Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans


sketchbook info compiled

[ Thread ][ Subject ][ Author ][ Date ]
Teri Sanford (terily)
Thu, 09 Sep 1999 10:25:15 -0500


Some of you asked for the sketchbook answers I got, so here they
are:

i see 5 classes, 50 minutes each day. all of my students have a
sketchbook
at the begining of each week i zerox a handout of an element of
art, such as
line, or changing a flat shape to a three d form, or using
methods of
shading. usually there are 3 different drawing on the front
desk. i leave
them there. students can draw on their own , but these
particular drawings
are being counted as homework. the sketchbook is 20% of their
grade.
maraciam46

I teach 2-12 ,about 4 classes each of 2-5 and one middle
school-gr.7 ,9 wk.
wheel Elective Art. I also teach ArtI and II -High school Art.
The only classes that use sketchbooks are the Jr. and Sr. High
groups. I give
6 assignments per quarter as homework. They are typed out and
explained when
I pass them out, they coordinate with the upcoming assignments
and help them
prepare for the next project.
Since the ability to think "Abstractly" doesn't come till the
Jr. High years,
I think anything for the younger groups would HAVE to be teacher
led-step by
step in class. Do they enjoy it?? This age group has a low
frustration level.
I hate to see 'em cry!!
Patti(Artystyc3)

We are on a six day rotation rather than a normal five day
week. I see my
classes for one 50 minute period every six days. I have the
sketchbook
assignment on the board or overhead right when thy come in.
They know to
immediately get their sketchbook, sit down and begin working.
Sometimes my
sketchbook assignment will be in the form of a "worksheet" for
very young
students (eg: matching colors and words, practicing shapes,
etc.) so that
the assignment can be understood without or with little
explanation - that
way they can begin on their own. I find that this time serves
as a chance
for the students to come in from wherever they were (lunch,
recess, etc.)
and get quiet and ready to work ("centered", if you will).
Sometimes I
have stragglers that come in a minute or two after the rest of
the group
for one reason or another - this way I don't have to repeat any
info or
directions and they don't feel like they missed out or have to
rush to
catch up. I establish the time limit for sketchbook work at the
beginning
of each class (usually about 5 min.). They know that if they
finish a
project early, are waiting for something to dry, etc., that they
can always
come back to their sketchbooks and work on pages that they feel
are
incomplete - it is a work in progress. I only have to give
grades to 4th
and 5th grade, so I do random checks of their sketchbooks to see
if they
are keeping up, it is a great assessment tool. I keep a
notebook on my
desk with each daily assignment in it for each grade so they can
look back
at ones they missed, but I don't require them to make them up
when they are
absent - only if they choose to. I have found that the students
take a lot
of pride in their sketchbooks - every time they add a new page
they feel
like they are adding to their own "art book". They enjoy
looking back at
work they did in the past. Many of my sketchbook assignments
contain vocab
and terminology as well as drawing (also color wheels, texture
exercises,
etc.), so it is also a great reference for them as they work. I
introduce
the sketchbooks at the beginning of the year as their own
personal art
"journal" - I bring in some of my old sketchbooks to show them.
It really
helps to make them feel like real artists -
I have even had students bring things from home to add in, it is
great to
see their enthusiasm! By the way - I always have them date
every entry so
they can see their own progress. I hope this helps!

Julie
Julie Brady <jbrady>