MATERIALS:
9.3" X 11" posterboard (6 pieces per sheet of posterboard)(Put an "X" on the shiny side.)
fan shape template
pencil
scissors
9"x 12"construction paper
glue
wooden paint paddle
black pen or marker
crayons

OBJECTIVES: Students will...
create a fan following directions.
use tracing, cutting, and gluing skills.
observe many different examples of American art.
choose an example of American art.
create own version of chosen artwork to decorate one side of fan.

 Click on an image below to see a larger version.   

ACTIVITY:
I will give you a piece of posterboard.  Use the pink fan pattern to trace the fan shape onto the posterboard with a pencil.  Cut out the posterboard fan shape on the pencil line you traced. (I precut the posterboard for K only.)  While you are tracing and cutting I will come around with the box of construction paper for you to choose the color of paper for the back of your fan.  Trace the pattern on the construction paper and cut it out.  When you are through cutting both pieces, throw away the scraps, put away the scissors, pencils, and patterns, and get out the glue.  Do not glue anything until I tell you to.  (Hand out wooden paint paddles.)  These paint paddles will be used for the handle of our fans.  Put a line or two of glue on the end that is not the end you will be holding.  Place the stick onto the colored construction paper.  Next, put glue on top of the stick that is on the paper.  Also, put a line of glue around the edge of the colored construction paper.  Place the posterboard with the "X" side toward the glue.  Seal.  Write your name on the colored side of your fan.
Choose artwork from the tray.  Draw your own version of the artist’s work.  Remember you can change the art, add things, take way things, make it larger or smaller, draw only a part, change the color, but you must look at an artist’s work.  Be sure to make your picture large enough to fill the space on your fan.  You can add a background and/or border to complete your work or fill up the space.  Draw with marker (or pen) and color with crayon.

VOCABULARY:  American art

 
LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Plains Indian Parfleche"
Grades:  K-5

MATERIALS:
18"x 27" brown kraft paper (or brown grocery bags)
12"x 8 7/8" posterboard template
ruler
one marker (any color)
crayons
newspaper padding (for crayoning)
tissue (for polishing crayon)
2 - 12" lengths of yarn or jute
hole punch
visuals and examples

OBJECTIVES: Students will...
learn where Plains Indians lived in America.
learn the buffalo/bison’s importance in Plains Indian lifestyle.
observe visual examples of buffalo hide products, including parfleches, and their uses.
use folding techniques to create a parfleche.
decorate parfleche using geometric shapes.
use polished crayon technique to color design.

DISCUSSION:
(This lesson was adapted from "Brown Bag Ideas".)
We are doing a project today from American Art.  These American artists were some of the FIRST American artists - the Native Americans or American Indians.  There were many, many groups or tribes of American Indians.  The artists we are studying today lived in the Plains region of America - the high, flat grasslands between the Mississippi River Valley and the Rocky Mountains.  The Plains Indians were great buffalo hunters.  They used the buffalo meat for food, the fur for warm blankets and clothes, the skins for their homes or teepees (tipis), and other items.  One item made from buffalo skin was called a parfleche.  This skin was folded in a special way to form a container to carry dried food items, clothing, jewelry, and other items.  (Show examples.)

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VOCABULARY:  Plains Indians, parfleche, geometric

 
LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Haida Indian Mask" (a two-part lesson)
Grades:  K-5

MATERIALS:
Chinet luncheon size paper plates
Ross art paste in trays with lids
newspaper or newsprint
tagboard
masking tape
pencil
scissors
tempera paint
examples

OBJECTIVES: Students will...
create a mask using papier mache technique.
learn to recognize the stylization of the Haida Indians.
paint mask in a style similar to the Haida Indians.

PART ONE:
ACTIVITY:
Today’s lesson will be a two-part lesson.  We will make masks today using papier mache. They will dry, and next time, we will paint our masks.  Our masks will be made with a paper plate as a base.  We will cut out ears and a nose from tagboard and tape them to the plate.  Then we will use papier mache to make our masks strong.  Papier mache is a technique which uses paste and strips of paper to make an object.  The paste dries and stiffens the paper to make it strong.  Pinatas are made with papier mache.  Papier mache will make the nose and ears of our masks stiff and strong.
First, write your name and class on the inside of the plate where the food would go.  Next, we need to make our ears and nose.  Fold the tagboard in half.  Draw a line from the top of the centerfold downward at an angle to about midway of the bottom of the paper.  On the edge opposite the fold, draw a sideways rainbow line for the ears.  (Other shapes can be used.  I pre-draw these for kindergarten only.)  Leaving the paper folded, cut on the lines, cutting the ear/rainbow line first.  You should end up with two ears and a nose.  Tear or cut a piece masking tape about 6 inches long.  Tack one end to the edge of the table.  Hold onto the other end.  Cut off a piece about an inch long.  Tack it to the table.  Continue cutting small one-inch pieces until you have six pieces.  Turn your plate over.  Use one piece to tape to attach the ear to the edge of the plate.  Put another piece of tape on the other side of the ear, so it doesn’t flop around.  Repeat with the other ear.  Next. Stick a piece of tape on either side of the nose and attach to the center of the back of the plate.  Leave your plates at your table and come up around my table.
I am going to show you how to apply the papier mache strips to your mask.  I have already torn the strips for you.  If you do this at home. you can use newspaper.  The strips will tear good only in one direction.  You will just have to experiment to see which way is the best.  Lay the strip onto the paste like a strip of bacon.  Pick up one end and lay it down on the other side.  Pick it up by one end and strip the glue off with "scissor fingers" (like "paper, rock, scissors")  or "two-year-old fingers" of your other hand.  Wipe the extra glue off your fingers on the edge of the tray so it goes back down into the glue and gets recycled.  Lay the strip across the nose and smooth down, making sure that there’s no space or air under the strip.  Continue doing this until the nose and ears are covered and connected to the plate.  If you have time, you can continue to add strips to the rest of the mask.
Clean up any glue on the table.  Put any leftover strips in the tray on my table.  Put the lid on the glue tray.  These will dry, and I will give them back to you next time to paint.

Click on an image below to see a larger version.  

ACTIVITY:
Try to paint your mask in a style like the Haida Indians.

VOCABULARY:  papier mache, Haida Indians

 
LESSON PLAN:         Instructor: Ginny Dixon
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Title: "Totem Poles"
Grades: K-5

MATERIALS:
6"x 12" construction paper
black or dark color crayon
glue
oil pastels
visuals

OBJECTIVES: Students will...
Learn that totem poles are long sticks that tell a story.
Hear a totem pole legend.
Create their own totem poles using oil pastels.
Make symmetrical images.

DISCUSSION:
Begin class by defining a pole as a long stick and naming different kinds of poles.  Totem poles are poles that tell a family story or legend, are carved and erected in front of a home to tell that story and protect the household.  The Haida Indians who live in western Canada and part of Alaska around the Charlotte Islands are the most famous totem pole carvers.  Most of their images are of animals that are part of the family ancestry.
Tell one of the legends.  I like the one about how the eagle helped the bear get his claws by giving him one of his own.  The bear was then able to catch and eat fresh fish instead of dead ones found by the river.

ACTIVITY:
Each student will choose color and receive two strips of that color and glue them together end to end, longways.  Fold paper longways to mark the center line.  Explain that the images are symmetrical - both halves are the same.  For K and 1, directed drawing is used for the entire totem which tells the legend - the eagle is missing a claw, the bear has claws and displays his heart signifying his gratitude toward the eagle.  For 2nd grade, I demonstrate or direct the drawing of the first image, then let the student create the other one or two images for their own legends.
Instruction is given on the usage of the oil pastels - working from top to bottom, rubbing sufficiently to gain total coverage.

VOCABULARY: totem pole, Haida Indians, legend, symmetrical
 

 
LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "American Patchwork Quilt"
Grades:  K-5

MATERIALS:
3", 4", or 6" squares of colored construction paper and wallpaper
12"x 12" colored construction paper
glue
scissors
pen
8’ to 9’ piece of 36" bulletin board paper for each class
examples

OBJECTIVES: Students will...
learn history, practical reasons, and aesthetic qualities of American patchwork quilts.
choose colors for quilt square.
follow step by step directions to create quilt square.

DISCUSSION:
The patchwork quilt in America was a way of recycling worn-out or outgrown clothing and using precious scraps left over from making clothes.  Fabric was often handmade and expensive.  It was too precious to waste.  Small pieces called patches could be stitched together to form larger pieces until a quilt top was made.  Soft, fluffy, warm thin layer of wool or cotton stuffing, called "batting", came next.  A solid back of cloth was added to complete the "sandwich".  All three layers were held together with beautiful stitches called "quilting".  Most patchwork is made up of squares divided into four "patches" or nine "patches".  A quilt often served as a remembrance or "scrapbook".  The patches from old clothes can remind us of special times or people experienced while wearing those clothes.

ACTIVITY:
You are going to choose the squares for your quilt square.  The colors of some squares should be similar, some should be different.  I will tell you which.  Listen carefully.  Choose your squares, then wait for instructions.  We will assemble the quilt squares step-by-step.
Kindergarten:  Crazy Quilt (12"x12" white drawing paper, 1"x 1" construction paper, 1"x 10" construction paper, scraps of construction paper and wallpaper)
The other patterns are done on 12"x 12" construction paper.
*1st grade:  Shoo Fly Quilt
*2nd grade:  Split Nine Patch Quilt
3rd grade:  Double Pinwheel Quilt
4th grade:  Dutchman’s Puzzle Quilt
5th grade:  Old Maid’s Puzzle Quilt
(*use a 8"x 12" piece of chipboard to fold 12"x 12" into nine squares.)
After square is complete, write name in the corner on front with the pen.  Turn patch over.  Put glue around the edges into the corners and a large circle of glue in the middle.  Bring the square to me to glue on the bulletin board paper for our class quilt.
 
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LESSON PLAN:         Instructor: Ginny Dixon
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Title: "Western Art: Indian Portrait"
Grades:  K-5

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LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Weathervanes"
Grades:  K-5

MATERIALS:
cardboard
tempera paints
glue
dowels
practice paper
pencils
scissors
large newsprint
markers
wooden bases

OBJECTIVES: Students will...
observe and discuss art examples of weathervanes.
learn function and history of weathervanes.
practice ideas on scratch paper.
use paint to complete weathervanes.
assemble weathervanes.

DISCUSSION:
Observe and discuss examples and functions of early American weathervanes.

ACTIVITY:
Students will sketch ideas on scratch paper. When a suitable design is conceived, sketch full-size (2 1/2 feet or smaller) on large newsprint.  Transfer to cardboard.  Cut out (teacher may need to assist in cutting).  Paint.  Details and color are desirable even though weathervanes are of a silhouette dimension.  Push dowel between layers of cardboard.  Glue.  Mount on wooden base.

VOCABULARY: weathervanes, silhouette

 
LESSON PLAN:         Instructor: Ginny Dixon
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Title: "Audubon's Birds"
Grades:  K-5

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LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Mary Cassatt:  Impressionistic People"
Grades:  K-5

MATERIALS:
9"x 12" white drawing paper
highlighter markers
oil pastels
newspaper
visuals
12"x 15" colored construction paper
glue

OBJECTIVES: Students will...
learn background of Mary Cassatt as an American Impressionist artist.
observe works and subjects by Mary Cassatt.
sketch a composition of one or more figures with marker.
use "loose" technique and color layering with oil pastels.

DISCUSSION:
Today we are going to discuss an American artist named Mary Cassatt.  She was born over 150 years ago in 1844.  She died in 1926 at the age of 82.  She grew up in Pennsylvania.  Her family was rather wealthy and was able to travel to Europe several times during her childhood.  Mary Cassatt was able to visit many art museums and see many wonderful masterpieces of art.  She decided that she wanted to be an artist when she grew up.  She studied art in the United States, but missed all the great art of Europe.  At age 21, Mary Cassatt moved to France, where she lived the rest of her life.  She was able to study art with a group of artists known as the Impressionists.  Edgar Degas, an artist friend of hers, invited her to join the group.  This was a great honor and opportunity, especially for a woman.  She was very talented and created some beautiful art.
Look at these works by Mary Cassatt. What is her main subject?  What does she like to paint?  Notice that there are no men in her work.  This doesn’t mean that she didn’t like men.  When Mary Cassatt lived it was considered improper for men and women to be alone together without a chaperone.  It was difficult for Mary Cassatt to arrange for a man to sit for her to paint a picture of him because of this.  She chose her friends and their children to sit for her.  She liked to paint them doing everyday activities.
Some things to look for in Mary Cassatt’s art are the subject matter, which is usually women and children, the controlled scribbles or loose technique, the softness or fuzziness of her technique,  how they look real but are not like photographs,  the different colors she uses to make an area that appears to be one color.)

ACTIVITY:
(On chalkboard place a piece of white drawing paper.  Use the blue marker to draw an oval.)  What could this be?  (A head or face.  Add another down lower.  Add curved lines for the shoulders and body.  Add a curved line or "v" for the neckline.)  This is all I will draw with the marker.  If you mess up you can turn your paper over.   Even if you make a mistake the marker is light enough that you can cover your mistake with the oil pastels.  The rest of the work will be done with the oil pastels.  I didn’t draw the face.  I’ll do that with the oil pastels later.
I am going to color in the face using a loose technique.  I am not worried too much about staying exactly in the lines.  This is a loose technique.  It’s sort of like a scribble but it is controlled;  it doesn’t go all over the place.  Now I am going to put another color over the first.  It’s a similar color, but different.  I will do this color layering, or put on color on top of another in every area.  After I color the skin, I add the hair, again using more than one color.  Next is the face.  I am going to use a brown oil pastel.  Black is too bold a color for this unless the skin is very dark.  I draw two small curved lines for the eyebrows, another two for the eyelids, and another one for the nose.  Add a spot of color for the eyes.  Make a small line for the mouth.  (Demonstrate each step through the facial features.  It is not necessary for you to demonstrate finishing the clothing and background.  This gives the students more time to work.)  Color in the clothing and background.  Be sure to layer the colors.  When you are finished sign your name at the bottom on the front.  Bring your work to me and choose a color for your frame.  I will cut it to size and glue it for you.  Then clean up your area.
Get out a newspaper and a blue marker.  You can use either end of the marker.  Start as soon as I give you your paper.  (Hand out white paper.  Give encouragement to students as needed.  Only one sheet of paper per student.  Remind them that they can use the other side of the paper if they make a mistake.  If mistakes are made on both sides, remind them to ignore the mistakes, that the oil pastels will cover the light marker.  Be creative with mistakes!  All areas of the paper should be covered with oil pastels to be considered finished.)
(Begin choosing, cutting, and gluing the frame the last ten minutes of class.  You can call them up even if they’re not finished.  Check for their name.)
(Choose artist of the day, one girl and one boy.  Choose someone who does not have a "*" by their name.  Give them an extra frame and white paper to take home with them.  Keep their paper and put the teacher’s name on the back.)

VOCABULARY:  loose technique, color layering

 
LESSON PLAN:         Instructor: Ginny Dixon
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Title: "Grant Wood: American Gothic"
Grades:  K-5

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LESSON PLAN:         Instructor: Ginny Dixon
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Title: "Jackson Pollock: Marble Painting"
Grades:  K-5

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MATERIALS:
9"x 12" colored construction paper
crayons
glue
mirrors

OBJECTIVES: Students will...
learn about Andy Warhol as a Pop artist.
observe examples of Warhol’s work.
draw a self-portrait with crayon..
trace over crayon line with glue.

DISCUSSION:
Andy Warhol was an American artist born in Pennsylvania in 1928.  He died in 1987 as a result of gall bladder surgery.  He is considered the Father of Pop Art. Pop is short for popular.  The subjects he used for his art were popular.  Who can tell me what the word popular means?  (Something or someone that a lot of people know about and that most people like.)  Andy Warhol did pictures of commercial type objects such as Campbell’s Soup and Coca-Cola.  He would repeat the object many times, often over 100 times.  Maybe that’s because the things he did in his art actually existed in such large numbers.  When he made a painting everyone knew the subject of the painting because it was something or someone that was seen everyday.  (Show the picture of Marilyn Monroe.)  Who can tell me who this person is?  Andy Warhol did lots of pictures of Marilyn Monroe and other stars.  Madonna tries to look like Marilyn Monroe.  Why do you think that is?  (She was popular.)  Andy Warhol made a book of flowers, too.  These are some of the flowers he made.  Here is one of Warhol’s self-portraits.  He didn’t just make one of himself he made multiple images or many copies of himself.  Andy Warhol liked to make lots of whatever he chose for his subject.

ACTIVITY:
We are going to draw a self-portrait today.  First, we will draw our self-portrait in crayon.  I have mirrors to help you.  (Demonstrate.)  You will choose a sheet of construction paper and get a mirror.  Choose a crayon that will show up well on your paper.  What shape is best for the head?  (Oval.)  Make a large oval on your paper.  It’s okay if it isn’t perfect.  Keep sketching it until the shape looks okay.  The extra lines won’t matter.  The only lines that will really show will be the ones you make in glue.  Draw a neck and shoulders.  Add ears.  Place the eyes near the center of the oval.  Add a nose and mouth.  Add clothes, hair, and any thing else that makes the picture you.  Don’t use any words, letters or symbols in your picture.  After you finish the portrait, add a background.  Just lines or shapes will be fine, or you can create an environment.  Be sure to put your name on it with crayon.
Now you’re ready to glue.  (Have students come up around your table.  Demonstrate how to draw the glue lines.) Use the glue like a big marker.  The only difference is that you have to squeeze the glue.  You don't have to squeeze a marker!  Do not fill in spaces with the glue, just draw lines.  Not too thick or too thin.  Do not glue on your name.  You can make corrections with the glue if the crayon line is not quite to your liking. Begin at the top of your page so you don't get your arm in the glue. When you are finished with the glue.  Check to make sure your name is on it and the background has been glued, then place it on the table up front.  Any questions you may go back to your seats.
Next time in art we will use the dried glue portraits to make multiple copies of ourselves like Andy Warhol did.  (Demonstrate.)  Lay the dry glue drawing under a large sheet of paper.  Color on top with the end of a crayon.  The image will appear like magic.  After the image is complete, you can take a different color crayon without a wrapper, lay it on its side and do the same thing but with a different look.
I will call you up by tables to pick out your paper color and get a mirror. (Call students up by tables.)  Draw your picture as soon as you get your paper and mirror.
Check to make sure the background has been glued and their name is on their paper.  As students finish you can give them an activity sheet to do.  They can take the sheet back to class with them.  As the table fills up place the drawings on the drying rack.  I place them all together with one space between each class.  Please label them or draw a diagram as to where each class is.
Clean-up:  Put the mirrors back on my table when you come up to get your activity sheet.  Be sure the crayons are returned to the trays. Put the glue bottles in the basket on your table.  Make sure the tops are closed and the glue bottles are standing straight and tall in the basket.

MATERIALS:
18"x 24" colored construction paper
crayons
newspaper pads
clips (to hold paper together)
glue line portraits on 9"x 12" construction paper (from previous lesson)
markers

OBJECTIVES: Students will...
review Andy Warhol as a Pop artist.
observe examples of Warhol’s work.
make four rubbings of glue line drawing.
add details and background design with crayon.

DISCUSSION (Review):  Andy Warhol was an American artist born in Pennsylvania in 1928.  He died in 1987 as a result of gall bladder surgery.  He is considered the Father of Pop Art. Pop is short for popular.  The subjects he used for his art were popular.  Who can tell me what the word popular means?  (Something or someone that a lot of people know about and that most people like.)  Andy Warhol did pictures of commercial type objects such as Campbell’s Soup and Coca-Cola.  He would repeat the object many times, often over 100 times.  Maybe that’s because the things he did in his art actually existed in such large numbers.  When he made a painting everyone knew the subject of the painting because it was something or someone that was seen everyday.  Here is one of his pictures of Marilyn Monroe.  He didn’t just make one image ,he made multiple images, or many copies.  Andy Warhol liked to make lots of whatever he chose for his subject.

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