Welcome to the 5th Grade Wiki!

Volunteer Project
Table centers for a volunteer luncheon were needed. The fifth graders were excited to help out and give back to others who volunteer their time to help students.
All students were given a volunteer poem and asked to base their table center on one word or phrase of the poem. They enjoyed using art and craft materials (given to them by the volunteers) to be creative and show their appreciation.
Here is a slideshow of students creating the table centers for the luncheon.


Contrast Design
Objective: Students will create a drawing which focuses on pattern, space, and contrast.
Standards:

Visual Art:

S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-3: Knows a range of subject matter, symbols, and potential ideas in the visual arts. Benchmark: I can recognize original visual characteristics that communicate emotion.

Reading: S-3: I can identify the main idea and / or supporting details. (5.3.2)

S-3: I can predict outcomes, draw conclusions and make inferences. (5.3.3)
Process:
Step 1: Students follow the teacher directions. (Teacher must demonstrate each step.)
  • Hand: trace hand (including wrist and arm that fall on th paper)
  • Ribbon: Students create a line that flows from the top on either side through the fingers and ends up at the bottom of the opposite side. Students must draw the ribbon above, below, above, ect through the fingers.
  • Box: Students must enclose the hand in a box with a quadrilateral. (one corner may continue off the page)
  • Dividing the background space: Students place a dot some where toward the center of the paper (not on the hand or the ribbon). Next, students divide the space by drawing 3 or 5 lines from that point to the edge of the paper. (Students are careful not to draw on the the hand or the ribbon.)
  • Students practice patterns to be drawn in each divided space on a separate paper. Students learn that size, direction, shape, value, and repeating are the ways to modify lines to make a variety of patterns. (Many times I have students create a bunch of practice patterns with the round robin style. They draw, then pass their paper and another student draws a different pattern, etc.)
  • Students then use their judgement (artist eye) to show a variety of patterns in the background. Students draw over the box as if it is not there but not on the hand or ribbon. (this is difficult)
Step 2: Color and Contrast

Full Figure Self Portrait (Forget Waldo)

Objective: Students will create a full-figure self-portrait.
Standards:

Visual Art:S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.


Process:

Step 1: Students view the Where's Waldo series of books and discuss the difference between full-figure portrait and just portrait.
Step 2: Students think of ideas on how they need to draw their portrait so that others will recognize them.
Step 3: Students draw, color, and cut out their design.
Step 4: Projects are placed together on a bulletin board with the other classes. (Each portrait is laminated for wear.)
Students had fun looking for their self-portrait in the hallway.
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Still Life ~ Contour Line Drawings
Objective: Students will learn the difference between sketching and contour line drawing while practicing their proportion skills.
Standards:

Visual Art:

S-1: The student understands and applies media, techniques, and process related to the visual arts. Benchmark: I can show different materials, techniques, and art processes. I can demonstrate safe and responsible usage of art materials.

S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-3: Knows a range of subject matter, symbols, and potential ideas in the visual arts. Benchmark: I can recognize original visual characteristics that communicate emotion.

Reading: S-3: I can identify the main idea and / or supporting details. (5.3.2)

S-3: I can predict outcomes, draw conclusions and make inferences. (5.3.3)
Step 1: Students learn the basics to contour line drawing. (1-clean lines, 2-draw slowly, 3-look at the object not your paper, 4-details) Then they practice on an object at their table.
Step 2: Students reflect on their very first attempt at contour line drawing and choose only one of the 4 basics to improve on during the project.
Step 3: Students learn the basics of composition (choosing the right angle) in relation to a still-life.
Step4:Students chose one still life to find the best composition. They are able to draw at several different angles to find their place.
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Students were given 2 minutes to begin with and then time increased as they began to draw more quickly.
2 minute
2 minute
2 minute
3 minute
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Step 5:Students selected their best drawing to evaluate and turn in.
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Monochromatic Pinch Pots
Objective: Students will create a pinch pot and paint it using a monochromatic color scheme.
Standards:

Visual Art:S-1: The student understands and applies media, techniques, and process related to the visual arts. Benchmark: I can show different materials, techniques, and art processes. I can demonstrate safe and responsible usage of art materials.

S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-4: The student understands the visual arts in relation to history and culture. Benchmark: I can identify specific works of art as belonging to a particular era and culture. I can recognize how people's experiences influence the development of specific era art works.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can predict outcomes, draw conclusions and make inferences. (5.3.3)
Process:

Step 1: Students wedge the clay and create two balls (Students are sure to fix cracks and bumps). While they create, students learn that this is the oldest pottery technique and discuss who might have used this process and why.
Step 2: (teacher models first) Students begin creating one circular pinch pot. (Students must keep in mind walls, inside/outside, top, and base.) After the walls are the correct thickness, they create any shape they prefer (triangle, square, oval, etc).
Step 3: Students create a second pinch pot.
Step 4: Students carve their name and class on the bottom of each pinch pot.
Step 5: Pottery is set out to dry and then fired in a kiln.
Step 6: Students brainstorm monochromatic paint ideas in their journal.
Step 7: Students paint their pinch pots.
Step 8: Students evaluate their project (construction, appearance, originality).

Abstract Portrait
Objective: Students will create a multi-media abstract portrait incorporating both frontal and profile facial features.
Standards:

Visual Art:S-1: The student understands and applies media, techniques, and process related to the visual arts. Benchmark: I can show different materials, techniques, and art processes. I can demonstrate safe and responsible usage of art materials.

S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-3: Knows a range of subject matter, symbols, and potential ideas in the visual arts. Benchmark: I can recognize original visual characteristics that communicate emotion.

S-4: The student understands the visual arts in relation to history and culture. Benchmark: I can identify specific works of art as belonging to a particular era and culture. I can recognize how people's experiences influence the development of specific era art works.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can predict outcomes, draw conclusions and make inferences. (5.3.3)
Step1: Students view artwork by Picasso.
Step 2: Students review frontal facial features and learn how to draw the profile views as well.
Step 3: Students chose between two abstract projects (project 1- tape and watercolor, project 2- colored pencil and watercolor) and then begin creating.
Step 4: Project 1- Students create tape design on watercolor paper.

Project 2- Students draw design on watercolor paper and then trace with colored pencil.
Step 5: Project 1- Students create a shape design in watercolor careful to paint over the tape as if their is not a tape design on the paper. Project 2- Students paint their portrait and the background design.
Step 6: Students remove any tape and they evaluate.
Please see the art show for more examples.

Grant Wood
Objective: After learning Grant Wood's style, students will create a landscape through the eyes of Grant Wood.
Standards:

Visual Art:S-1: The student understands and applies media, techniques, and process related to the visual arts. Benchmark: I can show different materials, techniques, and art processes. I can demonstrate safe and responsible usage of art materials.

S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-4: The student understands the visual arts in relation to history and culture. Benchmark: I can identify specific works of art as belonging to a particular era and culture. I can recognize how people's experiences influence the development of specific era art works.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can predict outcomes, draw conclusions and make inferences. (5.3.3)
Step 1: Students create two color wheels with partners practicing specific skills and terms (blending, primary colors, secondary, intermediate) and then discuss teacher prepared questions.
Step 2: Students look at Grant Wood artwork and discuss his style and technique.
Step 3: Students learn how to change a landscape photo into a piece of artwork in Grant Wood's style and practice drawing different types of trees.
Step 4: Students create their own landscape and must show these skills and concepts: value (blending light to dark, highlight and shadow), space (distance, perspective, foreground, background).
Step 5: Students discuss their use of value, space, and their evaluation with the teacher.
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2007-2008 Examples
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Foil Animals
Objective: Students will use their knowledge of warm/cool colors,blending, and pattern to create an animal on foil with permanent marker.
Standards:

Visual Art:S-1: The student understands and applies media, techniques, and process related to the visual arts. Benchmark: I can show different materials, techniques, and art processes. I can demonstrate safe and responsible usage of art materials.

S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-4: The student understands the visual arts in relation to history and culture. Benchmark: I can identify specific works of art as belonging to a particular era and culture. I can recognize how people's experiences influence the development of specific era art works.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can predict outcomes, draw conclusions and make inferences. (5.3.3)
Process:

Step 1: Students selected one animal to draw using the library and interent.
Step 2: Students chose one size of cardboard and wrap foil around it like a present (use glue to attach or just tape the back). Then they drew around the cardboard covered in foil on paper.
Step 3: Students drew their animal on the paper (same size as the cardboard). Created a pattern in the background. Students were sure to show their knowledge of pattern, repetion, space, overlapping, balance, size, and focal point.
Step 4: Students placed the paper drawing on top of the foil board, traced the animal and pattern (careful not to poke through the paper and tear the foil), and then retrace the indented lined with permanent black marker (three sizes available).
Step 5: Students learn about warm and cool colors. They must decide to create the animal in one and the background pattern in the other. Student must also show blending some where on their artwork (animal or background). A guide is at each table for the students to work from and they move from table to table for the next color.
Step 6: Students completing artwork with great presentation have their artwork displayed in the library.
Here are a few more photos of students working and finished artwork.