It has been a while since, I last posted.  I have been working on last minute fun summer art stuff and lesson planning.  My first lesson for the year will be working with students on understanding what pictures are in their quality world; which means, what kinds of things are important to them.  I also use this lesson to teach procedures to my young students.

What’s in your quality world?  In mine it’s my family and descriptive words of who I am.  I use this teacher example to show my students a little bit about myself.  That way they can get to know me and have a quality example.  The basics of the lesson are thus:

• Teach about quality worlds/images from around the world
• Have students create a border with patterns, images, symbols
• Draw what is in their quality world
• Add color
• Discuss their image and how it relates to others around the world

I have posted the whole lesson on Teacher’s pay Teachers website.  Click here if you would like to travel to the lesson.  Listed below is my description of the nine page lesson:

This fun lesson is designed for the beginning of the school year.  The assessments and objectives are geared towards grades 1-3; however, this could be used at any grade levels.  My students will be using this artwork as a place-mat for their lunch time.

When you purchase this lesson you will receive an electronic file that includes Michigan benchmarks addressed in the lesson, layered curriculum, assessments, materials list, teacher examples, step-by-step instructions, and reference question cards.

This lesson was successful for my students last year; that is why I am repeating the same lesson.  I received several positive comments from parents who still have their child’s artwork from last year.  This lesson is also geared toward teaching procedures in the art classroom.

Artfully,

Mrs. Berry

Moose fever has been running rampant throughout our school.  It all started two weeks ago when the students were listening to the story Moose on the Loose by Kathy-Jo Wargin and determining the basic needs of the moose and giving a reason for their answer.

The next day when my art cart pulled into the classroom, antlers started to grow out the of the students’ heads.  They had all caught moose fever.  Of course, the most logical thing to do was to draw ourselves as a moose with one of our five basic needs (love and belonging, power, fun, freedom, or survival).

Soon our moose pictures had symbols and pictures that represented what we needed in our lives.  There were so many different kinds of meese.  Some were scuba diving, some were a super heroes, some had really big mustaches, and there were a few pirates, artists, and strong meeses.  We then added color by choosing markers, crayons, or color pencils.

Finally, the moose self-portraits were hung in our school’s hallway, a few were at the Alice and Jack Wirt Public Library, and they could also be found on Artsonia.

If you would like the full digital version lesson it’s for sale at Teacher pay Teachers called Self-Portrait Moose Needs.

Other examples:

Artfully,

Mrs. Berry

This lesson has been rattling around in my brain for some time ever since a fellow classmate in my graduate class presented her idea.  The main idea was for students to physically build a sentence using blocks.  I transformed this idea and painted art words on the side of blocks.  Specifically elements of art and principles of design. I started with five sets of blocks.  Each block set contains 140 words.  I wanted to include several Dolch words so that my students could build their own sentences.  I put those on the sides of the blocks.

The blocks I used are a variety of shapes and sizes; mostly due to having been cut by my students last year.  Over the summer, I painted the blocks with a solid color and then then add the words on top of the solid color in white or black acrylic paint.  This was a three day process because I needed to wait for the sides of the blocks to dry before painting the other sides.

When it came time for this lesson this year my classroom flooded and then I had a baby.  I didn’t want my long term substitute to teach this lesson because I really wanted to teach this lesson.  I had originally set it up as one of many stations.  Then I thought to myself, are you crazy six different stations with rotation.  I decided to have the students set up in groups and then they would rotate to that station during the seven day lesson. The block activity is part of many different activities to teach about materials, elements of art, and principles of design.  However, the students are most excited to have their turn at the blocks.  The students not at the block station would be whole group learning about different media or looking at/analyzing artwork.

This is a very popular activity with my male students because they are physically building their sentences.  I want them to use the words in the sentence.  The problem solving comes into play when the students then take that sentence and transform it into a picture with an emphasis on the word they choose from the element of art or principle of design list.  I have the students use markers and crayons at this station because they are already familiar with these tools.  The purpose of this station is to develop connections between what they write and images not learn a new media (we do this in other stations).

If you would like the full version of my lesson please click here to go to my lesson on TPT.

This is a description of my lesson on Teachers Pay Teachers:

Middle school students use word blocks to build and move art words to create a new thought. This hands-on block art lesson is a way for students to build a sentence using an element of art or principle of design.  Students then create an image based on the sentence and focus on the element or principle.  The digital download includes: objectives, 8^th grade Michigan visual arts benchmarks/standards addressed, assessment, material list, vocabulary and teacher resource list, activity, teacher example, student example, list of words, student handout. 3D blocks are not included; however a 2D paper boxes are attached to the lesson.   This lesson is especially popular with my male students.

Artfully,

Mrs. Berry

As I am getting ready for my upcoming school year and my reading class I was thinking how I can make the first few days interesting and fun. I will need to go over fire, tornado, and lockdown drills with my students in the first few days. I also want to get to know my students and have them write a reading goal for the semester. I decided that wouldn’t it be great if I also added a bit of art in there. I put those ideas in a blender and came up with an Agent Profile. Not only will these hang in the hall (there is no art the first trimester and the walls will be lonely) but I will also get to know my students a bit before we dig into reading strategies.

Students fill out an “agent” survey and then using an actual profile of themselves they will blend them together. I have this lesson on my teachers pay teachers page if you want the whole lesson.   Here is a description of my Agent in Training Profile lesson:

Shhh.. It is top secret. Your students are about to enter the world of CSI Training. This lesson is my introductory lesson to my sixth grade Reading Essentials class with a CSI theme. I spend the first three days going over safety procedures (not included because every school is unique) and getting to know who the students are (lesson included in this file.) Students fill out an agent profile and write what their reading goal will be. This is combined into an actual profile of the student. This lesson includes: National Art Standard, objectives, assessment, material list, day by day lesson, agent survey worksheet, rubric worksheet, and teacher example. So if you are ready to take on the role of a CSI trainee this lesson is for you.

Artfully,

Mrs. Berry

P.S. This lesson could be used for any subject, just change it to your class content area.

Strawberry by Christy Berry

There is an upcoming strawberry festival in the town next to us this weekend and we are excited to go.  Of course there are lots and lots of strawberries to purchase; it has been a very good year.  Our small berry patch has given us many tasty treats; however, not enough to freeze and make our pies.  We also go for all the arts, crafts, and entertainment.

So this past week I have had my eldest daughter and her friends, along with my middle daughter create strawberry paintings.  They were so focus you could hear a pin drop.  First time all week they were quite.  A couple of days ago we observed strawberries. One of the friends had never eaten a strawberry before.  I asked her mom and she said it was ok for her to try it. I didn’t want and food allergies to emerge all of a sudden. She took tiny bits and thought it was good.

All of them learned about runners and how to take pictures.  They then sketched out their ideas first and practiced.  Today they drew out their plans, applied sharpies and paint.  They also reflected on the processes.  They had a blast making their strawberry paintings.  My six year old was first to be done but she stayed focused for more than an hour; this was her second painting.

For anybody who would like purchase a copy of this lesson actually geared in a classroom setting click here.

Enjoy our Berry Art Video!

Artfully,

Mrs. Berry

Personal Identity Portfolio by Christy Berry

I am continuing to set up my Cultural Art class.  The second week my students will be looking at what personal identity, family, and community mean to them.  The students will continue to use the 5E Model (Engage, Explore, Explain, Extend, & Evaluate).  I am also having students use the same format presented last week with the 4 boxes for Depth of Knowledge type questions.

I reworked this lesson from before. My original lesson was called: My Quality World.  My lesson was a good lesson and it was effective; however, it was not focused on the 5E model and that is what I’m working towards. It is a direction my school is headed.

So a short synapses of the lesson:

• Engage: Students tell each other why an artist uses a portfolio
• Explore: Students discuss the meaning of personal identity, family, and community
• Explain: Students explain their neighbor’s response and to me the steps that they need to edit
• Extend: Students answer the following question about their own artwork:  How do different characteristics in this artwork work together to express your personal identity?
• Evaluate: Students use a rubric that looks like a hamburger in different stages of completeness, Students evaluate themselves along the way and I will also evaluate them throughout and then give a final grade when they are done.

From: https://www.teacherspayteachers.com/Product/Personal-Identity-Portfolio-2746599

My shameless plug: If you are interested in purchasing the lesson click here to be brought to my page on Teachers Pay Teachers.

Other websites to check out on Depth of Knowledge and the 5E model:

• Chart of Depth of Knowledge and quick overview: http://www.ode.state.or.us/teachlearn/subjects/socialscience/standards/depthofknowledgechart.pdf
• Chart of the 5E model and quick overview: http://www.wisd.org/users/0001/docs/GVC/5E%20Model.pdf

Artfully,

Mrs. Berry

We just love strawberries and who doesn’t.  Even the deer and rabbits nibble away at our patch.  That is why we picked up two flats at our local Strawberry Fest.  We love making homemade strawberry jam and of course eating the strawberries.

Some of the steps involved in making jam include:

1. Purchase or grow your own strawberries (7 quarts)
2. Core or cut the tops off

3. Channel your inner Hulk and smash them

4. Add sugar, pectin, lemon

5.Boil and skim off the form

6. Using canning safety scoop jam into jars

7. Boil jars

8. Cool

9. Enjoy the jam!

Strawberry by Christy Berry

We also made some art to go along with strawberry fest.  Last year my summer school program drew strawberries. You can find the lesson here.

This year I painted my marker rock and put a finish on it.

My seven year old daughter did her “S” page for her ABC book.  Our goal this summer is to finish her book. You can purchase the full lesson from my Teachers Pay Teachers page.  She had lots of fun drawing her strawberry and writing her own story.

Strawberry and the Giant by Gwendolyn

Once upon a time there was a giant that loved strawberries. And, one day the giant was going along to picked some strawberries. He picked up a strawberry and the strawberry said, “Please don’t eat me. I’m a little strawberry. And you need to look at a strawberry to see if there is white still on them. That means they are not ready to be picked or eaten.  Please look at every strawberry.” And the giant said, “Well, I don’t look at strawberries, I just eat them.” It will taste bad if they are not ready so maybe look at the strawberries you are going to pick first for bugs or teeth marks. Plus, never ever pick somebody else’s garden.” “Well, I do that all the time,” said the giant. “That mean,” said the strawberry.  Maybe you can make your own garden. And probably don’t eat from somebody else’s garden. Don’t do it.   “Ok, I will make my own garden it will take a couple of days for the strawberries to grow,” said the giant.  And that’s how they came friends. That’s a magic strawberry plant. And he made his own. The End.

Artfully,

Mrs. Berry

Greetings,

I’m working with my art class on creating new stories for what happened to Frankenstein’s creature 200 years later. Students are drawing him this week with new possibilities. One student went as far as having the monster collecting hair from people because he is bald.

Here is the example I gave my students.

Banksy’s True Identity

By Mrs. Berry

It has been 200 years since we last saw Victor Frankenstein’s monster. Last we knew he headed out to the North and was never seen again. In recent years the monster’s art has been spotted across the globe. Unannounced to the world he is known as Banksy. Some claim that he was born in 1974 but he really was created in 1818 and was brought to life by the mad scientist Victor Frankenstein.

Banksy was distraught over never getting a bride and being isolated from other’s due to their cruelty. It has left him with a dark humor. He has given up murdering people but his criminal ways can be seen in his street art. His temper and distaste for society was evident in his last performance act. He mutilated his own creation while others watched in horror as it was shredded.

People do not seem to understand Banksy. Because of this he currently is hiding his true identity. If the people found out he was Victor’s creature they may come after him with pitch forks. He also has strong fear of fire. If you were ever to meet Banksy in the streets of London be wary of his good manners and emotional heart.  He is harboring a dark secret.

If you are interested in the full lesson click here. It is a six day unit geared for sixth grade students. There are two main activities in this unit. Students will create a story about what happened to Frankenstein’s monster 200 years later. Students will also create a picture using value to go along with the picture.

When you purchase this lesson you will receive an electronic file that includes Common Core objectives and Michigan visual art benchmarks addressed in the lesson, assessments, materials list, teacher examples of the story and picture, vocabulary list, resource list, and step-by-step instructions.

Artfully,

Mrs. Berry

Greetings,

Is that time of the year again when spooky and fun meet in the fall. This year second grade students will be creating their own emotional monsters. We have already started and are off to a great success. We first read the story Color Monster by Anna Lienas. As we were reading students answered questions about emotions.

Students then learned how to create their own monsters and added an emotion of their choosing. They matched an emotion to a color.

Next week we will be looking closely at Pablo Picasso’s painting called The Old Guitarist and answering questions about mood.

If you are interested in the full lesson please click on the link to be directed to my lesson on Teacher’s Pay Teachers.

The lesson includes:

• National Visual Arts standards
• Common Core ELA standards (addressed but not assessed)
• assessment of art lesson
• material list
• targeted vocabulary
• 2 day lesson plans with step by step drawing instructions
• I can statements
• teacher example
• a reproducible monster idea page
• artist statement page.

Enjoy your fall day!

Artfully,

Mrs. Berry