The Dot Or Ish Painting Analysis

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

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

Another activity that I took part in was bubble painting. This was where I put paint in a tray and added water. Once this was mixed properly I got the children to use a straw and blow through it to make bubbles. Once the bubbles were there a piece of paper was placed over them to create a bubble effect picture. There were two different trays of which one was purple and the other one was orange. This is so that they were able to make their own choice on what colour they wanted to use.

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.

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.

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

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.

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

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

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.

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.

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.

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

Ask kids to think of what kinds of line patterns could go on the poster. Let a few kids come up to the board to show the patterns they are thinking of. Next hand out plain index card swatches where kids can make a few pattern examples that they think would work for the poster. Also, so an online search of simple line pattern to shoe the kids additional ideas. When kids are finished, collect the swatches and put them into a metal ring.