Wednesday, December 10, 2008
Friday, November 7, 2008
Wednesday, October 29, 2008
Monday, October 27, 2008
Tuesday, October 7, 2008
Monday, October 6, 2008
Sunday, October 5, 2008
These are just a few lessons that I do with my Kindergartners, but stay tuned for more, including the calico cats that will be posted this week. Wishing4one...I hope this helps you, if not, let me know and I will try some other things.
Monday, September 22, 2008
I start by talking about the correct way to use scissors, then I start giving them pieces of construction paper, one piece at a time, and have them cut different shapes (red square, yellow circle, yellow rectangles, brown triangle, brown rectangles, random green shape, and long wavy green shape.) Then I give them a 9x12 piece of blue paper and show them how we can put the shapes together to create a landscape (at this point I teach them the vocabulary word landscape). I also teach the children to use one dot of glue (one dot, not a lot). This project looks great put together and the students love them.
Wednesday, September 17, 2008
I have them fold the paper corner to corner (to form a triangle) twice, so that it makes an X on their square. Then I have them use the ruler to trace their fold lines. Next, I have them measure out 4 and 8 inches on all four sides. Finally, they draw line from each 4 and 8 inch mark into the center of their paper. This gives them a grid like the above picture. Next, they choose a design, and draw that design in each section, making sure to draw large. After the designs are drawn, the students label each section with the colors on the color wheel. At this point, they must show me their papers, so I can quickly check to make sure that the color are in the right order. I have them label each section with a color, so that while they are painting, they are less likely to make a mistake.
After they have drawn and labeled everything, the students start painting with tempera paint. They start by painting the primary colors, followed by the secondary colors, and then the intermediate colors. I give them the primary and secondary colors, but they must mix the intermediates. After the designs are painted in, the students paint the background of their color wheels black, so that the colors really pop.
This is my example, but as the students finish theirs, I will share a few. This is the third year that I have done this lesson, but the students love it, and they use their color wheels for other lessons.
We started by folding the paper in half horizontally, and drew an outline of a cityscape on the top half of the paper. The students pressed hard with their crayons, so that they can transfer the drawing onto the bottom half of the paper by refolding the paper, and rubbing it with something hard (we used the handles of our scissors). The transferred image is light, so the student trace over it with their crayons, and then color in their buildings, again pressing hard. Once the buildings are colored in , the student paint one side of their paper with blue watercolors, and the other side black. This way, they have a night and day picture.
I start by spending a few minutes with each class, teaching them (or reminding if it is an older class) about the way we do and do not use the brush. I teach them the vocabulary of the brush parts (bristles, ferrule, handle) and remind them that we only paint with the end of the bristles and therefore, I should not see paint on the ferrule, or on the handle. I also talk to them about not "scrubbing" with their brush, so the brush should never look sloppy. (This is a great time to show the video "Young Sloppy Brush" that is found on http://www.teachertube.com/. After this, I pass out the paper and the paints.
For tempera paint, I like to use the "poster paint" containers. You can buy the empty containers from most art supply stores. They hold 6 colors. I use one for the primary and secondaries, and another for the other colors. I like this method of passing out paint because I feel like we waste less paint this way. There are lids that close, and if you need to clean out one color, you can just open that one well, and clean it out. Also, at the end of class, I do not have 20 different palettes to clean laying in the sink. We just put the lids on and go on our way. The containers last a long time, the ones in the pictures are a couple of years old.
I also use "cafeteria" style trays. I place the square brush basins (a must for the classroom in my opinion) in the middle of the tray, and then 2 of the paint containers, on opposite sides of the basin. Next, I place paper towels and brushes (a couple per student.) The great thing about this method of organization is that since the bowls are stable, I am able to stack up 4-5 of the trays on the counter. I can get them ready for the next day. It also makes it much easier to pass out supplies, I can pass everything out in one trip (well, other than their paper), and since the students are not out of their seats, there is less chance of spilling paint or water.
Because I take the time to talk about how to use the brush and paint correctly, and because there is the tray underneath the supplies, there is very little drips and splatters on the table, but if there is, the students have a paper towel in order to clean up the mess right away. I also do not let the students tap their brush on the brush basin to get rid of extra water from their brush. I make them wipe the brush on the side of the bowl.
I use the same set-up for watercolor painting as well.
With kindergartners, I do not let them use watercolors right away. I like to let them use tempera cakes first. I do this because it is the same concept for both types of paint in that they have cakes of color that they have to add water to. The tempera cakes are larger and harder than the watercolor, so the students can learn not to "dig" their brush into the paint, but to add more water. I find that if I have the kindergartners paint with the tempera cakes a couple of times, my watercolors last a lot longer when I finally let the students use them.
Cleanup is very easy, since everything is on the trays. The students place the brushes on the trays, and as I am picking up the trays from their tables, the students are putting their papers on the drying rack. I simply stack the trays up, and clean the supplies when I have a few moments.
Sunday, September 7, 2008
Saturday, August 30, 2008
Friday, August 29, 2008
This one is my behavior board. Each of the seats in my room are labeled with a number that corresponds with a numbered pocket on the board. Inside the pocket are colored pieces of paper- green, blue, yellow, and red. Every child starts out with their color in green, no matter what kind of day they have had in their classroom. After receiving a verbal warning for any infraction to a rule, I will change their color to blue. This a visual reminder that they have not had a perfect day in my room. If there is another incident during the same class time, their card will be changed to yellow. The classroom teachers at my school all have a similar system, so if the students get on yellow in my room, they know that they have to change a card in their classroom as well. If I have to change their card to red, they must go over to my phone and call their parents at work, and explain why they are in trouble (of course I make sure that they are really telling why they are in trouble, and talk to the parents as well). Anything that happens after this is an office visit.
This is my No-No Board. These are things that I do not want to see in my students artwork. These are things like no stick people, clouds are not blue, no floating people, the sun does not smile, the sky goes all the way to the ground, no scribbling, and their name does not go across the top of their paper, plus a few others. I find it helpful to have this posted so that the students are reminded, and can remind the other students at their table.