Objectives The learner will: 1. Explore the meaning of pendants and amulets for the Filipinos. 2. Define the given ART VOCABULARY. 3. Make a pendant. 4. Describe the particular magic or protection that the amulet or pendant brings the person. 5. Give a good luck pendant to a classmate.Art Vocabulary Form: When something is three dimensional, it has form. Religious Artifact: These are sculptures created for religious purposes. Before Christianity came to the Philippines, different communities made statues to show respect to their deities, or gods. When we were Christinized, our artists created crucifixes and statues of saints. Pendant or Charm, Talisman, or Amulet: our Filipino ancestors carried these for their supposed or perceived magical or protective powers.Elements and Principles 1. Form – pendants or amulets were usually oval or circular in shape. 2. Texture – they were made of metal, clay or wood and had designs on them.Materials 1 Salt-Dough Clay (make beforehand – these can be stored in the refrigerator overnight) Flour ● Iodized salt ● Water Mix a ratio of 1 is to ½ of flour and salt. (One cup of flour to half a cup of salt, for example). For any container of flour, use half of that same container to measure the salt. Add water, little by little, until a dough forms. It should not be more than the measurement of flour (for easy measuring, use the same container for water. 2 Bottle (with no texture) or toilet paper tubes, to use as rolling pins. (OPTIONAL, depending on availability) 3 Old newspapers to help absorb the liquid from the salt-dough clay 4 Newspaper or scratch paper folded like envelopes or paper bags (for storage, and transport of their artwork) 5 Plastic utensils for cutting. 6 Barbecue sticks for “drawing” on the dough 7 Pencil or crayon or any other drawing tool. 8 Pail of water for washing hands, cleaning tables. 9 Rags for drying hands 10 References: Pictures of religious artifacts, particularly those found in the Philippines. Catholic or Christian rosaries, cross pendants, scapulars depicting patron saints, etc. Tribal arts such as those found here: http://tribalartasia.com/Tribal%20Art%20Asia%20Ifugao%20Tribe/Tribal- Art-Ifugao-Tribe.html 108
Actual samples of pendants or actual artifacts (modern reproductions will do) that represent, signify, or symbolize protective powers or specific or general magic.Motivation Ask the students about magic or supernatural powers. What do they think of it? Is it real? Ask them about items they are familiar with related to religion: scapulars, crosses (the kind used as pendants), rosaries. Why do some people carry them? And what do they do for the people who carry them? Pictures can be shown at this point, or the actual items. Explain the following: These items are also forms of sculpture. They are called religious artifacts or talismans, amulets, charms or pendants. In local language, they are sometimes referred to agimat or anting-anting. If there are regional or provincial references to or versions of such items, refer to those as well (or show actual samples). Discuss about super heroes of the Philippines and also those they see in the movies and TV. What are their good luck symbols and pendants? Explain that they will be making their own versions using found material. If there is extra time, they will make one for a friend as well. Procedure 1. Cover the work surfaces with newspapers. 2. Do the MOTIVATION (above) 3. Have the students discussed the magic or protective power they want (or perceive to need) and then they can sketch it on the newspaper or scratch paper. 4. Distribute the salt-dough. Start with a handful for each child – a lump of dough that will fit in their hands. 5. Ask them to flatten it, either by rolling the toilet paper over it, or using the palm of their hand to press the dough into a flatter shape. 6. They can make shapes using the plastic utensils. 7. Then they can draw on the dough using a barbecue stick. They can embed small stones or other small, flat items if they want. 8. When the students are done, and there is extra time, have the students make another one for a friend or family member. 9. Store the pendants/talismans on the newspaper. Store them in a safe place until they are dry. Processing, Evaluation Discuss their pendants or talismans. Ask them what they are, and what special protection it is supposed to give. Make sure to tell the students that nobody really knows if they work. Some people believe it, some people do not. And that either way is alright. What is more important is what the person believes he can do on his own. If the students make extra pendants, they can exchange it before the class is over. 109
Lesson 22: My BowlSummaryArt History/ Art Art Criticism/ ArtConnecting Production Looking and Appreciation Creating Seeing Appreciating Identifying What kind ofMany different provinces in the Make a clay and pottery do recognizing they seePhilippines are known for their pot by shapes and around the textures in neighborhoodpottery. Vigan, in Ilocos Norte is pinching. objects. ? The province?one of them. Sagada, MountainProvince, is another. Pottery clayis made out from wet soil, or mud.It is heated in big, and very hotovens called kilns, so that the claywill stick together to harden.Time Allotment:ObjectivesThe learner will:1. Explore the pottery and pottery making.2. Define the given ART VOCABULARY.3. Make a small bowl.4. Apply previous learning.Art Vocabulary Pottery: This is a term used because the process of pottery was first used to make pots for cooking. In modern times, however, pottery is a term that is also used to describe any item made using the pottery process and pottery clay. Pottery Clay: Unlike the clay that can be bought in the stores, pottery clay is mined from different places in the Philippines. It is made from earth or mud. The kind of clay depends a lot on where or what province it is from. Kiln: A special oven for heating clay to make pottery. When a pot is made from clay, and then heated at very high temperatures, the clay becomes hard and solid. Pottery clay that isn’t “baked” in a kiln will harden also, except it will disintegrate when it gets very wet. When it is cooked in a kiln, the clay hardens so much that the pots can be used, and washed again and again. Potter: A kind of artist that makes pottery. Pinching: A process or technique in which pottery is made. This means, literally, that the potter will pinch the clay to give it its shape, form, or sometimes texture.Elements and Principles 2.Shape 3.Texture 1. FormMaterials 1. Store-bought, commercial clay. One small bar per student. o If there is a local potter, it would be advisable to invite him or her to the school to explain the process. 110
o If there is access to pottery clay, and a kiln, you may also use these. However, baking pottery in a kiln takes a long time, usually most of the day; and the students will not be able to take their pottery home right away. o If there is no clay, make Salt-Dough Clay again. Flour ●Iodized salt ●Water o Mix a ratio of 1 is to ½ of flour and salt. (one cup of flour to half a cup of salt, for example). For any container of flour, use half of that same container to measure the salt. o Add water, little by little, until a dough forms. It should not be more than the measurement of flour (for easy measuring, use the same container for water. 2. Bottle (with no texture) or toilet paper tubes, to use as rolling pins. (OPTIONAL, depending on availability) 3. Old newspapers to help absorb the liquid from the salt-dough clay 4. Newspaper or scratch paper folded like envelopes or paper bags (for storage, and transport of their artwork) 5. Plastic utensils for cutting. 6. Barbecue sticks for “drawing” on the dough 7. Pencil or crayon or any other drawing tool. 8. Wash Bucket 9. Rags 10. Towel for drying hands 11. References: o Pictures of potter from Vigan, or Sagada o Contact the pottery organization in the Philippines, called Putik. o Catalogs from local museums (who have pottery on permanent display) may also be used.Motivation Show the students pictures of pottery. Ask them if they recognize shapes, and to describe the texture of the pots. Ask them to hypothesize, or make an educated guess, about how it was made. If anyone gets close to how it is made (see II. Summary under Connecting, above), proceed to explain the process. Explain that pottery comes in different sizes, for different uses (eating, display, as burial urns, or large storage jars for fermented rice wine) At this point the students should be asked to sketch, on newspaper or scratch paper, their own pottery. One sketch per student will be enough. Ask them to describe its shape as well.Procedure 1. SET UP: Cover the work surfaces with newspapers. Use masking tape to secure the newspaper to the work surface, particularly if the work surface is near the fan. If students are using individual desk-chairs, the desks may be set around the classroom and students can work on the floor. 2. Do the MOTIVATION (above) 111
3. Distribute the clay, or the dough, and ask the students to roll them into a ball. Show them how to do this. If the clay is in bars, compress it first, and squeeze it a few times. Then put the clay on the palm of one hand, and putting the other hand on top of the clay. Keeping the palms flat against the clay, have the students make circular motions with their hands; with each hand going in the opposite direction. If necessary, have a practice session first, without the clay. 4. Once the clay or dough resembles a ball, not necessarily a perfect sphere, have the students hold it in one hand. With their free hand they will push their thumb into the top of the ball, but not so far into it that their thumbs will come out of the opposite end. Tell them to push their forefinger just until the middle of the ball. 5. Using their thumb and forefinger (or pointing finger), they will then “pinch” the clay. Their thumb will be pulling the center towards the forefinger, creating a crater in the ball. Caution: make sure the students don’t pinch the clay too hard so that there will be a thickness to their bowl. 6. Turn the clay to one side, and then pinch again. Repeat the process until they arrive at the part where they first pinched the clay. 7. Then put the “bowl” on the work surface, with the crater facing upward. Put a little pressure on the clay so that the bottom of the “bowl” will be flat. 8. For students who finish early, and who have extra clay, suggest adding clay as decoration, or to make a handle. To make the handle: Take a small ball of clay and lay it flat on the work surface. With two fingers, roll the clay against the table while moving the fingers outwards towards the ends. When a long piece of clay is made, break the necessary length to make a handle. 9. The students may also “draw” on the clay with barbecue sticks as decoration. 10. Remind the students to clear and clean up the work area. 11. Wash hands and dry them. NOTE: Store-bought clay doesn’t harden, but it will generally hold its shape. Leave in the classroom until the students are able to bring boxes, or containers, for easier transport.Processing, Evaluation Show of pottery: Display the pottery around the room, or in the center of the circle.Have the students point out the shapes that they see, and the textures. Ask for a fewvolunteers – pick their favorite and say why it is their favorite. They may also be askedto speculate as to the possible uses for the pottery, other than what it was originallymade for. 112
Lesson 23: Recycled Sculpture: Simulated Food and FruitsSummaryArt History/ Art Production Art Criticism/ Art Appreciation Creating Looking and Seeing AppreciatingConnecting Simulate food How real does the What is your using recyclable food look? favorite food?Food has always been a materialsbig part of Filipino culture.Apart from everyday,Food is always present at Recognizing Does thespecial occasions. similarities (in simulated foodCelebrations, sad shape, texture, look asmoments, like funerals, color) between real appetizing asfood is also present. food and simulated the real food?Filipinos have such a food.respect for food thateveryone grows up beingtaught not to waste food.Time Allotment:Objectives The learner will: 1. Explore the similarities and differences of art elements between real and simulated. 2. Define the given ART VOCABULARY. 3. Simulate food using recyclable materials 4. Apply previous learning. 5. Explore re-purposing. 6. If the lesson is done around the holidays, the learner will learn about Filipino traditions.Art Vocabulary Recyclable materials: Materials that can be used again and again. Re-purpose: Using material for something other than its original purpose. To give something a new “use.” Old tarpaulins, for example, can be cut and sewn and re- purposed as bags. Simulate; or simulated: To simulate something means to re-create it using different materials. To make one thing out of other materials. Simulated food, for example is not really food, but looks like food.Elements and Principles1. Form 2. Shape 3. Texture 4. ColorMaterials1. Materials for re-purposing (feel free to add your own)Newspapers ●Scraps of fabric Cardboard boxes ●Empty plastic bottles and bottle capsPlastic straws ●Metal bottle caps, or tansan Plastic cups, plates, and bowls ●other scraps of paper or cartolina. 113
Paper cups, plates, bowls. ●Barbecue sticksString or yarn ●Cotton balls Cotton buds, with the tips cut off (put the tips in a separate container)Ask the other teachers if they have materials that they will be disposing of; if theycan be used to simulate food, ask the teacher if you can have them.Groceries and other stores throw away a lot of packaging material; you can write aletter and solicit these materials from them.Make sure all items have been washed and dried.2. Japanese paper, in different colors. At least have green and yellow. You may addmore colors. Cut these into bond paper sizes. Or even smaller.3. Scissors 4. Glue4. References: ● Pictures of Filipino food; ideally food lay out on a table during acelebration (birthday, Christmas, etc.). ● Halo-Halo Espesyal (Adarna book), orother stories about cooking, food, or traditions that involve food.Set Up: Have all the materials (except glue and scissors) against one wall of the room.Use a table, or lacking that, line up some of the chairs or desks to form a long“table.” Lay the prepared materials out buffet style. Table cloth is optional(although it makes the materials a little more special and adds to the celebratoryfeel of the lesson). Put the materials, particularly the smaller items in bowls, orboxes, or paper plates. Clear the area so students can work on the floor.Motivation Form a circle. Read Halo-Halo Espesyal. Ask the students what their favorite food is,or what their mother or grandmother cooks that they like best. What food does theirfamily celebrate with? Talk about holidays and special occasions where the family andextended family get together to eat. Explain that the class will be having its own celebration today (teacher can think of aparticular occasion, or have the students say what they would like to celebrate – agood grade on a test, making a new friend, taking care of a pet)Procedure1. Do the MOTIVATION (above)2. Separate the students into groups.3. Assign a particular meal course to each group. For example, one group can be the Halo-Halo group; another can be the vegetable group; or a viand, (or ulam) group (you can have two or three of these); perhaps even a pansit group. Do not assign “rice” to any group, as that involves minimal sculpting and creating. Teacher can be assigned to make the rice. TO MAKE RICE: Cut off cotton bud tips, put in bowl. TO MAKE FRIED RICE: Cut off cotton bud tips, put in bowl. Roll up small pieces of red Japanese paper, green Japanese paper, and put them in the same bowl as the cotton bud tip. Cut small strips of yellow Japanese paper (less than one inch long, about ¼” thick) and add them to the rice bowl. Mix them up.4. Explain that they will be making simulated food. Explain what simulated means; and explain the materials. Remember to mention that using recyclable and re- 114
purposed material; and that making new things out of old ones are good for the environment.5. Also explain that the students will be using the materials lined up against the wall; and that only one person from each group at a time gets to go to the “buffet” table to get materials for their group. Have them decide on the order of who gets to go to the buffet first, second, etc. Each of the group representatives will then form a line at one end of the buffet table. Limit each students’ material, so that every group will get a chance to use each of the material; and hoarding can be avoided. Tell the students that if a group needs more, they can send one person to get some more materials, but only after every group has had the chance to get some.6. Make suggestions about what material to use for a certain kind of food. For example, the Halo-halo group has to use plastic cups, and they have to make more than one; since one glass of halo-halo will certainly not be enough for a lot of people! Another example would be to use string as noodles (for pasta or pansit) Roll up small pieces of brown Japanese paper to make meat balls. Cotton balls, or even kapok, can be placed in a cup to simulate ice cream. The students in the dessert group can even roll newspaper or paper scraps to make ice cream cones. Thick card board pieces can be crackers, or bread. There are endless possibilities for food simulation. Allow the students’ imaginations to roam free. Perhaps the students can make suggestions to other students as well.7. Distribute the scissors and glue. The glue can be kept with the teacher, and the students can ask for some as needed. Remember, only one person per group may walk to the teacher or the materials table.8. When the students are finished, and there are left over materials, each group should assign one person to put the materials back (this person can be different from the others who have already gone to the materials area) so that they can be used at a different time, for different artwork.9. Have each group write the name of the dish on a piece of paper or cardboard; they should also write their names on the back.10. Wash hands and dry them.Processing, Evaluation Each group takes a turn at explaining the food they simulated. Why did theydecide to make that? What are they celebrating? Commend them on a job well done,and remind them to commend their mothers or grandmothers after they cook realfood as well. 115
If possible, arrange the finished food into a buffet, or a spread, on one side of theroom. Invite other teachers (and parents as well) during the week to view the buffet.Make sure to display the cards with the names on them next to the food.Lesson 24: Recycled Sculpture: Building My Own HouseSummary Art Art Criticism/ Art Appreciation Production Looking and AppreciatingArt History/ Creating SeeingConnecting Create Explaining the Description of the houses using material they house structure.Architecture is not just recyclable used fora visual art form. It is materials building a Is the house on thealso sculptural. The certain space ground? Is it on stilts?structures where in the house. Are the walls made ofpeople live changes nipa? Or stone? Is theredepending on the time Seeing form a rug on the floor? Or isand place they live in. and texture in it bare?In the Philippines alone, Architecture.there are many Giving reasons for thedifferent kinds of descriptions above. Forhouses. From the example, the ceiling isBahay Kubo to the high so that more airBahay na Bato, gets in. There are a lotarchitects build houses of windows so sunlightthat adjust to their can be used instead ofenvironment. electricity.Time Allotment:ObjectivesThe learner will:1. Explore Architecture as sculpture.2. Define the given IV. ART VOCABULARY.3. Create a house using recyclable materials4. Apply previous learning.Art Vocabulary Architectural Model: A simulation of a structure, building, or house. Exterior: Outer, or outside Cylinder: A basic three dimensional form. An elongated circle or oval Cube: A basic three dimensional form. This is a square box. Rectangular Prism: The rectangular version of the cube. This is a box that is longer on one side, or dimension, that another. Triangular Prism: An elongated triangle. Tetrahedron: A three dimensional form that looks like a pyramid. 116
Elements and Principles1. Form 2.Texture 3. BalanceMaterials1. Materials for re-purposing (feel free to add your own) Newspapers and other scraps of paper or cartolina. Cardboard boxes Plastic cups, plates, and bowls Empty plastic bottles and bottle caps Empty containers – egg cartons, cans (make sure all sharp edges have been removed, and all the remaining food particles have been cleaned out) Flat cardboard (these can be cut from bigger boxes), to use as bases for the structures. Material left over from the previous activity can also be used.2. Scissors3. Masking tape or scotch tape. Lots of it.4. Drawing tools like crayons or markers. Markers work best as crayons is not veryvisible on plastic items.5. Cutter (for teacher only)6. References: ● Balai Vernacular, Ma. Corazon A. Hila, Rodrigo D. Perez, Julian E.Dacanay, Museo ng Kalinangang Pilipino.●Philippine Folk Architecture ●Philippine Ancestral HousesNote: To avoid using up time looking through the whole book, the teacher shouldsketch or copy images that represents houses that that the students will be able torelate to. Limit the viewing to these two or three images. Ideally, one nipa orbamboo hut; one bahay na bato; and one “regular” house, the kind that they livein right now.Set Up: Have all the materials (except tape and scissors) against one wall of the room.Organize them according to their size and shape. Clear the area so students canwork on the floor.Motivation Form a circle. Show selected pictures from the books. Talk about architecture. Theteacher can recall lesson 7 in the first quarter, where drawings of houses and buildingswere done. Students may also refer to their old drawings.Ask the students what kind of house they would like to have. Then specifically, whatforms or shapes would they like their house to be. Explain to the students that housesare not strictly shaped like cubes and triangular prisms. It is also possible to makecylindrical buildings. Go through the list of basic three-dimensional forms.Explain that the class will be able to make an architectural model of the house in whichthey would like to live; using different the different forms, and using recyclablematerials.Procedure 1. Do the MOTIVATION (above) 2. Distribute the Flat cardboard. Explain that this will be used as the base for their structure. Students may work in pairs or threes if there is a lack of material. 117
3. Divide the students into small groups. They will work individually (or in small groups, depending on the teacher), but share some of the materials like masking tape, or maybe scissors.4. Remind the students about the proper way of getting materials. Limit each student’s material, so that everyone will get a chance to use each of the material; and hoarding can be avoided. When getting materials from the end of the room, students should line up. It might also be advisable to allow about 5 students at a time to get materials.5. Distribute the masking tape to each group, and distribute the scissors.6. Start with the “main” structure: Each student or small group should have a box. They will be designing a house from the outside, or exterior. They may draw windows and doors on the outside of the boxes.7. After the main box, allow the students to add on to the structure. Suggest possible uses for materials, but generally encourage the students to use their imagination. Bowls can be inverted to be roofs; or kept right side up, to be a swimming pool. Cylindrical materials can be where the winding staircases are housed. Plastic bottles can be tunnels (teacher should be the one to cut any of the plastic using the cutter) 8. Walk around the room and assist where needed. Expect students to ask for help when it comes to securing the items on the base with the tape.9. When the students are finished, have everyone hold up their structure. They should be holding the base, not the structure itself. Explain that you will be giving this sculpture a “Shake Test” – because Architecture needs to be strong, and not easily fall – to see if there are places in the sculpture that need more tape; or that need to be more secure.10. Fix or adjust any loose items.11. Have the students write their name on the base.12. Clean the work area, and return the materials to the materials area. Return scissors and tape to the teacher.Processing, Evaluation Sit in a big circle, have each student hold their house. Take a few seconds, or a minute, and have everyone look around at each other’s work. Ask the students about the form, and texture that they see in their classmates’ (or their own) work. Review the lesson about balance – then ask them what kind of balance they see in their own work, then their classmates’ work. 118
Lesson 25: Recycled Sculpture: Making a Diorama Summary Art Art Criticism/ ArtArt History/ Production/ Looking and Appreciation/Connecting Creating Seeing Appreciating Create a What forms are How do theAlong with architecture, diorama. in the colors anddesigning interiors have also diorama? textures of thebeen around for a very long Design a What are the interior maketime. A person’s surroundings, room using proportions? you feel?especially inside the house recyclablemake them feel a certain way. materials. What kind of Where do you goMessy interiors makes people balance does that you feelfeel messy inside also; while the interior (of most happy andinteriors that are neat make the diorama) safe?people feel more relaxed. look like? Time Allotment:ObjectivesThe learner will:1. Explore Interior Design as an art form.2. Define the given ART VOCABULARY.3. Create a diorama4. Apply previous learned elements and principles of art looking at, and appreciating the diorama.5. Associate feelings with compositions.Art Vocabulary Exterior: Outer, or outside Interior: Inner, or inside Interior Designer: Someone who designs the insides of a building or structure. Proportion – Comparing parts to each other in terms of size. Is one too big for the other? Does something seem so much smaller because it is standing next to something that is way too big?Elements and Principles 3. Balance 4. Proportion1. Color 2. TextureMaterials1. Materials for re-purposing (feel free to add your own) o Newspapers and other scraps of paper or cartolina. o Medium sized cardboard boxes Empty plastic bottles and bottle caps Empty containers – egg cartons, cans (make sure all sharp edges have been removed, and all the remaining food particles have been cleaned out) Fabric scraps Ribbon scraps, and string scraps Small discarded items, like tansan or stray beads. 119
Popsicle sticks, barbecue sticks. Flat cardboard Old gift wrapper, cut into small rectangles Material left over from the previous activity can also be used. If there is any paper that is too big, cut them into smaller pieces.2. Scissors3. Masking tape or scotch tape.4. Glue5. Drawing tools like crayons or markers. Markers work best as crayons is not very visible on plastic items.6. Cutter (for teacher only)7. Magazine cutouts of furniture from different rooms in a house. Roll a small piece of masking tape and attach it to the back of the cutout.8. References: ● Books on Filipino interiors or tropical interiors. ●Pictures of different rooms inside a house (these can easily be found in old magazines)Set Up: Have all the materials (except tape and scissors) against one wall of the room.Organize them according to their size, shape, and texture. Attach the furniture cutoutsto different parts of the classroom. Make sure the places they are attached is withinreach of the child, and unobstructed. Clear the area so students can work on the floor.MotivationGAME:1. Depending on how many rooms in the house there are, divide the children into groups – the number of groups should equal the number of rooms. Double the number of bedrooms if necessary and one bedroom can be the baby’s room, the parents’ room, etc.2. Have the students stand with their groups. Distribute the flat cardboard. This is where they will attach the furniture pieces they find.3. When teacher says, “go,” the students will search for their furniture and attach it to the flat cardboard.4. Gather everyone and sit in a circle when all the furniture has been found. Have each group arrange the furniture on the flat cardboard, like they would a room. Remind them about balance, and proportion. After all the groups are done, the students should look at each other’s work and identify the elements of art – color, shape, form, texture – that they see; the principles as well – balance, proportion.Then explain that they will be making their own interiors in a diorama. Explain what adiorama is, as well as interiors. Tell the students what an interior designer is, and tellthem that they will be one today. Attach each group’s room on the wall above thematerials area.Procedure1. Do the MOTIVATION (above)2. Distribute the boxes, without the lids or covers.3. Divide the students into small groups. They will work individually (or in small groups, depending on the teacher), but share some of the materials like masking tape, or maybe scissors. 120
4. Remind the students about the proper way of getting materials. Limit each student’s material, so that everyone will get a chance to use each of the material; and hoarding can be avoided. When getting materials from the end of the room, students should line up. It might also be advisable to allow about 5 students at a time to get materials.5. Distribute the masking tape to each group, and distribute the scissors. The students can get glue from teacher, or the glue can be separated into bowls or cups, to be shared by each group.6. Explain that the box is going to stand on its side, as though they are looking into a room from one side, as opposed to from the top.7. Have the students decide what room they want to design (or they can be assigned the room that they had during the game)8. Start with the walls and the floor. What color will they make the walls? The floor? They can use paper scrap and the old gift wrapper to cover the floors and walls.9. The students can then go into making furniture. Bottle caps can be stools, or side tables Smaller boxes, like match boxes can be beds or sofas. Popsicle sticks can be glued together to make furniture also.10. Encourage them to think about lighting, windows (windows can be simulated by attaching a picture of the outdoors on one wall then drawing a frame around it), even accessories, like tablecloths and plants.11. Walk around the room and assist where needed. Expect students to ask for help when it comes to securing the items on the base with the tape.12. Have the students write their name on the outside of the box when they are finished.13. Clean the work area, and return the materials to the materials area.Processing, Evaluation Sit in a big circle, have each student hold their dioramas facing the rest of the class.Take a few seconds, or a minute, and have everyone look around at each other’s work.Ask the students about the form, and texture that they see in their classmates’ (or theirown) work. Have the students described their rooms, and what they do there; theyshould also talk about how the colors and arrangement of the room makes them feel. 121
Lesson 26: Papier Mache - NecklaceSummaryArt History/ Art Production Art Criticism/ Art Appreciation Looking and Seeing AppreciatingConnecting Creating An animal’s body is Newspaper can be composed of used as artAll sorts of things can be Create 3-D different organic material, and it is shapes. good for themade out of paper. shapes using environment A toy object is because itCards, plates and cups, papier mâché. composed of minimizes waste! different geometriceven toys! shapesBefore there was plastic,children made toys out ofpaper.Papier Mâché is one suchtechnique. This is aFrench word for “chewedpaper” or paper pulp.Time Allotment:ObjectivesThe learner will:1. Define the given IV. ART VOCABULARY.2. Sculpt using papier mâché.3. Apply previous learning.4. Explore papier mâché as an alternative to clay.Art Vocabulary Sphere: A round three dimensional figure that is basically a ball. Something that is shapes like a sphere is referred to as spherical. Papier Mâché: Material that is basically paper, water, and flour; sometimes it is paper, water, and glue. Pendant: The thing or shape that hangs from a necklace.Elements and Principles1. Form 2. TextureMaterials1. Newspaper, for the work surface. Cloth may also be used.2. Newspaper, torn into 1” x 1” squares. It doesn’t have to be exact, just roughly 1inch.3. Papier Mâché paste (make beforehand) To make: a. Mix 3 parts warm water to 1 part flour. One cup of flour, for example, should be mixed with three cups of water. The mixture should result in something that resembles a milky and lumpy paste, like gawgaw. b. Another mixture would be 2 parts glue to 1 part water. If using 2 bottles of glue, for example, use the same bottle to measure 1 part of water. Paste made of glue and water stores for an indefinite period of time. 122
4. Big plastic or glass bowls, for the paste. Small basins, or timba, may be used.5. Plastic spoons, or scoops for scooping paste. A small plastic cup may also be used.6. Containers like bowls or tabo for the torn strips of newspaper, one per child.7. Plastic straws. One per child. Straws can be cut in half or thirds in case there isn’t enough.8. Wash bucket9. Rags for cleaning the work surface10. Rags for drying hands.11. References: ● Pictures of items that are made using papier mâché – piñatas usually are made from papier mâché. If the teacher can make something beforehand, it would be best.Set Up: Clear the area so students can work on the floor. Students will work in groupsso materials the paste can be shared.Motivation Form a big circle. Show the pictures or the item. Pass the item around and ask each student to give a one word description as to what it looks like, feels like, its weight, and its use. Explain the term papier mâché, and explain that it is one of the things people can do to minimize waste – recycle newspapers into toys, decorations, or even Christmas ornaments!Procedure1. Do the MOTIVATION (above)2. Divide the students into small groups. Lay a thick layer of newspaper or newspaper with a piece of cloth on top. This will absorb excess liquid from the pulp.3. Put one bowl of paste, in the center of each group. The paste is for sharing. Add one plastic spoon or plastic cup to the paste bowl.4. Distribute the basins of newspaper squares to each student. Distribute rags also, one per group, in case anyone will need to wipe their hands during the activity.5. Distribute the straws.6. Have each student take a turn in scooping a small amount of paste and putting it on top of their newspaper squares.7. Instruct the students to squeeze paste into the newspapers by taking handfuls of newspaper and paste and squeezing them together until the mixture becomes like clay with texture. Add paste as needed.8. When the pulp is done, have the students shape the pulp into a sphere about the size of their hand. Unlike clay, pulp cannot be rolled around on the palm. The students will have to push or lightly squeeze the sphere into its form.9. Have them lay the sphere on the newspaper and then flatten it with their palm to turn it into a circle.10. Then they poke a hole at the upper part of the circle using the straw. They should be careful not to tear the rest of the circle.11. If there is pulp left over, have the students make as many spheres as they can, or flat circles if they prefer. If the students are flattening their spheres to make pendants, remind them to put holes in the circular pulp. 123
12. Lay them on the newspaper; set them aside.13. Have the students write their name on the newspaper.14. Clean the work area, and return the materials to the teacher. If there is paste left over, these may be stored. Wash and dry hands.Processing, Evaluation Have the students describe what the newspaper felt like before it became pulp.Then have them describe what it felt like while they were making the pulp; and whatthe newspaper felt like after the pulp was finished.Talk about the shapes and forms Explain to the students that it will take a while for the pulp to dry completely, andthat at the next session; they will be able to make their pendants and paint theirspheres.Lesson 27: Papier Mache - ToysSummary Art Art Criticism/ ArtArt History/ Production Looking and AppreciationConnecting Creating Seeing Appreciating Spheres are theArt is not always finished in Finish their Explaining the same shape asone sitting. Sometimes papier shape and form. marbles. Theartists take a while to finish mâché How did one thing spheres that area sculpture because of the projects. go from a sphere made can bematerial or its size. to a flat circle? used as toys or decoration.Spheres have been used as What other thingstoys for a long time – in do you know that Appreciatingancient cultures, before the is spherical in the work that isinvention of basketball, s shape? Man behind handcloth sphere was thrown made spheres? crafted items.through a hoop. How about natural spheres?Necklaces have been aroundor a long time as well; andare worn for differentreasons.Time Allotment:ObjectivesThe learner will:1. Define the given ART VOCABULARY.2. Paint their papier mâché projects.3. Apply previous learning.4. String their own pendants.5. Appreciate items that they made by themselves.Art Vocabulary 124
Refer to Art Vocabulary in Lesson 26 Handcrafted: This term is synonymous to “handmade”. It refers to items that are made by hand.Elements and Principles1. Form 2.Texture 3. ColorMaterials1. Acrylic house paint, in red, blue, yellow, and white. Poured into several cups.2. Brushes or other tools that may be used to apply paint.3. Plastic cups for paint4. paper plates (coated), for mixing colors5. Water buckets, for rinsing their brushes.6. Rags for dabbing the brush.7. String, cut into long child-sized “necklaces”. Thick pieces of string, like twine or yarn are ideal. Sewing thread or crochet thread may be too thin for their age group.8. Wash bucket9. Rags for cleaning the work surface10. Rags for drying hands.Motivation Distribute the students’ projects from the previous lesson. Explain that today they will finish their papier mâché projects. Mention thatartists do not always finish their art in one sitting. Sometimes it takes longer – days,months, even years. Then tell the students that the reason they had to wait untiltoday, apart from the time limit of the class, is because things made using papiermâché takes a long time to dry. Ask the students how the items feel now that they are dry. Compare this to how itfelt last time, when they completed the first part of the project. Remind the students about the paint rules and VII. Procedure. Go through themotions again if necessary. Except this time they will share the water bucket withintheir groups. First dip the brush in the water cup, dab it on the cloth. Paint – move hand or arm as though painting an arc. Repeat. (Dip, dab, paint, – dip, dab, paint…) A practice session for tying can also be done during this time. The students canpractice tying the string through openings on the backs of their chair.Procedure1. Do the MOTIVATION (above)2. Divide the students into small groups. Have them put the newspaper with all the sculptures in front of them. Put a water bucket in the middle of the group.3. Distribute brushes, and rags for dabbing paint.4. Have the students paint one side of the pendants first.5. While they wait for that to dry a little bit, they can paint parts of their other items, whether spheres or pendants. 125
6. They can then go back to the first pendant, and if a little bit dry (sticky is okay), they can turn it over and paint the other side.7. They can continue to paint the other items until all are painted.8. Set everything aside except the first pendant.9. Distribute the string and show the students how to string the pendant. Put the string through the hole. Tie the ends of the string together, just as was practiced.10. If the paint on the pendant is completely dry, tell the students to wear them. If the paint is still a little sticky, the students can hang their pendants on the back of the chairs until they dry.11. A marker may be used to write their names on the back of the pendant.12. Set aside all other items for drying.13. Clean the work area, and return the materials to the teacher. If there is paste left over, these may be stored.IX Processing, Evaluation As the finished product is admired, compliment the students on doing a great job. Commend them for putting effort into their handcrafted items. This is also a good time to review recycling and re-purposing. Ask them how they re-purposed the newspaper. They can suggest (orally or by writing, or by drawing) other things they might be able to do with papier mâché. 126
UNIT 4 – Printmaking and Other MediaLesson 28: Finger PrintsSummary Art Art Criticism/ Art Appreciation Productio Looking and Seeing AppreciatingArt History/ nConnecting Creating Describing the Realizing that Create shapes they can their hands areThe invention of the Printing prints make using their very useful tools.Press was a big one in the using their hands.history of Art. By making art fingers. Relating to theusing machines, people were Describe the lines handmadeable to make more than one on the face of the process.piece of the same artwork. fingers? Are theyBefore a machine was straight? Are they Appreciatinginvented for this, people round? their uniquenessprinted everything by hand. as shown byFor children, beginning to fingerprints.make art was also done byhand.Time Allotment:ObjectivesThe learner will:1. Explore the art form called Printing.2. Define the given ART VOCABULARY.3. Use their hands and fingers to make art.4. Describe their artwork in terms of shapes.5. Relating the elements of art to their own bodies; their hands in particular.Art Vocabulary Printing: An art process by which a certain design is on a tool used for stamping. The design is then stamped on paper, or other surfaces. This way, the design doesn’t have to be drawn or made again and again. Print: The artwork made by printing Fingerprints: The print made by the texture of skin on the face of the fingers. The texture of the skin of the face of the fingers is also referred to as fingerprints. Ellipse: A two-dimensional shape more commonly known as oval. Unique: One of a kind.Elements and Principles 3. Color 4. Pattern 5. Texture 1. Line 2. ShapeMaterials 1. Paper Scraps (no bigger than bond paper) 2. Stamp pad or ink pad 127
An alternative to an office stamp pad would be a sponge. Take an ordinary sponge, and soak it in water colored with a few drops of food coloring. Have a few of these, in different colors. One color can be assigned to one group, and after a few minutes, the groups can switch colors.3. Wash bucket4. Rags for wiping hands5. Rags for wiping work surfacesMotivationForm a circle. Sing the song, “Where is Thumbkin?” And do the actions – see lyricsbelow, with the corresponding actionsLYRICS ACTIONWhere is Thumbkin? Everybody’s hands should be behind their backsWhere is Thumbkin?Here I am Bring one hand to the front, with just the thumb up; bend the thumb, make a motion as though the thumb is “talking”Here I am Bring the OTHER hand to the front, with just the thumb up; bend the thumb, make a motion as though the thumb is “talking” to the first thumb.How are you today, Move the first thumb, as though replying to the second thesir? thumbVery Well, I thank Move the SECOND thumb, as though replying to the firstyou oneRun away Put first thumb back behind your backRun away Put second thumb behind your back.Repeat the song. If there is enough time, repeat the song with different fingerstalking to each other. The fingers (in order after the thumb) Pointy – Pointing finger Tall Man (you may use boy or child) – middle finger Ring Man (you may use boy or child) – ring finger Pinky – pinky fingerAfter the song, have the students examine their fingerprints; and explain that no twofingerprints are alike. Each person has a unique patter of lines on their fingers. They maycompare fingerprints as well.Explain to the students that they will be using their fingers to makes prints today.Explain prints and printing.Procedure 1. Do the MOTIVATION (above) 2. Separate the students into groups. The number of groups should equal the number of colors. 3. Distribute the ink pads or stamp pads to each group. Explain that they will be given a few minutes to make prints with one color, and then they will be switching colors with the other groups. Remind the students that they should take turns, and not grab the ink pad from their classmate while they are inking their fingers. 128
4. Distribute the paper.5. Have students press one or two of their fingers on the ink pad, then press it on the paper.6. Have them do it more than once, as ink will not dry completely and this will allow them to make more than one print. Initially, the students will stamp at random, and eventually some of them will start forming patters with their fingerprints.7. Once everyone in the group has taken a turn with the ink pad, switch ink pads with other groups. This may be done clockwise or counter clockwise for smoother transitions between printings.8. When the prints are finished, collect the ink pads and have the students clean up their work area, and wash and dry their hands. Remind the students to write their names on the paper.9. While the students are cleaning up, attach the prints to the walls (they should be dry, since the students did not use too much liquid) or hold them in a pile.Processing, Evaluation Sit in a circle again, and show random artwork from the pile. If there is time, show everything. As each artwork is shown, ask the students to describe the shape made by their fingerprint. Most, if not all, of them will say “oval” or “oblong” – explain that the art term for this shape is “Ellipse.” This is like a circle that has been squeezed (or a circle that got taller). Point out the lines made by their fingerprints and show them that no two are alike. As each artwork is shown, the artist may also be asked as to the title of their artwork.Lesson 29: Nature PrintsSummaryArt History/ Art Production Art Criticism/ ArtConnecting Creating Looking and Seeing AppreciationAs seen before, nature in Make prints Describing lines and Appreciatingitself can be art. Items using materials shapes, as well as Nature andfound in nature can be found in colors, which can be uses its naturalused to create art. They nature. created by nature? texture tocan also be used to make makeprints. interestingNature, a leaf for example, lines andis a lot like our fingers, they shapes.have their own uniquepatterns. These can beused to make prints! Time Allotment: 129
ObjectivesThe learner will:1. Define the given ART VOCABULARY.2. Use natural material, or nature’s discards, to make prints.3. Explore the lines, shapes and patters that are created by nature.4. Use “found” printing material, as opposed to store-bought stamps.Art Vocabulary Printing: An art process by which a certain design is on a tool used for stamping. The design is then stamped on paper, or other surfaces. This way, the design doesn’t have to be drawn or made again and again. Print: The artwork made by printingElements and Principles1. Line 2. Shape 3. Balance 4. Pattern 5. TextureMaterials1. Paper Scraps (no bigger than bond paper), that are thicker than newspaper.2. Newspaper for the work surface.3. Stamp pad or ink pado An alternative to an office stamp pad would be a sponge. Take an ordinarysponge, and soak it in water colored with a few drops of food coloring.o Have a few of these, in different colors. One color can be assigned to one group,and after a few minutes, the groups can switch colors.4. Found natural objects:√Leaves √Rind of Kalamasi or other similar fruit Rind of kalamansi or other similar fruit. After the juice has been squeezed out of the fruit, push the rind or skin back intoits original shape o Banana stalks, cut into small pieces Barks of tress o Barks of trees o Stems of thick plants or vegetables (cut crosswise). o Other parts of fruit and vegetables that are not eaten o The students may be asked to bring their own fruit and vegetable discards.5. Wash bucket6. Rags for wiping hands7. Rags for wiping work surfacesMotivation Sit in a circle, as before, clear work area. Spread the newspaper on the worksurface, lay out materials. Have the students examine the items. Discuss each itemstexture, and then proceed to describe the lines that go with them. Compare the items. Are there patterns? What kind of patterns do they see? Ask about balance as well.Review “Printing” or the printing activity last time. Explain that the class will be doing the same thing, except this time, instead of using their hands’ or fingers’ lines and 130
patterns, they are going to use patterns and lines that they see in fruit peels and vegetable stems. (E.g. Radial balance in the kalamansi half)Procedure1. Do the MOTIVATION (above)2. Separate the students into groups. The number of groups should equal the number of colors.3. Distribute the ink pads or stamp pads to each group. Explain that they will be given a few minutes to make prints with one color, and then they will be switching colors with the other groups. Remind the students that they should take turns.4. Distribute the paper.5. Have students press one or two of their nature stamps on the ink pad, then press it on the paper.6. Have them do it more than once, as ink will not dry completely and this will allow them to make more than one print. Initially, the students will stamp at random, and eventually some of them will start forming patters with their fingerprints.7. Once everyone in the group has taken a turn with the ink pad, switch ink pads with other groups. This may be done clockwise or counter clockwise for smoother transitions between printings.8. When the prints are finished, collect the ink pads and have the students clean up their work area, and wash and dry their hands. Remind the students to write their names on the paper.9. While the students are cleaning up, attach the prints to the walls (they should be dry, since the students did not use too much liquid) or hold them in a pile.Processing, Evaluation Sit in a circle again, and show random artwork from the pile. If there is time,show everything. As each artwork is shown, ask the students to describe the shapemade by the different items they used. Suggest that they can hang the prints, or make some more and use them to wrapgifts, or make Christmas and birthday cards. 131
Lesson 30: Man-made PrintsSummary Art Art Criticism/ Art Appreciation Art History/ Production Looking and Appreciating Connecting Creating Seeing Make prints Comparing nature’s Art is all aroundOther things can be used to using found lines ad patterns to us. Each itemmake prints. Usually, there objects. man-made lines when usedare special items like and patterns. creatively can bestamps, carved out of Identify similarities used as a tool, orrubber or sometimes and differences. medium to makecarved out of the same art.material as erasers, to usefor stamping.Time Allotment:ObjectivesThe learner will:1. Define the given ART VOCABULARY.2. Use found items to make prints.3. Explore the lines, shapes and patters that are in the man-made found objects.4. Compare man-made objects to nature’s things.5. Use “found” printing material, as opposed to store-bought stamps.Art Vocabulary Printing: An art process by which a certain design is on a tool used for stamping. The design is then stamped on paper, or other surfaces. This way, the design doesn’t have to be drawn or made again and again. Print: The artwork made by printing Similarity: What is the same about two or more things? Difference: What makes one object different from anotherElements and Principles1. Line 2. Shape 3. Balance 4. Pattern 5. TextureMaterials1. Paper Scraps (no bigger than bond paper), that are thicker than newspaper.2. Newspaper for the work surface.3. Stamp pad or ink pad An alternative to an office stamp pad would be a sponge. Take an ordinary sponge, and soak it in water colored with a few drops of food coloring. Have a few of these, in different colors. One color can be assigned to one group, and after a few minutes, the groups can switch colors.4. Found Man-made objects: ● Rolled up pieces of string Cloth scrap ● Crumpled paper Toilet paper tubes 132
Mesh or net scrap. ● Cleaning sponge5. Wash bucket6. Rags for wiping hands7. Rags for wiping work surfacesMotivation Sit in a circle, as before, clear work area. Spread the newspaper on the work surface, lay out materials. Have the students examine the items. Discuss each items texture, and then proceed to describe the lines that go with them. Compare the items. Are there patterns? What kind of patterns do they see? Ask about balance as well. Ask the students top recall their nature prints. Previous artwork may be brought out for comparison. Have the students compare the items – what are the differences and similarities?Procedure1. Do the MOTIVATION (above)2. Separate the students into groups. The number of groups should equal the number of colors.3. Distribute the ink pads or stamp pads to each group. Explain that they will be given a few minutes to make prints with one color, and then they will be switching colors with the other groups. Remind the students that they should take turns.4. Distribute the paper.5. Have students press one or two of their objects on the ink pad, then press it on the paper. *Encourage the students to turn or twist their “stamps” as this will give them a different print.6. Have them do it more than once, as ink will not dry completely and this will allow them to make more than one print. Initially, the students will stamp at random, and eventually some of them will start forming patters with their fingerprints.7. Once everyone in the group has taken a turn with the ink pad, switch ink pads with other groups. This may be done clockwise or counter clockwise for smoother transitions between printings.8. When the prints are finished, collect the ink pads and have the students clean up their work area, and wash and dry their hands. Remind the students to write their names on the paper. 9. While the students are cleaning up, attach the prints to the walls (they should be dry, since the students did not use too much liquid) or hold them in a pile.Processing, Evaluation Sit in a circle again, and show random artwork from the pile. If there is time, show everything. As each artwork is shown, ask the students to describe the shape made by the different items they used. Choose artwork from the previous class, and lay them next to some of the manmade prints. Hold the nature prints next to the new prints. Are they the same or different? Ask the students to compare them. Remind them that almost anything can be used to print. Hands, nature, or even man-made items! 133
Lesson 31: CollageSummary Art Art Criticism/ Art Appreciation Production Looking and Appreciating Art History/ Creating Connecting Each student Seeing Representing will make a Looking for the and recognizing Before there were scrapbooks, collage about oneself in people put their memories themselves. emphasis in a artwork. toget6her in the form of a collage. certain Ticket stubs, drawings, pictures, artwork. pressed flowers, and any flat items.They would arrange it nicely, in away that makes the collectioneasy and pleasant to look at.Every time they look at it, theywould remember a lot of goodtimes. Some artists use collage to show a collection, or to show how something is grouped together.Time Allotment:ObjectivesThe learner will:1. Define the given ART VOCABULARY.2. Make a collage.3. Explore and be introduced to the principle of art called emphasis.4. Use Emphasis in their art work.5. Apply previous knowledge (the different kinds of balance)Art Vocabulary Collage: An art process by which a collection of photos, magazine clippings or cut-outs to show or to explain a subject. In the case of this lesson, they will be showingthemselves. Emphasis: A principle of art. Emphasis means to highlight or to call attention tosomething. In a work of art, the “emphasis” refers to the main attraction or the part ofthe artwork that the artist wants everyone to see. Layout: How the images are arranged on the paper.Elements and Principles1. Balance 2. EmphasisMaterials1. Paper (no bigger than bond paper) 134
As an alternative to plain paper, magazine pages may be used as the paperon which the images and words will be used. These are much stronger thannewspapers (newspapers will not withstand the amount of glue)2. Magazine or newspaper cut-outs of any image that the students like. Images, words, even pieces of color. These can be cut, or even torn. Ideally, these have been assigned as homework, so when the studentsarrive, the cutouts are ready.3. Popsicle sticks (optional) to use to apply glue. The students may also use theirhands.4. Scissors 5. Glue 6. Wash bucket7. Damp rags for wiping hands 8. Slightly damp rags for wiping work surfacesMotivation Sit in a circle, as before, clear work area. Have the students bring their images,and pick their favorites to use in the collage. Explain what a collage is, as well as thelayout. Have the student pick one item that will be the main attraction, or the bida, oftheir collage – this will be the biggest, or the most colorful, or if they are using a lot ofcolor, the emphasis will be the one with the least color. Everything else that will go around the main attraction will also be about them,but the emphasis should be on their favorite. Explain to the students that these imagesare pictures they like and it will tell the viewer a little about who they are.Procedure1. Do the MOTIVATION (above)2. Divide the students into groups, to share a glue bowl. Distribute the wiping rags as well. Two per group; one for hands, and another for the glue drips on the work surface. Remind them to wipe the glue as it spills or drips, to make everything easier to clean up later.3. Distribute the “background” paper – the paper to which everything else will be attached.4. The first thing that the students will attach is the main attraction, or the emphasis.5. After that they can layout everything around it.6. As they walk, the teacher should walk around and take not of the artwork that shows the three kinds of balance – symmetric, asymmetric, and radial – so these can be pointed out to the students later.7. When the students are finished, have them set aside the artwork. Some place where it will be “safe” from other people (somewhere “safe” means low foot- traffic areas in the room, or on top of tables or desks, away from the electric fan).8. Return the glue bowls (and popsicle sticks, if they were used) then wipe the work surface.9. Return cleaning rag, and have the students wipe their hands with the damp rag.10. Then everyone should sit in a circle again, with their collage. 135
Processing, Evaluation Have everyone hold up their artwork. Bring everyone’s attention to the collages; students identify which part of the artwork show the emphasis. Or which part of the art work stands out from the rest. Choose a few random artworks to show the class, and ask the class what they think the collages show about the person who made it (the artist). Some questions to lead with: What is the artist’s favorite color? What does artist like to eat? To read? To play with? After a few answers are given, direct the same questions to artist.IMPORTANT: Explain that these collages are personal, and that every should respectthe artist’s ideas. Do not tolerate sarcasm, or demeaning or disrespectful remarks(like “Ang pangit…”). Likewise, do not tolerate demeaning and disrespectful tones.Explain that it would others’ feelings, and nobody likes getting their feelings hurt.Explain that the viewer can tell a lot about the artist from this particular work; and atthe same time, the artist can tell a lot about the viewer by how they react to the work(did they smile? Did they get excited? Do they have something in common with theartist?). Explain that this is also a good way to see who in the class likes the samethings.Lesson 32: Mail Art - LettersSummary Art Art Criticism/ Art Appreciation Art History/ Production Connecting Creating Looking and Seeing Appreciating Create Mail People did not always Art: Write a Seeing letter-writing How does communicate using a letter, and as an art form. receiving a cellular phone, or even a draw on it. What images beautifully done landline. Email and (shapes, lines, piece of artwork chatting online is also a colors) can be seen make you feel? very new invention. in a particular piece of mail art? Before that, people communicated by Writing is like talking to each other in drawing. Letters are person; or if they lived a series of lines and far away, they wrote shapes. letters.Time Allotment:Objectives The learner will: 1. Define the given ART VOCABULARY. 2. Create mail art by writing a letter. 3. Connect art to social studies (the mail carrier is a community helper, after all) 136
4. See that writing is like drawing; and consequently appreciate writing. Art Vocabulary Mail Art: A letter (mail) that is done such that there are drawings around the words. Hand drawn borders are also considered a part of mail art.Elements and Principles 1. Lines 2. ShapesMaterials1. Paper (no bigger than bond paper) o Magazine pages or newspaper pages may be used.2. Envelope o The teacher can pre-make envelopes by taking apart a letter envelope and make a pattern. o To do this, an ordinary letter envelope can be steamed (hold it over the rice as it is cooking) to loosen the adhesive; or a cutter can be used.3. Crayons4. Pencils or Ball pen5. Markers or Pentel pen6. Colored paper, or scrap paper (that looks different from the letter paper and the envelope); pre-cut into 1” x 1” squares. This is going to be the stamp. o The size is a bigger that real stamps, but for first-graders’ hands, 1” x 1” is already small. o If there are time limitations, the “stamps” can be randomly cut out of colored magazine pages, so they do not have to draw on them.7. Glue. Although for this particular project, a glue stick works best as it is less messy. However, one drop of white glue will be enough to attach this “stamp” to the envelope. o One small bottle will be enough. Teacher should be the one in control of the glue.8. A box that will fit all the students’ letters. Attach a sign on the outside that says, “MAIL.” Lacking that, canvas bag can be used for this as well. o Place this near away from the teacher’s desk so as not to have a big crowd at the desk.9. References: Teacher should make mail art (addressed to the students, perhaps?) to be read out loud. The sample of the letter should be a big one, on Manila paper, with big words. There should also be an envelope, even just a regular sized one, to illustrate that the art part of mail art also extends to the envelope. o Kartero (part of Museo Pambata’s “Paglaki Ko, Gusto Ko Maging…” series) Set-up; Students can remain at their desks for this particular project; although it is strongly suggested that the desks be arranged so that two to four students are facing each other, and the desks can be used like a table. [Optional] For effect, the teacher can attach a sign the teacher’s desk which reads, “Post Office.” Write each student’s name on a small piece of paper, roll or fold it, then put it in a container. 137
Motivation Post the letter on the board or the wall where the class can see. Read the letter together, and point out the images. Explain that this is a sample of mail art (explain mail art). Ask the students how reading the letter (addressed to them) makes them feel? Explain that today they will write to each other. Make a few suggestions as to what they will write. Perhaps a thank you note, thanking their classmate for something; or a letter that tells a story of something that happened. Limit the messages or letters to positive ones, or use “good words” – words that will make the recipient happy. Be strict about insults and jokes in bad taste. Procedure 1. Do the MOTIVATION (above) 2. Bring out the container with the students’ names. Explain that each one will pick a name from the jar, and that is the person to whom they will be writing. 3. Distribute the paper, envelopes, and the 1” x 1” squares. 4. Start with the envelope. The envelope can be done one of two ways, choose the one that will suit the number of students, and the time frame. The two may also be integrated, where the teacher shows the students how to fill out the envelope, using the classroom as the address. Instruct the students on how to fill out the envelope. a) Where to put the address of the recipient, and the sender (although the sender’s name can be located in different parts of the envelope, from the standard upper left corner near the recipient’s address, to the flap on the front, to the lower part of the envelope on the side of the flap. b) Instead of using everyone’s home address the students may be instructed to put the classroom “address”: Room number, school, school address, etc. They can use their own address in the return address, or they can write the row and seat number of their desk. They may be instructed to go as far as writing, “near the window,” “under the electric fan,” etc. 5. To further see the act of writing as an art form, and so that the students will be more conscientious about how they write, emphasize that how the writing looks is just as important as the art. 6. After the envelope, the students can proceed to write the letter. Encourage them to write in one language, whether it is in English, Filipino, or the local dialect. 7. Explain to the students that when they finish writing the letter they will fold the letter and put it in the envelope; then they will go the teacher’s desk, or the “post office”, where teacher plays the role of postmaster, and get their envelope sealed and their stamp attached. One dot of glue on the envelope flap, and one dot of glue on the back of the stamp should do the trick. Return the sealed and stamped envelope to the student and have them drop it inside the mail box or mail bag. 8. After “mailing” their letter, the students can then return to their desk. 138
Processing, Evaluation Instead of showing all the artwork after they finish, read the story out loud, as ittalks about mail carriers and the postal system. Explain the mechanics of the postoffice. That because there are so many people to deliver letters to, the letterssometimes takes a while to arrive in the recipient’s hands. Be sure to keep the “mailbox” someplace the children cannot see or reach it.Chances are, they will have forgotten about it by the next session. Remind the student not to tell each otherwhat they wrote, or who they wrote to, so that itwill be a surprise. Ask the student how they feelabout surprising someone else (in a good way!) ordoing something good for others. Explain that asimple letter can help a person have a good day.NOTE: The teacher (or a student who finishesearly) should make mail art for any student who isabsent. That way, when it is time to “deliver” theletters, everyone will receive one.Lesson 33: Mail Art : PostcardsSummaryArt History/ Art Art Art AppreciationConnecting Production Criticism/ Appreciating Creating Looking and Seeing Which is better toPostcards are a kind of mail Create Mail Look for the receive? A letter? Orart, except the letter is Art: Make a emphasis a postcard? Why?shorter, and there is no postcard and balanceenvelope. Postcards have a in the Art is not just forpicture on one side, the images on showing, but also forfront; and on the back, there the giving.is space for the address of postcards.the receiver, a stamp, and a Writing and art in theshort note. same artwork can make a person feelPostcards come in all sizes, good.and there are many differentkinds of pictures on them.Originally, there was apicture of the place fromwhere it originated. Peoplebought them when theywent there on a trip, andsent them to friends andfamily to share their one ortwo experiences. 139
Time Allotment:ObjectivesThe learner will:1. Define the given ART VOCABULARY.2. Create a postcard.3. Write a short note on the postcard they made.4. Connect art to social studies (different features of different regions in thePhilippines)5. See that writing is like drawing; and consequently appreciate writing.Art Vocabulary Postcard: A kind of mail art, without an envelope. Postcards have a picture on one side, the front; and on the back, there is space for the address of the receiver, a stamp, and a short note. Modern post cards are not limited to pictures of a place. Some of them have pictures of food or famous paintings, or artifacts. Some of them depict scenes or pictures of local or regional fiestas.Elements and Principles1. Lines 2. Shapes 3. EmphasisMaterials1. Stiff paper a. Index cards, old folders b. Cut up brown cardboard boxes will work also. c. If using cut up boxes that have a design on one side, provide clean paper (any kind) so the students can cover up the picture to write the letter and the address.2. Coloring Materials a. Crayons b. Pencils or Ball pen c. Markers or Pentel pen d. Make sure the kind of coloring materials used will stick to the kind of paper being used (anything will work on brown cardboard boxes)3. Colored paper, or scrap paper (that looks different from the letter paper and the envelope); pre-cut into 1” x 1” squares. This is going to be the stamp. a. The size is a bigger that real stamps, but for first-graders’ hands, 1” x 1” is already small. b. If there are time limitations, the “stamps” can be randomly cut out of colored magazine pages, so they do not have to draw on them.4. Glue. Although for this particular project, a glue stick works best as it is less messy. However, one drop of white glue will be enough to attach this “stamp” to the postcard a. One small bottle will be enough. Teacher should be the one in control of the glue. 140
5. Reference : Actual postcards. If the postcards are newly purchased, the teacher should write something on the back, and include an address (the room’s address may be used, just as before) and a “stamp.” The photos on the front of the postcards should be a variety – from fiestas to provinces to food. Some postcards even depict animals.Set-up: (Same set-up as the lesson on Mail Art)Write each student’s name on a small piece of paper, roll or fold it, then put it in acontainer.Motivation Review the lesson on Mail Art. Explain that a different kind of Mail Art can beseen in postcards. Explain the similarities and differences between a letter and apostcard. Show the postcards, and have the students identify the emphasis of the postcards.Explain the different types (particularly the ones that they are being shown) of imageson the postcards. Review, or if needed, read again, Kartero. Then deliver the letters from the previous session. To save time, Students can beassigned to do this. Along with the teacher, one or two others can help. If there are helpers, separate or divide the letters according to the classroom seating arrangement. Then choose a student to be the mail carrier for that area. The students who sit near the teacher’s desk, for example, can have their mail delivered by the teacher. When the excitement of receiving the letters has died down, tell the students that they can reply to the letters with a postcard that they will make themselves.Procedure1. Do the MOTIVATION (above)2. Distribute the stiff paper and the 1” x 1” squares.3. Tell the students that before they draw the picture on the front, they can draw or create the postcard format on the back (They can use marker or Pentel pen)4.5. Explain where the note will go, and where the address will go, and the location of the stamp.6. They can then proceed to turn the postcard over and draw their picture. A theme can be assigned for this. Some suggestions: A particular fiesta A picture of the town, city, province, or baranggay. Food that is the region or province’s specialty. 141
The theme may even be related to other subjects like science (animals and plants) or social studies (towns, families, holidays)7. Encourage the students to color the picture, and include the name of the image they drew – the town’s name, the animal’s vernacular name, the name of the dish.8. When the image is finished, they can go te “Post office” for the stamp, and to drop their letter in the mail box.9. After “mailing” their letter, the students can then return to their desk. They should return or pack away any drawing and coloring materials they used.Processing, Evaluation Talk about the letters that were received. Ask for a few volunteers to read the letter, and show it to the rest of the class. Point out shapes and types of lines visible in the mail art. Ask the student how it feels to receive the letters.NOTE: While the next session will not be mail art anymore, this is a very helpfullearning tool for the students. Exchanging letters can be done as learning activities forother subjects. Set aside time, perhaps during homeroom, or during waiting timebefore school starts to deliver and send mail. This activity can also extend to othersections or other grades. If there is more than one section of the grade in the school,for example, each student can write each other letters, using the classrooms as thereturn addresses.Lesson 34: PuppetsSummaryArt History/ Art Art Criticism/ ArtConnecting Productio Looking and Appreciatio n Seeing n Creating Appreciatin Identifying the gPuppets are not just a form of art. Make elements of art in Stories,They are also toys, and Finger the puppets. fictional orentertainment. Sometimes, instead puppets. personalof actors on a stage, a play or a show Differences and can be toldis done by puppets! similarities using between the puppets. different puppets.Puppets are moved by people. Theyuse their hands to pretend that thepuppets are talking and moving.Time Allotment:ObjectivesThe learner will:1. Define the given ART VOCABULARY.2. Create finger puppets, using their own fingers3. Connect art to literature and language.4. 142
Search