Stained Glass Critter

Art 207-08 Group 3
Neil Scicluna, Stacy Wiley, and Joy Ball
Date of Presentation: 05/04/04

Objectives:

• Students will learn about the origination of stained glass. 12th century cathedrals.
• Students will learn how to write their name in cursive symmetrically.
• Students will learn how to make a stained glass image.

Student Materials:

1. Black Sharpie felt marker
2. Starch
3. Tissue paper scraps
4. 8”X10” piece of wax paper
5. Paintbrush
6. Masking tape

Teacher Materials:

1. Examples of artwork
2. Examples of stained glass in Europe

Vocabualry:

• Symmetry
• 12 Century cathedrals
• Stain Glass

Procedure:

1. Introduction: Discuss the history of stain glass up to the 12th Century, and (if needed) review the process of cursive handwriting.
2. Fold wax paper lengthwise (hot dog-wise).
3. Write name in cursive along the fold, covering most of the wax paper
4. Trace name onto other half of the fold.
5. Create a critter from the name.
6. Apply starch all over the wax paper with a paintbrush.
7. Apply scraps of tissue paper, covering entire area (overlapping is okay). It is advised to use a light color as a base, then apply other colors all around.
8. Apply masking tape frame around the edges.
9. Clean up.

Visual Procedure:

1. Write name and trace onto other side
2. Apply tissue paper with starch
3. Make frame with masking tape

Closure:

Hang up on wall and discuss the importance of 12th Century stained glass.

Comments and/or suggestions:

If critter cannot be seen well, let the artwork dry, then retrace critter with black paint and a paintbrush. This is a simple, but creative way to make stained glass. If possible, show some visuals on how the glass is produced.

Summary of the artistic development of children in the third and fourth grades:

There is one major change in the artwork of children this age, their work becomes much more realistic. They become dissatisfied with the geometrical shapes they once used for drawing people. As they begin to notice the world around them, their artwork becomes a closer representative of what they see. Their drawings begin to show that the sky meets the horizon and that objects can overlap to create new spatial effects. Because they concentrate more on producing realistic art, they give more attention to smaller details such as hair, clothing, and even drawing figures in action. Children in this age also display the beginning usage of shading in their artwork as well as representational colors.

During this period, students may exhibit many stages of development in a single artwork, however they can improve in their realistic abilities by closely observing the objects they wish to draw. By gaining visual information via objects, landscapes, other artists works, photographs (etc.), students will feel more confident about producing a realistic image.

At this stage, children can gain valuable knowledge by being introduced to the color wheel. Experimenting with tint, shade, analogous colors and complimentary colors, students will be able to produce more realistic settings such as landscapes, houses, trees, and people. This is a very important stage of children’s artistic development because those who do not master the skill of realistic art successfully (in their minds) may become frustrated and choose to give up entirely.

Historical background of stained glass:

Legend says that while shipwrecked sailors were on the beach, they built fires containing a sand and soda mixture. The sailors would set their cooking pots on top of these fires overnight. The next morning, the fire's heat would melt the sand and soda mixture. The result was colored glass. Another legend of the invention of stained glass was in Egypt. This legend says that Egyptian potters accidentally discovered glass when firing their vessels. The first appearance of colored glass was in the first century A.D. when the Romans glazed glass into windows. The first multiple pieces of colored glass used in a window was at St. Paul's Monastery in Jarrow, England, founded in 686 AD. These windows show fired glass paintings, which utilize line and tonal shading. They are made of bright, varied colors of glass. Stained glass became commonly used in cathedrals starting in the 7th Century, and it became a sophisticated form of art by the 12th Century. Stained glass in now used in churches, homes and for many other decorative uses.

References:

https://www.stainedglass.org
https://www.sgm.abelgratis.com/virtgall.htm

Hawaiian Leis

Art207-08, Group 5
Danielle Bertini, Amy Dickens, Katie Sugg, Mike Nemiroff

Objectives:

• Students will learn how to create Hawaiian Leis
• Students will learn about Hawaiian culture through the different types of Hawaiian flowers.
• Students will enhance their small motor skills.
• Students will learn the concept (art) of patience.

Student Materials:

1. Straws
2. Assorted tissue paper
3. Scissors
4. String
5. Assorted colored paper
6. Hole puncher

Teacher Materials:

1. Pictures of Hawaii in relation to the US
2. Pictures of flowers and leis
3. Examples of the procedures

Vocabulary:

• Plumeria
• Leis
• Orchid
• Aloha

Procedures:

1. Cut the string about 2 ft./ cut straws into small pieces.
2. Tie one straw at end so flowers and straws don’t fall through.
3. Make flowers using tissue paper and paper.
4. Alternate flower and straw as you put onto the string.
5. Fill until the string is almost filled.

Comment/Suggestions:

• The children may use a stencil to create the flower.
• The children can design their own flowers as they wish.

Cultural/Historical Background:

The floral lei dates back to the ancient Hawaiians who wore braided leaves, native flowers, shells, feathers, stones and bones to make themselves beautiful. They also offered the leis to their gods and each other as a symbol of love and friendship. Giving a “flower lei” as a gift also expresses the same meaning as the word “Aloha”, which is love, mercy, compassion, pity, loved one, to love, greetings, and goodbye. It is a word that has to do with deep feelings and emotions. Traditionally, the gesture of giving a lei is accompanied by a kiss on the cheek to show it is presented with those same feelings of emotions and sincerity. Leis are still made the same way today, as they were made many years ago by braiding, twisting, wrapping or stringing (like we will be doing) colorful flowers and greenery. They can be worn around your neck, head, wrists or ankles. Nowadays, leis are traditionally made with orchids, but you can also make them with your favorite flowers, leaves and shells. They have been known to be given for marriages, birthdays, lu’aus, and funerals, as well as other times to express gratitude or warmth of friendship.

Artistic Development:

Children between the ages of seven and nine are in what is known as the Schematic Stage of artistic development. During this time the children’s drawings begin to reflect their knowledge of their own environment. Bodies of humans or animals are usually made up of geometric shapes. The first figures they draw are usually of themselves, their parents, siblings, and friends. They also begin to use decorative embellishments and as their sense of self begins to develop, their awareness of their individuality and their differences from others begins to become apparent to them.

References:

http://www.vermontartscouncil.org/hsap/design.htm
http://www.folklife.si.edu/vfest/hawaii/lei.htm
http://www.hawaiiweb.com/html/leis_history.html

Comments:

Group 1- Liked the explanation, it was simple, quick and fun>Group 2- Like that we walked around and gave individual help
Group 3- Visual Aides were good, the history was also good
Group 4- Liked the simplicity of the lesson, and how fast and easy the
clean up was
Group 6- Ditto- liked the colorfulness, age appropriate
Group 7- Templates were good, next time bring a real lei as well

Hats Throughout History

Art 207-05, Group 3
Names: Tracy Murphy, Kerry O’Brien, Laura Carmon, Lindsey Martin

Objectives

• Students will learn a brief history of hats including uses and origins
• Students will learn that there are many types of hats for many purposes
• Students will learn how to create a hat from paper

Students Materials:

1. Large white paper (As large as possible)
2. Stapler
3. Glue
4. Scissors
5. Markers
6. Colored construction paper
7. Decorative Materials (i.e. feathers, yarn, tissue, ribbon)
8. Recycled Paper to cover tables

Teacher Materials:

1. Slides of hats throughout history
2. Information about the history of hats and a list of their uses
3. Examples of paper hats to make

Vocabulary:

• Vikings
• Sombrero
• Cylinder
• Thebes
• Brim

Procedures:

Introduction

• Discuss a brief history of hats and their purposes
• Show slides of various types of hats
• Show an example of how to make the hat project

Decorate large white paper how hat should look

Roll, wrap, cut, and staple into hat shape

Add on all finishing touches and decorations

Closure

• Discuss what students learned from hat project
• Discuss again the uses of a hat

Suggestions and/or Comments:

• Make sure students understand simple ways of folding paper into cylinder hat.
• Make sure they do most of artwork before the hat is folded or made.
• Make sure to walk around and help students

Resources:

The Hat Bible’s History of Hats.
http://www.hatsuk.com/hatsuk/hatsukhtml/bible/history.htm
Microsoft Word’s Clip Art File

Cultural Background:

The first hat that was probably worn was an animal skin cap, to cover the head from harmful weather.

One of the earliest hats that we know was worn was shown on a wall in a tomb painting in Thebes. It was a painting of a man wearing a straw hat.

The ancient Greeks were the first to use the idea of a brim on their hat.

Men actually wore hats before women did. It wasn’t until the late 17th century that women began wearing the same types that men did.

Hats began to be very decorative with things like feathers, ribbons, and flowers around the earlier part of the 19th century.

There are so many uses and purposes for hats.

• To show status
• Part of a uniform
• Shade from sun
• Reasons of hygiene
• Enhance height
• Protection
• Convey a message
• Head warmth
• Religious reasons
• Accessory to clothing
• Hide hair or lack of it
• To attract attention

Summary of Children’s Artistic Development
Third-Fourth Grade: Guidelines for Case Study Research
Dept. of Art and Art History CSU Chico

I. Third-Fourth Grade:

The Gang Age
9-12 years
The Dawning of Realism

II. Drawing Characteristics

Great awareness of details
Self conscious of own drawings
Greater awareness of physical environment
Events are characterized rather than drawn naturalistically
No understanding of shade and shadow

III. Space representation

Disappearance of base line and emergence of the plane
Overlapping of objects
Beginning of interrelationships between objects
Sky now corners down to horizon
Attempts at showing depth through size of objects

IV. Human Figure Representation

Rigid schema no longer prevails
Greater awareness of clothing details
Less exaggeration, distortion and omission of body parts to show
emphasis
Body parts retain their meaning when separated
Greater stiffness of figure

Pie Pan Art

Art 207-04, Group 4
Melissa Manica, Charity Holliman, Kristen Ligon, Thomas Smith

Introduction:

The idea of stained glass originated in ancient Egypt in the second century B.C. with the development of glass making. Stained glass as we know it today was first used as European religious decorations around the 11th century A.D. Stained glass art is the art of manipulating with light and color in an interior space. Light is a major aspect of stained glass because it is what animates and brings the glass to life. It has been written that light is the very essence of stained glass art.

There are two types of stained glass. Originally stained glass was clear and a color stain was applied to it. This changed with the development of glass which had the stain incorporated into the actual glass. This process occurred by adding metals and minerals to the molten glass, which resulted in tinted glass. This type of stained glass is called cathedral glass. The second type of stained glass developed in the late 1800’s and early 1900’s during the Art Nouveau period. During this period American glassmakers began to make the second type of stained glass called opalescent glass. This type of glass was translucent and its introduction significantly expanded the variety of glass available to artists.

The use of stained glass windows greatly expanded during the Renaissance period as well as during the 1400’s through the 1700’s in Europe. During the Victorian era, which took place in the 1800’s stained glass, began to be used in non-religious windows of European chateaus. The expansion of stained glass continued into the Art Deco period of the 1920’s through the 1940’s. During this period stained glass was incorporated into the architectural designs on many buildings. The mid 1990’s brought about another expansion of stained glass called “Stained Glass Mosaics.” This type of art combined stained glass with the art of mosaics. Stained Glass Mosaics are used today on walls and floors as well as vases, lamps, and even plant holders.

Stained glass has been a very big part of the art world for several centuries. It has gone through several periods of expansion, which have lead to new stained glass techniques. Overall, stained glass art is very beautiful and eye catching.

Objectives:

• Students will learn how to trace outlines of simple pictures with nails/thumbtacks.
• Students will learn how to space the holes evenly on the pie pan art.
• Students will learn the use of light by hanging their art up on the window.
• Students will learn different mediums of art (examples, metal, light, ect…).
• Students will learn how to trace different lines, and shapes.
• Students will learn how much pressure/force is needed to create the holes in the pie pan.

Students Materials:

1. Simple outline of a picture (example, heart)
2. Nail/thumbtack
3. Pie tin
4. Tape
5. Marker (any color will do)
6. String/yarn
7. Scissors

Teachers Materials:

1. Examples of artwork
2. Same material listed for the students (example, simple outline of a picture, nails/thumbtacks, etc…).

Vocabulary:

• Pressure
• Spacing

Procedure:

1. Give brief introduction on lesson plan
2. Have students pick a simple picture
3. Center picture on the bottom side of the pie tin with tape
4. Outline the picture with dots using a marker or pencil
5. Begin puncturing holes with nails/thumbtacks
6. Remove picture from the bottom of the pie tin
7. Punch two holes in the top of the pie tin, add string, and hang it in the window
8. Conclusion

Comments/Suggestions:

Warn students about working with the sharp objects, such as the nails/thumbtacks.

Artistic Development:

Between the 3rd and 4th grade most children are between the ages of 8-10. In this stage (Realism) children tend to pay more attention to body proportion, actions of figures, and details of clothing. They tend to pay closer attention to the environment, and there is a gradual disappearance of the baseline and the emergence of the horizon. Shadows, and shading may appear. Their artistic development may show depth through diminishing sizes and overlapping. The children will tend to use realistic colors, and are more critical of their work.

References:

AmeriGlass Stained Glass (History).
http://www.shopsmartxpress.com/AmeriGls/AB.htm

Discovering Stained Glass in Detroit by Nola Huse Tutag
Herberholz, Barbara, and Donald Herberholz. Artworks for Elementary Teachers.
New York, NY. 2002.

Warm Sun and Cool Moon

Art 207-04, Group 1
Joeleane Lucido, Karen Moglia, Jiwan Ghag

Introduction:

George Seurat (1859-1891) In search of a way to represent nature more faithfully, Georges Seurat studied optical science. His was an attempt to measure scientifically the effects of light. The result was the introduction of an approach he called divisionism also known as pointillism.
Seurat's experiments with color led him to paint in small dots of color, which are arranged in such a combinations that they seem to vibrate. Individual colors tend to interact with those around them and fuse in the eye of the viewer. The concept is similar to the dots or pixels in a computer image. If you magnify any computer image, you will see individual colors that, when set together, produce an image. Seurat was interested in the way colors worked together to create a particular tone. Seurat's theories were adopted by a group of his followers, the neoimpressionists, although the style did not last long as a movement. His studies influenced other artists of his day and such major artists as Camille Pissarro and Vincent Van Gogh experimented with the style of pointillism at some point in their careers.

Objectives:

• Students will learn multimedia techniques in a drawing using a pencil, oil pastel, and tempera paints.
• Students will learn about Seurat and his style of painting
• Students will learn how to visually express their ideas

Students Materials:

1. White paper (thick) - 9 by 12 inches
2. Pencils
3. Green, blue, violet, yellow, orange and red tempera paints
4. Paper towels
5. Plastic containers
6. Prints of Seurat (optional)
7. Newspaper (to cover tables)
8. Rulers
9. Q-tips

Teachers Materials:

1. Example (s) – Pre-made
2. Examples of Seurat art work

Vocabulary:

• Seurat
• Pointillism
• Camille Pissarro
• Vincent Van Gogh

Procedure:
1. Introduction:

• Lecture about Seurat
  A. Time period
  B. Art Style
• Ask questions such as:
  A. What did you do over the summer?
  B.How could you illustrate that?
• Talk about Seurat and his style of painting
• Multiple colors for each section

Students will be given a separate piece of paper to sketch their idea. They can use anything that represents their summer vacation.

Once students have decided on what they want, they will sketch their picture on the white piece of paper.

Students will then use tempera paint and Q-tips to fill in each section

• Apply colors one at a time, letting the colors blend together on the edges

Closure

• Talk about what the students have learned and what the assignment was about
• Make sure name is on paper
• Clean up tables and put supplies away

Comments/Suggestions:

Have children sketch drawings on a separate piece of paper before they start on their final project

Summary of Children’s artistic Development (3rd – 4th grade)

Reference: Artwork – Donald Herberholz & Barbara Herberholz

The artistic development of 3rd and 4th graders should be in Stage 3 entitled Realism. In this stage children should (a) devote more attention to body proportion, action of figure, and details of clothing, (2) make closer observations of environment gradual disappearance of baseline and emergence of horizon: shadows, and shading may begin to appear, (c) children show depth through diminishing sizes and overlapping, (d) children use realistic colors, and (e) children become more critical of their own work. Children will pay more attention to detail of the hair and they will gain visual information from actual objects, landscapes, and photographs. Still-life setups can help students perceive relative proportions and sizes, relationships, directional angles, and three-dimensional forms.

Happy Accidents with Watercolors

Art 207-04, Group 5
Amber Luther, Jennifer Newbert, Amy Tanti, Amber Spradling

Objectives:

• Students will learn the basic characteristics of painting with watercolors.
• Students will learn basic color theory using the color wheel and will be able to identify primary and secondary colors.
• Students will learn how to mix colors to create new colors.
• Students will learn how to improvise and incorporate the unexpected into their artwork.
• Students will learn about warm and cool colors and the emotions associated with them.
• Students will learn to let go of concerns about making mistakes and will build confidence in their own creativity and artistic ability.

Student Materials:

1. Watercolor paper
2. Watercolor paints, assorted colors
3. Paint brushes
4. Water and containers
5. Black markers
6. Newspaper

Teachers Materials:

1. Transparency of color wheel
2. Artwork of previous students

Vocabulary:

• Color Wheel
• Color Theory
• Warm colors
• Cool colors
• Primary colors
• Secondary colors
• Transparent
• Opaque

Procedures:

1. Introduction: Discuss color theory. Introduce examples from group members. Discuss the idea that art is a process and sometimes what we think are mistakes can be changed into “happy accidents”.
2. Cover the desks with newspaper and pass out the materials.
3. Encourage students to use what they know about color theory to mix colors.
4. Experiment by blending the paint and allowing it to run on the paper.
5. Pick up the paper and move it around so that the paint runs in every direction.
6. After the entire surface of the paper is covered in paint, pick out shapes and patterns that you see.
7. When the paint is dry, use the marker to enhance the shapes that you see in your painting.
8. Closure: Hang up the students’ artwork and discuss the images and shapes that they found in their paintings.

Artistic Development of 3rd and 4th graders:

According to Lowenfeld, children in third and forth grade are leaving the schematic stage and beginning to use art to represent reality. They are transitioning from drawing symbolic pictures to creating more realistic artwork. Human figures are less exaggerated and more attention is given to the details of the clothing and hair. They want to draw realistic figures that have correct proportions. They are also experimenting with drawing figures in action and using different techniques such as overlapping, shading and perspective. Teachers can help to foster this development by giving students opportunities to draw from direct observations of plants, animals, and people. Students in this stage are becoming more concerned with using colors to represent real-life objects. They can also use color to represent emotions and feelings. At this age, students learn about color theory and mixing colors. They may be very critical of their own artwork and they may be apprehensive about making mistakes. We hope that this lesson will encourage students to be creative and help them to understand that not all mistakes are bad.

Characteristics of Painting With Watercolors

Watercolor painting refers to pigments ground in gum and applied with brush and water to a painting surface, usually paper. The term is also given to a work done in this medium. These pigments are ordinarily transparent but can be made opaque by mixing them with whiting. However, transparent watercolor like we will use today is known for having fresh and luminescent qualities. Its transparency is truly what sets it apart from all other heavy painting mediums. An oil painter creates his design by painting one opaque color over another and building as he goes. When he wants white in his design he achieves the effect by adding some opaque white. The water colorist’s approach is quite the opposite. In essence, instead of building up he leaves out. The white in his design comes from the white of the paper and his darkest colors are achieved by using less water. The more water that is added allows the paper to affect the colors more. Red can be made pink if enough water is added. Because of its unpredictability, watercolor painting is uniquely challenging. An accomplished watercolorist learns to take advantage of the unexpected results of this medium. As practiced by most of its greatest masters, spontaneity is everything. With experience the artist learns to improvise effectively. It is these very qualities of watercolor painting that seem to incorporate the fleeting thoughts of the artist in his design.

Comments/Suggestions:

When doing this project, make sure that the paint is very wet so that the colors blend nicely.

Peer Criticism/Suggestions:

• Teachers might want to encourage their students to try to find or embellish on any patterns they may see in their watercolor painting if there aren’t any shapes or animals that immediately jump out at them.
• When discussing the techniques of watercolor painting with the students, teachers should note that this lesson covers the “wet on wet” technique and also give a brief overview of the “dry on dry” technique as well so that the children gain an overall better understanding of working with watercolor.

The general feelings from our peers or classmates were that this was a fun lesson plan that fostered a lot of creativity and that would enhance the student’s understanding of color through the visual stimulation achieved by blending many colors together at a time.

References:

Idea for lesson plan: http://kinderart.com/painting/happy.shtml

Summary of Artistic Development: Herberholz, Barbra & Donald Artworks for Elementary Teachers. 2002, 9th ed.
Toku, Masami. Guidelines for Case Study Research, 2003.

Overview of Characteristics of Watercolor painting: Excerpted from: Springfield Art Museum
http://home.xnet.com/~honore/watercolors/watercolorpages/sup/history.html

Christmas Play Dough Ornaments

Erin Powell, Raylene Brooks, Arbi Avetiove

Objectives:

• Students will learn the basic ingredients that are involved in making play dough
• Students will learn to make play dough
• Students will learn to use their hands and manipulate play dough to make an ornament
• Students will be given the opportunity to decorate using a variety of materials such as Red Hots and sprinkles.
• Students will learn the history of the Christmas Ornament

Student Materials:

1. Flour
2. Salt
3. Water
4. Food coloring (red and green)
5. Newspaper
6. Cookie Cutters
7. Straws
8. String
9. Rolling pin
10. Tissues
11. Cookie decorations (Red Hots, Sprinkles, etc.)

Teacher Materials:

1. History of Ornaments
2. Examples of Project

Vocabulary:

• Ornaments

Procedure:

1. Introduction: History of Ornaments
2. Hand out all materials- flour/salt bags, cups of water, rolling pin, cookie cutters, straws and string.
3. Add water to the flour/salt bag
4. Mix well with hands to form dough
5. Roll dough out to form a flat slab of dough about 3/4 inch thick
6. Select cookie cutter shape then press into dough and remove the shape
7. Poke hole into the shape with straw
8. Decorate with given materials
9. When dry, (24 hours) attach string and hang
10. Closure: Hang ornaments and discuss project

Comments and Suggestions:

Artistic Development of Third Graders:

Third graders are between the ages of eight and nine. This puts them in between the stages two and three; Making Symbols and Realism. According to the text students still in the second stage are "developing their line and shape making skills as well as muscular coordination in handling drawing tools, scissors, glue sticks, and modeling clay." Students in this stage concentrate on relaying ideas in symbols. In the realism stage students begin to attempt to make things look more like they appear. Students concentrate on detail and want images to look in proportion.

Cultural/Historical Background:

Christmas ornaments originated in Germany in the mid 16th century along with Christmas trees. Christmas markets were set up in German towns and provided gifts and food for the holidays. German bakers, at these markets, would make shaped gingerbreads and wax ornaments for buyers to take home as souvenirs. These ornaments would then be placed on Christmas trees.

The Christmas tree and ornament became popular in England in 1846 when Queen Victoria and the German Prince Albert were illustrated in the London News standing in front of a decorated tree in their home. Ornaments were "home-made" and many young women spent hours making ornaments using a variety of material such as yarn, tinsel, and baked goods.

The trend moved to America with settlers and by 1860 ornaments was becoming popular and more complex and inventive. Glass bead garlands and small toys were very popular. In the 1880s there was a rise in the Aesthetic Movement and highly decorated trees became a sigh of an affluent family.

Information provided by www.christmasarchives.com/trees.html

References:

http://www.lessonplanspage.com - Christmas Play Dough Ornaments
http://www.christmasarchives.com/trees.html

Class Comments:

Positive: The project was cheap and easy to do. Good to have limited colors so that children don't get overwhelmed. It was fun and hands on.

Negative: Change newspaper to wax paper. Find the proper amount of water so students don't have to add more. Use bigger cookie cutters.

Brown Bag Kites

Art 207-03, Group 2
Jacqueline Gallinetti, Tim Jaramillo, Britney Best, Alyson Strickland, Jenn Badoud

Objectives: At the end of this lesson the student will be able to...

• Observe and discuss kites and how they function (fly)
• Apply recycled materials to artwork/kite making
• Utilize and develop self expression
• Appreciate the art made by others and themselves

Student Materials:

1. Large brown paper bags
2. Strong "kite" string
3. Scissors
4. Hole puncher
5. Ring reinforcements (available at office supply stores, buy extra)
6. Glue or pasts
7. Tempera or acrylic Paint (multiple colors)
8. Crayons, markers, pencils (decorative materials)
9. Paper streamers or crepe paper
10. Other light objects for decoration: glitter, paper, buttons etc

Teacher Materials:

1. Book: "let's make a kite", with historical/cultural information
2. Previous student artwork examples

Vocabulary:

• Kite
• Wind
• Air flow
• String
• Fly
• Culture

Procedures:

Introduction:

1. Discuss contents of book, kite building process, and historical/cultural background
2. Instruct students to hole-punch, 4 holes in top of brown paper bag. One hole in each corner of the bag. Add reinforcements to holes. Cut two pieces of "Kite" string about 30 inches long each; tie the string through the holes in bag, creating two loops.
3. Cut another string about 30 inches long. Loop the string through the other two strings creating a handle. You may have to assist students with this section.
4. Decorate bag with decoration materials. Finally, cut multiple streamers about 1 foot (12 inches) long, glue to bottom of paper bag. Set aside to dry.. And now the kite can fly!!

Closure:

1. Take class outside (hopefully it is windy) and test the kites
2. Discuss why some fly and why some do not fly
3. Emphasize cultural and historical background information
4. Come back inside and hang kites up in classroom

Suggestion/Comments:

Make sure you have enough reinforcements for each kite. Masking tape can be a substitute for the reinforcements. Monitor the students' decoration materials; make sure the kite is not too heavy to fly.

Characteristics of artistic development in the age group:

Students at the 3rd and 4th grade level are between the ages of 7 years to 9 years old. According to Lowenfield's artistic development theory, students at this age are leaving behind their first representational attempts at the pre-schematic stage. They enter the schematic stage and develop the achievement of a form concept.

Children's art at this stage is created depicting concepts and not perceptions, which are indicative of the child's knowledge of the environment. Space representation includes drawing of the sky and other baselines, in attempt to create a more complete atmosphere, with little or no overlapping. Human representation includes geometric body shapes and correct placement of limbs (legs, arms, etc). Proportions are drawn depending on the objects emotional value.

The schematic stage is an important stage in a child's artistic development because, when observing or assessing the child's art you are able to see the way in which a child begins to interpret the world, as well as their emotional development in regards to their environment.

Historical and cultural content:

It is not known when the first kite was flown, but its popularly held that the Chinese led the way with early aerodynes copying the form of birds. In Japan, kites were used for religious purposes and they still do this today. On May fifth each year its "Boys day" and any home with a boy flies these kites called carp windsocks. By the 1600's, the traditional diamond shape kite had become popular in Europe and was widely used there.

Kites became very popular and were being used for many things. For example, scientists used kites to figure out atmospheric phenomena by using the kites to carry thermometers to measure such things as air temperature at various altitudes. In addition, kites were used to lift cameras for aerial photography since the 1870's. Other people, such! as the French designer Maillot, used kites to carry heavy payloads from one place to the other.

As time went by people had many different ideas for kite use. Another popular idea was when Lawrence Hargrove decided to design box kites for meteorological forecasting. The stability of his kites made it ideal for man lifting. This idea of man lifting was also seeked out by another pioneer, but he did not have as much success. His kites were used during the Royal Navy Reconnaissance trials and failed. They collapsed during the trial, later killing him, and one other.

A new form of kites started to emerge in 1963. By the 1970's new kite, designs were booming because of the wider variety of materials. Today we see kites used for many different things such as parachutes and pleasure. Over time, we have come up with new contraptions to take over the duties of many things that kites did; but kites were the beginning of a new curiosity era.

Suggestion/Comments:

After the presentation of our well developed lesson plan to the class we realized that there were a few suggestions made by both the students and the professor that would be helpful to note. Most of our peers agreed on the fact that the lesson was both fun and simple. We received many compliments on the pre-cut strings, hole-punched and reinforced bags, as well as the music that we had to "stimulate the mind" during our lesson. Some of the problems with our lesson included the fact that it was difficult to complete both sides of the bag in such a short amount of time. In addition, some thought that there was too much freedom for the children to choose which decorations they would use to decorate their kites. Our professor complimented our group on the uniqueness of our lesson and enjoyed that she had never thought about it prior to our lesson instruction. Although, she di! d comment that we should concentrate on creating a more strict subject matter for the children to work with on their kites.

References:

Book: "The Creative Book of Kites" Provided by Masami Toku
Various Slides of historical kite making and background. Provided by Masami Toku

Guidelines for case study research class handout. Provided by Masami Toku

Art lesson idea: Found on Internet at: www.kinderart.com "Brown Bag Kites"

Animal Jumping Puppets

Art 207-03, Group 1
Lily Gicker, Kelly Bullak, Erin Moore, & Ariella Dalton

Objectives

• Students will learn about proportions of body parts.
• Students will learn how to create moving parts.
• Students will learn how to cut shapes with detail.
• Students will learn how to attach string and tie knots.

Student's Materials

1. 9"x12" Construction Paper (assorted colors)
2. Markers
3. Scissors
4. Hole punch
5. Brads (4 per puppet)
6. String
7. Chopsticks (one per puppet)
8. Newspaper (to lay over the tables)

Teacher's Materials

1. Examples of different animal jumping puppets
2. Javanese shadow puppet and slides of puppets from various cultures

Vocabulary

• Proportion
• Puppet
• Brad
• Indonesia

Procedure

1. Intro: Discus the historical and cultural background of puppets. Show slides and examples.
2. Demonstration on how to make the puppets.
3. Lay newspaper over the tables
4. Think of the animal you want to create and sketch it on construction paper.
5. Cut out body & head, arms, and legs.
6. Add facial features & decorate.
7. Punch holes (four in the body where legs and arms are to be attached; and two in each arm and leg- one for the brad and one for the string)
8. Attach brads
9. Glue on chopstick
10. Attach String and test it out!
11. Closure: Share puppets with the class and discus what they have learned.

Suggestions

• Extend the activity by having students create puppet shows.
• In the beginning talk about the basic shapes of animals, how many legs they
• have, ect.
• The two holes in the arms and legs might be confusing; you might want to draw
• it large - scale on a board to show which hole is for the brad, and which hole
• is for the string.
• Larger string or yarn is easier to tie.
• Have people available to help the students tie the string, this may be a little
• difficult for some third graders.
• Emphasize the size and shape that the body parts must be in order for it to
• work well (if the arms/wings are too fat/round it will not work)
• Suggest having only two wings instead of two arms and two legs- it's simpler.
• Have students make people puppets or other figures that go with what is currently being taught in the class.

Artistic Development

Third and fourth graders are a combination of both the schematic stage and the realistic stage. The third grade students may still be at the schematic stage. The schematic stage deals with developing line and shape making skills. The students work to improve their muscular coordination in handling art tools such as scissors, glue, or clay. There is no overlapping, items are placed randomly in picture space, and bodies are made up of geometric figures. Proportions of figures usually depend on emotional or physical value.

The realistic stage is a bit more advanced and probably will not be present in a student until the fourth grade. This stage begins with a newfound realistic approach to making art. The students still may be holding on to childhood beliefs and fantasies, but their thinking about what they see changes dramatically. Geometric shapes no longer suffice to make all objects. They can now see that the sky meets the horizon and that objects can overlap. They pay more attention to detail on their figures, especially to hair and clothing. They learn to shade objects, add shadows, and make distant objects smaller. The students use more realistic colors and are more critical of their work. By this stage the students are ready to learn about visual space and perspective.

Our art project will be great for the third and fourth grade for four main reasons. First, our puppets will help the students to learn about proper body proportion by having them make even body parts. Second, this activity is great for motor skills because much of this project is done by cutting and putting things together. Third, the student is free to give as much detail as they like to the puppet's characteristics. And lastly, making puppets is fun!

Reference

Herberholz, Donald and Barbara Herberholz. Artworks for Elementary Teachers 9th ed. Boston: McGraw Hill, 2002.