Blumfield Elementary Lessons


*  Be sure to check out the photo gallery  
    to see more examples of  student work!    


Sample Art Foundation Lessons/Activities during the year 

Primary Grades- (K-3)
Art and Science- Being an Art Observer
Working with Line, Shape and Color
Understanding color and moods (2nd)
Working with Texture
Creativity Exercises
Understanding the primary and secondary colors
Self- Portraits- What I like about Me

Upper Elementary- (4-6)
Art Elements Design Page
Understanding The Color Wheel and color combinations
Drawing the human face using proportions (4th)
Talk like an Artist (Art Vocabulary) - (N.A.E. Standard #2)
Write about Art - (Art Criticism) (N.A.E. Standard #5)
Principals of Art (5th-6th grades)
















 
Curriculum

Art around the Globe

K-6th  Elementary Art Curriculum Overview- created by J. Heiser, Fall 2008- to present

 

Big Idea: Understanding that Art is a Humanity

In addition to Studio art activities where the fundamentals of art making are taught, Art students will continue the curriculum of  studying different artists and styles of art from around the globe. Discipline Based art education will be used meaning in each unit of study there will be lessons for all grade levels in Art History, Art Production, Art Aesthetics, and Art Criticism. Students will explore art around the globe to help them understand that art is unique to being human, and part of the human experience. As students “travel” the globe, they’ll see artwork that document our world’s history and, ultimately, this experience will help them better understand who they are.

My goal as an art educator is to get my students to think! This happens when they listen, when they look and when they are allowed to question the “whys” of art, as they are being inspired to create their own individual or collaborative pieces.

Creativity, technical skills, art vocabulary, and critical-thinking skills are all extremely important elements to creating a successful and meaningful curriculum. Sticking with one theme throughout the school year enhances these elements, and the ultimate indicator of success is that the kids “get it.” Students are able to talk about their art and, in the case of the “Art around the Globe” curriculum; they can talk about our world, the continents and the different countries they “visited” as they discover great artists and artwork of our world. I hope you enjoy the displays of student artwork influenced by the various places we “visit”.



Tentative Unit Overview for 2012-2013
I have chosen broad categories of art to explore around the globe each year,  and I will alternate some of the places year from year to give a rich and varied exposure to art in our world.  My list is constantly growing as I explore with my students various places and cultures.  Broad categories I cover each year are: Asian Arts (Japan, China, India) Latin American Arts (Mexico, Central America) American Fine an Folk Artists, European Masters and Modern Artists, Tribal Arts (Africa, Native American)


Ralston Guided Unit: Cultural Connections

Place: Japan

Objective:  Students will understand that art is a reflection of time and place.

Theme: "Identity- What does culture look like?"

Overview: All students will specifically look at the fine art and folk art of Japan and discuss how evidence of culture can be found in art. Each grade level will explore  multiple methods of art making found in Japan and create original works of art influenced by their understanding of how art shows time and place.

 

Ralston Guided Unit: Elements of Art

Place: Africa

Objective: Students will understand that all artwork are made up of one or more of the seven art elements in artwork.

Theme: "How can I use the Elements of Art?"

Overview: All students will study and discuss the artwork of various cultures and places in Africa. Each lesson will focus on discussing how artists used line, shape, color, value, texture, space or form in the artwork. Students will use a variety of art making methods focusing on how they use the art elements in their original work of art. **Unit Connections: During lesson/discussion students will also look for evidence of culture and compare method used to those from previous unit on Japanese Art as students reflect on how they are using the art elements while they create original artwork through their art making process. ***

 
Curriculum

Art around the Globe

K-6th  Elementary Art Curriculum Overview- created by J. Heiser, Fall 2008- to present

 

Big Idea: Understanding that Art is a Humanity

In addition to Studio art activities where the fundamentals of art making are taught, Art students will continue the curriculum of  studying different artists and styles of art from around the globe. Discipline Based art education will be used meaning in each unit of study there will be lessons for all grade levels in Art History, Art Production, Art Aesthetics, and Art Criticism. Students will explore art around the globe to help them understand that art is unique to being human, and part of the human experience. As students “travel” the globe, they’ll see artwork that document our world’s history and, ultimately, this experience will help them better understand who they are.

My goal as an art educator is to get my students to think! This happens when they listen, when they look and when they are allowed to question the “whys” of art, as they are being inspired to create their own individual or collaborative pieces.

Creativity, technical skills, art vocabulary, and critical-thinking skills are all extremely important elements to creating a successful and meaningful curriculum. Sticking with one theme throughout the school year enhances these elements, and the ultimate indicator of success is that the kids “get it.” Students are able to talk about their art and, in the case of the “Art around the Globe” curriculum; they can talk about our world, the continents and the different countries they “visited” as they discover great artists and artwork of our world. I hope you enjoy the displays of student artwork influenced by the various places we “visit”.



Tentative Unit Overview for 2012-2013
I have chosen broad categories of art to explore around the globe each year,  and I will alternate some of the places year from year to give a rich and varied exposure to art in our world.  My list is constantly growing as I explore with my students various places and cultures.  Broad categories I cover each year are: Asian Arts (Japan, China, India) Latin American Arts (Mexico, Central America) American Fine an Folk Artists, European Masters and Modern Artists, Tribal Arts (Africa, Native American)


Ralston Guided Unit: Cultural Connections

Place: Japan

Objective:  Students will understand that art is a reflection of time and place.

Theme: "Identity- What does culture look like?"

Overview: All students will specifically look at the fine art and folk art of Japan and discuss how evidence of culture can be found in art. Each grade level will explore  multiple methods of art making found in Japan and create original works of art influenced by their understanding of how art shows time and place.

 

Ralston Guided Unit: Elements of Art

Place: Africa

Objective: Students will understand that all artwork are made up of one or more of the seven art elements in artwork.

Theme: "How can I use the Elements of Art?"

Overview: All students will study and discuss the artwork of various cultures and places in Africa. Each lesson will focus on discussing how artists used line, shape, color, value, texture, space or form in the artwork. Students will use a variety of art making methods focusing on how they use the art elements in their original work of art. **Unit Connections: During lesson/discussion students will also look for evidence of culture and compare method used to those from previous unit on Japanese Art as students reflect on how they are using the art elements while they create original artwork through their art making process. ***

 
Curriculum

Art around the Globe

K-6th  Elementary Art Curriculum Overview- created by J. Heiser, Fall 2008- to present

 

Big Idea: Understanding that Art is a Humanity

In addition to Studio art activities where the fundamentals of art making are taught, Art students will continue the curriculum of  studying different artists and styles of art from around the globe. Discipline Based art education will be used meaning in each unit of study there will be lessons for all grade levels in Art History, Art Production, Art Aesthetics, and Art Criticism. Students will explore art around the globe to help them understand that art is unique to being human, and part of the human experience. As students “travel” the globe, they’ll see artwork that document our world’s history and, ultimately, this experience will help them better understand who they are.

My goal as an art educator is to get my students to think! This happens when they listen, when they look and when they are allowed to question the “whys” of art, as they are being inspired to create their own individual or collaborative pieces.

Creativity, technical skills, art vocabulary, and critical-thinking skills are all extremely important elements to creating a successful and meaningful curriculum. Sticking with one theme throughout the school year enhances these elements, and the ultimate indicator of success is that the kids “get it.” Students are able to talk about their art and, in the case of the “Art around the Globe” curriculum; they can talk about our world, the continents and the different countries they “visited” as they discover great artists and artwork of our world. I hope you enjoy the displays of student artwork influenced by the various places we “visit”.



Tentative Unit Overview for 2012-2013
I have chosen broad categories of art to explore around the globe each year,  and I will alternate some of the places year from year to give a rich and varied exposure to art in our world.  My list is constantly growing as I explore with my students various places and cultures.  Broad categories I cover each year are: Asian Arts (Japan, China, India) Latin American Arts (Mexico, Central America) American Fine an Folk Artists, European Masters and Modern Artists, Tribal Arts (Africa, Native American)


Ralston Guided Unit: Cultural Connections

Place: Japan

Objective:  Students will understand that art is a reflection of time and place.

Theme: "Identity- What does culture look like?"

Overview: All students will specifically look at the fine art and folk art of Japan and discuss how evidence of culture can be found in art. Each grade level will explore  multiple methods of art making found in Japan and create original works of art influenced by their understanding of how art shows time and place.

 

Ralston Guided Unit: Elements of Art

Place: Africa

Objective: Students will understand that all artwork are made up of one or more of the seven art elements in artwork.

Theme: "How can I use the Elements of Art?"

Overview: All students will study and discuss the artwork of various cultures and places in Africa. Each lesson will focus on discussing how artists used line, shape, color, value, texture, space or form in the artwork. Students will use a variety of art making methods focusing on how they use the art elements in their original work of art. **Unit Connections: During lesson/discussion students will also look for evidence of culture and compare method used to those from previous unit on Japanese Art as students reflect on how they are using the art elements while they create original artwork through their art making process. ***

 
Curriculum

Art around the Globe

K-6th  Elementary Art Curriculum Overview- created by J. Heiser, Fall 2008- to present

 

Big Idea: Understanding that Art is a Humanity

In addition to Studio art activities where the fundamentals of art making are taught, Art students will continue the curriculum of  studying different artists and styles of art from around the globe. Discipline Based art education will be used meaning in each unit of study there will be lessons for all grade levels in Art History, Art Production, Art Aesthetics, and Art Criticism. Students will explore art around the globe to help them understand that art is unique to being human, and part of the human experience. As students “travel” the globe, they’ll see artwork that document our world’s history and, ultimately, this experience will help them better understand who they are.

My goal as an art educator is to get my students to think! This happens when they listen, when they look and when they are allowed to question the “whys” of art, as they are being inspired to create their own individual or collaborative pieces.

Creativity, technical skills, art vocabulary, and critical-thinking skills are all extremely important elements to creating a successful and meaningful curriculum. Sticking with one theme throughout the school year enhances these elements, and the ultimate indicator of success is that the kids “get it.” Students are able to talk about their art and, in the case of the “Art around the Globe” curriculum; they can talk about our world, the continents and the different countries they “visited” as they discover great artists and artwork of our world. I hope you enjoy the displays of student artwork influenced by the various places we “visit”.



Tentative Unit Overview for 2012-2013
I have chosen broad categories of art to explore around the globe each year,  and I will alternate some of the places year from year to give a rich and varied exposure to art in our world.  My list is constantly growing as I explore with my students various places and cultures.  Broad categories I cover each year are: Asian Arts (Japan, China, India) Latin American Arts (Mexico, Central America) American Fine an Folk Artists, European Masters and Modern Artists, Tribal Arts (Africa, Native American)


Ralston Guided Unit: Cultural Connections

Place: Japan

Objective:  Students will understand that art is a reflection of time and place.

Theme: "Identity- What does culture look like?"

Overview: All students will specifically look at the fine art and folk art of Japan and discuss how evidence of culture can be found in art. Each grade level will explore  multiple methods of art making found in Japan and create original works of art influenced by their understanding of how art shows time and place.

 

Ralston Guided Unit: Elements of Art

Place: Africa

Objective: Students will understand that all artwork are made up of one or more of the seven art elements in artwork.

Theme: "How can I use the Elements of Art?"

Overview: All students will study and discuss the artwork of various cultures and places in Africa. Each lesson will focus on discussing how artists used line, shape, color, value, texture, space or form in the artwork. Students will use a variety of art making methods focusing on how they use the art elements in their original work of art. **Unit Connections: During lesson/discussion students will also look for evidence of culture and compare method used to those from previous unit on Japanese Art as students reflect on how they are using the art elements while they create original artwork through their art making process. ***