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 Art Education at Moravian College |
Updated March 23, 2005
Kristin Roberts (art student teacher)Teacher:
Unit/Title: Keith Haring-- things that fly and things that swim
Students: Second Grade Students at Sheridan Elementary School, ASD
Time and Sessions: Four sessions of about 45 minutes
Standards Addressed / Assessed:
Arts and Humanities 9.1.3 A- Know and use the
elements and principles of each art form to create works in
the arts and humanities.
Arts and Humanities 9.1.3 E - Demonstrate the ability
to define objects, express emotions, illustrate an action
or relate an experience through creation of works in the
arts.
Arts and Humanities 9.1.3 F – Identify works of others
through a performance or exhibition.
Reading, Writing, Listening, and Speaking 1.6.3 B-
Listen to a selection of literature.
:PERFORMANCE OBJECTIVE
The goal of this listen is to educate the students about the life and works of artist Keith Haring. The students will be knowledgeable about the life of Keith Haring and will be able to identify works in his style. Students will be challenged to think about line as an element of art. Students will use line to illustrate a swimming or flying action in their own work of art. In order to assess the students’ knowledge of Keith Haring’s style, the students will create basic line drawings illustrating movement, as Haring often did in his own works. During this lesson, the students will become familiar with wax resist watercolor painting.
PREREQUISITES
Students completing this lesson should be familiar with art room policies and procedures. In order to complete this lesson, students will also need to be able to listen attentively to a presentation of new information. Students will also need to be able to work cooperatively in groups for certain aspects of this lesson. To create their projects students will need to be able to lightly sketch with a pencil and be able to outline with crayon. Students will also need to be familiar with the process of water color painting.
ACCOMMODATIONS
To accommodate students with special needs, I will provide these students with visual materials. Visual materials, such as examples of Haring’s work or other line drawings, will hopefully allow these students to see the direction of the lesson, if they are not able to see it abstractly. I will also make it a point to conference with these students each class period to gage their levels of understanding. These students may also benefit from a buddy, who could help them with details of the project and answer questions for them. If preferential seating seems beneficial, I would allow these students to sit closer to the board or other visuals.
INSTRUCTIONAL PROCEDURES:
Session One
I will introduce this lesson to the second graders by
telling them a little bit about Keith Haring, his life, and
his works. I will use a Bulletin Board to emphasize the
important aspects of his life such as his birth, his
childhood, his schooling, and his artwork. I especially want
to emphasize to the students Haring’s use of line to
represent action. After introducing Haring, the children and
I will explore
www.haringkids.com. I specifically want to show the
students FAQ by children, snapshots of Haring painting,
Haring morphs, picture puzzles, and other children’s
artwork. I will finish the website exploration by
introducing the students to the book I wish I didn’t have
to sleep by Keith Haring. I will then read portions of
this book to my students and listen to them as they
interpret Haring’s artwork. After my presentation, the
students will be allowed time to color a picture based on
Haring’s artwork.
Session Two
I will begin session two by reviewing with the students
the information we talked about last week. I will use my
Bulletin Board to lead the review in the right direction.
Once I reviewed the key information about Haring’s life and
works with the students, I will introduce the next project.
I will show the students my samples for the project and
explain to the students that they will each be creating a
drawing in the style of Haring depicting an action, either
flying or swimming. The students and I will then create two
lists. The first list will concentrate on things that swim
and the second list will concentrate on things that fly. I
will then have the tables’ color captains choose pieces of
paper from a hat that read either fly or swim. There will be
three tables drawing things that fly and three tables
drawing things that swim. As a group the students will work
cooperatively creating different drawings on their
particular theme. The tables may decide to draw five
different things that fly or to simply draw all draw birds.
During this class period, I will have the table captains pass out the supply bins as I distribute paper. The students will write their name on their paper and begin drawing. As clean up, the table captains will be responsible for collecting their tables’ bins. I will collect the students’ drawings by table.
Session Three
During the third session the students will continue
working on their Haring drawings. The table captains will be
responsible for distributing and collecting supplies. After
a sufficient amount of students have finished their pencil
drawings, I will demonstrate to the entire class how to
outline their drawings in black crayon. I will explain how
to use the black crayon only to outline and that we will be
adding color to the drawings next week. As students finish
their drawings, they will be allowed to explore
www.haringkids.com or work on another drawing.
Session Four
I will begin the fourth class session by demonstrating to
the students how they will be adding watercolor paint to
their projects. I will show the students how I will finish
my drawing similar to how I color a coloring book page. I
will paint large areas solid colors of paint. I will also
show the students the "magic" of the wax crayon resisting
the watercolor paint. After my demonstration, the students
will be allowed to paint their drawings. Table captains will
help me pass out supplies and will also be responsible for
cleaning them up. All of the students should be able to
finish their watercolor painting in one class period.
* After the paintings have dried, they will be mounted on black construction paper. I plan on creating large paper quilts of the students work by hanging them together in the hallway on large pieces of paper. Each class will have their own quilt.
MATERIALS AND EQUIPMENT
I wish I didn’t have to sleep by Keith Haring
My First Coloring Book by Keith Haring
Keith Haring Bulletin Board
www.haringkids.com
white drawing paper (8 x 8")
pencils
black crayons
watercolor paint
brushes
water buckets
paper towels
colored construction paper (9 x 9")
glue
IMPORTANT VOCABULARY
Keith Haring
Cartoon
Line
Outline
Resist
Abstract
Motion
Movement
Action
Represent
Foreground
Background
EVALUATION PROCEDURES:
I will evaluate the students’ finished paintings as well as their ability to follow instructions and their work ethic throughout the project using the following rubric.
|
Techniques and Behavior |
Primitive |
Apprentice |
Master |
| Directions and use of materials | Followed few directions and did not handle materials properly | Followed most directions and handled materials well | Followed directions and handled materials with care |
| Worth ethic and participation
|
Did not work well with teachers and fellow students, was uninvolved in the class | Mostly worked well with teachers and fellow students, typically participated in class | Worked cooperatively with teachers and fellow students, participated in class |
| Painting | Painting does not illustrate an action and does not reflect Haring’s style | Painting attempts to illustrate an action and reflects aspects of Haring’s style | Painting does illustrate an action and uniquely reflects Haring’s style |
| Understanding of Lesson | Demonstrates little understanding of Keith Haring’s artistic style and line | Demonstrates some understanding of Keith Haring’s artistic style and line | Demonstrates a clear understanding of Keith Haring’s artistic style and line |
SELF-ANALYSIS OF LESSON:
What were the strengths of this lesson?
What were the weaknesses of this lesson?
How did the children react to this lesson?
Analyze the difference between the original objective of this lesson and what the students actually attained?
What modifications need to be made to this lesson?
Your comments and feedback are encouraged. Please respond to membl01@moravian.edu