ED 320
Fine Arts for Elementary Teachers
"The course is to provide fundamental content in art history and art production needed to teach art, art appreciation and production at the k-8 level. Visual Arts, dance and music make any curriculum more human as they represent an important symbol of culture, connect all forms of knowledge, and entice learning styles. A curriculum with a strong arts component allows students to personally interpret, articulate, and relate all of the various subject areas they encounter. In order to use the arts effectively, elementary teachers must be familiar with a variety of methods to teach fine arts (Cepeda, 2013, Syllabus)."
"The course is to provide fundamental content in art history and art production needed to teach art, art appreciation and production at the k-8 level. Visual Arts, dance and music make any curriculum more human as they represent an important symbol of culture, connect all forms of knowledge, and entice learning styles. A curriculum with a strong arts component allows students to personally interpret, articulate, and relate all of the various subject areas they encounter. In order to use the arts effectively, elementary teachers must be familiar with a variety of methods to teach fine arts (Cepeda, 2013, Syllabus)."
My Thematic Unit: Japan
Lesson included a Haiku and a Surimono greeting. Originally, students were to create their own Haiku. However, with the thematic unit lesson, Haiku written by students from the internet were used. Shown is my product of my unit.
Source:
Haiku Contest. (n.d.). Retrieved from www.abcteach.com/Contributions/HaikuContest.htm
Source:
Haiku Contest. (n.d.). Retrieved from www.abcteach.com/Contributions/HaikuContest.htm
Year of the "Snake".
Snake head created by first created by outlining a pattern. Second, eyes are attached with the use of a glue gun. Third, a hole is cut out from the space above eyes to insert a party blower. Then strips of paper are cut and attached to create the snake's body. By choice, I added an upper lip and a purple tail.
Snake head created by first created by outlining a pattern. Second, eyes are attached with the use of a glue gun. Third, a hole is cut out from the space above eyes to insert a party blower. Then strips of paper are cut and attached to create the snake's body. By choice, I added an upper lip and a purple tail.
James' Thematic Unit
Planets
After coloring the outline of the sun, earth, and moon, the patterns are then cut. Then the sun is glued onto the bottom of a paper plate. For rays, the edges are cut in a v-shape form. Then fasteners were used to attached the sun, earth, and moon.
After coloring the outline of the sun, earth, and moon, the patterns are then cut. Then the sun is glued onto the bottom of a paper plate. For rays, the edges are cut in a v-shape form. Then fasteners were used to attached the sun, earth, and moon.
Sophia's Thematic Unit
Egyptian Writing: Hieroglypics
Hieroglypics are provided. Each student will create hieroglypics with words of their choosing. Then student will attach work onto construction paper (as a frame).
Hieroglypics are provided. Each student will create hieroglypics with words of their choosing. Then student will attach work onto construction paper (as a frame).
Norman's Teachback
Integrating Art into Social Studies
Group Activity:
After drawing Saipan, use symbols to show location of areas on the island.
Group Activity:
After drawing Saipan, use symbols to show location of areas on the island.
Combining and creating colors.