Instrumentalist Art Project Adaptations

Here are some ways to change the art project in the instrumentalist unit:

• Morgan Black

5) Show a prototype of art that teaches a lesson about reducing, reusing and recycling using found objects that could be recycled

• In this example I used found paper to represent the sky and ribbon.  The white ribbon represents our clean air while the orange ribbon represents our pollution creeping up into it.  The orange ribbon can be "trimmed" if we do more to reduce, reuse and recycle.

6) Students will now create their own art following this open-ended prompt:
            How could you use found objects to tell a story or teach a lesson about reducing, reusing and recycling?  They can choose one or do all three in their artwork.  For a third grader, you could be more specific and ask:

• “What makes you want to recycle? How can you share that message with art?”
• “Why is the environment important to you? How can you share that message with art?” 
• “What is your favorite part of having a clean environment? How did it get so clean? How can you share that message with art?”

Project stipulations to incorporate social studies lesson:

• You have to use at least 3 different kinds of found objects that are recyclable or reusable that might have been thrown away.
• Write up an outline with at least two ways each of these items could be recycled
  • Example: water bottle: could be recycled by putting it in a recycling bin, or reused by refilling it and using it every day.

Assessment: Students will then use the outline to write a short essay about their piece. This essay should include:

• Paragraph 1: Introduction paragraph
• Paragraph 2: Lesson
  • What lesson does your artwork teach? In other words, what makes it instrumentalist art?
  • What objects did you use and how do those objects help to teach this lesson?
  • Paragraph 3: How-to
    • Write about at least two obstacles to reusing and recycling your materials.  What if you didn’t have a recycling bin at your house? What if you had more water bottles and didn’t need to reuse the one you have? Use the Internet to research recycling solutions or think about what we talked about in class
    • Describe two ways you could overcome these obstacles for EACH item.
    • Paragraph 4: Conclusion

Students will use their essay as a guide to present their artwork to the class in a short one-minute presentation, afterward other students may ask questions for an additional minute.  The essay will be treated as summative assessment, but will be a compilation of many formative outlines and drafts so students have ample time to improve and succeed in their final draft.  The presentation will also be a formative assessment of students’ understanding if verbal language and speaking in front of an audience.

• Ally Adams

Show a prototype of the lesson taught about the impacts on the physical environment  
Discuss how these objects help keep our plants watered and nourished and have a positive impact on the physical environment.

6) Students will now create their own art following this open-ended prompt:
 How could you use found objects to tell a story or teach a lesson about how humans have a positive or negative impact on change to the physical environment. 

7)Assessment: Students share their work by explaining their lesson behind the picture, and relate it to the impact humans have on the physical environment.

8) Photography adaption: Let the students create their found object art and photograph it. Give them five minutes to change the scene and take another photograph. Do this several times and allow the students to use their scenes to write their own story. These could be bound into books and show to parents.

• Laura Davis

4) Read “Alphabeasties and Other Amazing Types” by Sharon Werner and discuss how the illustrations are used to teach letters.

5) As a take home assignment, have students make an alphabet where each letter is made out of something that starts with that letter (an A made out of apple slices, B made out of buttons). Students photograph their alphabet of objects.

This is an example of what it would look like, but the letters should be made out of something that starts with that letter. Students can arrange the found objects to make the letter.
Display the art in a kindergarten classroom to be used for learning.

• Whitney Gasser

Show a prototype of torn flower art. 
1)Students will now create their own art following this open-ended prompt:
           Create 3 different flower pots by using scraps and torn pieces of construction paper. Feel free to be creative and any other types of medium you find in the classroom.        
2)Assessment: Students share their work and explain which flower is the shortest, longest, and the one in between.
3)Provide each student with a cup of dirt and a seed. Plant the seeds as a class and place them in the window seal for an ongoing science project.

• Cami Clawson

Have students write their own fable and have them illustrate their own story with found objects like buttons, yarn, construction paper grass, leaves, sticks, etc.  

• Cherilee Barrett

Project: Creating a story without words
Have each child think of a lesson that they would like to teach someone. It can be a hobby, a talent, a moral, something about themselves...etc. After brainstorming as a class they would decide on their lesson. I would then have them create a storyboard of how they could teach that lesson in a storybook without words. They would start by filling out a storyboard showing each page of their book and what would be on it. After mapping out the story they would bring their stories to life through the various mediums in the classroom: paint, crayon, pencil, photography...etc. I would let them explore which medium would work best to depict their story. (they could try it out in the storyboard phase of the project) After completing their stories I would gather the books, collate them and punch holes to bind the books. I would ask some parents to come in and help in our book binding activity. We would watch a simple youtube video showing us how to do it. We would then help the students bind their books. I would create bigger holes and dull needles so they didn’t injure themselves.
Assessment:
I would look at their storyboards and their willingness to try different mediums. I would look for completion of their stories, the art work was completed and they used enough pages for their story.
5: Tested out multiple mediums on their storyboard. Completed book. (art work and binding)
4:Tested out at least two different mediums on their storyboard. Completed all of the art for their picture book.
3:Tested out one medium. Completed most of the art for their picture book.
2:Used one medium on story board. Didn’t complete half of the art for their picture book.
1:Only completed story board.
0:Didn’t do assignment.

•  Danielle Thompson

Introduction to Collage Art

• Introduce Jess Levine. Especially pay attention to the about me section of this website. She talks about how she wants the viewer to bring themselves to the piece and find meaning in it themselves instead of imposing on them.
• Show PPT of certain collages by Levine. C:\Documents and Settings\User\My Documents\Danielle\BYU Spring 201...
• Discuss shape and colors and what they mean
• How do art and color contribute to the meaning of Jess Levine’s art? What kinds of things does she pattern her collages after?
• What lesson is Jess Levine trying to teach?

1) Make your own Magazine Collage

• After reading the stories and discussing the meaning in each of them, have the kids go through old magazines or newspapers (either around the house or from DI) and find pictures/colors/shapes that represent the lessons taught in the book.
• Cut out the images.
• Use glue sticks to paste on cardstock
• When the collages are finished, talk with the kids about why they chose certain shapes/colors/images to use in their collages. What is the meaning behind it?
• How does their collage represent the meaning that they found in the book?
• Have the kids do a write-up (if they are too young, write what they say) about what their piece is about and what it represents.
• Attach the write-up to the collage and post it somewhere in the house for everyone to see.

2) Assessment

• Questions to consider when assessing students' work
  • Is there a lesson conveyed in their picture and written paragraph?
  • What aspect of the book inspired you to create your work?
  • Are there any other lessons you could have highlighted?
  • Do you think you learn better when asked to convey meaning through art?
  • Was this an enjoyable experience for you?