Year+3+Lesson

i prepared research material and developed inquiry. emphasize research instead of classroom activities.

The Fundred dollar bill project is something that I learned of through the Pittsburgh Artist list serve. This project is asking people to be part of the solution to eliminate the terrible effects of lead-contaminated soil that currently it putting children at risk for severe learning disabilities and behavioral problems. This is a nationwide drawing project where participants are asked to complete their own fundred dollar. It is really neat and it is a great way to introducing the **students to the idea that their art has a voice.** Check out the site [] Or this great informational video.

media type="custom" key="7999940" width="42" height="42" Here are some examples of lessons that teachers have done with their students: []

The Fundred project will be an introduction to environmental issues in art. The issue of earth will continue to be studied in art class after the Fundreds are complete. Students will be learning about Haiku poems. Students will be creating a haiku about earth. One line of their haiku will be placed on the back of seashell that is created out of plaster or clay. I held two tests yesterday to find what the best way to create the seashell project. Test #1



Test #2 Conclusion: Test #1 was successful and could easily be done by students. The only part that was a little tricky was pulling the original seashell out of the clay- this could change the shape of the mold. Could we put a releasing agent (vaseline or cooking spray) on the original shell for easier separation? Also, I have a concern of the plaster breaking down since these plaster shells would have a haiku on the back meant for the viewer to read- they will be picked up and put down many times. Although a collection of real seashells get broken down, so should this be a concern? Test #2 was not successful. I did not put a releasing agent onto the shells before pressing into the plaster. I also have a concern of time in the classroom. If it takes them one class to create the mold, one class to press the clay into the mold and then glazed and fired - we may have a time issue.

As a group we found a pre and post test activity which encourages students to create as many different images from the given X's or O's. At our last meeting, a couple of my group members discussed their approach to the activity that they had already held with their students. From their conclusions I decided to put 25 X's on a page and 25 O's on a page. I will give students 2 examples but these examples cannot be used on the test. I explained the project as well as the activity, and gave two examples on the board. The students were not permitted to use my examples on their papers. They took 4 minutes to come up with as many images as possible. Here are some examples. I wrote the time on the board so that the students could monitor their 4 minutes.

Next the students did the circle activity.

Finally, the students were asked 5 questions about their opinions of the previous activities.

Please click here for the results of the questionnaire http://barberartroom.wikispaces.com/Year+3+Lesson+Questionnaire

The fifth grade that I taught today have already completed the shells. I asked them to write two things that they either enjoyed or learned about this collaboration. Here are a few of the responses: -I have learned how to write a haiku poem. - I liked hearing everyone elses poem. -I learned that haiku poem has two lines that are 5 syllables and one line that is 7 syllables -I really enjoyed the haiku experiment with the class -I also enjoyed "plastering" the seashells. - some of these really make me smile -I enjoyed when we mixed up the different parts of the poems to make a new one. -I loved painting the shells. -I learned to like anyting you make good or bad. -I learned to like new art challenges