types of plants live there?

3. What types of animals live there?

4. What are twi interesting facts you would like to share with the class?

Van Gogh Collage

This lesson starts off with a power point about Vincent Van Gogh. As a class we start to talk about his painting: Starry Night. Everyone in the class gets a black piece of construction paper, tissue paper, crayons, and oil pastels. Each student needs to cut out different colors of tissue paper and glue them onto the black construction paper by using gel medium glaze. Following the tissue paper, each student needs to create a scenery for their tissue paper background to be viewed behind. For example my background is mountains. Once the student has everything on the paper they can use oil pastels and crayons to draw lines around the piece to give it more of a Van Gogh feeling. 

I could use this project in the classroom with language arts. I would have the students once they are done with their art work write a paragraph (4-6 paragraphs). They must use references in their story that connect to their drawing. This can be as simple as The sky was a beautiful blue-green when the sun had finally set. The goal of this assignment is for the students to be creative and use good descriptive words (adjectives).  

Hidden Safari

Students will make the glasses that they will use to view their animal by using red construction paper and red cellophane. The next step in this project is the students need to choose an animal and draw it on their white sheet of paper in light blue colored pencil. After the students have drawn their animals they will use warm colors (red, orange, and yellow) to draw over their animal so you cannot tell what animal it is or even if there is an animal there when you look at the paper. Once students are done with drawing over their animal they will be instructed to put their glasses on and will be prompted: "what do you see?" The students will respond with I see my blue animal. This project is very cool and unique that students will enjoy. 

I could use this project in the classroom with science and language arts. The students would choose their animal before creating this project. After creating the drawing and hiding their animal they will have to look up facts about their animal and write a paragraph (4-6 sentences) about their animals using those facts. They can type or hand write their paragraph and attach it to the bottom of their picture. 

Dot Day Exploration

This project was inspired by the book The Dot by, Peter Reynolds. This project would be great for younger children. In this activity you would need to have coffee filters, oil pastels, crayons, markers, and water colors. The best part of this activity is that it allows students to be creative and explore the tie dye affect that happens. 

I could use this project in the classroom with language arts. I would have everyone make their own dot with different colors and shapes. Once every student is done with their dot I would allow them to use creative writing and they will create a story. They have to use their dot to come up with a beginning, middle, and end. They will use cursive handwriting to script their story on a sheet of paper  and glue their dot onto the same sheet of paper. 

Elements and Principles of Design

This project was all about the elements and principles of design. Below I have 5 pictures that represent one of the 12 elements and principles. 

This first picture was taken in the softball locker room at Northern State University. This picture shows great color of the wolf head. Your eye is immediately drawn to the face and my eyes are always caught in the eyes of the wolf. 

The second picture is of a locker door also on the campus of Northern State University. This locker shows the diamond shape and how it continues down the front of the locker door. I like that the diamonds are very sharp and clear cut.   

The third picture is one of my favorites. This picture of a mounted bear shows great focal point because when you look at the picture you eye is immediately drawn to the nose of the bear. The whole face is up close and personal but the nose looks as if it is peaking out of the picture. 

The fourth picture shows contrast of the white lights against the black keys of a MacBookPro. This picture was taken of a keyboard on a MacBookPro 13. When you look at this picture you see shapes and sizes of different keys and the consistent contrast in the black and white color.

The fifth picture shows the texture of the wood. This is a picture of a classroom door at Northern State University. In this picture I would use the word rough to describe what texture the picture is portraying.  

I could use this project in the classroom with social studies. I would have everyone go around the classroom and school and take pictures of identifying marks that tell you where you are in the school or classroom.  Once the students have two or three good pictures they will write one paragraph (4-6 sentences) explaining their pictures and what the picture is representing. The students will type their paragraph when they have a final copy of it done. 

Footprint/Introduction

My name is Katie Uittenbogaard and this is my footprint!

The Ace of Spades represents my love for playing cards especially Texas Hold'em. I am originally from Minnesota, therefore I had to draw the outline for the state. I drew a dumbbell because I love to lift weights and weight train, basically anything that has to do with fitness. The smilie face is for my optimism and I am almost always in a good mood and smiling. Plus, minus, multiplication, and division are for math and how I love math a lot. The red clogs are for my dutch heritage and I added them because I would love to travel to the Netherlands to visit the country and meet some of my long distance family. My pink doughnut and coffee cup represent my favorite food and drink! The softball if for my all time favorite sport that I get the opportunity to play here at Northern State University, Go Wolves! I would really like to move to Colorado when I graduate and love to hike, hence the mountain drawing. I am also very involved in my faith which is represented by the Christian Cross. I have an addiction to ChapStick and always have one on me. If you are not sure what the red and black symbol is it is the Lululemon symbol, which is a clothing company that I love and am obsessed with. Lastly, the word Bravery is written in cursive because I find cursive very beautiful. Also every year for softball we pick one word to lie by in our everyday lives and in softball. This year I picked Bravery because it means not to be fearless but to see fear and embrace it to overcome the fear. 

I would bring this into the classroom by having the students make their own footprint and bring it to class. After everyone would get done sharing I would tell the students to pick one item on your footprint that you could write the most about. If two items blend together then students would be able to talk about two items, but I would like them to stick to one if possible. Once the students pick there topic they will write one paragraph (4-6 sentences) explaining their topic and the significance to their life. The students will type the paragraph after they write a rough draft and have a partner edit it. Once they type up their paragraph they will print it off and glue the paragraph to the bottom of the footprint. I will hang these up in the classroom to show our diversity.