PK Art | The Teaching and Learning Process
Children enter the art room with anticipation. One or two cannot stand the suspense: "What are we going to do today Mrs. Muni? We start the class with a sing song reciting of the rules using hand motions (whole brain), allowing the transition for students to focus on the upcoming lesson. Introducing the art motivation by reading: "The Farmer and the Beet" by Addison Wesley; the students can join in by reading the rebus style text. The instruction follows: Beets are what color? red. Where do beets grow? in the ground. What color is the ground on the farm? brown. The instruction is strategically built around the text. The students can make several learning connections. The art process and skills include drawing the beet red, safety of using scissors, holding scissors, and cutting accurately on the outline of the beet drawing. Writing their name on the back of the beet to identify their work, clean up, and line up. Day 2: The ground is made. Students learn a drawing technique called burnishing and use the side of the crayon to change the white paper to brown. Composition is taught when the students need to lay the beet and pre-cut leaf on top of the ground on a diagonal for it to fit. The assembly is complete with the guidance of using a glue stick.
Kindergarten Art | The Teaching and Learning Process
Teaching visual art is developing means of learning: The Disciplines, Meta Cognitive Skills, Cognitive Skills, Principals of Creativity, Elements of Design, Principals of Design, Visual Concepts, Related Constructs, the Integrated Subject Matter and Themes, across all content areas are just a few that come to mind.
When the little lion photographed took form, it was a means to teach, how artist use texture. During the art process students turned a two-dimensional piece of paper into a three-dimensional piece of paper. It no longer sat flat having only width and length but it now had taken on a third dimension called height. The engagement of students to work together to produce these little swirls was fascinating. They were like a production line of craftsman. They worked side by side to glue the little swirls around the lion's face. Looking at the art projects displayed you can formulate the student thought processes and skills exhibited.
First Grade | The Teaching and Learning Process
Pre-Cut Circles and Tree Shapes are used by students to assemble the Frog, Bear, and Tree. The manipulation of the shapes allows experimentation, sequencing, study of fore ground, back ground, perspective, size, and assemblage. The eventual learning outcome allows students to visualize a construct of overlapping and will be used significantly as they learn more complex space relationships. Introduction of artist, Paul Klee, Eric Carle and the story of Herald the Giraffe in, "Giraffe's Can't Dance", by Giles Andreae and Guy Parker-Rees motivate student art.
Second Grade | The Teaching and Learning Process
Construction paper is a favorite medium used by students and this teacher. Students are taught to draw with their eyes as they cut. To practice this skill, students made the clown and self-portraits. Yes, that is me, I do not have purple hair.
Third Grade | The Teaching and Learning Process
Students start to bring together the aspects of perspective in their drawings, they use their own style to draw, show texture and personality in their work. The giraffe, the cat, the toucan, the clown, the flowers, the cake, the frogs, the lion are evidence of this.
Fourth Grade | The Teaching and Learning Process
Learning about art students acquire knowledge by looking at artwork from different cultures, time, and places. Creating a snip-it of the artist work and short biography on flash cards, students chose to emulate the work of Beatriz Milhazes, Spring Love 2010 (the paper flowers) and Carol Summers, The Rajas Aviary 1992 (the house with the red roof). Wassily Kadinsky, Color Study: Squares with Concentric Rings 1913 inspire teaching Color Theory. The Concentric Circles Trees, Spin Art, and Painting the Rings are some projects that followed. Integrating science, the students study the butterfly body parts, labeling a line drawing in their portfolio first, they can use this knowledge along with a photograph of a butterfly and create their own butterfly drawing using oil pastels.
Fifth Grade | The Teaching and Learning Process
Students learn the categories of visual art as fine art, decorative art, and crafts. Several projects build upon the elements and principals of design and students are learning the motivations to create through the critical analysis of art. Origami, Mobiles, Marionettes, Ceramics, Jewelry, Quilling, Watercolor, Painted Paper Technique, Still Life, Folklore Crafts, are represented in the student work.
2811 NE 51 ST UNIT 6 FT LAUDERDALE FL 33308 | CYNTHIAMUNI.COM | 954.802.9752 | CM@CYNTHIAMUNI.COM