COURSE OVERVIEW FOR THE 12-week SEMESTER

Introduction: (plan for assessing students' current understanding and capabilities before moving forward, including all students' learning needs?)

a. What class am I teaching? ART

b. How long am I planning for? 12 Weeks

c. What age level are the students? K-2

Keep in mind

How are you incorporating your EDUCATIONAL VALUES in your plans, not to mention, the values of SUD

1. Diversity 2. Acceptance of differences (including cultural, gender, sexual, behavioral, etc.)3. Inclusion4. Student Leadership5. Community Building6. Service Learning7. Self-empowerment and exploration8. Restorative Practices and Open Communication

Lesson Plans or Projects I have in mind already because I rock. Brainstorm of lesson plans to outline your 12-week semester

● This 12 week plan will be centered on building community art. ● Students will be engaging in art that refers to their own tribe community,

and thereafter will expand towards a community in sherman, SUDS, and neighborhood of San Francisco.

● Lessons will focus on their individual involvement and engagement as well as collaboration and exploration.

● By the end of the semester, students will create a sustainable work shown within each of their communities.

● The idea being, that each tribe make own model of art that will be put into 1 large piece as a whole for all K-2.

Break It Down into Themes (For 12 Weeks) a. Semester 1-

1. Jon Burgerman Doodle Art

2.

a. using ink blots, using imagination students will turn blots into doodle creations using the shapes within

b. students will create 1 large mural of doodles

2. James Gurney's- Dinotopia animal collages with San Francisco Landscapes

3. Landscape with Justin Vining line technique and Romero Bearden cutout collage pieces

-Students will create a world within San Francisco using landscape design techniques

b. Semester 2-

4. Finger painting with Judith Braun

-Students will create a mural using only their fingers and paint

5. The dot-

Students will create a large piece using only dots http://www.curbly.com/users/brittnimehlhoff/posts/15132-how-to-make-diy-colorful-3d-geometric-wall-art#comment_41105http://www.curbly.com/users/diy-maven/posts/10347-6-decorated-chain-link-fencesc. Semester 3-

6. String art and weaving

combining painting with sculpting

-layering the string art (like the one above) on top of layers of kids doodles and paintings, laying underneath.

-

(obviously, this is intense and amazing but a looser idea - more of an abstracted weave).

7.Have each student bring in one of their missing socks. Could be an old favorite sock, or a lost sock.

- Stuff socks with cotton - Tie knot- Sew socks together using yarn, weaving tightly (ultimately

creating a rug/tapestry type of knit

--. tile Self portraits

*** Be sure to write how many weeks on each subject you plan to spend!

Skills to learn and Master- aka California State Guidelines! Check them out at http://www.cde.ca.gov/be/st/ss/) Your ideas or CA ED guidelines and especially bringing LITERACY into your enrichment

a. 1.0 ARTISTIC PERCEPTIONProcessing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts

Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

b. 2.0 CREATIVE EXPRESSIONCreating, Performing, and Participating in the Visual Arts

Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

c 3.0 HISTORICAL AND CULTURAL CONTEXTUnderstanding the Historical Contributions and Cultural Dimensions of the Visual Arts

Students analyze the role and development of the visual arts in past and present cul-tures throughout the world, noting human diversity as it relates to the visual arts and artists.

d.4.0 AESTHETIC VALUINGResponding to, Analyzing, and Making Judgments About Works in the Visual Arts

Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

e. 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONSConnecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers

Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Start blocking out your long-term lesson plans with California State Guidelines and Lesson Plan ideas. Put as much info here as you want! ( including links to projects on the Internet, content standards for grade levels, materials list)

Semester 1. weeks:1. Doodle Art- 2.doodle art 3.dinotopia

4. Landscape San Fran

Budget / Materials Estimate

Semester 2 Weeks: 1. Landscape

2. finger painting 3.the dot 4. creating environmental art with the dot

Budget / Materials Estimate

Semester 3 Weeks:1. yarn/string drawing

2.yarn/ string painting3. tile self portraits4. tile self portraits

Budget / Materials Estimate

Final presentation: (describe your current vision, eg: performance, art walk, magazine)

- display art to public- even outside sherman walls to the local community (still doing research

on this)