Sub Plans - Art Bingo!

Dear Sub, 

This is pretty fun and easy. Each student gets one Bingo card. From the 30 options listed, they choose 24. They should write ONE in each square. They can mix them up anyway they’d like. This way, everyone should have a unique card. It will probably take about 10 minutes for all students to fill their card. For students who have difficulty writing, they can just write in the number. 

For markers, you can use beans or gem stones, or even torn collage paper. I don’t recommend X-ing them off with pencil because you will be able to get three or four games in. 

I read the definitions and examples first, and wait for a student to shout out the answer. Then I confirm the answer. 

As you confirm the art terms called, I recommend writing them on the white board so you know which ones you’ve called (especially if a student knocks their markers off). 

I’ve attached the definition/clues, as well as enough Bingo sheets for a full day (three classes). 

I MIGHT have candy or prizes. If so, they are in the drawer to the left of the sink. Feel free to use these for winners or good behavior. 

Thank you!!

Here are the clues:

1. Line - dotted, straight, zigzag, “A _______ is a dot that went for a walk.” -Klee
2. Shape - when lines intersect they make this, triangle, 
3. Form - sphere, prism, 
4. Space - you can wander in between, the negative balances the positive
5. Color - color wheel, cool vs warm, ROY G BPurple, 
6. Value - lightness to darkness scale
7. Texture - how it feels or how it looks like it feels
8. Elements - these are in every work of art
9. Principles - the rules, tools, and guidelines that artists use to make work; this is the “how” the artwork feels
10. Balance - no part over powers, three types: symmetrical, asymmetrical, and radial
11. Symmetry - can be described as having equal "weight" on equal sides
12. Reflection - serious thought or consideration OR bouncing back an image without absorbing it
13. St. Gaudins - March 1, 1848 – August 3, 1907) was the Irish-born American sculptor of the Beaux-Arts generation who most embodied the ideals of the "American Renaissance". Raised in New York City, he traveled to Europe for further training and artistic study, and then returned to New York, where he achieved major critical success for his monuments commemorating heroes of the American Civil War, many of which still stand. In addition to his famous works such as the Robert Gould Shaw Memorial on Boston Common. He also designed coins for US Mint. 
14. Donatello - early Renaissance Italian sculptor from Florence. He is, in part, known for his work in bas-relief, a form of shallow relief sculpture
15. Michelangelo - Italian sculptor, painter, architect, poet, and engineer of the High Renaissance. Painted the Sistine Chapel ceiling and carved the David.
16. Raphael - italian renaissance painter 1483-1520. His work is admired for its clarity of form and ease of composition and for its visual achievement of the Neoplatonic ideal of human grandeur
17. Leonardo - Renaissance polymath: painter, sculptor, architect, musician, mathematician, engineer, inventor, anatomist, geologist, cartographer, botanist, and writer. His genius, perhaps more than that of any other figure, epitomized the Renaissance humanist ideal. He painted The Mona Lisa and The Last Supper. 
18. Dr. Seuss - wrote and illustrated his own picture books, inventing words and his own style. 
19. Place - an area with definite or indefinite boundaries
20. Primary - colors for mixing other colors for painting Red Yellow Blue
21. Secondary - purple orange green, mixed from RYB
22. Tertiary - a color made by mixing either one primary color with one secondary color, or two secondary colors like red-violet, yellow-green, blue-green
23. Collage artwork is made from an assemblage of different forms or images
24. Positive space - is the area or space on a painting in which is occupied by the subject
25. Negative space - is the space around and between the subject(s) of an image
26. Picasso - father of Cubism, painter, printer, sculptor 
27. Inspiration - something that makes someone want to do something or that gives someone an idea about what to do or create; artist mentors help inspire our work
28. Stamp - impress a pattern or mark, esp. an official one, on (a surface, object, or document) using an engraved or inked block or die or other instrument.
29. Andy Warhol - NYC artist, 60s/70s/80s, Pop, soup cans, printmaker
30. Portrait - a picture of a person, informal or formal, a selfie

Sub Plan - Art Hero

Use blank scrap paper from the green tray and colored pencils. These are located in the drawing center by the whiteboard. Small pictures of art heroes are attached to this sheet. (I just dragged images of celebrities and everyday people from google searches to a Pages document.)

Read aloud:

Over the weekend in Newburyport, a Picasso painting worth over $1 million dollars was saved from a burning building. A hero ran in, saved the painting from the flames, handed it over to the owner on the street, and then ran away! Who was this anonymous art hero? There were some witnesses. 

Sub-- pass out pictures of people to the witness face down. Ask witnesses to raise their hands so you know. 

Partner up. One of you will be the witness, the other will be police sketch artist. 

As a police officer, you will ask yes or no questions to the witness about the hero, and draw the hero as they give you clues. 

Did the hero have brown hair?

Was the hero a boy?

Did they have a sharp pointy nose?

Did the hero have thick eye brows.

Is this hero famous?

As a witness, look at your hero picture, but do not show your partner. Say yes or no. You may point to a feature on your face if you want the police artist to ask about it. For example, say the art hero had really bushy eyebrows. The you could point to your eye brows as a clue. 

When the police sketch artist has a full picture of the art hero, then they may reveal it. 

Then, switch roles. The witness should ask the sub for a new picture card. 

Kinder Turkeys: Red + Yellow = Mixing Secondary Colors!

To combine a seasonal theme with skill building, I came up with these turkey paintings. Rather than have the kinders stamp their hands into paint and make a hand print, I decided that they could trace their hands with pencils, then mix colors RED and YELLOW to make the secondary color ORANGE and paint in their shape. 

open hand turkey

closed hand turkey with red snood

At circle we read Run, Turkey, Run! (it worked fine, but I think I'd like another book if I do this lesson again... something that doesn't make me feel bad about eating turkeys). 

Next, I modeled how to write a message, my name, and the date in marker along the border. 

Then, how to trace my hand - open and closed feathers were their choice. I also showed how to draw stick legs, triangle nose, and snood. (Snoods can be painted in red paint with one stroke!)

Lastly, how to use the color wheel palettes to mix the two colors. 

After showing them how they'd clean up their palette and brush, I sent them to seats. 

Materials I put out at tables:

-pre-cut and glued green and orange paper (6x6" green on 9x9" orange paper - cut from 12x18" pieces)

-markers to write a message/date/name in the border

-pencil for the hand trace

When students finished tracing their hands, I then handed them 

-a laminated color wheel "palette" that had red and yellow tempera paint on it.* 

-a brush 

-paper towel  (No need for water cups!!)

After students were finished painting, they practiced cleaning off the laminated color wheel with a sponge in the sink, putting it on the drying rack, cleaning their paint brush and leaving it hair up in the cup to dry. 

Here you can see the laminated color wheel palette! 

I have them leave their paintings at their table OR put them on their name-tagged carpet square at circle. Then they could choose free-draw with markers or free-dough, which is just a ball of Crayola play-dough on a tray that I have available. 

*FUNNY STORY.... so after I cut and glued 40 of these paper squares and set up the palettes for the first class, I then tried my sample. And that's when I realized that yellow paint doesn't show up on green paper very well. And that the green paper also made the orange looked like brown. Ha. My jaw dropped and I yelled at myself "This is why you try it yourself FIRST!" But luckily, not too big of a deal! Turkeys are brown after all! It almost looked like I planned it on purpose! What I did to make the tempera yellow pop a little more was to drop a little acrylic yellow paint into it. I was lucky this time! 

Happy Thanksgiving!

Andy Warhol's Pop Color Mixing

How did I teach color mixing last week? With a little help from artist mentor, Andy Warhol!

The intention for this project was to practice setting up/using/cleaning the laminated color wheel palette, filling in positive AND negative space of an image, and experimenting with different color palette combinations, including tertiary colors.

I chose the same Marilyn photo that Andy Warhol used in his prints. 

I love introducing tertiary colors. Some older classes even understood that tertiary colors could be seen like a math equation: If yellow + red = orange, then 1 yellow + 1 red = 1 orange, which means...

1 yellow + 2 red = red orange 

Only materials needed: 

-laminated color wheel

-primary tempera paint

-tiny/small paint brush 

-celebrity photocopies  

-paper towel for brush

No water cup needed! Just clean your brush on the paper towel, 

and wash the re-usable palette in the sink when finished.     

To make the celebrity prints, I used my macbook to copy an image from the internet, and paste it 4x in Pages. I printed in out, then made tons of photocopies. I chose Andy Warhol, Marilyn Monroe, Maria Montessori, Justin Bieber, Tom Brady, and a few other requests by students. When some students finished, they even made their own portrait in Photobooth and I helped them paste the image three more times in Pages.

(Hmm, I'm just really noticing this student's pallet above.)

 Soup cans and Justin Bieber!

This student is using the secondary color wheel very neatly. 

I cover who, what, when, where, why, and how 

in lessons that feature an artist mentor so I set the scene. 

Using photocopies made this lesson cheap (for me!) an emphasized that element of mass production. I knew that the final product would have looked nicer if we just used markers to color the black and white, but the real purpose for me was to practice mixing paint. Overall, it worked really well!