The Dot Or Ish Painting Analysis

Before I explained what was happening are before they had started I asked each child to go get an apron and put it on , then I explained to each group of the five children that they had to do different types of flowers showing small ones and tall ones, I did an example for them by drawing a daffodil I started of by showing them the stem I drew it with the small skinny brush then I used the thicker brush for the petals of the flower, after showing the children an example they caught on to the activity and they enjoyed completing it when their picture was completed I then got them to place it on the drying rack and I called up the next group and completed this whole progress over again until each child had completed their activity.

I don't think this would be an effective stratgey in keeping her students attention on the lesson. Because the student can appartently doodle in whatever way they like and their doodles might acutally distract from the topic of the lesson. However, if the teacher would've of ask them to use the paper and makers to write notes about the lesson or to dreaw one or more pictuers of the concept she wants them to

Lastly it would be important for me to make sure children can use the materials and resources on their own to encourage independence but also ensure the items can be used in a group. This will encourage children to collaborate

Allow time to work and encourage them to draw their own illustrations. This will help them connect the image building with comprehension and to reinforce the concept of visualization.

I don’t think we should paint the finished product. Not only does it create an extra mess, it takes away from the rustic features given by the popsicles. Also it would make it difficult to identify have the home is constructed

On the first day the children were so excited that they were able to pick different colors to mix. They spent most of the time mixing their colors, but they also painted pictures. All three children stayed for about twenty minutes. On the second day, A was absent, but J and K wanted to mix more colors and also use their old colors in their paintings. I cut a lunch tray in half so each child would be able to make a few more colors. Each child stayed for about twenty-five minutes. On both days, the children all did a great job at discussing what colors they created and what they painted. The rest of the children in the class did a great job of waiting while the children in my small group were painting. I just had to keep reminding them that when A, K, and J were done, they would also get a turn. Overall, I think the activity went well, but if I were to do this again, I could slightly change it. For this activity, the children had the option of different sized paint brushes to paint their pictures. In the future, I could give them an option to paint with sponges, a ping pong ball, string, or even their fingers. Artistically, the children were able to be as creative as they wanted. They learned more about mixing colors including how to make green, pink, and purple. They also learned that if you mix all of the colors together you get a gray or brown color. Socially, the children learned more about each other and why they made the decisions they made in their paintings. While the children were painting, I made sure to ask the children questions about their work. K had the idea of pouring some paint of each color directly on her paper, and then mixing them together. While K was doing this, I asked her, “K, why did you want to pour the paint directly onto your paper?” K responded, “Because so I can see which colors they make and also so I can drizzle them!” J thought this was a

Example: The brown bear looks like he has fur because of the lines and the different colors. Also, ask the students what do they think the bear feels likes and why do they feel this way. After reading and discussing the book have the students think of an animal that was in the book or a different animal that they would like to draw and paint. Once the children have chosen their animals, pass around white multipurpose paper. Have them cut the white multipurpose papers in half (the long way). The children will then write the name and color of the animals they have chosen at the bottom of each page. Ask the children about the colors of the animals they have chosen. Have them explain why they chose that color for the animal. After the colors have been chosen, the children will collect each color paint. They will then pour a small amount of each

I will then have the children get into pairs and describe their worksheets. They will tell their partner where certain shapes are located, what the shape looks like, and their size. Once the students have identified shapes in Frank Lloyd Wright’s artwork and have a solid understanding of shapes and locations. Then the students will get to create their own Frank Lloyd Wright stained glass window out of various art materials.

It would be best to have a trial session so that people would know what kind of effect they want. They can also have a look at makeup tutorials to know how to use face paint. People who are willing to experiment can also resort to buying a few colors and mix those themselves. This would be ideal for people who wish to save on their Halloween makeup. There are face paints that come in pencil form and liquid form but the most practical is the one that comes in cake form. The wide selection of colors of face paints would allow people to achieve the perfect look for their

Gentle had to focus carefully on his paint distribution so it would look completely flat and even throughout. Gentle paid careful attention to the piece so that it would have no missing paint or higher surfaces. He etched out this idea on a piece of mesh so that only specific parts would let paint through when he wanted them to. While doing this piece he definitely had patience, on the paper description on the wall of the museum it said “he was faithful” which means he took his time and made it perfect.

I would also have flash cards that I would show the kids after they are done painting. I would ask them what was on each card. The cards would have pictures on them like a spider web, spider eggs, silk, black, and flies. All the pictures on the flash cards would be associated with spiders what they eat, their colors, how they look, and what they live in.

The painting’s composition features a blue female figure, as the focal point, in front of a field of wheat stalks under a dark sky. To begin with, the figure portrays Alicia when she stayed in the Polish village Wujciechovka and found work in different fields. During that time, Alicia dressed “with [her] hair braided and bandanna” to look like “a typical peasant girl, Polish or Ukrainian,” to prevent being identified as a Jew (Appleman-Jurman 139). The bandanna on the figure is painted red, the primary color of the Soviet Union’s flag, revealing Alicia’s desire for Russian liberation of the village she hid in. Furthermore, during the day, Alicia’s mother would hide in the wheat field, like the one depicted in the background, because she was too weak to work. She would “part the tall and delicate stalks gently before passing through,” concealing her presence (Appleman-Jurman 138). Her success in hiding is reflected in the painting because the hill does not look like there are humans on it. Despite the danger that Alicia and her mother

Most of the activities we will present in this chapter will either mimic relief printing in some way or allow children to make their mark/print using recycled materials. Every activity will allow children to interact with several different art concepts simultaneously, strengthen their motor skills, and allow them to exercise their unique language of thought. Process focused art

Together as classmates, review the list of riming words on the whiteboard. Ask students how their parents might feel if they painted their bodies and parts of their homes. Tell them that it's better (and a lot less messy) to paint on paper. End the lesson. After their sheets dry, attach each children’s booklet pages together. Over the course of the lesson, observe the various riming that kids come up with. Use your class list to record that children could also be fighting with the lesson content.

Explain that the class is going to create a unique piece of art, a piece of community art where each person in the classroom contributes to part of the finished product. Explain that when a group of people put effort into one project something special can be created because it is more than one person could have done alone.