Arts Integration: An approach to teaching and learning through and with the arts. Mr. Kasarjian and I blended our resources, skill-sets, and class rosters to come up with an Arts Integration lesson that intertwined Action Painting and Throwing Form and Accuracy. One of the cornerstones for true Arts Integration is that both content areas are addressed equitably and seamlessly.
Physical Education Content Standard:
2.9 Demonstrate developmentally appropriate basic manipulative and advance specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling, and accurate striking proficiency.
Visual Art Content Standard:
1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium
What We Did:
Day 1: Students were introduced to the idea of action painting and the processes that different artists use. We brainstormed about different ways you could use unconventional methods to create artwork, such as using a bike.
Artists We Learned About:
Jackson Pollock: The pioneer of action painting in the 1940's.
Matt Cheney: Creates paintings while skateboarding
Students then went outside and learned about proper throwing form, aiming at targets, and making necessary adjustments to both form and force.
Day 2: Students began in the art room again discussing possible titles for certain works of art and guessing how they were made using unconventional methods.
Artists We Learned About:
KATSU: A graffiti artist who has used innovation and technology to create a spray painting drone.
Students ended the class practicing throwing again and this time to a smaller target and further away. They had to make the necessary adjustments in order to hit the target with the tennis ball.
Day 3: Students were introduced to the activity of watercolor filled water balloon painting. Students practiced first with tennis balls, and then it was time to make some art! Students threw paint balloons at targets similar to the ones they were practicing with. As the balloon burst, paint spilled onto their canvas. We discussed the possible applications of this process as well as made observations about color mixing.
Day 4: In a larger group, students who had participated in the previous day helped the other students understand some tricks and tips for getting the water balloons to burst against the fence. This was an issue the third day. Some of the balloons didn't burst right away and students had to adjust their force in order for the paint to splatter.
What's Next?
Next we will be looking at the paintings that were created and titling them. Next year we want to do a lesson using scooters and different art mediums to create a different type of action artwork. We will be discussing artist, Heather Hansen.
Physical Education Content Standard:
2.9 Demonstrate developmentally appropriate basic manipulative and advance specialized physical skills, including throwing and catching different objects with both accuracy and force, hand and foot dribbling, and accurate striking proficiency.
Visual Art Content Standard:
1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium
What We Did:
Day 1: Students were introduced to the idea of action painting and the processes that different artists use. We brainstormed about different ways you could use unconventional methods to create artwork, such as using a bike.
Artists We Learned About:
Jackson Pollock: The pioneer of action painting in the 1940's.
Matt Cheney: Creates paintings while skateboarding
Students then went outside and learned about proper throwing form, aiming at targets, and making necessary adjustments to both form and force.
Day 2: Students began in the art room again discussing possible titles for certain works of art and guessing how they were made using unconventional methods.
Artists We Learned About:
KATSU: A graffiti artist who has used innovation and technology to create a spray painting drone.
Students ended the class practicing throwing again and this time to a smaller target and further away. They had to make the necessary adjustments in order to hit the target with the tennis ball.
Day 3: Students were introduced to the activity of watercolor filled water balloon painting. Students practiced first with tennis balls, and then it was time to make some art! Students threw paint balloons at targets similar to the ones they were practicing with. As the balloon burst, paint spilled onto their canvas. We discussed the possible applications of this process as well as made observations about color mixing.
Day 4: In a larger group, students who had participated in the previous day helped the other students understand some tricks and tips for getting the water balloons to burst against the fence. This was an issue the third day. Some of the balloons didn't burst right away and students had to adjust their force in order for the paint to splatter.
What's Next?
Next we will be looking at the paintings that were created and titling them. Next year we want to do a lesson using scooters and different art mediums to create a different type of action artwork. We will be discussing artist, Heather Hansen.