I wasn't actually planning on doing the Altered books,
it wasn't in the curriculum. I suddenly got 2 classes
of 28 and thought it would cut down on the moving
around and certainly was planning on integrating it
into the Principals of Design we were talking about.
We have doone 2 paper lessons one on Emphasis and one
on color that can go on a page in their books perhaps.
I think I will keep it on the back burner since about
1/2 the kids are interested now that they've done 2
paper art lessons.
When I asked kids if they were interested about 1/8 of
the kids brought in stuff to dontate.
I may just go back to the curriculum I had planned and
those that get done early may make a book or do
I was really hoping to get a clearer lesson plan for
the Altered books.
Thanks so much,
ps My attitude is much better, I was having a down
--- Ellen Burnside <email@example.com> wrote:
> I think the kids will know if you aren't that into
> the class and they won't
> be either. Also, how can you teach something you
> don't know? Have you done
> any altered books yourself? I find taking classes
> and workshops once in a
> while helps build my reportoire of art skills. Often
> I pull bits and pieces
> of ideas from whatever class I take to use in my
> teaching. What kind of
> introduction did you give for the altered books?
> Maybe doing a project or
> exercise in warm and cool colors, composition, etc
> would help. Without some
> basics I think most people who don't "feel artistic"
> would be lost. Having
> each student pick a theme for their book might also
> be helpful in giving
> them a direction. As for latch hook rugs, I love
> them but I would stay away
> from them in art class...unless you have them paint
> their own picture on the
> grid first. Otherwise, it's not really art (an
> aesthetics debate of course!)
> and just becomes a manual dexterity skill. -Ellen B
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