“graphic class quilt” · • how-to self portraits • expressive self-portraits • classroom...

“Graphic Class Quilt”

n PROGRAM OVERVIEW The purpose of this program is to

create a lasting piece of art work that can be permanently displayed in a classroom. The project was created in my art room, as I am the art teacher. However, it could be created in any classroom with the right equipment. The teacher needs to know how to draw portraits and be able to teach it to the students if they haven’t already been exposed.

One variation in this lesson is to draw pictures other than portraits to be used in the quilt. Again, the teacher would need to be proficient in drawing. The student drawings are transferred to iron-ons and ironed onto muslin fabric. The squares of fabric are sewn together forming a quilt and finished off with a decorative fabric border and hanging straps.

I used this project to show harmony and unity of students within the school. The multicultural crayons show the different skin colors of the students and how nicely we all blend together on paper. Cultural acceptance is a very real obstacle in public schools and in the world today.

The students’ progress will be assessed by teacher observation and a rubric, which is attached.

This program is in the process of being implemented into grades

For further information contact…

Jennifer Clark-Chrow

Lake Marion Creek Elementary

3055 Lake Marion Creek Drive

Poinciana, FL 34759 • Route C

863-427-1471

[email protected]

2009 - 2010 Idea CataloG of exCellenCe

kindergarten through fifth. Inclusion students are mainstreamed into my classes as well as ESOL. The average class size is 20 students. The art room services 550 students. The students use large art room tables to complete their work. See “Materials Budget” for specific materials needed.

n OVERALL VALUE The overall value of this project is that

each classroom teacher has something in his/her room on display that was made by students. Students get to see child created art on an everyday basis as something important and beautiful. The teacher will keep the quilt in that same classroom even after the students have moved onto the next grade level. It becomes a coveted keepsake of sorts. Children need to see their work being viewed and appreciated by adults to feel important and validated.

n LESSON PLAN TITLES• How-to Self Portraits• Expressive Self-Portraits• Classroom Graphic Quilt - grade K-1• Classroom Graphic Quilt - grade 2-3

• Classroom Graphic Portrait Quilt-grade 4-5

n MATERIALS Materials for each lesson are listed

with each lesson plan. Overall materials budget including pricing and vendors follows the lesson plans.

n ABOUT THE DEVELOPER Jennifer Clark-Chrow has a Masters

degree in Art Education. She began teaching in 1998 in New York grades K-6. She enlisted in the US Army in 2001 immediately after 9/11. However, she was medically discharged after basic training. Her next teaching assignment was in Wyoming, teaching art to grades 9-12.

She joined Polk County in 2007 teaching middle school and moved to her current position as art teacher for grades K-5 at Lake Marion Creek Elementary.

She has one 5 year old daughter. She is a professional photographer and aspires to write and illustrate a book in the near future.

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“Graphic Class Quilt” Jennifer Clark-ChrowLesson Plan No 1: How-to Self Portraits

n SUBJECTS COVERED/CONCEPT

Shape / Color

n GRADESTwo - Five

n OBJECTIVES • Students wil l exper ience the

drawing process by describing and producing drawings using facial proportions.

• Students will learn to draw a portrait.

n SUNSHINE STATE STANDARDS

Fine ArtsSkills and TechniquesStandard 1: The student understands and applies media, techniques,and processes. (VA.A.1.1)

1. uses two-dimensional and three-dimensional media, techniques, tools, and processes to depict works of art from personal experiences, observation, or imagination.

2. uses art materials and tools to develop basic processes and motor skills, in a safe and responsible manner.

3. distinguishes the differences within and among art materials, techniques, processes, and organizational structures such as elements and principles of design.

Creation and CommunicationStandard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. (VA.B.1.1)

1. knows how subject matter, symbols, and ideas are used to communicate meaning in works of art.

2. understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.

3. knows a variety of purposes for creating works of art.

Cultural and Historical ConnectionsStandard 1: The student understands the visual arts in relation to history and culture. (VA.C.1.1)

1. knows that specific works of art belong to particular cultures, times, and places.

2. understands how artists generate and express ideas according to their individual, cultural, and historical experiences.

Aesthetic and Critical AnalysisStandard 1: The student assesses, evaluates, and responds to the characteristics of works of art. (VA.D.1.1)

1. uses age-appropriate vocabulary to describe, analyze, interpret, and make judgments about works of art.

2. understands that works of art can be rendered realistically, symbolically, or abstractly.

3. knows the difference between an original work of ar t and a reproduction.


Applications to LifeStandard 1: The student makes connections between the visual arts, other disciplines, and the real world. (VA.E.1.1)

1. understands that people create art for various reasons and that everyday objects are designed by artists.

2. knows various careers that are available to artists.

3. understands and uses appropriate behavior in a cultural experience.

n MATERIALS• paper, pencil & erasers

• multicultural crayons and 8 color crayons

• student mirror

n VOCABULARY portrait artist size

shapes proportion pattern

foreground middleground details

background repetition texture

approximatesymmetry

complimentarycolors

ElementsLine*

Color

Shape*/Form

Texture

Value

Space

PrinciplesEmphasis

Contrast

Unity

Balance

Rhythm

Proportion*

Repetition/Patter

n DIRECTIONS / PROCEDURES

1. Teacher will introduce self-portraits by Van Gogh, Rembrandt, and Da Vinci.

2. Teacher will discuss and demonstrate facial proportions.

A. Draw the egg shaped head first. Our faces are designed on a grid.

B. Divide the head in half from top to bottom. This line is where the eyes are drawn later.

C. Divide the head in half side to side. This line is where the nose will be drawn. Follow the diagram for the rest of the guide lines.

3. Students will pair up to discuss and confirm these proportions.

4. Then draw a self-portrait using proportions. Mirrors can be used to observe details.

5. Students need to add hair like their own remembering that the hair begins growing on the forehead, not on top of the skull.

6. Students will use multicultural crayons to color their portraits.

7. Compare and contrast student self-portrait with artists self portrait like Rembrandt and Van Gogh. (Venn diagram)

Here are some additional websites for drawing portraits that may be of help.

http://www.portrait-artist.org/face/index.html

http://drawsketch.about.com/od/drawingportraits/Portrait_Drawing_Drawing_Faces.htm

www.kinderart.com

“Graphic Class Quilt” Jennifer Clark-ChrowLesson Plan No 1: How-to Self Portraits (cont.)


n RESOURCES • Vincent Van Gogh’s self portraits,

Rembrandt’s self portraits

• Da Vinci’s Mona Lisa, pp 118-121 in SRA ArtConnections

• Book, Just like Me, Stories and Self-Portraits by Fourteen Artists, Harriet Rohmer

• Website: http://drawsketch.about.com

n CRITIQUEDisplay and discuss the use of shapes and colors in self portraits.

n EVALUATION/ASSESSMENT

• Composition: correct facial proportion

• Use of shape and color

• Neatness/Good craftsmanship

*** Once you have mastered portraits, you may want to try an extension of the lesson and create more expressive portraits.

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“Graphic Class Quilt” Jennifer Clark-ChrowLesson Plan No 2: Expressive Self-Portraits


n SUBJECTS COVERED/CONCEPT

Emphasis

n GRADESFour - Five

n OBJECTIVE• The student will learn to use color

for expression and emphasis.

n MATERIALS• 12 x 18 white construction paper

• pencils

• markers

• watercolors

n VOCABULARY emphasis self-portraitproportion mood

n DIRECTIONS / PROCEDURES

1. Re-teach/ Review portrait drawing and proportions.

2. Students look in mirrors to draw self-portraits. Begin with eyes and include a lot of detail.

3. Students choose one marker color that represents their personality and use it to trace all draw lines.

4. Teach formula for mixing flesh color and encourage students to add tones that suit their personality.

5. Paint portraits with watercolor paints. Markers will bleed into paint.

6. Backgrounds may be abstract or drawn with one marker and painted with water.

n RESOURCES • Van Gogh’s Self-Portrait,

• Henri Matisse’s Self-Portrait

n CRITIQUEDisplay and discuss pictures and allow students to guess who they represent based on features and expressiveness.


• Composition: use of color

• Use of proportion and emphasis

• Neatness/good craftsmanship

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JenniferClark’sSelfPortraitCopyrightedPhoto

KindergartenStudentPortrait

4thgradeportrait

3rdGradeStudentPortraits

n SUBJECTS COVERED Art, (drawing) Technology and Family Consumer Science

n GRADESKindergarten - One

n OBJECTIVE• Students will create a graphic

designed classroom quilt


Skills and TechniquesStandard 1: The student understands and applies media, techniques, and processes. (VA.A.1.1)













3. knows the dif ference between an original work of ar t and a reproduction.





“Graphic Class Quilt” Jennifer Clark-ChrowLesson Plan No 3: Classroom Graphic Quilt - Grade K-1

n MATERIALS• Drawing Pencils

• Erasers

• White drawing paper

• Crayons

• Multicultural color crayons

• Projector

• Document Camera

• Digital Camera

• Scanner

• Book- Just like Me, Stories and Self-Portraits by Fourteen Artists Harriet Rohmer (another book of portraiture could be substituted)

• Stand up student mirrors

• Adobe Photo Elements software


“Graphic Class Quilt” Jennifer Clark-ChrowLesson Plan No 3: Classroom Graphic Quilt - Grade K-1 (cont.)


n DIRECTIONS Teacher will demonstrate how to

draw portraits to the students. This is a 50 minute minimum lesson. The teacher will show the Book, Just Like Me, to the students using a document camera and projector. The students will learn how portraits can be very different and still be great portraits. (optional) ***

***The other choice is to use student generated drawings or paintings instead of portraits.

Students draw their self portrait using student mirrors facing themselves. The drawings are made on white drawing paper. Reteach how to draw portraits step by step for clarity. This is a big concept.

Students color in their portraits using basic and multicultural crayons to complete them.

Portraits are photographed by a digital camera and loaded into the computer. Use may also use a scanner to enter the photos into the computer. I find that this takes triple the amount of time to do. The teacher uses Adobe Photoshop Elements to crop or touch up photos.

Photos are printed onto iron-on transfer paper using a color printer. Do not have any words on the drawings because everything will print in reverse. You can do a horizontal flip of the drawing using Photo Elements before you print if you want to allow words. Iron-ons are ironed onto the muslin fabric that is pre- cut into squares. The squares are sewn together by the teacher. The fabric is finished off into a quilt by sewing a border. The quilt backing is filled with a layer of batting and strap hangers are added. If you cannot sew, you should be prepared to farm out this last task to a competent seamstress or the Family Consumer Science teacher at your school.


4 The student drew a lifelike portrait with correct proportion

3 The student drew a lifelike portrait with some correct proportion

2 The student drew a human face but it lacks proper proportion

1 The student drew a human face that has no proper proportions

0 The student did not complete the lesson

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n SUBJECTS COVERED Art and Technology

n GRADESTwo - Three




Skills and TechniquesStandard 1: The student understands and applies media, techniques, and processes. (VA.A.1.1)



3. dist inguishes the dif ferences within and among art materials, techniques, processes, and organizational structures such as elements and principles of design.











3. knows the dif ference between an original work of ar t and a reproduction.






• Erasers


• Crayons


• Projector

• Document Camera

• Digital Camera

• Scanner



• Fabric Markers

• Fabric Crayons


draw portraits to the students. This is a 50 minute minimum lesson. The teacher will show the Book, Just Like Me, to the students using a document camera and projector. The students will learn how portraits can be very different and still be great portraits. (optional)***

***The other choice is to use student generated drawings or paintings instead of portraits. If you choose to do this, you will need professional examples of landscapes or paintings or drawings of the motif you desire to get from the students.



“Graphic Class Quilt” Jennifer Clark-ChrowLesson Plan No 4: Classroom Graphic Quilt - Grade 2-3


Portraits are photographed by a digital camera and loaded into the computer. You may also use a scanner to enter the photos into the computer. I find that this takes triple the amount of time to do. The teacher uses Adobe Photoshop Elements to crop or touch up photos.

Photos are printed onto iron-on transfer paper using a color printer. Do not have any words on the drawings because everything will print in reverse. You can do a horizontal flip of the drawing using Photo Elements before you print if you want to allow words. Iron-ons are ironed onto the muslin fabric that is pre cut into squares. The squares are sewn together by the teacher. The fabric is finished off into a quilt by sewing a border. The quilt backing is filled with a layer of batting and strap hangers are added. If you cannot sew, you should be prepared to farm out this last task to a competent seamstress or the Family Consumer Science teacher at your school.

An adaptation of this lesson would be to use fabric markers and fabric crayons on paper to draw and color with. Then use the paper to make your own iron-ons. Iron them onto the muslin the same way. You could experiment to see which gives you more of a desired outcome. The iron-ons are going to produce a more true to life color than in this adaptation.

Here are some websites for drawing portraits that may be of help.

http://www.portrait-artist.org/face/index.html

ht tp: //drawsketch.about .com/od/drawingportraits/Portrait_Drawing_Drawing_Faces.htm

www.kinderart.com

I highly recommend having a book of portrait drawing verses a website because a book is more thorough and you can make copies for students.







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“Graphic Class Quilt” Jennifer Clark-ChrowLesson Plan No 4: Classroom Graphic Quilt - Grade 2-3 (cont.)


2. understands what makes different ar t media, techniques, and processes effective or ineffective in communicating various ideas.

3. knows how to identify the intentions of those creating works of art.


1. understands the similarities and differences in works of art from a variety of sources.

2. understands how ar tists have used visual languages and symbol systems through time and across cultures.


1. develops and justifies criteria for the evaluation of visual works of art using appropriate vocabulary.

2. uses dif ferent approaches to respond to and to judge various works of art.

3. understands perceived similarities and differences among different genres of art.


1. understands the influence of artists on the quality of everyday life.

2. knows the types of tasks performed by various artists and some of the required training.

3. understands the simi lar i t ies and differences and the various contributions of galleries, studios, and museums.


• Erasers


• Crayons


• Projector

• Document Camera

• Digital Camera

• Scanner



“Graphic Class Quilt” Jennifer Clark-ChrowLesson Plan No 5: Classroom Graphic Portrait Quilt - Grade 4-5


n SUBJECTS COVERED Art and Technology

n GRADESFour - Five




Visual ArtsSkills and TechniquesStandard 1: The student understands and applies media, techniques, and processes. (VA.A.1.2)

1. uses and organizes two-dimensional and three dimensional media, techniques, tools, and processes to produce works of art that are derived from personal experience, observation, or imagination.

2. uses control in handling tools and materials in a safe and responsible manner.

3. knows the effects and functions of using various organizational elements and principles of design when creating works of art.


1. understands that subject matter used to create unique works of art can come from personal experience, observation, imagination, and themes.


draw portraits to the students. This is a 50 minute minimum lesson. The teacher will show the Book, Just Like Me, to the students using a document camera and projector. The students will learn how portraits can be very different and still be great portraits.



Portraits are photographed by a digital camera and loaded into the computer. You may also use a scanner to enter the photos into the computer. I find that this takes triple the amount of time to do. The teacher uses Adobe Photoshop Elements to crop or touch up photos.

Photos are printed onto iron on transfer paper using a color printer. Do not have any words on the drawings because everything will print in reverse. You can do a horizontal flip of the drawing using Photo Elements before you print if you want to allow words. Iron-ons are ironed onto the muslin fabric that is pre-cut into squares. The squares are sewn together by the teacher. The fabric is finished off into a quilt by sewing a border. The quilt backing is filled with a layer of batting and strap hangers are added. If you cannot sew, you should be prepared to farm out this last task to a competent seamstress or the Family Consumer Science teacher at your school.

“Graphic Class Quilt” Jennifer Clark-ChrowLesson Plan No 5: Classroom Graphic Portrait Quilt - Grade 4-5 (cont.)


Here are some websites for drawing portraits that may be of help.

http://www.portrait-artist.org/face/index.htmlht tp: //drawsketch.about .com/od/drawingportraits/Portrait_Drawing_Drawing_Faces.htmwww.kinderart.com

I highly recommend having a book of portrait drawing verses a website because a book is more thorough and you can make copies for students.







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Materials Budget SuPPLiEr itEm DESCriPtioN CoSt QuaNtity totaL CoSt

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Teacher__________________________________________

School:__________________________________________ _

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Subtotal

Tax_if_applicable

Shipping_if_applicable

TOTALBUDGETAMOUNT

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“Graphic Class Quilt” Jennifer Clark-ChrowLesson_Plans_Materials_Budget

Walmart Iron On Transfer sheets - 10 pk 15.88 10 158.80

Walmart Muslin Fabric 3.78 yd. 10 yds 37.80

Storeroom Fabric Crayons 1.22 50 61.00

Office Depot Fabric Markers - 10 pk 4.29 14 60.06

Walmart Printer Ink Tricolor 35.00 5 175.00

Walmart Printer Ink Black 35.00 5 175.00

Storeroom Multicultural Crayons .51 25 12.75

Storeroom Crayons, Prang 1.84 10 18.40

Walmart Color Ink Jet Printer 59.00 1 59.00

Storeroom Drawing Pencils 2.92 dz 1 2.92

Jennifer Clark-ChrowLake Marion Creek Elementary

$760.73

39.27

$800.00


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Quality of Work Needing Help Achievement Knowledge/Skills

4 Exceeds the standard Produces quality work Above grade level

Successful without additional help; Above grade level work

Achievement is above grade level expectations

Knowledge/Skills demonstrated in creative and complex ways

3 Meets the standard Produces quality work

Successful without additional help

Achievement is at grade level expectations

Knowledge/Skills demonstrated with considerable competence

2 Partially meets the standard; Sometimes produces quality

Sometimes successful without additional help

Achievement is approaching grade level expectations

Knowledge/Skills demonstrated with some competence

1 Does not meet the standard; Seldom produces quality work

Seldom successful without additional help

Achievement is well below grade level expectations

Knowledge/ Skills demonstrated withlimited competence

Total


“Graphic Class Quilt” Jennifer Clark-ChrowRubric

“graphic class quilt” · • how-to self portraits • expressive self-portraits • classroom...

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