lesson #1|all hands on deck
We are going to teach the participants how to create an image of their hand and fill it with colors and symbols that relate to their identity and personal interests (i.e., likes, dislikes, history, family, friends). This will help Art325 students and participants to get to know each other. Participants can use and explore different mediums (watercolor, markers, crayons, colored pencils etc.). Students can begin to use art as a form of identity. This includes exploring different aspects of themselves. In the end we will display all handprints together to show how individual, unique identities can come together to create a diverse and colorful group.
Essential Understandings:
Objective/Outcomes:
Students will be able to...
To see the lesson plan, click here.
Essential Understandings:
- Understand how artists and designers use personal interest exploration through color and imagery using art as a way to communicate.
- Understand how artists and designers choose images to reflect their interests, hobbies, etc.
- Understand how artists and designers use and understand different materials
- Understand how artists and designers use create a sense of community and how individuals make up a diverse community
Objective/Outcomes:
Students will be able to...
- Explore a variety of mediums to see what they can and cannot accomplish with them. I can build my knowledge about art materials and talk about the outcomes.
- Process a prompt and respond to it. I can explore a prompt.
- See connections between individuals that make up a larger group. I can see my unique role in a group.
- Use color and imagery to describe themselves. I can talk about myself and how I am represented in my art.
- Use symbols to express personal interests. I can use imagery to express my interests.
- Investigate the expressive qualities of art. I can use my art to express myself.
- Use multiple mediums
- Process a prompt
- Use color and imagery for specific description
- Exploring of intersectionality
To see the lesson plan, click here.
Reflection
What worked well for this art experience? Why?
For lesson one the students were curious about the project from the very start of class. All students participated in the craft, fulfilling the guidelines of creating a handprint drawing, decorating it, and cutting it out. The activity we chose worked successfully as a tool to get to know our students on the first day. Discussing our interests in order to brainstorm what the students were going to draw sparked extensive conversation. I discussed what they were drawing and how to draw it in some cases, leading to the stories behind the imagery. This allowed me to connect with the students on a deeper level and form a sense of comradeship. The presence of a variety of mediums was successful, as students skipped around from station to station experimenting and building on the knowledge they already had. Most students experimented with all mediums (colored pencils, markers, watercolor, oil pastel, and miscellaneous 3-d materials) while 2-3 students stuck with either colored pencils or oil pastel. Our group discussion at the end was successful, as the majority of students presented their artwork to the group. They were able to describe multiple aspects of their work including: why they included certain imagery, what the imagery meant/was, and how these drawings express something about their personality. During the discussion other students reacted positively to the peer speaking, whether that was excitement about “Oh! That is a drawing of pasta, how clever!” or “I love Colorado too, go rams!”. They clearly were analyzing one another’s work for understanding and the explanation from each student really allowed the students to gain a full understanding of one another’s work.
What didn’t work well for this art experience? Why?
The presence of permanent markers after creating name tags created a small issue, with a student tracing her hand with the marker and accidentally marking their hand with the ink. Removing the ink with a wipe seemed to put the student in a little bit of a worry, as it did not come off very easily. Most students were able to communicate about ideas and ask for help when needed, or respond ‘yes’ or ‘no’ when help was offered; however, there are two students that are more difficult to communicate with. One student is very shy and independent, which was okay for the art creation time--but when it came to presenting their work to the class we felt it was hard to assist in explaining their work. This is not necessarily about the art experience, but I am curious if there is a way to include them more in discussion. Another student struggles with speech and had a similar issue presenting their work and explaining. We really wanted everyone to be included in discussion, whether they are verbal or non-verbal so I think that is something we need to work on.
What would you do differently? Why?
Next time we will make sure to only have washable markers (if necessary), as not being able to wash off any mess straight away can be an upsetting moment. I also agreed to drawing example images for a student before she tried to draw them, and realized after the fact I should have asked guided questions to help her come to an approach before I just showed an example. The student was incredibly good at drawing from example though, so I know they could do it on their own! Next time I will ask more questions like: “How would you draw this?” or “What shapes do you think you could start with to make this object?” etc. I think we also need to add in more curriculum in the beginning, maybe a little art history or history of the mediums or process being used (if we can hold the students’ attention) so that the project has more purpose beyond the process, product, and discussion; learning could be deeper now that I have met the students and know they would grasp and enjoy this kind of information.
-AP
For lesson one the students were curious about the project from the very start of class. All students participated in the craft, fulfilling the guidelines of creating a handprint drawing, decorating it, and cutting it out. The activity we chose worked successfully as a tool to get to know our students on the first day. Discussing our interests in order to brainstorm what the students were going to draw sparked extensive conversation. I discussed what they were drawing and how to draw it in some cases, leading to the stories behind the imagery. This allowed me to connect with the students on a deeper level and form a sense of comradeship. The presence of a variety of mediums was successful, as students skipped around from station to station experimenting and building on the knowledge they already had. Most students experimented with all mediums (colored pencils, markers, watercolor, oil pastel, and miscellaneous 3-d materials) while 2-3 students stuck with either colored pencils or oil pastel. Our group discussion at the end was successful, as the majority of students presented their artwork to the group. They were able to describe multiple aspects of their work including: why they included certain imagery, what the imagery meant/was, and how these drawings express something about their personality. During the discussion other students reacted positively to the peer speaking, whether that was excitement about “Oh! That is a drawing of pasta, how clever!” or “I love Colorado too, go rams!”. They clearly were analyzing one another’s work for understanding and the explanation from each student really allowed the students to gain a full understanding of one another’s work.
What didn’t work well for this art experience? Why?
The presence of permanent markers after creating name tags created a small issue, with a student tracing her hand with the marker and accidentally marking their hand with the ink. Removing the ink with a wipe seemed to put the student in a little bit of a worry, as it did not come off very easily. Most students were able to communicate about ideas and ask for help when needed, or respond ‘yes’ or ‘no’ when help was offered; however, there are two students that are more difficult to communicate with. One student is very shy and independent, which was okay for the art creation time--but when it came to presenting their work to the class we felt it was hard to assist in explaining their work. This is not necessarily about the art experience, but I am curious if there is a way to include them more in discussion. Another student struggles with speech and had a similar issue presenting their work and explaining. We really wanted everyone to be included in discussion, whether they are verbal or non-verbal so I think that is something we need to work on.
What would you do differently? Why?
Next time we will make sure to only have washable markers (if necessary), as not being able to wash off any mess straight away can be an upsetting moment. I also agreed to drawing example images for a student before she tried to draw them, and realized after the fact I should have asked guided questions to help her come to an approach before I just showed an example. The student was incredibly good at drawing from example though, so I know they could do it on their own! Next time I will ask more questions like: “How would you draw this?” or “What shapes do you think you could start with to make this object?” etc. I think we also need to add in more curriculum in the beginning, maybe a little art history or history of the mediums or process being used (if we can hold the students’ attention) so that the project has more purpose beyond the process, product, and discussion; learning could be deeper now that I have met the students and know they would grasp and enjoy this kind of information.
-AP
