3D Multimedia Creatures
Penguin and Friends
This piece was created as if it were a project for students to do at the end of a lesson or unit. My partner and I decided that our subject area would be science and that our students would learn about animals that live in the arctic, specifically penguins and the food that they eat.
Art Production Experience Reflection
I can document and reflect upon the mini-lessons and art production experiences I completed this semester in ITE 326, Visual Arts, Elementary.
I can create a title for this art experience: 3D Multimedia Creatures
I can describe the instructional strategies used as a motivation for creating my own work of art:
I was motivated by the freedom in being able to choose my own creature. It's empowering to have choice and I was able to make a penguin. I was also glad that we could choose the size of our creatures.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
HCPS III Benchmark FA.K.1.2: How the Arts are Organized. Use developmentally appropriate art media, tools, and processes
I can list the materials I used:
Construction paper, hole-punchers, string/yarn, paint, markers, pastels, glue
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I remember having to choose what color paper to use and what materials to make my penguin look furry. It was fun and I liked to sew however I know that it can be challenging for young students. I would probably allow students that are having a hard time with this to take a break and work on it at a later time.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
1. Younger students: For younger students I would give the students a template that is already hole-punched, that they can cut out, decorate, and then maybe string together. I wouldn't put a lot of holes because it's more work for them to string.
2. Older students: Older students would be able to hole punch and cut and draw on their own. I would even let them search the web for pictures if they wanted to do a specific animal.
I can list 2-3 different ways to integrate other subject matter into this lesson:
1. Science: Students could make a creature that shows their understanding of human body parts and then label.
2. Health: Students can make a creature that will be their friend. They can go to it to talk to when they are afraid to talk to their friends, etc. It can be a good opportunity for them to practice socializing.
I can list 2-3 teaching skills that I can use as a teacher from this lesson:
1. Managing students done early: In this class, students that finished early were instructed to help other groups that were taking a long time because they were ambitious. I would use this teaching skill because it encourages students to help one another.
2. Group work: I would use the teaching skill of grouping students because it encourages socialization and helps students get better at working together.
I can attach a photograph of my completed artwork: √ Yes No
I can create a title for this art experience: 3D Multimedia Creatures
I can describe the instructional strategies used as a motivation for creating my own work of art:
I was motivated by the freedom in being able to choose my own creature. It's empowering to have choice and I was able to make a penguin. I was also glad that we could choose the size of our creatures.
I can cite a HCPS III in the Visual Arts and the Benchmark I feel this lesson meets:
HCPS III Benchmark FA.K.1.2: How the Arts are Organized. Use developmentally appropriate art media, tools, and processes
I can list the materials I used:
Construction paper, hole-punchers, string/yarn, paint, markers, pastels, glue
I can reflect on my personal involvement in the creative process during this art experience, and how I would inspire my students to feel positive about this experience:
I remember having to choose what color paper to use and what materials to make my penguin look furry. It was fun and I liked to sew however I know that it can be challenging for young students. I would probably allow students that are having a hard time with this to take a break and work on it at a later time.
I can modify this experience to provide art instruction for different grade levels. List 2-3 ways:
1. Younger students: For younger students I would give the students a template that is already hole-punched, that they can cut out, decorate, and then maybe string together. I wouldn't put a lot of holes because it's more work for them to string.
2. Older students: Older students would be able to hole punch and cut and draw on their own. I would even let them search the web for pictures if they wanted to do a specific animal.
I can list 2-3 different ways to integrate other subject matter into this lesson:
1. Science: Students could make a creature that shows their understanding of human body parts and then label.
2. Health: Students can make a creature that will be their friend. They can go to it to talk to when they are afraid to talk to their friends, etc. It can be a good opportunity for them to practice socializing.
I can list 2-3 teaching skills that I can use as a teacher from this lesson:
1. Managing students done early: In this class, students that finished early were instructed to help other groups that were taking a long time because they were ambitious. I would use this teaching skill because it encourages students to help one another.
2. Group work: I would use the teaching skill of grouping students because it encourages socialization and helps students get better at working together.
I can attach a photograph of my completed artwork: √ Yes No