Saturday Art Class 2nd Grade
"What If"
Over the years certain animals have been given traits to define their characteristics. Many children know these as staple character traits. Our goal as educators is to ask the question to the students if that animal has to have those traits in their character? Examples: Does the fox have to be a tricky fox? Does the Bear have to be grouchy? Through the means of clay and art, students will be tasked to either go with the main character traits deemed by children novels or go against the traits given to them. Through clay and creating a little narrative, students will mold animals that display certain characteristics they give to their animal.
Rationale:
CREATING
(MA:Cr1.1.2) Discover multiple ideas for media artworks through brainstorming and improvising. Students are generating ideas about animal traits and characteristics and expressing them through clay sculptures and narratives.
PRODUCING (MA:Pr6.1.2) a. Identify and describe presentation conditions and perform task(s) in presenting media artworks. Students are selecting their clay sculptures and narratives to present their ideas about animal traits, both conforming to and subverting stereotypes.
RESPONDING a. Identify and describe the components and messages in media artworks. Students are analyzing the animal traits and the cultural expectations associated with them, considering whether animals have to conform to these traits.
Connecting (MA:Cn10.1.2) a. Use personal experiences, interests, information, and models in creating media artworks. Students are connecting their knowledge of animal traits, storytelling, and artistic techniques to create their clay sculptures and narratives.
Unit Plan:
https://docs.google.com/document/d/1qwTF3tv8viXCKZqjMhUY58Cx4POeQAKtPbWfPCmeNFY/edit#heading=h.gjdgxs
Handouts:
Over the years certain animals have been given traits to define their characteristics. Many children know these as staple character traits. Our goal as educators is to ask the question to the students if that animal has to have those traits in their character? Examples: Does the fox have to be a tricky fox? Does the Bear have to be grouchy? Through the means of clay and art, students will be tasked to either go with the main character traits deemed by children novels or go against the traits given to them. Through clay and creating a little narrative, students will mold animals that display certain characteristics they give to their animal.
Rationale:
CREATING
(MA:Cr1.1.2) Discover multiple ideas for media artworks through brainstorming and improvising. Students are generating ideas about animal traits and characteristics and expressing them through clay sculptures and narratives.
PRODUCING (MA:Pr6.1.2) a. Identify and describe presentation conditions and perform task(s) in presenting media artworks. Students are selecting their clay sculptures and narratives to present their ideas about animal traits, both conforming to and subverting stereotypes.
RESPONDING a. Identify and describe the components and messages in media artworks. Students are analyzing the animal traits and the cultural expectations associated with them, considering whether animals have to conform to these traits.
Connecting (MA:Cn10.1.2) a. Use personal experiences, interests, information, and models in creating media artworks. Students are connecting their knowledge of animal traits, storytelling, and artistic techniques to create their clay sculptures and narratives.
Unit Plan:
https://docs.google.com/document/d/1qwTF3tv8viXCKZqjMhUY58Cx4POeQAKtPbWfPCmeNFY/edit#heading=h.gjdgxs
Handouts:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
2nd_grade_week_one.pdf | |
File Size: | 688 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
2nd_grade_week_two.pdf | |
File Size: | 2037 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
2nd_grade_week_three.pdf | |
File Size: | 2541 kb |
File Type: |
Student Work
Descriptions:
Creating a Personal Narrative through story using printmaking and collage:
During this unit, students will explore the art of personal narrative through printmaking and collage. They will create symbols representing their unique identity, integrating them into their artwork to convey personal stories and cultural meanings. This unit aims to empower students by providing a creative platform to express their individuality, fostering artistic skills, self-expression, and an understanding of how art can tell meaningful narratives.
Rationale:
Creating:
VA:Cr1.2.6a: Formulate an artistic investigation of personally relevant content for creating art.
VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Presenting:
VA:Pr5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.
Responding:
VA:Re.7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.
Connecting:
VA:Cn10.1.6a Generate a collection of ideas reflecting current interests and concerns that could be investigated in artmaking.
Unit Plan:
Unit Plan:
Creating a Personal Narrative through story using printmaking and collage:
During this unit, students will explore the art of personal narrative through printmaking and collage. They will create symbols representing their unique identity, integrating them into their artwork to convey personal stories and cultural meanings. This unit aims to empower students by providing a creative platform to express their individuality, fostering artistic skills, self-expression, and an understanding of how art can tell meaningful narratives.
Rationale:
Creating:
VA:Cr1.2.6a: Formulate an artistic investigation of personally relevant content for creating art.
VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Presenting:
VA:Pr5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.
Responding:
VA:Re.7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.
Connecting:
VA:Cn10.1.6a Generate a collection of ideas reflecting current interests and concerns that could be investigated in artmaking.
Unit Plan:
Unit Plan:
![]()
|
![]()
|
Handouts:
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
6th_wk5_.pdf | |
File Size: | 1598 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
copy_of_copy_of_artist_statement_.pdf | |
File Size: | 12 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
artist_handout.pdf | |
File Size: | 847 kb |
File Type: |
Student work
Classroom Setup:
Description: The classroom was set up for students had space to create and discover with their peers. We organized the desks/table for students to be in front of the projector and adjacent to their peers.
2nd Grade: Students all sat at a big table in front of the projector. The students had a lot of space to work and discover with the large table. The supplies were shared on the table and placed on a cart when they were not needed. Posters were set around the room for students to look at and reference.
6th Grade: All the students sat in a line of a row of 4 desks in front of the projector for they had opportunity to talk, share and discuss. The supplies were located on the back table behind the desk for students had access after the lecture.
Rationale: The reason behind the set up is to allow students to talk and share between each other. This allows students to not just ask the teachers for advice, but are able to ask their peers for feedback and see what the other student is doing to build off of that.
2nd Grade: Students all sat at a big table in front of the projector. The students had a lot of space to work and discover with the large table. The supplies were shared on the table and placed on a cart when they were not needed. Posters were set around the room for students to look at and reference.
6th Grade: All the students sat in a line of a row of 4 desks in front of the projector for they had opportunity to talk, share and discuss. The supplies were located on the back table behind the desk for students had access after the lecture.
Rationale: The reason behind the set up is to allow students to talk and share between each other. This allows students to not just ask the teachers for advice, but are able to ask their peers for feedback and see what the other student is doing to build off of that.
Pal 1
Description: Nuestra Gente (A space featuring our community and celebrating our heritage)
I went to the opening for Nuestra Gente to support a fellow BFA member who curated the show. The pieces represented cultural important of Illinois State University undergrad students who have Mexican Heritage. The pieces presented shared individual and collective ideas revolving around their identity.
Rationale: This was support my fellow peers and the work they create, and visit a space that allows their heritage to be in the foreground.
Description: University Galleries: Artist Talk and Tour: Kambui Olujimi
At University Gallery Kambui Olujimi share his works based on time and memory. One of the most capturing works is a five year collection of 60 ink drawings sharing his mentor Catherine Arline and important part of his community.
Rationale: The purpose is to expand my knowledge about this artist, and have the opportunity to ask questions about his work. It also helps for professional development when it comes to listening and experiencing other practicing arts. It also enhances one's own practice by taking the time to see how he speaks about the work.
Evidence:
I went to the opening for Nuestra Gente to support a fellow BFA member who curated the show. The pieces represented cultural important of Illinois State University undergrad students who have Mexican Heritage. The pieces presented shared individual and collective ideas revolving around their identity.
Rationale: This was support my fellow peers and the work they create, and visit a space that allows their heritage to be in the foreground.
Description: University Galleries: Artist Talk and Tour: Kambui Olujimi
At University Gallery Kambui Olujimi share his works based on time and memory. One of the most capturing works is a five year collection of 60 ink drawings sharing his mentor Catherine Arline and important part of his community.
Rationale: The purpose is to expand my knowledge about this artist, and have the opportunity to ask questions about his work. It also helps for professional development when it comes to listening and experiencing other practicing arts. It also enhances one's own practice by taking the time to see how he speaks about the work.
Evidence:
Pal 2
Description: "You're Invited: A BFA Birthday Bash"
Illinois State University BFA students curated a collaboration detailing the birthday party experience! We planned and created pieces that centered around the intermingling experience of sad and happy feelings. Each of us paired up and worked together to add pieces with mixed media elements.
Rationale: The rationale behind this is to allow for us to have exhibition experience as BFA students and allow for our voices to be shared with our peers and faculty. This also helps build our CV and professional practice as working artist.
Evidence:
Illinois State University BFA students curated a collaboration detailing the birthday party experience! We planned and created pieces that centered around the intermingling experience of sad and happy feelings. Each of us paired up and worked together to add pieces with mixed media elements.
Rationale: The rationale behind this is to allow for us to have exhibition experience as BFA students and allow for our voices to be shared with our peers and faculty. This also helps build our CV and professional practice as working artist.
Evidence:
Description: Merlot and A Masterpiece
I have been working at Merlot and A Masterpiece since 2020. It allows me to enhance my teaching skills and work with all types of people in the community. This semester, I have taught class that ranged from working with the ages of young children to older adults. We teach painting classes that last and two hours and we create a fun educational environment.
Rationale: Working here helps me be in the community and hone my teaching skills. It provides opportunities to work with all types of people who all have different skills sets and experiences.
Description: Deepwaters220 Instagram posts
I posted some of my art to share of what I have been doing in my practice. I am building a digital landscape of all the work I have complied.
Rationale: My rationale is to share my work with a larger audience and friends on my account. It is also to document my work and add more content.
Evidence:
I have been working at Merlot and A Masterpiece since 2020. It allows me to enhance my teaching skills and work with all types of people in the community. This semester, I have taught class that ranged from working with the ages of young children to older adults. We teach painting classes that last and two hours and we create a fun educational environment.
Rationale: Working here helps me be in the community and hone my teaching skills. It provides opportunities to work with all types of people who all have different skills sets and experiences.
Description: Deepwaters220 Instagram posts
I posted some of my art to share of what I have been doing in my practice. I am building a digital landscape of all the work I have complied.
Rationale: My rationale is to share my work with a larger audience and friends on my account. It is also to document my work and add more content.
Evidence: