**EEDC 3600 ART GALLERY PROJECT. BY: Jenna Dampier**

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Teacher: Ms. Boyd/ Jenna DampierSchool: Qual Run Elementary School

This project consist of three projects the students did for EEDC 3600. The students made a wire face, a portrait, and a portrait using different shapes. These lessons were based off of artists and art I learned about in EEDC 3600 and implemented into the classroom. These students are in the 4th grade and have not partaken in any of these projects before. Two of these projects took place at the end of September/beginning of November. The last one took place more recently.

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"Picasso Face"This lesson was based off of "Picasso Face." Students had to draw George Washington using the instructions of a Picasso Face. They received a black sheet of paper and chalk. The benefit of this lesson was for students to recognize an important person in History during the American Revolution. The learning outcome was to incorporate the Picasso face into our social studies lesson. The learning outcome was met. As a class, we chose George Washington. I let them watch the video I watched when doing this project. We used black paper and chalk. It was a little messy, but it worked for the supplies we had. I showed my example as well. I used the class camera to walk them step by step after watching the video. We constructed the portrait together. The learning outcomes for this lesson were to in cooperate important people of the American Revolution while teaching about Picasso styled art.

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"Matisse's Collage Face"

The students were instructed to complete a collage face. I showed them an example of mine and went through the steps. I told the students we were going to make an opaque man. I told them this because we had previously talked about how humans are opaque, meaning you cannot see through them. I kept it simple and gave each student two colors instead of four. I walked them through it and some of the smaller pieces I cut out myself during planning. I let them assemble the opaque man with me. They turned out okay. It was really challenging trying to include this one. It was a challenge for them to do. I think it makes it harder that I have not taught art so my delivery may not be the best when walking them through all the steps. I showed them my example I made in our class. They thought it was neat but being logical they also found it strange looking. This lesson was to include my current lesson in with our art lesson.

The students were instructed to complete a collage face. I showed them an example of mine and went through the steps. I told the students we were going to make an opaque man. I told them this because we had previously talked about how humans are opaque, meaning you cannot see through them. I kept it simple and gave each student two colors instead of four. I walked them through it and some of the smaller pieces I cut out myself during planning. I let them assemble the opaque man with me. They turned out okay. It was really challenging trying to include this one. It was a challenge for them to do. I think it makes it harder that I have not taught art so my delivery may not be the best when walking them through all the steps. I showed them my example I made in our class. They thought it was neat but being logical they also found it strange looking. This lesson was to include my current lesson in with our art lesson.

"Calder's Wired Face"

In this lesson, the students learned to recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Also, the students identified line-symmetric figures and draw lines of symmetry (

In this lesson, the students learned to recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Also, the students identified line-symmetric figures and draw lines of symmetry (

**4.G.A3)**. To begin the lesson, I gave each student 8 pipe cleaners and a piece of white paper. I asked the students to cut two of the pipe cleaners in half. (I modeled this for the students with my own pipe cleaners.)*What can you say about both parts of each pipe cleaner?*(I wanted the students to tell me that both parts of the pipe cleaner are the exact same size.) Student response: 1) They look like a fraction of 1/2, 2) They both are straight lines, 3) They are symmetrical. The students were correct. Just to make sure that the other students understood, I asked the students,*what exactly do you mean when you say that they are symmetrical?*Student response: They are the same on both sides. I let the students know that this is a line of symmetry. A line of symmetry is when a two-dimensional shape is folded, and you get a mirror image of the other part.*Can a shape have more than one line of symmetry?*Student response: Yes. The outcome of this lesson was for students to develop an understanding of symmetry and symmetrical lines when making a wire face. The students had the opportunity to be creative with their lines and details. It was easy for the students to make symmetrical shapes being that the pipe cleaners can bend easily.