CPS Administrators

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Designing a Mechanical Invention for the Ocean Ecosystem

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Day Two and Three: In this activity, you will design a device that will substantially impact our environment. You can write words around your device’s image to help explain your ideas. This device does not have to be realistic. See the example of how to draw a device prototype below. An example of an approach could be to create a sizable Roomba-like device that cleans the paved city streets and turns the burnt trash into oxygen.

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb

It's Getting Hot in Here - Environmental - Art, Science, and Changes

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 Today, you want to discuss how artists can help bring awareness of environmental changes through art. Introduce a few artists that use environmental change as their theme. It is a good idea to have several artists that use different kinds of mediums. Examples: Nils-Udo, Andy Goldsworthy, Richard Shilling, Agnes Denes, Chris Jordan, Benjamin Von Wong, Olafur Eliasson, Amanda Schachter, Rachel Sussman, and Mathilde Roussel. These are some environmental artists of different backgrounds and diversity that work in different medians.  Discuss how posters have been used to educate others on environmental changes. Show your teacher’s example of an educational and artistic environmental poster. Talk about your poster and the environmental concept that you chose as an example of not only the artwork but on a presentation as well.

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb

Social Justice and Art

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1. Social Justice Lesson Plan2. Social Justice PowerpointLesson Overview: After listening to the book A is for Activist ,the student will look through the book and pick a “letter”/ page/images that they can make a connection to. Have the students seen any of these things in their world or on the news in the last several months? The students will discuss the BIG ideas and find the top 3 important topics from the book. Each student will collaborate in one of the 3 “communities of learners”  and discuss the BIG ideas and speak of their causes, connections, and their community impacts.The students will discuss/compare the 3 topics and allow for choice and voice.The students will then be asked to explore one of the Big ideas and create a response through art. The artist (group or individual) needs to have the audience and purpose in mind and how it will represent their views of social justice.

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb

Graphing and Weaving in Art

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1. Have the students bring a Math graphing problem that they have been working on in class.  **This will take some coordination with their homeroom teacher in order to work! or present a simple graphing problem for them to solve.  It needs to have 3-4 variables. This is so that they can use 3-4 coordinating colors of yarn for their design.In this lesson, we will translate the bar graph chart into a horizontal graph design.  Use the numbers to represent rows of weaving. For example, if a 5 is represented in the information then color in a section of rows on the graph paper to represent 5 rows that will be woven in that color. Tell the students to use the same colors that they have on their math bar graph, when creating their graph for weaving so that there is less confusion. 

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb

Digital Images, Advertising, and the Influences on Art

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 Objectives: Students will be able to identify hidden images in visual media. Students will identify themes in images.Students will identify supportive evidence in images.Students will identify if the image is a fact or opinion, persuasive, or informational. Students will be able to identify encoded messages in visual images. Students will be able to identify a creative practice to reflect on hidden meanings in visual images.

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb

Regions of Virginia and Art

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Demonstrate how to draw a landscape outline using foreground, middle ground and background.  Tell the students that they will need to choose two different VA landscapes to draw including details and color.Draw an outline in pencil of the first regional landscape of your choice.Discuss colored pencil techniques.  When coloring in your drawings, use several different colors and shades of a color as well as how to vary the pressure on your pencil to add depth to your drawing. Have students pass out supplies.Students write what two regions of their choice on the back of their first landscape drawing.  Students work independently on their first landscape. 

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb

Fractions in Art

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Using 3rd grade objectives, listed above, the student will be assessed on at the end of the project. The student will - -used 5 or more different fractions with different denominators (1/1, ½, ⅔. 3/4, 4/6,⅛) - used a different tool/material/idea for each “mini project”- wrote a short explanation for each work of art. (1/1 is a picture of my dog) - am prepared to share my work in class with my peers. Bonus - Extended my thinking creating Fraction Art with a mixed number - 1 1/3

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb

Fibonacci Sequence in Nature - Mixed Media

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 Teach about the Fibonacci sequence being a series of numbers. They start with 0. The first number you will add to 0 is 1.  Then in order to find the next number, you have to add up the two numbers before it.  For example:  1+1 = 2, then 2+1 = 3.   Use a video to introduce the concepts.Use pattern blocks to demonstrate how the Fibonnaci sequence numbers work. Have the students do the same at their desks.

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb

Weathering, Erosion, and Art

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Day OneHelp the students to choose the types of weathering and erosion for their project and then make like groups: Ice, water, and wind. After looking at several photos for inspirations the students will sketch the landscape depicting their chosen weathering and erosion.  Remind the students to think about their landscapes and choose colors and details that would help the audience understand the erosion that is taking place in the picture.Discuss painting techniques and how to create shades and tints of color to add depths and shadows to their paintings. 

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb

Environmental Issues and a PBL- If you changed the World with your Art?

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Each of the 5 countries have topics, real life applications/consequences, and 3-4 artists from that country that can be used a "mentor artists" to lead the students to create an artistic response and presentation for students, staff, and environmental representatives In terms of the art - What do the colors, lines, shapes, and techniques of the artists make you feel? Why did the artist/author decide to use these techniques and colors? What if they had chosen a different color combination?What colors make you feel the same way? What techniques will you use to express the same feeling?

Material Type: Lesson

Authors: Jamie Marquitz, Jessica Brown, Candice Anthony-Cazenave, Amy Erb