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Lesson Plans


Reproductions in the Art room

[ Thread ][ Subject ][ Author ][ Date ]
Christina Arndt (carndt)
Fri, 12 Jul 1996 13:28:34 -0500


Hi Nancy,
I teach art in the elementary grades K-6 and I use art
reproductions in many ways. I use art reproductions related to
projects and units in the form of special displays, shorewood prints,
slides, and smaller prints usually several different examples but we
discuss one or two at a time.
I also use art reproductions in many ways which are not related
to the project at hand but serve as a means of art appreciation
through what I like to call "osmosis". The students are surrounded
with art on a constant basis. Each table in my room has a postcard
reproduction by an artist which is that table's name. The students
must know their name to be dismissed, to know if they are the helper
table, to know if they are the table I am complimenting etc.
Also each week interested students may try to guess the "Mystery
Artist" which is a different reproduction every Monday on the art room
door. Students come in before school starts and whisper in my ear
their guess. The librarian and myself have books they can use to
research if needed. The first ten right get their names on the
announcements, the first five also get jolly ranchers, and every one
who guesses correctly gets a certificate. I have students as young as
second grade who participate and this year I had two students in sixth
grade who only missed one week. They are allowed to guess once each
day up until announcements on Tuesday morning. I have had up to 68
students correct (DaVinci's Mona Lisa) to only one or two correct with
such artists as Red Grooms. I have been doing this program for six
years and it has only increased with popularity.
Another program that works quite well is my art pins. Every day
I wear a different pin by an artist or culture. As students are
waiting for their teacher in line I take guesses (this also gives them
incentive to clean up quickly and quietly to get in line) I go down
the line until someone gets it right and that student gets a jolly
rancher. As the students guess I try to reinforce. For example if
the pin is Monet and someone guesses Renoir I tell them "close it is
an Impressionist". Some students come to check out the pin that
morning to research it before class this is also something they can do
if they finish early. In March for Youth Art Month I have a contest
in which I wear all of my art pins for guessing. My first year I had
60, this past year I wore 250 (for three days). Students are able to
guess before school, at lunch, during my planning, and after school
and are able to bring in books or other resources to help them out.
This year I was amazed- I had a second grader that got 37 right and
several sixth graders that got over 100 right as well as a variety of
other scores. Each student that participates gets a certificate with
the amount they got correct, each student who gets a certain amount
right like five in second grade gets a small prize, the top student in
each grade level and in the school also gets a prize. This program
has led to a general interest in the pin I am wearing. It makes the
students, teachers and parents curious. They ask or guess and then I
throw in any information I can adjusted for their age level. Often
this leads to a discussion on the piece of art.
Wow! I guess I rambled on a bit but I hope this helps.
Tina Arndt
Whiteford Elementary
Sylvania Schools