EAST MEADOW SCHOOL DISTRICT



EAST MEADOW SCHOOL DISTRICT

CURRICULUM AREA PROJECT

REACH FOR ART

SPECIAL EDUCATION

HIGH SCHOOL GRADES 9-12

2009-2010

COMPLETED: 08/19/2009

Ana Blum

Shari Zimmerman

REACH FOR ART

TABLE OF CONTENTS

Abstract ………………………………………………………………………......3

Rationale…………………………………………………………………………..4

Course Calendar…………………………………………………………………...5

Lesson: Sketchbook…………………………………………………………….....6

Lesson: Self Discovery Portrait………………………………………………….10

Unit:: Handmade Book…………………………………………………………...13

Lesson 1: Handmade Paper………………………………………………….…....13

Lesson 2: Surface Design/Book Cover…………………………………………...16

Lesson 3: Book Construction…………………………………………………..…20

Lesson: Photography………………………………………………………..….....23

Lesson: Pottery……………………………………………………………..…......35

Addendum…………………………………………………………………..…….38

Resources……………………………………………………………………..…..38

NYS Learning Standards for the Arts……………………………….…………....41

ABSTRACT

This CAP is for the High School REACH Autism Program art program. It will provide an Art Curriculum that is modified and able to accommodate the special needs of the REACH students. It will integrate the REACH Lifeskills curriculum with visual art experiences to enhance mainstream opportunities. Some lessons will include connections to core curriculum topics such as math, social studies, ELA and science. Connections to the Lifeskills curriculum will include lessons to enhance students’ motor, social and technology abilities. The curriculum recognizes the New York State Alternate Learning Standards for the Arts, ELA, Science, Math, and Social Studies.

RATIONALE

This curriculum guide will provide a framework for integrating the visual arts curriculum into the high school REACH Life Skills program. The visual art lessons and hands-on activities help build and reinforce fine motor skills and life skills experiences for students. This curriculum will help to gradually mainstream students into the school community and work to developing necessary life skills.

COURSE CALENDAR

SEPTEMBER/OCTOBER

Sketchbook, Self Discovery Portrait

Extension: Fine motor skill exercises, using templates, creating designs with templates, sketchbook assignments, class trip to Nassau County Museum of Art, ELA

NOVEMBER/DECEMBER

Color Mixing

Extensions: Learning to care for art tools and materials, working in the art

room, observational drawing, watercolor painting, tempra still life painting, science, math

JANUARY/ FEBRUARY

Handmade Paper, Surface Design, Book Construction

Extension: Soji Poetry Books, Accordian book, Origami book, paper maiche, social studies, ELA

MARCH/ APRIL

Photography

Extension: Preserving memories/scrapbook, working within the community, visiting familiar places at school to photograph, ELA

MAY/JUNE

Pottery

Extensions: pinch pots, slab pottery, tiles, ceramic jewelry, science, social studies

Ana Blum

Shari Zimmerman

New York State Standards: Refer to Addendum

Lesson Plan: Sketchbook (Visual Journal) Assignments

Narrative

Sketchbooks serve as visual journals to record information and develop ideas for art assignments. It is also a place for personal expression and art/visual possibilities.

The sketchbook is a place where students can review/predict information regarding the lessons. Students will be able to utilize their sketchbook to review past lessons and terms they have learned. Their sketch book will hold examples of their work and notes they have taken. It will help students with future assignments as well. The sketch book will provide students with an opportunity to draw for personal expression when time alone is needed. It can also be a place where students can plan their future assignments.

Objective

Students will work periodically in their sketchbook throughout the entire year.

Students will be introduced to a variety of assignments that will be

completed in their sketchbook. The sketchbook will reinforce art units of study.

By the end of the year they will have a visual record of work they have done.

Enduring Understandings

Art Skills Life Skills

Students will learn and discuss Students will learn and discuss

-How they can use a sketchbook fine hand motor skills

-How the sketchbook can be used note taking/

as a place for personal expression expressing feelings/thoughts/creativity

-Organization of art ideas

Enduring Questions

What?

What is a sketchbook?

What is a sketchbook used for? by Whom? Who sees it?

What do we put in sketchbooks besides pictures that we draw?

Why?

Why do we keep a sketchbook?

Why do we write notes in our sketchbook?

When?

When will we use the sketchbook in class?

How?

How can we use a sketchbook to make us relax?

Materials and Tools

-Sketchbook

-Variety of art materials

Lesson Procedure

-At the beginning of the school year each student will be provided with a sketchbook

-This sketchbook will be used for a variety of assignments coordinating with art units.

-Students will use a variety of art materials to complete the sketchbook assignments

-The sketchbook will be used to reinforce art units, materials, techniques, procedures and safety rules.

Sketchbook Assignments

1. Color mixing: After discussion and explanation of color mixing students will

be instructed to look for primary colors and secondary colors in magazines.

Swatches of the colors will be cut out and glued into the sketchbook for all

color mixing recipes. Their recipes for color mixing will help in the understanding

of cooking recipes.

Ie red swatch + yellow swatch = orange swatch

This assignment will serve as a visual reinforcement of the color mixing lesson.

2. Handmade paper: The procedure for making handmade paper will be written down. The safety rules for using the electric appliances will be written down.

After the handmade paper is made an example will be glued into the sketchbook.

3. Surface design: The recipe for paste paint will be written in the sketchbook. Examples of their paste painted papers will be glued into the sketchbook.

4. Book construction: A visual diagram of how the cover is glued on to the boards and the sewing procedure will be glued into the sketchbook as a visual reference.

Examples of the yarn/ribbon used will be glued into the sketchbook. Safety rules

will also be included.

5. Photography: Pictures of the camera will be glued into the sketchbook. Each part of the camera will be labeled and used as a reference. A script for asking someone’s permission to take their picture will be written by the students.

Hello, my name is __________. May I take your picture? Glue in photographs

of different situations: shopping, cooking dinner, sewing etc.

6. Pottery: Visual references of Native American Pottery will be included. Safety rules will be written in sketchbook. Procedures for using clay will be included.

7. Self discovery portrait: Students will write descriptive words about themselves and what they like. Students will draw and /or find magazine or examples from the Internet of things that depict their attributes and favorite things.

8. Personal expression: Students will be give the opportunity to freely draw and express themselves in their sketchbooks. The sketchbooks can also be used when students need a break from an art lesson.

Modifications/Accommodations

Adaptive tools and equipment will be made available or modified as necessary.

Student worksheets will be typed in a large font for those students with visual needs.

The questions and students’ answers will be repeated.

Extra time will be allowed for the students to process the questions and answers.

All students will be encouraged to participate, take their time and do their best.

There will be break time built in for those students who need time away from the lesson.

The teacher and teacher assistant will assist any student who may need further explanation and/or extra support.

Assessment

Students will complete each assignment in their sketchbook.

Students will understand the materials, procedures and techniques for using a sketchbook.

Students will participate in a class critique of assignments.

Students will respond critically to examples of artwork in their sketchbooks.

Class or individual review of materials, techniques and procedures

Students will answer questions based on today’s activity for understanding.

Group discussion: what did you like the best, worst, what do you want to do next time?

Vocabulary

Art tools: sketchbook

Life skills: personal expression, record keeping, organizational skills

Extension: Fine motor skill exercises, using templates, creating designs with templates, sketchbook assignments. Class trip to Nassau County Museum of Art to view Norman Rockwell artwork. Rockwell’s artwork which depicts scenes of everyday life will help reinforce students’ personal experiences.

Resources

Ludwig, L.K. True Vision: Authentic Art Journaling. Quarry Books: 2008

Soneff, Sharon. Art Journals and Creative Healing: Restoring the Spirit Through Self-Expression. Quarry Books: 2008.

Eldon, Dan. The Journey is the Destination: The Journals of Dan Eldon. Chronicle Books: 1997.

Ana Blum

Shari Zimmerman

New York State Standards: Refer to Addendum

Lesson Plan: Self Discovery Portrait

Narrative

A self portrait is a portrait or representation of the artist.

There are many reasons why an artist will create a self portrait. It is a way of expresses “who they are” as an expression of a mood. It may reveal a personal reflection of the artist. It can also serve as a memory or legacy of themselves. Since the Renaissance artists have created self portraits.

Objective

Students will discuss, learn and understand:

Discovery of their likes and personal attributes that make them special. Students will be introduced to self portraits created by famous artists. They will build fine motor skills by tracing a silhouette of themselves. They will understand the techniques and procedures for creating a collage.

Enduring Understandings

Art Skills Life Skills

Students will learn and discuss Students will learn and discuss

-How a silhouette is made self awareness

-How to trace self characteristics

-How a collage is created

-Procedures, materials, techniques,

and tools for creating a collage

Enduring Questions

What?

What is a self portrait?

What do I look like?

What is special/different that makes me “me”?

What can I learn from creating a self portrait?

What do portraits communicate?

How?

How can I create a self portrait?

How do others view me? How do I want others to view me?

How am I like other people? (friends, family, classmates etc)

How am I changing every day? Every year?

Why?

Why is it important to know what I look like?

Why is it important to create a self portrait?

When?

When else do I see my portrait? (pictures mirror, reflection)

Materials and Tools

Mirror/window for reflection

Projector

Variety of paper, boards, canvas board

Variety of art materials (pencils, colored pencils, paint etc)

Print of their silhouette (photograph)

Glue

Scissors

Lesson Procedure

- Show and examine examples of

-Discuss where and how portraits are made

- Demonstrate techniques and procedure

-Students will learn the procedure for creating a self portrait

-Students, with supervision, will.

- Students will create

Modifications/Accommodations

Adaptive tools and equipment will be made available or modified as necessary.

Student worksheets will be typed in a large font for those students with visual needs.

The questions and students’ answers will be repeated.

Extra time will be allowed for the students to process the questions and answers.

All students will be encouraged to participate, take their time and do their best.

There will be break time built in for those students who need time away from the lesson.

The teacher and teacher assistant will assist any student who may need further explanation and/or extra support

Vocabulary

Art tools: autobiography, self portrait, collage

Life skills: reflection, appearance, characteristics, change

Assessment

Artwork will be displayed in classroom and in school gallery.

Students will understand the materials, procedures and techniques.

Students will participate in a class critique.

Students will respond critically to examples of art.

Students will respond critically to artwork created in class.

Class or individual review of materials, techniques and procedures

Students will answer questions based on today’s activity for understanding.

Group discussion: what did you like the best, worst, what do you want to do next time?

Extension: Fine motor skill exercises, using templates, creating designs with templates, sketchbook assignments. Class trip to Nassau County Museum of Art to view Norman Rockwell artwork. Rockwell’s artwork which depicts scenes of everyday life will help reinforce students’ personal experiences.

Resources







(Norman Rockwell)

Ana Blum

Shari Zimmerman

Unit: Creating a Handmade Book

Lesson 1: Handmade Paper

Lesson 2: Surface Design/Paste Painting Cover Art

Lesson 3: Book Construction

________________________________________________________________________

New York State Standards: Refer to Addendum

________________________________________________________________________

Lesson Plan 1: Handmade Paper

Narrative

Paper as we know it today was invented by the Chinese in approximately A.D. 105.

Natural materials such as botanicals and rags are “mashed” together to form pulp. The pulp is then pressed through a screen to expel the water and form a sheet of paper. Handmade paper is unique in its texture and composition. It provides a tactile experience for the students. Students will follow a recipe and use equipment found at home. The opportunity to use home small appliances and use of fine motor skills will enhance their life skills abilities.

Objective

Students will understand:

There are different types of paper

Each paper feels differently

Different uses for paper

Materials, tools, procedures and techniques for making paper

Learn/reinforce applicable life skills

Enduring Understandings

Art Skills Life Skills

Students will learn and discuss: Students will learn and discuss:

---How handmade paper is created ---measurement

---Procedures, materials, techniques ---following a recipe

and tools for making handmade paper --taking turns/communicate with classmates

---Safety rules when making ---follow directions/instructions

handmade paper

Enduring Questions

What?

What do you think paper is made off?

What supplies do we have in school?

What do we need to get?

What tools will me need?

What senses do we use while holding or using a piece of paper?

What senses will we use when we make papers?

How?

How is paper made?

How does it smell?

Does it come in different colors?

How do we change the color?

Why?

Why do we need paper?

When?

When do we need paper?

Materials and Tools

-Sink and available water source

-Iron

-Blender

-Linters and additions i.e. botanicals, colored paper

-Mold and deckle

-Tub for pulp

-Couching paper

Lesson Procedure

-Show and examine examples of different types of paper.

-Discuss how each paper feels

-Discuss where and how we use paper every day

-Demonstrate techniques and procedure for making handmade paper

-Students will learn the procedure for making handmade paper

-Students, with supervision, will operate a blender and iron.

-Students will create handmade papers for their book.

Modifications/Accommodations

Adaptive tools and equipment will be made available or modified as necessary.

Student worksheets will be typed in a large font for those students with visual needs.

The questions and students’ answers will be repeated.

Extra time will be allowed for the students to process the questions and answers.

All students will be encouraged to participate, take their time and do their best.

There will be break time built in for those students who need time away from the lesson.

The teacher and teacher assistant will assist any student who may need further explanation and/or extra support.

Assessment

Artwork will be displayed in classroom and in school gallery.

Students will understand the materials, procedures and techniques.

Students will participate in a class critique.

Students will respond critically to examples of art.

Students will respond critically to artwork created in class.

Class or individual review of materials, techniques and procedures

Students will answer questions based on today’s activity for understanding.

Group discussion: what did you like the best, worst, what do you want to do next time?

Vocabulary

Art tools: Mold , Deckle, Paper Press

Life skills: Recycling

Resources



(background information)

(visuals)

(paper in our lives)

Discovery Channel: Dirty Jobs: Making paper

(links)

Ana Blum

Shari Zimmerman

Unit: Creating a Handmade Book

Lesson Plan 1: Handmade Paper

Lesson Plan 2: Surface Design/Paste Painting Cover Art

Lesson Plan 3: Constructing the book

New York State Standard: Art and Special Education: Refer to Addendum

Lesson Plan 2: Surface Design/Paste Painting Cover Art

Narrative/Objective

Artistic surface design is found on many things we use everyday such as wrapping paper, plates, fabric for clothes, curtains etc Artists make personal choices as to the design, colors and patterns that are used to create the decorative surface.

Creating a surface design, students will practice life skills including: follow a recipe,

cooking the paste, and make personal artistic choices to create their book cover.

Objective

Students will understand and learn/reinforce:

Many surfaces are decorated: paper, dishes, pottery, fabrics, wallpaper, carpets

Paper is decorated for different purposes including gift-wrapping paper, wallpaper etc.

There are many ways to decorate surfaces.

Materials, tools, procedures and techniques for creating paste painted decorated papers

Learn/reinforce applicable life skills

Enduring Understandings

Art Skills Life Skills

Students will learn and discuss: Students will learn and discuss:

How paper and other surfaces Following a recipe

are decorated Using small electric appliances

Procedures, materials and tools Making personal artistic choices

for making creating decorative Safety using art materials and tools

paper for the book cover Using fine motor skills

Safety rules when using art

tools and materials

Enduring Questions

What?

What is the difference between rough and smooth?

What are some examples of rough/smooth etc…?

What different objects can we use to make designs?

How?

How do the items at home (dishes, clothes, furniture) get designs on them?

Why?

Why do you want to add a design to something you made?

Why would you want to use different tools to make designs on items?

When?

Materials and Tools

-Hot plate or stove

-Paste paint recipe (see below)

-Sink and available water source

-Sponge

-Iron

-Paper

-Paints, crayons and other art materials

-Brushes and art tools

Lesson Procedure

- Show and examine examples of different types decorative surfaces.

-Show examples such as wrapping paper, plates, wallpaper etc

- Discuss how each surface is decorated differently.

-Discuss how artists make personal choices when decorating a surface.

-Discuss how we could decorate paper for the book cover

- Demonstrate techniques and procedure for decorating paper for the book cover

-Students will learn the procedure for making handmade paper

- Students will create decorative papers for their book covers.

Procedure for Decorative Paste Painting for Book Cover

1. Following recipe mix ingredients and cook paste.

2. Add paint to create desired color.

3. Wet table with a sponge

4. Place paper on wet table and use sponge to wet paper surface.

5. Add paste paint to surface.

6. Use art tools or fingers to create a decorative surface on the paper.

7. Hang paper to dry.

8. When paper is dry iron to smooth surface.

Recipe for Paste Paint

Ingredients

2 Tbs Cornstarch

2 Tbs Rice flour

1/2 tsp glycerin (optional)

½ tsp green soap (optional)

21/2 – 3 cups water

Instructions

Place dry ingredients and water in a stainless steel pan.

Stir with wooden spoon to dissolve lumps

Heat on a moderate-high heat temperature

Stir constantly scraping bottom and sides of pan

Bring to boil, then turn heat to very low and continue to stir for 5 minutes

The paste should be smooth and shiny and thick.

It will thicken as it cools

Strain the mixture immediately and place into a plastic container.

When mixture has cooled, add aprox. ¼ cup acrylic paint to tint paste

Modifications/Accommodations

Adaptive tools and equipment will be made available or modified as necessary.

Student worksheets will be typed in a large font for those students with visual needs.

The questions and students’ answers will be repeated.

Extra time will be allowed for the students to process the questions and answers.

All students will be encouraged to participate, take their time and do their best.

There will be break time built in for those students who need time away from the lesson.

The teacher and teacher assistant will assist any student who may need further explanation and/or extra support.

Assessment/Closure

Artwork will be displayed in classroom and in school gallery.

Students will understand the materials, procedures and techniques.

Students will participate in a class critique.

Students will respond critically to examples of art.

Students will respond critically to artwork created in class.

Class or individual review of materials, techniques and procedures

Students will answer questions based on today’s activity for understanding.

Group discussion: what did you like the best, worst, what do you want to do next time?

Vocabulary

Art tools: Paste, texture, line, pattern

Life skills: Recipe, ingredients

Extension: Soji Poetry Books, Accordian book, Origami book, paper maiche, trip to school library, using materials created in Multimedia class

Resources



(background information)

(visuals and information

Maurer-Mathison , Diane K. The Art of Making Paste Papers.

Watson-Guptill: 2002

Ana Blum

Shari Zimmerman

Unit: Creating a Handmade Book

Lesson Plan 1: Handmade Paper

Lesson Plan 2: Decorative Paper for Book Cover

Lesson Plan 3: Constructing a Handmade Book

New York State Standard: Art and Special Education: Refer to Addendum

Lesson Plan 3: Constructing a Handmade book

Narrative

Books have existed for centuries. We use different types of books for many reasons. Some books we use are for learning and others for keeping memories/photographs or for personal enjoyment. There are books that are for drawing and writing or just for looking at the pictures. Students will make their own book to be used for writing, collecting photographs and drawing.

Objective

Students will discuss, learn and understand:

How a handmade book is constructed

How to organize the pages to be included in their book

How to operate a hand drill

How to do a simple in/out sewing stitch

Materials, tools, procedures and techniques for constructing a handmade book

Safety procedures

Learn/reinforce applicable life skills

Enduring Understandings

Art Skills Life Skills

Students will learn and discuss: Students will learn and discuss:

How books are constructed Following procedures

Sewing procedures Organizing /Sorting materials

Procedures, materials and tools Safety using tools

for making constructing a book Using fine motor skills

Safety rules when using art

tools and materials

Enduring Questions

What?

What is your favorite book to look at?

What books do you see in school or have at home?

What book did you make in art last year? (calendar)

How?

How are the books made?

Why?

Why aren’t all books made the same way?

Materials and Tools

-Decorative cover (see surface design lesson)

-White paper and handmade paper (see handmade paper lesson)

-Cardboard

-Blunt, large eye needles

-Yarn or ribbon

-Hand drill

- Miscellaneous art tools and materials

Lesson Procedure

- Show and examine examples of different types of books

scrapbooks, textbooks, picture books etc

- Discuss how each book is constructed differently.

-Discuss what are in different books

-Discuss how to organize the pages of the book

- Demonstrate techniques and procedure for organizing book

-Demonstrate how to rubber band covers and pages together

-Demonstrate how to drill holes

-Demonstrate how to sew book together

-Discuss and demonstrate tool safety

Procedure for Constructing a Handmade Book

1. Cover cardboards for cover and back of book with decorative paper.

2. Glue in endpapers

3. Gather all pages to be included in the book (white paper, handmade paper etc)

4. Rubber band cover, back and pages together

5. Mark holes to be drilled

6. Drill 5 holes

7. Sew in and out of holes to stitch all parts together

8. Remove/cut off rubber bands

9. Optional: number all pages

Modifications/Accommodations

Adaptive tools and equipment will be made available or modified as necessary.

Student worksheets will be typed in a large font for those students with visual needs.

The questions and students’ answers will be repeated.

Extra time will be allowed for the students to process the questions and answers.

All students will be encouraged to participate, take their time and do their best.

There will be break time built in for those students who need time away from the lesson.

The teacher and teacher assistant will assist any student who may need further explanation and/or extra support.

Assessment/Closure

Artwork will be displayed in classroom and in school gallery.

Students will understand the materials, procedures and techniques.

Students will participate in a class critique.

Students will respond critically to examples of art.

Students will respond critically to artwork created in class.

Class or individual review of materials, techniques and procedures

Students will answer questions based on today’s activity for understanding.

Group discussion: what did you like the best, worst, what do you want to do next time?

Vocabulary: These terms will be defined and written into their books. The students will be asked to use these terms as they work on the unit. They will be come familiar with them and be able to use them for class critique and at home to describe the project they have made.

Art tools: Needle, drill

Life skills: sewing, stitches, threading

Extensions:

pinch pots, slab pottery, tiles, ceramic jewelry

Resources





Diehn, Gwen. Making Books That Fly, Fold, Wrap, Hide, Pop Up, Twist & Turn.

Lark Books: 2006

Feliciano,Kristina, Lethaby, Jo and Thompson, Jason. Making Memory Books and Journals by Hand. Thunder Bay Press: 2001

Ana Blum

Shari Zimmerman

Lesson Plan: Photography

New York State Standards for Art and Special Education: Refer to Addendum

Narrative

Digital photography can provide instant gratification for a photographer. There is no waiting to see how the photograph will appear. The artist can re-take the photo correcting any errors such as a portrait with out the feet or head for example. Students will be able to record places, people and things that are valuable to their life. It is also an excellent opportunity to practice social interaction skills.

Objective

Students will discuss, learn and understand:

How to operate a camera

How to compose a picture through the camera lens

How to view a photograph on the computer

How to decide if a picture is well composed and is printed with clarity

Learn/reinforce applicable life skills

Enduring Understandings

Art Skills Life Skills

Students will learn and discuss: Students will learn and discuss:

How to operate a camera Setting up their photograph

How to compose a picture through Social skills when using a camera

a camera lens Use fine motor skills

How to view the photograph Eye/Hand Coordination

on the computer Making decisions

Enduring Questions

What?

What do we use to take a picture?

What do we take pictures of?

What types of cameras are there that we can use to take a picture?

What can we do with pictures that are special to us?

How?

How do we use a camera?

How do go from taking a picture to then actually holding it?

How can we take a good picture?

Why?

Why do we take pictures?

When?

When do we know it is ok to take a picture?

Materials and Tool

Digital camera

Photo paper

Computer

Printer

Lesson Procedure

- Show and discuss the digital camera

-Show and discuss the parts of the camera

- Discuss how to operate the digital camera.

-Discuss the use of photographs

-Show examples of and discuss clarity and composition in photograph prints

-Discuss what type of photographs can be taken

- Students will role play in the classroom how to approach someone and ask if they

can take their picture.

-Demonstrate on the computer how to open the file with photographs

-Demonstrate on the computer how to print photographs

-Take photographs of important school locations i.e. cafeteria, office, art room etc.

-Print photographs

-Add photographs to their handmade books

Modifications/Accommodations

Adaptive tools and equipment will be made available or modified as necessary.

Student worksheets will be typed in a large font for those students with visual needs.

The questions and students’ answers will be repeated.

Extra time will be allowed for the students to process the questions and answers.

All students will be encouraged to participate, take their time and do their best.

There will be break time built in for those students who need time away from the lesson.

The teacher and teacher assistant will assist any student who may need further explanation and/or extra support.

Assessment/Closure

Artwork will be displayed in classroom and in school gallery.

Students will understand the materials, procedures and techniques.

Students will participate in a class critique.

Students will respond critically to examples of art.

Students will respond critically to artwork created in class.

Class or individual review of materials, techniques and procedures

Students will answer questions based on today’s activity for understanding.

Group discussion: what did you like the best, worst, what do you want to do next time?

Vocabulary: These terms will be defined and written into their books. The students will be asked to use these terms as they work on the unit. They will be come familiar with them and be able to use them at home when they take their own pictures.

Art tools: Digital, camera, shutter, lens, focus, composition, balance

Life skills: courtesy, permission, conversation, mood

Extension: Preserving memories/scrapbook, working within the community, visiting familiar places at school to photograph

Recources



(article: photography and autism)





Bidner Jenni. The Kids' Guide to Digital Photography: How to Shoot, Save, Play with & Print Your Digital Photos. Lark: 2004.

Freidman, Debra. Picture This: Fun Photography and Crafts (Kids Can Do It). Kids Can Press: 2003

Ana Blum

Shari Zimmerman

Lesson Plan: Photography

New York State Standards for Art and Special Education: Refer to Addendum

Narrative

Digital photography can provide instant gratification for a photographer. There is no waiting to see how the photograph will appear. The artist can re-take the photo correcting any errors such as a portrait with out the feet or head for example. Students will be able to record places, people and things that are valuable to their life. It is also an excellent opportunity to practice social interaction skills.

Objective

Students will discuss, learn and understand:

How to operate a camera

How to compose a picture through the camera lens

How to view a photograph on the computer

How to decide if a picture is well composed and is printed with clarity

Learn/reinforce applicable life skills

Enduring Understandings

Art Skills Life Skills

Students will learn and discuss: Students will learn and discuss:

How to operate a camera Setting up their photograph

How to compose a picture through Social skills when using a camera

a camera lens Use fine motor skills

How to view the photograph Eye/Hand Coordination

on the computer Making decisions

Enduring Questions

What?

What do we use to take a picture?

What do we take pictures of?

What types of cameras are there that we can use to take a picture?

What can we do with pictures that are special to us?

How?

How do we use a camera?

How do go from taking a picture to then actually holding it?

How can we take a good picture?

Why?

Why do we take pictures?

When?

When do we know it is ok to take a picture?

Materials and Tool

Digital camera

Photo paper

Computer

Printer

Lesson Procedure

- Show and discuss the digital camera

-Show and discuss the parts of the camera

- Discuss how to operate the digital camera.

-Discuss the use of photographs

-Show examples of and discuss clarity and composition in photograph prints

-Discuss what type of photographs can be taken

- Students will role play in the classroom how to approach someone and ask if they

can take their picture.

-Demonstrate on the computer how to open the file with photographs

-Demonstrate on the computer how to print photographs

-Take photographs of important school locations i.e. cafeteria, office, art room etc.

-Print photographs

-Add photographs to their handmade books

Modifications/Accommodations

Adaptive tools and equipment will be made available or modified as necessary.

Student worksheets will be typed in a large font for those students with visual needs.

The questions and students’ answers will be repeated.

Extra time will be allowed for the students to process the questions and answers.

All students will be encouraged to participate, take their time and do their best.

There will be break time built in for those students who need time away from the lesson.

The teacher and teacher assistant will assist any student who may need further explanation and/or extra support.

Assessment/Closure

Artwork will be displayed in classroom and in school gallery.

Students will understand the materials, procedures and techniques.

Students will participate in a class critique.

Students will respond critically to examples of art.

Students will respond critically to artwork created in class.

Class or individual review of materials, techniques and procedures

Students will answer questions based on today’s activity for understanding.

Group discussion: what did you like the best, worst, what do you want to do next time?

Vocabulary: These terms will be defined and written into their books. The students will be asked to use these terms as they work on the unit. They will be come familiar with them and be able to use them at home when they take their own pictures.

Art tools: Digital, camera, shutter, lens, focus, composition, balance

Life skills: courtesy, permission, conversation, mood

Extension: Preserving memories/scrapbook, working within the community, visiting familiar places at school to photograph

Recources



(article: photography and autism)





Bidner Jenni. The Kids' Guide to Digital Photography: How to Shoot, Save, Play with & Print Your Digital Photos. Lark: 2004.

Freidman, Debra. Picture This: Fun Photography and Crafts (Kids Can Do It). Kids Can Press: 2003

Ana Blum

Shari Zimmerman

Lesson Plan: Photography

New York State Standards for Art and Special Education: Refer to Addendum

Narrative

Digital photography can provide instant gratification for a photographer. There is no waiting to see how the photograph will appear. The artist can re-take the photo correcting any errors such as a portrait with out the feet or head for example. Students will be able to record places, people and things that are valuable to their life. It is also an excellent opportunity to practice social interaction skills.

Objective

Students will discuss, learn and understand:

How to operate a camera

How to compose a picture through the camera lens

How to view a photograph on the computer

How to decide if a picture is well composed and is printed with clarity

Learn/reinforce applicable life skills

Enduring Understandings

Art Skills Life Skills

Students will learn and discuss: Students will learn and discuss:

How to operate a camera Setting up their photograph

How to compose a picture through Social skills when using a camera

a camera lens Use fine motor skills

How to view the photograph Eye/Hand Coordination

on the computer Making decisions

Enduring Questions

What?

What do we use to take a picture?

What do we take pictures of?

What types of cameras are there that we can use to take a picture?

What can we do with pictures that are special to us?

How?

How do we use a camera?

How do go from taking a picture to then actually holding it?

How can we take a good picture?

Why?

Why do we take pictures?

When?

When do we know it is ok to take a picture?

Materials and Tool

Digital camera

Photo paper

Computer

Printer

Lesson Procedure

- Show and discuss the digital camera

-Show and discuss the parts of the camera

- Discuss how to operate the digital camera.

-Discuss the use of photographs

-Show examples of and discuss clarity and composition in photograph prints

-Discuss what type of photographs can be taken

- Students will role play in the classroom how to approach someone and ask if they

can take their picture.

-Demonstrate on the computer how to open the file with photographs

-Demonstrate on the computer how to print photographs

-Take photographs of important school locations i.e. cafeteria, office, art room etc.

-Print photographs

-Add photographs to their handmade books

Modifications/Accommodations

Adaptive tools and equipment will be made available or modified as necessary.

Student worksheets will be typed in a large font for those students with visual needs.

The questions and students’ answers will be repeated.

Extra time will be allowed for the students to process the questions and answers.

All students will be encouraged to participate, take their time and do their best.

There will be break time built in for those students who need time away from the lesson.

The teacher and teacher assistant will assist any student who may need further explanation and/or extra support.

Assessment/Closure

Artwork will be displayed in classroom and in school gallery.

Students will understand the materials, procedures and techniques.

Students will participate in a class critique.

Students will respond critically to examples of art.

Students will respond critically to artwork created in class.

Class or individual review of materials, techniques and procedures

Students will answer questions based on today’s activity for understanding.

Group discussion: what did you like the best, worst, what do you want to do next time?

Vocabulary: These terms will be defined and written into their books. The students will be asked to use these terms as they work on the unit. They will be come familiar with them and be able to use them at home when they take their own pictures.

Art tools: Digital, camera, shutter, lens, focus, composition, balance

Life skills: courtesy, permission, conversation, mood

Extension: Preserving memories/scrapbook, working within the community, visiting familiar places at school to photograph

Recources



(article: photography and autism)





Bidner Jenni. The Kids' Guide to Digital Photography: How to Shoot, Save, Play with & Print Your Digital Photos. Lark: 2004.

Freidman, Debra. Picture This: Fun Photography and Crafts (Kids Can Do It). Kids Can Press: 2003

Ana Blum

Shari Zimmerman

New York State Standards: Refer to Addendum

Lesson Plan: Pottery: Making a Cereal Bowl

Narrative

Since ancient times, in all parts of the world, people have used clay to create pottery either utilitarian, decorative or for ritual. Pottery for everyday utilitarian use is still created with clay today in the 21st century. Bowls we have made by our own hands gives the artist a sense of ownership when using it for a meal. We will also create a hand made bowl in which we will eat a meal.

Objective

Students will discuss, learn and understand:

How Native American Indians made pottery

Clay is a natural resource

How to create a clay slab

How a clay bowl is made

How a clay bowl is glazed

Students will create a clay cereal bowl

Enduring Understandings

Art Skills Life Skills

Students will discuss, learn, understand : Students will discuss, learn, understand:

-How Indians made and used pottery fine motor skills

-Clay is a natural resource eye/hand coordination

-How a clay bowl is made setting a table with dishes

-Procedures, materials and tools

for making a clay bowl and glazing

the pottery

-Safety rules when using clay and glaze

Enduring Questions

What?

What can we make with clay?

What do we have at home and use everyday that is made out clay?

How?

How do we make (bowls, cups, plates, vase etc…)?

How does the clay become hard and dry?

How does the clay become like stone?

Why?

Why do we use clay to make items?

Why would we fire the dried clay projects in the kiln?

When?

When would we use pottery?

When will the clay be dry enough to fire in the kiln?

Materials and Tools

-Clay

-Clay tools: clay cloth, clay knife, sponge and water dish

-Glaze

-Brushes

Lesson Procedure

-Watch movie about Native American pottery

-Show examples of different types of clay

-Show and examine examples of clay pottery

-Show and examine different types of cereal bowls

-Discuss where and how we use pottery

-Discuss the feel and look of the pottery and glaze

-Discuss how coil pottery is made

-Demonstrate techniques and procedure for coil pottery

-Students will learn the procedure for making coil pottery

-Students will create a ceramic clay cereal bowl

-Students will use their cereal bowl to learn how set the table with their bowls.

-Students will use their cereal bowl to pour cereal and milk into it

Modifications/Accommodations

Adaptive tools and equipment will be made available or modified as necessary.

Student worksheets will be typed in a large font for those students with visual needs.

The questions and students’ answers will be repeated.

Extra time will be allowed for the students to process the questions and answers.

All students will be encouraged to participate, take their time and do their best.

There will be break time built in for those students who need time away from the lesson.

The teacher and teacher assistant will assist any student who may need further explanation and/or extra support.

Assessment

Artwork will be displayed in classroom and in school gallery.

Students will understand the materials, procedures and techniques.

Students will participate in a class critique.

Students will respond critically to examples of art.

Students will respond critically to artwork created in class.

Class or individual review of materials, techniques and procedures

Students will answer questions based on today’s activity for understanding.

Group discussion: what did you like the best, worst, what do you want to do next time?

Vocabulary

Art tools: Slab, mold, glaze, pottery, ceramics, kiln

Life skills: waterproof, decoration, dinnerware

Extensions: pinch pots, slab pottery, tiles, ceramic jewelry, science, social studies

Resources

Video: Maria! Maria Martinez: Native American Potter of San Ildefonso

Maria Martinez





Hayes, Allan. Southwestern Pottery: Anasazi to Zuni. Northland: 1996

ADDENDUM

Resources

Book Construction Resources





Diehn, Gwen. Making Books That Fly, Fold, Wrap, Hide, Pop Up, Twist & Turn.

Lark Books: 2006

Feliciano,Kristina, Lethaby, Jo and Thompson, Jason. Making Memory Books and Journals by Hand. Thunder Bay Press: 2001

Handmade Paper Resources



(background information)

(visuals)

(paper in our lives)



Discovery Channel: Dirty Jobs: Making paper

(links)

Surface Design/Paste Painted Papers Resources



(background information)

(visuals and information

Maurer-Mathison , Diane K. The Art of Making Paste Papers.

Watson-Guptill: 2002

Self Portrait Resources



Color Mixing Resources







Steele, Margaret. The Art of Colors: For Children and Adults. Moca Store: 1997

Photography Resources



(article: photography and autism)





(photography tips)

Bidner Jenni. The Kids' Guide to Digital Photography: How to Shoot, Save, Play with & Print Your Digital Photos. Lark: 2004.

Freidman, Debra. Picture This: Fun Photography and Crafts (Kids Can Do It). Kids Can Press: 2003

Sketchbook Resources

Ludwig, L.K. True Vision: Authentic Art Journaling. Quarry Books: 2008

Soneff, Sharon. Art Journals and Creative Healing: Restoring the Spirit Through Self-Expression. Quarry Books: 2008.

Eldon, Dan. The Journey is the Destination: The Journals of Dan Eldon. Chronicle Books: 1997.

Pottery Resources

Video: Maria! Maria Martinez: Native American Potter of San Ildefonso

Maria Martinez





Hayes, Allan. Southwestern Pottery: Anasazi to Zuni. Northland: 1996

Surface Design Resources



(background information)

(visuals and information

Maurer-Mathison , Diane K. The Art of Making Paste Papers.

Watson-Guptill: 2002

General Resources

Davalos, Sandra R. Making Sense of Art: Sensory- Based Art Activities for Children with Autism, Asperger Syndrome and Pervasive Developmental Disorders. Austism Asperger Publishing Company: 1999.

Mannix, Darlene. Life Skills Activities for Special Children. Jossey-Bass: 1991

Mannix, Darlene. Life Skills Activites for Secondary Students with Special Needs. Center for Applied Research in Education: 1995.

Venezia, Mike. Getting to Know the World's Greatest Artists Series. Children’s Press: 1989.

NEW YORK STATE LEARNING STANDARDS FOR THE VISUAL ARTS

Alternate Assessment Standards for Students

with Severe Disabilities

STANDARD 1: Creating, performing, and participating in the arts.

Key Idea

Students will make works of art that explore different kinds of subject matter, topics, themes and metaphors. Students will understand and use sensory elements, organizational principles and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums and techniques, and use appropriate technologies for creating and exhibiting visual arts works.

Performance Indicators

Students will:

* explore selected works of art in order to discover that these works were made by artists and to discover how they were made (the exploration may be both visual and tactile)

* demonstrate the basic skills in cutting, pasting, using clay and using a paint brush

* create works of art based on their personal experiences as well as their imagination

* explore themes derived from their own personal experiences (such as stories, pets, trips) and make art that tells something about that experience.

* explore selected symbols that are used in art, (such as the symbol for the sun or a tree) and discuss how the shape of the symbol may be different from one work to another but yet the symbol is still able to be identified or named.

* learn to name visual elements (such as shapes, textures and colors) through multisensory experiences

* make works of art which incorporate selected visual elements.

* are guided to reflect upon what their art work looks like, how they used the medium (such as paint or crayon)

* work on a class work of art such as a mural or class book

STANDARD 2: Knowing and using arts materials and resources.

Key Idea

Students will know and use a variety of visual arts materials, techniques and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts.

Performance Indicators

Students will:

* draw images of people and things which become increasingly more specific

* explore the characteristics of selected mediums and describe what they feel like when using them. Name those they like the best

* make simple three dimensional works of art using additive and/or subtractive techniques

* use a draw/paint software program to make simple graphic shapes

* listen to and discuss the presentation of a museum person or an artist who brings original art works or artifacts to the classroom

* look at and explore (by handling, if possible) artifacts borrowed from a museum and talk about their visual characteristics and their purpose

* listen to and ask questions of a person from the local community who makes his/her living in the visual arts (a painter, a sculptor, a photographer)

STANDARD 3: Responding to and analyzing works of art.

Key Idea

Students will reflect on works of art. Students will learn about the visual characteristics of the natural and man-made environment and the social, cultural, psychological and environmental dimensions of the visual arts. Students will learn about the ways in which a variety of ideas, themes and concepts are expressed through the visual arts.

Performance Indicators

Students will:

* learn about the features of selected works of art, such as the subject matter and the overall feeling of the work

* identify a work of art as distinguished from other kinds of objects and discuss where works of art can be found such as in the home, in school or in a museum

* learn about art elements (such as shape, texture, color) that are found in works of art and what they might express in a work of art

* explore a theme that is part of the students' experience that is found in a work of art. Express that theme in another form such as movement or music or in composing a class story

STANDARD 4: Understanding the cultural dimensions and contributions

of the arts.

Key Idea

Students will explore art and artifacts from various historical periods and world cultures to discover the roles that art plays in the lives of people of a given time and place and to understand how the time and place influence the visual characteristics of the art work. Students will explore art to understand the social, cultural and environmental dimensions of human society.

Performance Indicators

Students will:

* look at and discuss a variety of two-dimensional and three-dimensional art works from different times and different cultures and learn that art tells us something about those people

* look at art and artifacts from different cultures of the United States and discuss what they look like

* make a work of art based on an image or a design that they see in a work of art from another period or another culture.

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