We had a lot of fun creating the puppets. We did Rapunzel. Rapunzel had a solo singing I Need a Hero, and Prince Charming sang I'm a Believer. It was a lot of fun.
Wednesday, June 27, 2007
Puppets
We had a lot of fun creating the puppets. We did Rapunzel. Rapunzel had a solo singing I Need a Hero, and Prince Charming sang I'm a Believer. It was a lot of fun.
Thursday, June 21, 2007
High Museum Paper
The High Museum of Art
Kelly Meeks
June 17, 2007
While touring The High Museum of Art, I tried to have an open mind. Interpreting and appreciating most of the art for my self was simple. Other works of art were more difficult for me to understand and interpret.
Life in the South by Eastman Johnson was my favorite work of art. This piece spoke to me because it reflects the truth of the old south. This work is oil on canvas and was painted in 1870. It is located in the American Art Gallery in the Stent Family Wing.
A work that I liked but would not take home is Revival Meeting by Benny Andrews. This work is oil and collage on canvas and was created in 1994. It is displayed in the Art of the South Gallery. This work reminds me of the old country church that I grew up in. However, I would not like it hanging in my home, so I would not take it home with me.
The work that taught me something that I did not know was not a painting. It was the Medal Cabinet of King Louis XIV. Before experiencing the audio and visual tour of the Louvre Atlanta, I did not know that kings collected coins for so many different reasons such as battle victories. This was very interesting to see and learn about.
Strung Out by Benny Andrews was a work of art that made me feel sad. Mr. Andrews created this work in 1971. It is oil, fabric collage on canvas. The work made me think of the many people that have ruined their lives with drugs. There is no reasoning behind this and thinking of it made me feel sad. It is hanging in the American Art Gallery.
Nicolas Tournier’s work, The Denial of St. Peter, is the work that I chose to identify a historic moment in time. Tournier created this work in 1630 and is oil on canvas. This painting is a beautiful work that represents a moment in biblical times. It hangs in the European Art Gallery.
George Bellow’s work, Portrait of Anne, is oil on canvas and was painted in 1915. The little girl in the portrait reminds me of a little girl named Kelsey. Her parents are close friends of my family; I thought of her as soon as I saw the painting. It is hanging in the American Art Gallery.
The work that shocked me the most was Dead Man in the Mud by Otto Dix. It is an etching and aquatint on paper. Mr. Dix created this work in 1924. This work represents death and despair. Although I do not know anything about Otto Dix, the art work shows me an artist that is disturbed. My first thought was, “Why would anyone create that?”
The Folk Art Gallery is one that I did not enjoy. Walking through the rest of the gallery, I loved the paintings, glasswork, and furniture. These creations require in depth skill. The folk art gallery does not display art to me. Anyone could create the artwork there. My children could do better. Maybe I did not like it because you cannot easily see the artists’ meaning. Much of the work looks like junk. The hanging religious bicycle is something that I looked at and just thought, “Why?”
There was only one work in the Contemporary Gallery that I enjoyed. It was a huge round piece of colorful glass that incorporated a clock. Other than that, I did not enjoy it at all. Most of it I do not even consider art. There was a huge canvas that was painted black, and it only has a bright red stripe at the bottom. Anyone could paint that, and I cannot understand why it is hanging in a museum. Understanding contemporary art is difficult for me, and I do not care for it. It just doesn’t suit my tastes.
My husband took me to the High, and we went to dinner afterwards. Spending this time without children was great for my husband and me. The American and European Art Galleries, Renaissance, and sculptures were enjoyable. Neither of us understood the folk and contemporary art and would have preferred to skip it. The most meaningful experience was the Kings as Collectors at the Louvre Atlanta. This exhibit was one that my husband and I thoroughly enjoyed. The audio headsets made it an educational experience. Although I did not enjoy parts of The High Museum, I would take my students there on a field trip. My students my not share my feelings, and I feel that all students should have a chance to interpret art for themselves as I did.
Kelly Meeks
June 17, 2007
While touring The High Museum of Art, I tried to have an open mind. Interpreting and appreciating most of the art for my self was simple. Other works of art were more difficult for me to understand and interpret.
Life in the South by Eastman Johnson was my favorite work of art. This piece spoke to me because it reflects the truth of the old south. This work is oil on canvas and was painted in 1870. It is located in the American Art Gallery in the Stent Family Wing.
A work that I liked but would not take home is Revival Meeting by Benny Andrews. This work is oil and collage on canvas and was created in 1994. It is displayed in the Art of the South Gallery. This work reminds me of the old country church that I grew up in. However, I would not like it hanging in my home, so I would not take it home with me.
The work that taught me something that I did not know was not a painting. It was the Medal Cabinet of King Louis XIV. Before experiencing the audio and visual tour of the Louvre Atlanta, I did not know that kings collected coins for so many different reasons such as battle victories. This was very interesting to see and learn about.
Strung Out by Benny Andrews was a work of art that made me feel sad. Mr. Andrews created this work in 1971. It is oil, fabric collage on canvas. The work made me think of the many people that have ruined their lives with drugs. There is no reasoning behind this and thinking of it made me feel sad. It is hanging in the American Art Gallery.
Nicolas Tournier’s work, The Denial of St. Peter, is the work that I chose to identify a historic moment in time. Tournier created this work in 1630 and is oil on canvas. This painting is a beautiful work that represents a moment in biblical times. It hangs in the European Art Gallery.
George Bellow’s work, Portrait of Anne, is oil on canvas and was painted in 1915. The little girl in the portrait reminds me of a little girl named Kelsey. Her parents are close friends of my family; I thought of her as soon as I saw the painting. It is hanging in the American Art Gallery.
The work that shocked me the most was Dead Man in the Mud by Otto Dix. It is an etching and aquatint on paper. Mr. Dix created this work in 1924. This work represents death and despair. Although I do not know anything about Otto Dix, the art work shows me an artist that is disturbed. My first thought was, “Why would anyone create that?”
The Folk Art Gallery is one that I did not enjoy. Walking through the rest of the gallery, I loved the paintings, glasswork, and furniture. These creations require in depth skill. The folk art gallery does not display art to me. Anyone could create the artwork there. My children could do better. Maybe I did not like it because you cannot easily see the artists’ meaning. Much of the work looks like junk. The hanging religious bicycle is something that I looked at and just thought, “Why?”
There was only one work in the Contemporary Gallery that I enjoyed. It was a huge round piece of colorful glass that incorporated a clock. Other than that, I did not enjoy it at all. Most of it I do not even consider art. There was a huge canvas that was painted black, and it only has a bright red stripe at the bottom. Anyone could paint that, and I cannot understand why it is hanging in a museum. Understanding contemporary art is difficult for me, and I do not care for it. It just doesn’t suit my tastes.
My husband took me to the High, and we went to dinner afterwards. Spending this time without children was great for my husband and me. The American and European Art Galleries, Renaissance, and sculptures were enjoyable. Neither of us understood the folk and contemporary art and would have preferred to skip it. The most meaningful experience was the Kings as Collectors at the Louvre Atlanta. This exhibit was one that my husband and I thoroughly enjoyed. The audio headsets made it an educational experience. Although I did not enjoy parts of The High Museum, I would take my students there on a field trip. My students my not share my feelings, and I feel that all students should have a chance to interpret art for themselves as I did.
Paper Mache Maddness
My group read The Very Hungry Catepillar by Eric Carle. We had a paper mache tree with caccoon, catepillar, butterfly, and food. My job was to paint the food.
PowerPoint Story
This was a fun project. I enjoyed it a lot. I would have my students do this in my classroom. The slides of my story are below.
Field Trip Booklets
I created a booklet for a field trip to the Creative Discovery Museum, The Post Office, and The Atlanta Botanical Garden. To create my booklets, I use the Microsoft Publisher program.
Lesson Ideas
Kelly Meeks
Lesson Plan Ideas
I would teach my students about the life cycle of a butterfly. The students would then use pasta and a paper plate to make a butterfly life cycle.
I would teach my students about the life cycle of plants. My students would then plant 6 seeds in 6 different cups. One cup would receive only soil, one only water, one empty, one in the light, one in the dark, and one in the sun with soil and water. The students would observe each seed every day and draw the progress of each. I would also take my students on a nature walk. Each student would collect something that represents each cycle of the life of a plant. The students would then create rubbings of each and make a book.
After teaching fact families, students will learn about artists who used numerals in their work, experience chalk pastels as an art medium, and work with adding in number sentences. They will learn about positive and negative space, review warm and cool colors, review the concept of overlapping, and learn how to use stencils (maintaining their own unique artistic styles!) The students will create an art work incorporating fact families and numbers.
After teaching my students about lines and geometric shapes, the students will create an artwork using lines and geometric shapes. The students will be required to use a variety of media.
After teaching my students about Native Americans, I would have the students use a variety of media and clay to create masks and/or totem poles. The students would learn about Native American art and culture.
After teaching the students about community or medieval times, I would have the students create a community or castle. The students would research their topic and use recyclable materials to build their creation.
7. Students will learn how visual images communicate meaning. They will identify the decoration on an African ceremonial costume and consider how it was originally worn. They will create their own costume that tells a story about themselves and perform a dance for the class wearing the costume. Students will determine what is important to their classmates based on the dance and the visual imagery on the costumes.
8. Through observation and discussion about the Coffin of Djed Mut , students will make connections between hieroglyphs and the English writing system. They will learn how visual images can be used to communicate sounds and meaning. As a class, students will compose a story about change in their community using pictograms of their own design.
9. In this lesson, students will explore the ways writing and painting express meaning. They will investigate a biography and painting of Harriet Tubman and consider the tools the artist and writer used to communicate information about this heroine.
10. Students will improve visualization skills through role play, texture identification and storytelling. They will also discuss connections between the painting and their own lives. These activities will help them engage with the work of art and better understand what the artist is communicating about the family being portrayed.
11. The students will learn about Ben Franklin. The students will use their knowledge of Ben Franklin and art media to make a sketch of their own inventions.
12. Develop a broader understanding of "propaganda" with your students by identifying the five basic techniques used in propaganda and advertising. Using old magazines, students can create their own World War II propaganda/advertising posters. Ask them to focus on one advertising technique, to find and cut out images and ads that display this technique, and to create a collage with these images.
13. The students will learn about Australia and the Aborigines. The students will learn that Aborigines used dot painting as a way of telling stories. The students will create a story and use dot painting to tell it.
14. The students will be introduced to architecture and geometric shapes. The studens will walk around the inside and outside of the school and look for geometric shapes in the structure. The students will then create their own 3-D structures using geometric shapes.
15. The students will learn about a variety of cultures. The students will choose a culture different from their own. The students will research that culture and create a paper mask that describes the culture. The masks can be made out of paper using many different paper styling techniques.
16. The students will learn about the characteristics of a kite. The students will then use these characteristics to create a kite. The students will be taken outside on a windy day to test their kites.
17. The students will learn about plant and animal cells. The students will use recyclable materials to make either a plant or animal cell. The students will label each part.
18. The students will learn about the seasons and how trees change with each season. The students will create a classroom tree. A tree trunk will be made out of brown paper and placed on the wall. The students will create their own leaves using a variety of media to place on the tree. The students will learn about overlapping and mixing colors.
19. The students will choose a book to do a book report on. The students will then make a diorama to report on the book. The students will show their diorama to the class and discuss their book using their diorama.
20. The students will learn about the planets. The students will be divided into groups and each group will be assigned a planet. The students will make their planet out of paper mache.
Lesson Plan Ideas
I would teach my students about the life cycle of a butterfly. The students would then use pasta and a paper plate to make a butterfly life cycle.
I would teach my students about the life cycle of plants. My students would then plant 6 seeds in 6 different cups. One cup would receive only soil, one only water, one empty, one in the light, one in the dark, and one in the sun with soil and water. The students would observe each seed every day and draw the progress of each. I would also take my students on a nature walk. Each student would collect something that represents each cycle of the life of a plant. The students would then create rubbings of each and make a book.
After teaching fact families, students will learn about artists who used numerals in their work, experience chalk pastels as an art medium, and work with adding in number sentences. They will learn about positive and negative space, review warm and cool colors, review the concept of overlapping, and learn how to use stencils (maintaining their own unique artistic styles!) The students will create an art work incorporating fact families and numbers.
After teaching my students about lines and geometric shapes, the students will create an artwork using lines and geometric shapes. The students will be required to use a variety of media.
After teaching my students about Native Americans, I would have the students use a variety of media and clay to create masks and/or totem poles. The students would learn about Native American art and culture.
After teaching the students about community or medieval times, I would have the students create a community or castle. The students would research their topic and use recyclable materials to build their creation.
7. Students will learn how visual images communicate meaning. They will identify the decoration on an African ceremonial costume and consider how it was originally worn. They will create their own costume that tells a story about themselves and perform a dance for the class wearing the costume. Students will determine what is important to their classmates based on the dance and the visual imagery on the costumes.
8. Through observation and discussion about the Coffin of Djed Mut , students will make connections between hieroglyphs and the English writing system. They will learn how visual images can be used to communicate sounds and meaning. As a class, students will compose a story about change in their community using pictograms of their own design.
9. In this lesson, students will explore the ways writing and painting express meaning. They will investigate a biography and painting of Harriet Tubman and consider the tools the artist and writer used to communicate information about this heroine.
10. Students will improve visualization skills through role play, texture identification and storytelling. They will also discuss connections between the painting and their own lives. These activities will help them engage with the work of art and better understand what the artist is communicating about the family being portrayed.
11. The students will learn about Ben Franklin. The students will use their knowledge of Ben Franklin and art media to make a sketch of their own inventions.
12. Develop a broader understanding of "propaganda" with your students by identifying the five basic techniques used in propaganda and advertising. Using old magazines, students can create their own World War II propaganda/advertising posters. Ask them to focus on one advertising technique, to find and cut out images and ads that display this technique, and to create a collage with these images.
13. The students will learn about Australia and the Aborigines. The students will learn that Aborigines used dot painting as a way of telling stories. The students will create a story and use dot painting to tell it.
14. The students will be introduced to architecture and geometric shapes. The studens will walk around the inside and outside of the school and look for geometric shapes in the structure. The students will then create their own 3-D structures using geometric shapes.
15. The students will learn about a variety of cultures. The students will choose a culture different from their own. The students will research that culture and create a paper mask that describes the culture. The masks can be made out of paper using many different paper styling techniques.
16. The students will learn about the characteristics of a kite. The students will then use these characteristics to create a kite. The students will be taken outside on a windy day to test their kites.
17. The students will learn about plant and animal cells. The students will use recyclable materials to make either a plant or animal cell. The students will label each part.
18. The students will learn about the seasons and how trees change with each season. The students will create a classroom tree. A tree trunk will be made out of brown paper and placed on the wall. The students will create their own leaves using a variety of media to place on the tree. The students will learn about overlapping and mixing colors.
19. The students will choose a book to do a book report on. The students will then make a diorama to report on the book. The students will show their diorama to the class and discuss their book using their diorama.
20. The students will learn about the planets. The students will be divided into groups and each group will be assigned a planet. The students will make their planet out of paper mache.
Artists To Use In Classroom
Artists
Kelly Meeks
1. Jacob Lawrence: I would use Lawrence in the classroom because is work is so easy to integrate with social studies. He focused his work mainly on the struggles of the African American people. He often worked in series of works which portray the dignity and everyday realities of both historical figures such as Harriet Tubman or Toussaint L’Ouverture and everyday workers and builders.
2. Pablo Picasso: No other artist is more associated with the term Modern Art than Pablo Picasso. He created thousands of paintings, prints, sculptures and ceramics during a time span of about 75 years. For many Picasso is the greatest art genius of the twentieth century. For others he is a gifted charlatan. Undisputed is the fact that he influenced and dominated the art of the twentieth century like no other modern artist. He was not afraid to experiment and show is feelings in his work.
3.Vincent Van Gogh: Vincent van Gogh lived more than 115 years ago, and yet his artwork is still altering the way mankind views beauty, persona, individuality, and style in art. His thousands of paintings and drawings have various characteristics that have been copied by thousands and duplicated by none. Van Gogh's unique life has inspired millions to become active in art. In fact, what many people today consider to be the archetypical "artist persona" is largely a result of his influence. Perhaps the most impressive aspect is that artists continue to mimic the style that Van Gogh created over one hundred years ago.
4. Michelangelo Buonarroti: Almost certainly the most famous artist produced by Western civilization and arguably the greatest, is universally viewed as the supreme Renaissance artist. He created monumental works of painting, sculpture, and architecture and left an additional legacy of numerous letters and poems. Through this vast and multifaceted body of artistic achievement, Michelangelo made an indelible imprint on the Western imagination.
5. Leonardo da Vinci: Understood the potential in synchronising art and science. Investigating, exploring, experimenting, imagining, developing ideas, and creating are processes of equal relevance to both disciplines.
Kelly Meeks
1. Jacob Lawrence: I would use Lawrence in the classroom because is work is so easy to integrate with social studies. He focused his work mainly on the struggles of the African American people. He often worked in series of works which portray the dignity and everyday realities of both historical figures such as Harriet Tubman or Toussaint L’Ouverture and everyday workers and builders.
2. Pablo Picasso: No other artist is more associated with the term Modern Art than Pablo Picasso. He created thousands of paintings, prints, sculptures and ceramics during a time span of about 75 years. For many Picasso is the greatest art genius of the twentieth century. For others he is a gifted charlatan. Undisputed is the fact that he influenced and dominated the art of the twentieth century like no other modern artist. He was not afraid to experiment and show is feelings in his work.
3.Vincent Van Gogh: Vincent van Gogh lived more than 115 years ago, and yet his artwork is still altering the way mankind views beauty, persona, individuality, and style in art. His thousands of paintings and drawings have various characteristics that have been copied by thousands and duplicated by none. Van Gogh's unique life has inspired millions to become active in art. In fact, what many people today consider to be the archetypical "artist persona" is largely a result of his influence. Perhaps the most impressive aspect is that artists continue to mimic the style that Van Gogh created over one hundred years ago.
4. Michelangelo Buonarroti: Almost certainly the most famous artist produced by Western civilization and arguably the greatest, is universally viewed as the supreme Renaissance artist. He created monumental works of painting, sculpture, and architecture and left an additional legacy of numerous letters and poems. Through this vast and multifaceted body of artistic achievement, Michelangelo made an indelible imprint on the Western imagination.
5. Leonardo da Vinci: Understood the potential in synchronising art and science. Investigating, exploring, experimenting, imagining, developing ideas, and creating are processes of equal relevance to both disciplines.
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