lesson #5 | rock on
We will utilize a prompt worksheet to inspire ideation and creation for the project. Students will explore how the use of a non-traditional art surface can allow students to see the world from a different perspective--“anything can be art” or “make the world more intriguing by making it your own”. This lesson has the potential to broaden students’ horizon of the availability of material (exploring non-art or non-conventional surfaces) and addition of opportunities to be creative.
Essential Understandings:
Objective/Outcomes:
Students will be able to...
Skills:
To see the lesson plan, click here.
Essential Understandings:
- Understand how artists and designers use everyday objects as materials.
- Understand how artists and designers make connections between art and nature.
- Understand how artists and designers use the fundamentals of design to create.
Objective/Outcomes:
Students will be able to...
- After completing the project inquiry guide, students will be able to devise their subject matter for the project by analyzing their interest-based responses and choosing one topic to base their project on.
- After devising their subject matter for the project, students will be able to produce sketches for their final project by visualizing their chosen interest on paper.
- Using their sketches, students will be able to transfer their final ideation onto the rock by using paint to best replicate the imagery.
- After creating art on a non-traditional surface, students will be able to make connections between art and the world around us by discussing the shift of an ordinary object to a work of art.
Skills:
- Creative thinking
- Flexibility with open-ended prompt
- Visual thinking
- Following prompt
To see the lesson plan, click here.
Reflection
What worked well for this art experience? Why?
In this art experience it felt like we really tried to incorporate more structure. In the lesson plan we devised a series of questions to spark thinking at the introductory portion of the project--which I felt was really inspirational to the students and they were more than willing to throw out answers and give input. It was really exciting to hear their thoughts. I asked the different ways in which rocks can be used for art making--and Gloria mentioned using them as a stamp--which is something I hadn’t even thought of! It really goes to show the way in which learning is transferred back and forth. Having the rocks sitting on the table had students excited and asking “what are we doing?” and “no wait, don’t tell me. I can’t wait to find out!!” They were very intrigued to know what the project would be. Some students needed assistance filling out their inquiry worksheets but overall it went pretty smoothly. After being given a few ideas they had no issues coming up with their own personalized answers. They really thought about how to show their interests in their piece--making it more meaningful and personal.
Clean up also went MUCH better this time. I stood at the sink and instructed students how to clean their brushes and approved them once they were clean. They were better at waiting their turn when there was somebody managing who was at the sink, and making sure the process was efficient.
All of the students successfully communicated the different aspects of their rock paintings--explaining why they chose what they did, how they came to that decision, and validated that sketching and planning was helpful to them. Discussion at the end and beginning was very successful, particularly because I wrote the questions out on the white board. Even students that painted more abstractly were able to explain their concepts and how either color or sectioning their rock communicated their chosen concept. It was a very exciting end to the class.
What didn’t work well for this art experience? Why?
During the painting process many students had to mix their own colors which was an easily frustrating situation for most. Color theory isn’t something that seems to have been discussed much, if at all. But with assistance from teachers they got it and were excited--so it didn’t work perfectly but they still learned and overcame that challenge--which I think was good. I was just a bit unsure of what to say when they got super frustrated. I said, “It’s okay. I will help you and we will figure it out together! Don’t get frustrated straight away.” but I don’t know if that is invalidating of their feelings…? Of course they were frustrated if they never have learned how to mix colors.
We ran a little short on time during our discussion at the end of class--as one student had a birthday so we needed to make extra time for cupcakes. I think minus that I would have had time to cover all the questions--but after Alison interrupted and said we were running low on time I just called on volunteers for the next question, and briefly addressed the last. I think it was enough time and the situation was handled pretty well.
What would you do differently? Why?
I think giving a short demo on color mixing would have been a smart thing to introduce before painting so that they had a jumping off point before getting too frustrated mixing their own colors.
As far as time management goes, I think I handled that situation okay, just felt a little awkward trying to decide in a snap what to do. Maybe allotting 5-10 minutes at the end of each class for unplanned circumstances would help. If I ended up not needing the time, I could just extend discussion. But if I needed the time I would still have time for whatever issue came up, and full discussion.
-AP
In this art experience it felt like we really tried to incorporate more structure. In the lesson plan we devised a series of questions to spark thinking at the introductory portion of the project--which I felt was really inspirational to the students and they were more than willing to throw out answers and give input. It was really exciting to hear their thoughts. I asked the different ways in which rocks can be used for art making--and Gloria mentioned using them as a stamp--which is something I hadn’t even thought of! It really goes to show the way in which learning is transferred back and forth. Having the rocks sitting on the table had students excited and asking “what are we doing?” and “no wait, don’t tell me. I can’t wait to find out!!” They were very intrigued to know what the project would be. Some students needed assistance filling out their inquiry worksheets but overall it went pretty smoothly. After being given a few ideas they had no issues coming up with their own personalized answers. They really thought about how to show their interests in their piece--making it more meaningful and personal.
Clean up also went MUCH better this time. I stood at the sink and instructed students how to clean their brushes and approved them once they were clean. They were better at waiting their turn when there was somebody managing who was at the sink, and making sure the process was efficient.
All of the students successfully communicated the different aspects of their rock paintings--explaining why they chose what they did, how they came to that decision, and validated that sketching and planning was helpful to them. Discussion at the end and beginning was very successful, particularly because I wrote the questions out on the white board. Even students that painted more abstractly were able to explain their concepts and how either color or sectioning their rock communicated their chosen concept. It was a very exciting end to the class.
What didn’t work well for this art experience? Why?
During the painting process many students had to mix their own colors which was an easily frustrating situation for most. Color theory isn’t something that seems to have been discussed much, if at all. But with assistance from teachers they got it and were excited--so it didn’t work perfectly but they still learned and overcame that challenge--which I think was good. I was just a bit unsure of what to say when they got super frustrated. I said, “It’s okay. I will help you and we will figure it out together! Don’t get frustrated straight away.” but I don’t know if that is invalidating of their feelings…? Of course they were frustrated if they never have learned how to mix colors.
We ran a little short on time during our discussion at the end of class--as one student had a birthday so we needed to make extra time for cupcakes. I think minus that I would have had time to cover all the questions--but after Alison interrupted and said we were running low on time I just called on volunteers for the next question, and briefly addressed the last. I think it was enough time and the situation was handled pretty well.
What would you do differently? Why?
I think giving a short demo on color mixing would have been a smart thing to introduce before painting so that they had a jumping off point before getting too frustrated mixing their own colors.
As far as time management goes, I think I handled that situation okay, just felt a little awkward trying to decide in a snap what to do. Maybe allotting 5-10 minutes at the end of each class for unplanned circumstances would help. If I ended up not needing the time, I could just extend discussion. But if I needed the time I would still have time for whatever issue came up, and full discussion.
-AP