Cooperative Learning Lessons-Coldiron

Posted on July 3, 2017 by coldirnn

Cooperative Learning Lessons

4^th grade Pop Art Study/ Gallery Show

CO-OP CO-OP

Student-centered discussion: Students sit at their regular tables of four and find four very different examples of Pop Art by four different artists. Each work will be numbered 1-4. Students are asked to spend 10 minutes discussing which work is their favorite, and how each work is different, recording their answers in their art journal.

Standards:

3PE Compare and contrast art forms, techniques and functions and artistic styles from a variety of cultures and historical periods

3PR Generate ideas and employ a variety of strategies to solve visual problems.

3RE Recognize and describe the relationship of artworks to their social and cultural contexts.

Materials: Laminated examples of Pop Art in different styles, Oil pastels, Gloss print magazines, glue sticks, scissors, pencils, mounting board, colored construction paper, rulers, paper scrap bin, slips of paper for evaluation

Timing: This lesson is designed to take three days.

Day 1: students will spend 15 minutes discussing the art work and recording the similarities and differences in their art journal. Then students will divide into groups based on the art work they were most interested in. For the remaining portion of the class students will plan with their group what the main theme behind their work will be and how each of their works will fit in to the bigger picture. They will then draw a mock up of their portion of the work.

Day 2: students will use a verity of materials to create their piece keeping the chosen style of the group in mind; often comparing and piecing their work together with others from their group.

Day 3: Students will present their art work to the class, and rate the final work of their classmates.

Team selection: Students will individually choose a favorite work. Based on the assigned number of the work students will be grouped by the art work that interested them the most to promote their natural curiosity about that style.

Separation and delegation of work: As a group, students will study the Pop Art piece they have chosen and identify and record the following.

Examples of different Pop Art Styles

Love, Robert Indiana

Photo Montage, Culture Trip, Richard Hamilton

Retroactive II, Robert Ruschenberg

Quadriptych, Andy Warhol

Diptych, Whaam, Roy Lichtenstein

Art elements present in the work
The subject of the work
A color scheme for the work

After studying the work students will create their own piece to be presented to the class in the form of a quadriptych (an artwork which is divided into four sections). This was a common practice by Pop Artists. Students will give each other verbal feedback on each team members work and problem solve to produce a congruent piece. Students will use the records from the original art work to help give their piece a common theme, whether that be color, subject, or another part of the piece the students find interesting.

Diptych, Campbell’s Soup Can, Andy Warhol

Quadriptych, Miss Monroe, Andy Warhol

Team presentations: Each group will present their final work to the class in the form of a quadriptych for groups of four, Triptych for groups of three, or Diptych for groups of two. Each student will then describe their piece to the class and share how their work relates to the other members of their team. Students will need to outline the key features of the art work they choose for inspiration. They may also choose to present their work in other ways if it enhances the work. Below are a few examples.

Comic Strip
Advertisement
Wrapper
Label
Diptych/Triptych

Evaluation: This assignment will have to forms of evaluation.

Evaluation 1: Individual students will self-evaluate using a rubric, rating their team 1-4 in teamwork, communication, creativity, and clean up. In addition, they will have three short answer questions. What was your biggest contribution to the group? What do you feel ties all of your works together? Is there anything you would change about the work?

Evaluation 2: Each team’s work will be hanging in a long hallway outside of the classroom; it will be set up as a gallery. Students will be given a slip of paper for each team and asked to rate each group project based on craftsmanship, and creativity with a score of 1-4. Similar to STAD team recognition will be given to the top three teams, and their work will be featured in the hallway display case.

Social Media

What is Pop Art?

Quadriptych Elementary Art Roy Lichtenstein Style

https://www.pinterest.com/pin/AeBcRVh3EK304PyIWmnZi1QcrdU1vHkRRqY0pxdKRaEsGfK6tM1dqhY/

Quadriptych Elementary Pop Art Flower

https://www.artsonia.com/museum/gallery.asp?project=1367503

2^nd Grade Chihuly Sculpture/If You Build It Team Building Lesson

At the beginning of the year I introduce different examples of art work, such as painting, drawing, sculpture and pottery. We typically have a discussion about what students want to learn for the year and their favorite activates in art class. I would like to start next year with the team building activity If You Build it. It would give students a chance to form a bond with other students at their table and in their new class.

Lesson Outline: For this lesson students will be introduced to glass sculpture. Focusing on the art elements of color, form and learn about the art vocabulary used in sculpture. Students will be asked to build a sculpture out of recycled materials as a team. Students will first draw a sculpture using color pencil, drawing inspiration from different Dale Chihuly sculptures displayed on the board.

Standards:

3PE Compare the form, materials and techniques in selected works of art using descriptive language.

3PR Create artworks based on imagination and observation of familiar objects and scenes.

3RE Relate the subject matter and ideas in their own artworks to those in the works of others.

Materials: Color pencils, pencils, erasers, art journal, Clear plastic recycling i.e fruit cups, water bottles, Ziploc bags, plastic cups, and plates, scissors, zip-ties, paper clips, multi color sharpies, twist ties, clear plastic tape, string, hole punch, boxes wrapped in white paper for display, slips of paper for assessment

Timing: This lesson is designed to take two days.

Day 1 : Students will begin the first 15 minutes of class discussing different kinds of glass art they have seen. They will watch a video about an art insulation by Dale Chihuly, and talk about what they saw and what they found inspiring. Students will then work for the remaining time in the class with their table to pick materials and start to build a sculpture.

Day 2: Students will use the first 25 minutes of class finish work on their sculpture adding finishing touches and discussing any changes they wish to make. They will have 15 minutes to figure out how they wish to display their project whether they wish to hand it, or sit in on a pedestal. During the remaining 10 minutes of class they will rate the sculptures made by other 2nd grade classes.

Laguna Torcello, Dale Chihuly

Mille Fiori, Dale Chihuly

Confetti Anemone Wall, Dale Chihuly

Key Topics

Color
Form
In the Round, sculpture in which the figures are presented in complete 3D form and are not attached to a flat background
Recycling
Molten Sand=Glass

Separation/Delegation of work Students will work in sets of four or five based on their assigned table. Each student will find a water bottle of other plastic material from the recycled materials box and then deciding as a group how they wish to attach their work, how they will display it, and what job each student will fill. They are welcome to divide jobs on their own however if a group needs more guidance they may choose to go with a set of jobs listed on the board by the teacher.

Color Chief
Bottle Cutter
Builder
Display Designer

Evaluation: Student work will be on display from the other 2^nd grade classes. Each class will rate a different class on team art work. Students will rate each work 1-4 in creativity. This will help reduce favoritism. Teams will also give themselves a rating on respect, listening, helping, and creativity, filled out individually by each team member.

Here is an example of a school wide sculpture we did last year as part of pride week. All the work including construction was done by the students grades K-5th. Through having students collect the water bottles from home the school was able to recycle 15 full garbage bags of plastic bottles outside of the sculpture. I hope to do the same after this lesson, because our community does not offer recycling services.