5th+Grade

=Room 106 Jacqueline Almonte=

**Parent Letter:** Each quarter begins with a review of the course introduction. Students review the class rules, proceedures and expectations. They are required to hand in the signed slip by the end of the week once their parent/guardian reads and signs it.

In class I demonstrate the steps to constructing a portfolio which students will be responsible to keep their work in for the duration of the marking period. We discuss a variety of creative letter design sugestions, I show examples and I encourage students to design their name in an original way (it must be large on at least one side.) Students are also required to add personal information on their portfolio: Nationality, favorites: sports, foods, school subjects, animals, tv shows, movies, books... Materials may include pencils, colored pencils and markers.
 * Portfolios:**
 * Both sides are to be designed in a balanced composition*

I demonstrate how to construct sketchbooks and help students when nessacery. Students learn about Rachel's Challenge and who Rachel Joy Scott was. Inspired by her story, students are to trace their hand (s) on the front of their sketchbook and think of ways they too can help others and make a positive impact in the world. They should use the drawing found on the back of Rachel's dresser as a refrerence for the wording... Then students are encouraged to add color and design.
 * Sketchbooks:**

The Artist's Toolkit I use this fun interactive & video source to review basics in art in class. Students take notes in their sketchbooks on the elements of art. The following class students will pair up on computers and use the **CREATE** feature on this web site to choose elements and principals toexplore and experiment with: Shapes, color values, and sizes can be used to make original artwork. Students are required to take notes in ther sketchbook describing their process.
 * Reviewing the Elements & Principals of Art:**

Sketch Detectives Students bring in items from home with some sentimental value (not living/ valuable/ breakable) Then they use the steps on their Sketch Detective handout to practice numerous sketches in their sketchbooks. Finally, studets will complete a still life composition in colored pencil using shape, value, and pattern as a focus. At least two objects must overlap.
 * Observational Drawing:**

Marking Period 1&2 **Flag Quilt**, Marking Period 3&4 **Mola**
 * Collage:**

Students are taught about the artist Faith Ringgold and how she became sucessful by following her dream. Students take turns reading through the handout to learn about the artist, I show them her quilts, one of which was turned into a childrens book, //Tar Beach// Students look at her American Flag quilt as well as others versions of the American flag for inspiration... . They are told that they can bring in magizines from home or use the classroom supply. Students are encouraged to make concious choices of words, patterns and images chosen for their flag. Some choose a theme such as diversity, fashion, sports, food etc. Students take time to reflect and grade their own artwork and effort before their teacher does. Flag Story Collage Rubric:
 * MP 1&2- Flag Quilt**


 * MP 3&4-Molas**

Students are taught about the San Blas Islands of Panama They learn about a cultural tradition of the Kuna women who make Molas. Then students choose an animal and print out a photo for refrence. Students sketch the animal in their sketchbooks and focus on the outline of the animals. Then using colored paper and tempra paint students create an original Mola.

Students learn about and create artwork inspired by Keith Haring. I show excerpts of a documentary in class Students take notes in the form of drawings & key concepts or questions. We view a variety of Harings work and discuss in class. Students are given at least a class period to explore and play on Haring Kids Website Students discuss his work and concepts that inspired him. To support literacy students read an article from Scolastic Art Magizine about the artist in class. After reading through the articltudents participate in class discussions about how life influences art and how an artist can express ideas through their art. Students are to make posters in marker, and are encouraged to create in a style that mimics the artist, no plan, Expressing ideas that they find important or just art inspired by Haring and in his style.
 * Drawing & Painting:**
 * Keith Haring Posters & Paper Murals**

Students are asked to create a signature symbol or character as Haring did. Students view and discuss murals Haring painted to express ideas by using strong imagery. As a final activity, students are grouped at random, given a concept (No Bullying, Feed The Hungry, Unity, Peace, Love, etc...) and are to paint a large paper mural that is for the halls of the school. Again students are encouraged to work spontaniously without sketchig a plan, and most accept this challenge. These paper murals were used to decorate the HS auditorium for the 5th Grade DARE graduation. Once students are finished we reflect on what they have learned, what they think, and how they feel about the experience.

Students watch video clips about artist Claes Oldenburgh American Visions [|Giant BLT] I show them a variety of his art and then students choose a food item and print a photo from online for refrence. Students draw it in their sketchbook and then sculpt it out of clay.
 * Sculpture:**
 * Clay Food inspired by Claes Oldenbergh**

I review the tools and techniques before they are given the clay, tools and slip. Projects are fired in the kiln and then students paint them with acrylic paint. At the art show a menu and picnic table set up added a playfull scene for the finished sculptures.

Pinwheels for Peace: In honnor of **International Peace Day** //September 21st//, we create pinwheels and join others in the world to express their hope for peace in the world. Local media representitives from The Patch have joined us and covered our participation each year. Read the latest article here: [|The Patch: Nanuet] Check out the event website: [|Pinwheels for Peace] Watch the video: [|Barr Students]