Tuesday, December 11, 2007

Elementary Lesson Plans

Student Chapter Members! This is your place to post all of the wonderful ideas and lesson plans you are working with in your student teaching experience and as early professionals. Absorb a few ideas and leave a few for others to consider. We are our best teachers!
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NAEA Student Chapter said...

Title of the Lesson: Photography without the Darkroom – Cyanotype Printing

Teacher: Sarah Cress
Grade Level: Third through Fifth Grade (adaptable to all age groups)

Aim/Goal of the Eight Week Curriculum: The students will be introduced to the art of photography and the various ways of recording time and place. The students will be asked to think about the documentary aspects of photography and its significance in everyday life. They will create photographic works that are reflective of their own aesthetic preferences and tastes.

Fine Arts Goals Met By the Objectives: 25.A, 26.A, 26.B, 27.A

Objectives:

Creative/Productive Objective: The students will choose from a variety of found objects that create interesting abstract shapes and shadows. The students will place these objects onto a three-inch by twelve-inch card that has been given a coat of cyanotype printing formula. Once the students have decided upon an interesting composition, they will carry these cards and objects outside or into a brightly lit hallway to allow the print to process and expose. After enough time has passed, the students will have a cyanotype contact print that they can wash and then dry.

Multicultural/Historical Objective: The students will look at several examples of contact printing. The teacher will present traditional contact printing done in the darkroom, cyanotype printing and Vandyke brown. The class will discuss these works and think about how they reflect the traditions of documentary photography.

Affective/Expressive Objective: The students will carefully choose objects that they find interesting aesthetically. They will be encouraged to not think about the contextual meaning of the objects but look strictly at the appearance and form of the objects. They will arrange these objects in a composition that is interesting and engaging for the viewer.

Concepts/Vocabulary:

Creative/Productive Concepts:

Design Concepts:
Balance – the equilibrium of visual forms
Form – the visual aspect of composition, structure, and the work as a whole
Composition – the arrangement of visual components on an art piece

Multicultural/Historical Concepts:
Photography – the process of using light to record information
Contact printing – the process of laying negatives or objects onto a piece of prepared photographic paper and exposing it to light
Cyanotype – a photographic process that can be exposed to natural lighting and developed without the use of additional chemicals.
Documentary – the process of taking a visual record of a particular time or place.
Exposure – the process of exposing a piece of photographic film or paper to make
an image.
Exposure time – the amount of time needed for a successful exposure
Washing – the process of washing prints with running water
Chemical – materials that are mixed together to form other liquid products, in this
case for the purpose of photographic imaging.
Light sensitive – A material that is sensitive to natural or fluorescent lighting.

Affective/Expressive Concepts:
Aesthetic appearance – the way in which a certain thing or place appears to the eye of the viewer.
Interpretation – the way in which an individual perceives something in their own unique way.

Materials:

Visual Exemplars:
Teacher examples of cyanotype printing
Artist examples of cyanotype printing
Edwardo Aites (www.geocities.com/edwardaites)
Terry King (www.hands-on-pictures.com/html/bluehow_05.html)
Bob Bovin (www.bovin.nu/bob/)
Elizabeth Graves (www.aegraves.com/foliage/)

Teacher Materials:
Cyanotype chemical mixture:
Part A: 50 grams Ferric Ammonium Citrate to 8 ounces distilled water
Part B: 35 grams Potassium Ferricyanide to 8 ounces distilled water
Light tight brown bottle
Light tight box
Sponge brush
Balance
Measuring cups
Graduated cylinder
Safety goggles
Safety gloves
Apron
Hair drier or fan
Examples
Transparency examples

Student Materials:
Three by twelve inch watercolor paper
Found objects
Tape

Motivation:
The teacher will show the students several examples of contact printing using cyanotype and other photographic techniques. The teacher will discuss the beginnings of photography and how contact prints were used and created. After gaining the basic knowledge of early photographic processes, the class will carry a conversation of the importance of photography in their daily lives.

How do we use photography in our daily lives?
What do we sue photography for?
What types of things do we typically record with photography?
Why do we choose to document these events or items?
What does the word document mean?
What are you documenting when you do a contact print?
How does contact printing differ from the photography we use on a daily basis?
How is contact printing similar to the photography we use on a daily basis?


Procedures:

Introduction (10 minutes): The teacher will show the class several examples of contact
printing. The teacher will discuss the history of photography and the influence of contact printing on documentary photography.
Explanation of procedure (5 minutes): The teacher will explain to the students the
process of doing a cyanotype print. The teacher will share with the class the
chemical process he/she underwent in preparing the cyanotype mixture and applying it to the watercolor paper. She will explain the importance of thinking about the objects the students would like to use for their print and how they will appear on the paper when processed.
Gathering of found objects (10 minutes): The students will go through boxes of found objects that will be placed on each table. The students must choose at least four objects that they believe will make interesting shapes and shadows on their prints. Once they have gathered their items they must arrange the objects on template the size of the final watercolor paper. On this template, the student will trace where their objects should go.
Exposure of prints (10 minutes): Once in a brightly lit area or outside, the students will
find a place on the ground were they can sit and reconstruct their objects on their template. The teacher will go around to each student and hand him or her a piece of light sensitive watercolor paper. The students will quickly arrange their objects on the final paper with the help of their template. The objects will sit in the sun for about five minutes. Adaptation: If it is not suitable for students to leave the classroom or go outside, students can create flat cyanotype photograms that can be taped to a brightly exposed window. Have the students arrange cut cardboard or pipe cleaners onto the photographic paper. Provide tape for students to position these objects onto the chemically treated paper and then tape onto a window.
Washing (5 minutes): After all prints have been exposed properly, the class will re-enter
the classroom where they will wash their prints, making sure that any of the yellow chemical is washed away. They will place their prints on the print dryer to dry.
Closure (5 minutes): Before leaving the art room, the teacher and students will discuss
the process of cyanotype printing. They will talk about the magical nature of printing and how it can be used with other materials. After a review of the basic terms and concepts, the teacher will choose a few prints to discuss with the class.

Back-up Activity: For students that finish early and take a particular interest in cyanotype printing, provide materials for creating their own hand-drawn negatives. Give each student a transparency and a permanent marker. After the students draw a picture of their choice on their transparencies, give them another sheet of coated cyanotype paper. After the students expose this paper with their handmade negative on top of it they will have a positive image to display.

Display ideas and further manipulation:

Once students finish their cyanotype prints there are many different ways of displaying their work. Here are some additional ideas.
- Frame and display on a wall
- Use the exposed paper to form an accordion book or to make a book cover
- Make a card
- Use the exposed print as a canvas for further manipulation by drawing or painting on it

Teacher Procedure for Mixing Cyanotype Mixture:

This recipe for cyanotype can be made in mass quantities a few days prior to the lesson intended. Part A and Part B must be stored separately in light tight bottles and then mixed together upon use. The cyanotype print works well on paper and organic fibers. It works best on watercolor paper.

Stock solution mixtures: You must wear gloves, goggles and an apron when mixing these chemicals. Use a weight and graduated cylinder to make sure that chemicals are completely accurate.
A. 50 grams Ferric Ammonium Citrate to 8 ounces distilled water
B. 35 grams Potassium Ferricyanide to 8 ounces distilled water

Procedure for application to paper:
Preparation: In a dimly lit room, mix equal volumes of part A and part B together.
Use this the same day.
Sensitize the Surface: Cover your work area with clean paper. Under low light,
apply a thin, even coat onto paper with a clean foam brush. Don’t reuse the brush for any other process.
Dry Coated Material: Still under dim light, dry the surface of the paper with a hair
drier or fan. If you would like to air dry the paper, this must be done in complete darkness.
Storage: When you have dried the paper completely, stack into a light-tight box
for later use.

Prior to having the students do cyanotype printing in class, it is recommended to test your chemical mixture. Take several pieces of prepared watercolor and expose them to light. Time how long it takes before the paper has the appearance of a dark blue hue, similar to that of a blueprint. After your paper has been exposed sufficiently, wash it thoroughly in cool running water making sure to remove all excess chemical. The chemical itself has a yellowish hue that must be completely removed.


Preparation Time:
Research and gathering of examples: 4 hours
Creating teacher materials: 8 hours
Mixing chemicals: 2 hours
Application of chemicals to paper: 4 hours
Gathering of examples: 2 hours
Time prior to each class for preparation: 1 hour
Duration of each class period: 45 minutes

December 11, 2007 at 8:20 AM
munchild15 said...

Title of Lesson: 3D Fish in the Ocean

Teacher: Heidi O'Hanley
Grade Level: 2nd Grade

State Goals:

12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone).

26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordina¬tion, building and imagination.

Objectives (Fine Arts and Science): Students create a 3-dimensional fish and apply to a 2-dimensional background. Students also learn the parts of a fish, and the environment of a fish.

Materials:
-11” x 16” sheets of white paper
-12” x 18" colored construction paper
-colored markers
-pencils
-Black markers
-crayons
-Glue
-Stapler

Hook: The teacher will begin the class by asking what their prior knowledge is of ocean life. After the students share their knowledge with the class, the teacher will start explaining ocean life and the natural habitats. The teacher will go over the features of a fish, and why they help the fish in their natural environment (ex. fins to swim, gills to breath).

Student Adaption:
The students will create an art piece showing 3D and 2D techniques. The students will learn about fish life in the ocean, the habitat, and the environment of ocean life. Next, the students will create a 3-dimensional fish and apply the fish to a 2-dimensional background. The students will draw the fish, apply colored markers to the fish, cut out the fish, and stuff with paper. Next, the students will color an ocean background with crayons. The students will apply their prior knowledge of ocean life to their colored drawing. The students will then connect the fish to the background with glue.

March 8, 2008 at 3:58 PM

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