X-Ray Me

LESSON PLAN
TEACHER:
Elizabeth Miller

GRADE:
K-1st

TITLE/SUBJECT:
X-Ray Me

BRIEF HISTORY/BACKGROUND:
X-Rays are used to understand how the body moves and gives those in the medical field a view of the skeletal system and some soft tissue so they may be able to diagnose and treat their patients.

STANDARDS:
9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
9.3. Critical Response
9.4. Aesthetic Response
1.6. Speaking and Listening
3.3. Biological Sciences
3.6. Technology Education


GOAL:
To create an x-ray like drawing of a human skeleton overlaid with a fully clothed cutout of the “outside” body view.

OBJECTIVES:
Students will:
. Learn how the human body is made up of a skeletal system.
. Learn about different bones in the body.
. Exercise their fine motor skills by tracing, cutting with scissors, and pasting.
. Understand that x-rays help us to understand our bodies more fully.
. Create an x-ray like drawing of a human skeleton, overlaid with a fully clothed cutout of the “outside” body view.

REQUIREMENTS:
RESOURCE MATERIALS/VISUAL AIDS:
. Real X-Rays
. Books about Skeletons
. Skeleton Handouts

SUPPLIES/MATERIALS:
. Crayons
. Colored construction paper
. Large black construction paper
. Heavy white paper
. Glue sticks
. Body stencils
. Coat stencils
. Hat stencils
. Stapler (Teacher use)
. Scissors
. “X-Ray Me” tags

TEACHER PREPARATION:
. Gather all materials and visual aids
. Precut stencils
. Precut colored construction paper

TEACHING:

INTRODUCTION:
Has anyone ever had to get an x-ray? If you did, were you scared? Did you break a bone? Has anyone ever seen an x-ray? Today we will see some real x-rays and make our own x-ray drawing of what our skeleton looks like. First we will make our outside body and give ourselves some hats and coats since it is cold outside….

DIRECTIONS:
1. Trace body stencil on heavy white paper with crayon
2. Cut out body shape, set aside
3. Trace hat and coat stencils on colored construction paper with crayon
4. Cut out hat and coat
5. Use glue stick to attach coat and hat to body
6. Color in rest of body (face, hair, shoes, etc)
7. Set “outside” body aside
8. Using white crayon, trace body stencil on large black construction paper
9. While teacher demonstrates, fill in body outline with skeleton using white crayon
10. Teacher staples “outside” body to x-ray drawing while students color in “X-ray Me” tag
11. Glue “X-Ray Me” tag onto finished project with glue stick

EXTENSIONS:
. Skeleton coloring pages for students
. Story Time

TIME BUDGET:
One hour and a half class or two 45 minute class periods

VOCABULARY:
. X-Ray
. Skeleton
. Skull
. Pelvis
. Femur
. Humerus

SAFETY CONCERNS:
None


BIBLIOGRAPHY/REFERENCES:
. http://homeschooling.gomilpitas.com/explore/skeleton.htm
. http://www.kidshealth.org/kid/body/bones_noSW.html
. http://www.imcpl.org/kids/guides/health.skeletalsystem.html
. http://www.uhrad.com/kids.htm

Resume

Elizabeth Hope Miller
Jax2079@yahoo.com

Education

The University of the Arts, Philadelphia, PA
Currently working toward M.A.T. in Art Education
2009

Tyler School of Art, Elkins Park, PA
B.A. Painting/Drawing
2003
Minor: Art History
Honors: Graduated cum laude

Bucks County Community College, Newtown, PA
Associates in Fine Art
2000

AWARDS

· Assistantship, University of the Arts
2007
· Dean’s List, Tyler School of Art
2000-2003


Teaching Experience

The University of the Arts, Philadelphia, PA

Graduate Assistant in Saturday Arts Lab
2007
Developed lesson plans, and administered to K - 1st grade.

Service Learning Fairmount Early Intervention, Philadelphia, PA
2007
Developed art projects for developmentally challenged students, and administered to pre-K.

Service Learning Penny Packer Elementary School, Philadelphia, PA
2007
Developed lesson plans, and administered to 5th – 6th grades.

Internship Philadelphia Museum of Art, Philadelphia, PA
2007
Assisted in weekend arts classes for pre-K - K grades.

Related Experience

Kathleen’s Gallery, Newtown, PA
Art Exhibit
2007-Current

Mixed Media, Doylestown, PA

Art Exhibit 40 Art show 2006, 2007


Bucks County Visitor’s Center, Bensalem, PA

Art Exhibit Artists of Yardley Winter Show 2006


Health and Wellness Center, Warrington, PA

Art Exhibit 2005


Art is Zen Arts, Lambertville, NJ

Art Exhibit 2005



1 Commerce Building, Philadelphia, PA

Art Exhibit Colors of Spring 2002


Memberships

· Artists of Yardley

Stained Glass Window Plates

LESSON PLAN
TEACHER:
Elizabeth Miller
GRADE:
K-1st
TITLE/SUBJECT:
Stained Glass Window Plates
BRIEF HISTORY/BACKGROUND:
Colored glass has been used as far back as the ancient Romans and Eqyptians who would use in to make decorative items such as mosaics, jewelry, and containers. In the 4th and 5th centuries Muslim countries had perfected ways to make stained glass. Stained glass windows became very popular in the Middle Ages as a way to relay stories through pictures, especially in churches, since most people could not read. Modern stained glass is used in a variety of ways including lamps, the most well known being Tiffany stained glass, made popular by Louis Comfort Tiffany in 1899.
STANDARDS:
9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
9.3. Critical Response
9.4. Aesthetic Response
1.6. Speaking and Listening
2.9. Geometry


GOAL:
To create a stained-glass window paper plate
OBJECTIVES:
Students will:
· Learn about stained glass windows
· Identify and use geometric shapes
· Recall where they have seen stained glass windows
· Utilize fine motor skills
· Create a stained-glass window paper plate


RESOURCE MATERIALS/VISUAL AIDS:
Pictures of stained glass windows and finished exemplar
SUPPLIES/MATERIALS:
· Paper plates
· Plastic sheets
· Tin foil
· Clear tape
· Masking tape
· Scissors
· Pencils
· Black and colored permanent markers
· White paper
· Black paint
· Brushes
· Hole punch (teacher use)
· Ribbon
TEACHER PREPARATION:
Provide all visuals and lay out materials
TEACHING:
INTRODUCTION:
Does anyone know what a stained glass window is? Have you seen any stained glass windows? Today we will be making our own stained glass windows using plastic instead of glass. Let’s look at some pictures of stained glass windows and see how they are made. See all the shapes? What shapes can you name?...

DIRECTIONS:
1. Fold paper plate in half
2. Cut out middle of plate, save the cut out circle
3. Paint outside ring of paper plate black (side of plate with rim curved upwards), set aside to dry
4. Using pencil, place cut out circle on white paper and trace
5. Draw a simple shape in the middle of drawn circle
6. Draw lines from the shape to outer edge of circle, add more lines to fill up space around central shape
7. Place plastic sheet over drawing, tape in place with masking tape
8. Trace drawing with black permanent marker
9. Remove pencil drawing, flip plastic sheet, tape to table with masking tape
10. Color in shapes with colored permanent markers
11. Using clear tape, tape plastic sheet to unpainted side of paper plate (black line-side of plastic drawing face down)
12. Place a piece of tin foil over plastic sheet, tape in place
13. Hole-Punch top of window-plate
14. Tie ribbon through hole so window-plate can be hung

EXTENSIONS:
Coloring pages for those done early
TIME BUDGET:
One or two 45 minute class periods (depends on how fast each step is completed
VOCABULARY:
· Shape
· Stained Glass
SAFETY CONCERNS:
none
BIBLIOGRAPHY/REFERENCES:
http://en.wikipedia.org/wiki/Stained_glass
http://en.wikipedia.org/wiki/Tiffany_lamp

Art Ed Philosophy

Art education is not merely a means of creating a finished product, but the enrichment of a human being. Besides learning to manipulate materials, students develop the ability to interact among their peers in a safe and creative environment. They will discover and respect individual and multicultural viewpoints, and express themselves through a visual media.
Today’s world is full of information that can be accessed instantaneously. Television, radio, and the Internet have almost rendered the newspaper obsolete. Unfortunately they have also limited our human interaction as well. The art room provides a safe place for children to find their own expression and then share these views with their peers. Through well-presented interdisciplinary and multicultural art lessons, I will endeavor to introduce students to their world, rich with various cultures of people, ideas, and forms of artistic expression. Implementation of teacher guided class critiques, as well as self evaluations, will help the students to build upon their own communicative skills and to instill in them an awareness of their own personal growth and achievement throughout their school career.
The traditional materials of the art room such as pencil, charcoal, paint, and clay will be utilized in my class, as well as the computer. However, I make it a point to emphasize that these are just tools and the greatest asset to emerging artists are their own brain. Each new idea, connection, and revelation is what truly matters in the art room. Skill will be praised, but it is the willingness to learn and the courage to make mistakes and persevere that is the true mark of a great student; a lesson which is invaluable throughout life.
I feel that art education performs the important task of enhancing knowledge learned in other subjects through visual production and representation. More importantly, art blends the human element and experience through speech, vision, and touch. As an art educator, I hope to impart an active awareness in my students of the visual world in which they live.

Preview

Preview

WebQuest

http://questgarden.com/57/06/4/071104180205/

Wayne Thiebaud

Wayne Thiebaud: Food For Thought


Biography
Wayne Thiebaud, pronounced [Tea-Bo], is an artist who was a large influence on and in the Pop Art movement. Unlike the pop artist’s preoccupation with conveying a wry, satirical look at mass media, mass production, and mass consumerism by depicting every day objects, Thiebaud took pleasure in creating the delectable items found in any diner menu or pie case which reminded him of his own America and boyhood past.
Wayne Thiebaud was born in 1920 in Mesa Arizona, than moved to Long Beach, California at six months. He spent ten years working in New York and Hollywood as an advertisement designer and cartoonist, and served in the United States Army Air Force between 1942-1946. He began his formal art education, funded by the GI Bill, at San Jose State College, then at California State University Sacramento after his stint in the military. While in graduate school he was offered and accepted a teaching position at Sacramento Junior College in 1951. After eight years he became an art professor at the University of California, Davis. He still works there as of 2006.
Much of Thiebaud’s recent work are realistic renderings of local landscapes, city scapes, and figures. In the 1960’s he gravitated toward “blue-collar” subjects which he encountered in everyday life. Around this time he began to paint the cake and pie paintings which have made him famous. He professes to merely want to render average objects, concentrating on their geometric shape and pattern. He states that these pictures are not indicative of any deeper meaning than what they appear to be. To this end Thiebaud places his cakes, hamburgers, and canapés in shallow spaces consisting of a solid background and a “countertop”.
He attributes his food choices to his boyhood pleasures and was even employed at a Long Branch restaurant named Mile High and Red hot. These names stand for ice cream and hot dogs. Wayne has admitted to creating his baked goods from remembered images in his head, rather than an actual pastry. He lavishes the canvas with buttery strokes of oil paint, which take one the creamy consistency of whipped cream and frosting. Much of Thiebaud’s work, especially his later pieces, have strong patterns in their compositions created by the placement and position of the food subjects. Strong shadows, and crisp, clearly defined shapes showcase Thiebaud’s advertising background in which he would illustrate simple layouts of solitary drugstore products set in a shallow, stark background.
It was the American lunch stand style of food, such as hotdogs, ice cream, hamburgers, and club sandwiches which brought attention to Thiebaud’s work. In 1960, his first one-man shows in the San Francisco Museum of Art in Sacramento and the Staempfli and Tanager galleries of New York, where not met with much acclaim. It wasn’t until 1962, during a show at the New York Sidney Janis Gallery, which launched the first official Pop Art show, that Thiebaud was noticed on a national level.
For his part, Wayne does not consider himself a Pop artist, but a painter of “illusionist form”.
He was friends with Willem De Kooning and Franskline who both influenced him through their abstractions, as well as Pop artists Jasper Johns and Robert Rauschenberg. He co-founded the Artists Contemporary Gallery and the Pond Farm Cooperative. He resides in Sacramento and is happy to remain out of the New York art scene, allowing his art dealer, Allan Stone of the Allan Stone Gallery in New York, to handle the east coast end of business.

Discussion Activities

Ÿ* Look at Wayne Thiebaud’s work compared to actual photos and advertisements of cakes and food.
Ÿ* Compare the food he has rendered to food today/food from other countries.
Ÿ* Compare the paintings. How has Thiebaud used pattern, positioning?
Ÿ *Does the food appeal to you? Why or why not?
Ÿ *Does the simple background add to or detract from the food’s appeal?
Ÿ *Knowing that Thiebaud painted these images from his memories, did he make the subjects more sentimental? Even though he said that he was a painter of illusionist form and the subject matter had no deeper meaning.




Some Thiebaud Work

Glassed Candy

1980 color lithograph

20" x 17"

Salads, Sandwiches, and Desserts

1962 oil on canvas

52" x 72"

Bakery Case

1996 oil on canvas

60" x 72"

Three Burgers

2000 pastel on paper

11 1/4" x 16"

French Pastries

1963 oil on canvas

16 1/8" x 24 1/8"

Three Machines

1963 oil on canvas

Activity
Have students go online and find more work by Wayne Thiebaud. Ask them to pick a country, other than the U.S., and research that countries popular “junk food”. After they have done their research, they can go back to the classroom, and using various media, create Thiebaud-esque artwork utilizing their various country’s food.



References
http://www.wikipedia.com/
http://en.wikipedia.org/wiki/Wayne_Thiebaud
http://www.artchive.com/T/thiebaud.html
Wayne Thiebaud: A paintings retrospective, by Steven A. Nash