Making Music: Creating Harmonies

IPhone Still Life Photogaphy: Discovering New Images

Watch the Following videos:

Video 1

Video 2

Video 3

Video 4

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Still Photography

Still photography may refer to photographs containing mostly inanimate subject matter, often in small groupings. 

Still photography is the practice of making non-moving photographs, as distinct from motion picture photography (cinematography).

Unit still photographer, a person who creates still photographic images for the publicity of films and television programs. 

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5 Elements of Composition in Photography

Pattern

Symmetry

Texture

Depth of Field

Lines

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37 Most Famous Photographers 

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Activity

Students will go outside the classroom and scout for an inanimate object or set of objects on campus that they would like to photograph following the 5 elements of composition.

When completing the assignment, students will create a lesson plan using this activity as reference.

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Students' Work

 Kaici Aloupis 

 Lesson Plan Title: Still Life Studio Skills for Social Solutions

Grade: Middle School 

 

Domain: Visual Arts Education

 

Component: III Studio Skills

 

Objective:

 

 Creates and justifies two or more solutions to the same problem by using different arts forms to display the solutions. (VA.B.1.3.2) 

 

Competency: 

 

C The student knows how the qualities and characteristics of art media, techniques, and processes can be used to enhance communication of experiences and ideas. 

 

Material: 

 

Camera, Pencil/Writing Utensil, Paper 

 

Activity: 

 

I will present the goal of the lesson plan. The students will individually pick a social issue that they want to focus on and address through their still life studio picture and drawing. 

 

My example is the problem with coins in our economy; that is, people undervalue coins as less than monetary value even though they possess the same value as paper bills. 

 

I will present my still life picture of coins displayed in a concentric display that shows the monetary value of each coin. 

 

Then, I will show my hand drawing of my still life. 

 

This picture will be a distortion of the picture still life. For instance, I might draw a pile of coins accumulated in the trash. 

 

Another example may be a person collecting coins from the street to purchase a food item at a dollar market stand. 

 

My students will have to decide on what social issue they want to address and determine how they will address their social issue by creating a still life that they will take a picture of. 

 

Then, the students will have to hand draw a distortion of their still life photo that proliferates the conversation of their focused social issue. 

 

The students will share their still life photo and distorted still life drawing with the class in an oral presentation.

 

Assessment: 

 

Students will be assessed on their creativity for composing their still life photograph, their expression of distorting their still life via their hand drawing, and their ability to verbally explain and justify their artistic decisions to the class during their oral presentation.

Action Plan: Redirecting Behaviors Through the Arts

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ACTION PLANS
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Students' Work

Group 3:
Sonny, Blaire, Maggie, Faith, Jake, Noah, DJ, Francis

  2^nd grade

Action Plan (Beliefs):

1. Each student has an equal opportunity to succeed in our learning environment

  Rule:

1. Respect your classmates and the teacher, respect the classroom space, and personal space.

1. Entering the room

2. Taking care of school supplies

3. Participating in group lessons

4. Handing in finished work

5. Turning in lost items/locating lost items

6. Signals for attention

  Procedures:

Beginning the day with hands on artistic assignments to get the creative juices flowing and allow them to focus for the remainder of the morning for English and math class. After lunch students will go to Science as to engage in something fun and interesting to get their mindset back into the classroom mindset. Then finish the day with recess to let their energy out and allows them to look forward to something enjoyable at the end of the day.

Schedule:

8AM – 9AM: Art

9AM – 10AM: English

10AM – 11AM: Math

11AM – 11:30AM: Lunch

11:30AM – 12:30PM: Science

12:30PM – 1:30PM: History

1:30PM – 2:30PM: Foreign Language

2:30PM – 3PM: Recess

 

Daily Reinforce:

Choose their stickers and able to put their own sticker on the board

Weekly reinforce:

Top 3 students with the most stickers get to choose a candy bar from the jar at the end of the week

Monthly reinforce:

The student that has shown the most growth and improvement will receive a coupon to have a free meal at some restaurant

End of year reinforce:

If 90% of the students turn in their homework the whole class will receive a pizza party

Corrective Behavior:

1. Minor issues you get 3 strikes, if you get 3 strikes then you are sent to the principle. Major issues go directly to principle

2. Have a board to represent how severe the issue was

3. Minor issues talk to the student and have them step back from the classroom and threaten to rearrange classroom seats.

4. Major issues we would contact the office and set up a meeting with the parents and talk about rearranging the classroom seats.

Develop:

During the first week of school, the teacher will call each of the student’s guardians/parents and introduce themselves and their class mission.

  Teach:

  Share:

Review:

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Group 1: 

Lexie, Millie, Rachel, Kai, Sydney

Kindergarten Art Class

Action Plan: 

Teaching Statement: 

We are committed to working with every student and helping them grow no matter their previous knowledge. We believe that everyone can learn in the classroom and become better students.

One class rule: Treat others how you want to be treated 

Procedures: 

1) Taking out/putting away/caring for supplies 

2) Being a classroom helper; learning a classroom job

3) Respect other people's work

4) Share supplies and help others

5) When and how to use the school restroom

These procedures are important because they keep the kids on task, the classroom organized, it teaches them respect, and people know what to do in different situations.

Schedule: 

1) Wait outside the classroom

2) Walk in and sit down

3) Listen to the teacher's instructions and ask questions

4) Set up your supplies

5) Wait until the teacher says to begin

6) Start your project 

7) Ask the teacher and other students for feedback or questions 

7) Wait for the cleanup signal 10 minutes before class ends

8) Put away your supplies and clean up

9) Be sure to leave your area as you found it 

10) Wait to be dismissed 

Positive Consequences: 

Free and Often: 

- Fun Stickers

- High fives

Intermittent: 

- Art piece of the week

- Notes home

- Special notes on their desk 

- Pizza party for the class 

Once a month and year: 

- Art student of the month

- Art Gallery/showcase with all student work once a year

- Principal recognition/awards at the end of the year

Corrective Behavior: 

- Preventative: Behavior contract

- First offence: Private before/after class meeting with the teacher 

- Second offence: Call home

- Third offence: Parent-teacher meeting

- Fourth offence: Parent-teacher meeting with the principal 

Finale: 

Develop: forms, stickers, behavior contract, parents contact information, student roster, request supplies from principal/school 

Teach: videos, brochures, examples, books, modelling good behaviors, spend a week explaining the rules, and then have older kids in older grades come in and do skits following the rule and not correctly following the rule

Share: Share the action plan with a parent and the principal, and other colleagues

Review: Customize based on the students, age group, neighborhood, culture, classroom dynamic/vibe

Group's Research:

This exercise will help us because it shows us the importance of being organized, preparing for different scenarios, and coming up with a plan to be as ready as possible. It also will help because at some point we will all probably be working with kids or having some of our own, and will teach them then. 

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Group 5: 

Katie, Faith, Jessica,Taylor,Jonathan, Colissa

Action Plan 

1). Beliefs:  

To create a nurturing environment where students can feel safe and demonstrate their creativity through expression and learning.  

2). 1 class rule: Respect 

3). Procedures 

Procedure 1: Wait outside the classroom in a line: Enter quietly and politely; remove your hat if you're wearing one; don't interrupt other students; follow the appropriate procedures for each time of day (e.g., morning, after lunch, after a special class). 

Procedure 2: Taking out/putting away/caring for supplies: Share group supplies; recap markers and glue; check the number written on the supplies to make sure they belong in your group basket; if something belongs to another group, return it to them quietly. 

Procedure 3: Throwing away trash: You may throw away trash whenever you need to if I am not teaching the whole group; do not play basketball with your trash; make sure all trash lands in the can; pick up trash even if it isn't yours. 

Procedure 4: Signals for attention: When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions. 

Procedure 5: Ending the day: Clean off your desk; leave out your work notebook; pick up any trash within three feet of your desk; stack your chair; collect your mail; wait quietly to be dismissed. 

Procedure 6: Fire drill: Stop everything; stand up and head for the door quickly, but without running or pushing; do not cover your ears; do not make any side trips; the classroom "fire chief" takes the fire drill packet and leads the line outside; the second person in line holds the classroom door for the rest of the class; the third person in line holds the outside door only for our class, then becomes the last person in line; wait patiently, calmly, and quietly in line outside until we are allowed to go back to what we were doing. 

4). Schedule 

08:45 am – 09:00 am Homeroom 

09:05 am – 10:00 am 4th Grade Art  

10:05 am – 11:00 am 5th Grade Art 

11:05 am – 12:00 pm BREAK 

12:05 pm- 1:00 pm Lunch Monitor 

1:05 pm – 2:00 pm 6th Grade Art  

2:05 pm – 2:25 pm End of Day/ Dismissal  

5). Positive Consequences 

Free & Often 

Smiles 

Thumbs up 

“Good Job” (or other verbal statements of encouragement)  

Pat on back 

Intermittent 

Prize jar (candy, stickers, little inexpensive toys, erasers, pencils grips)  

Good behavior pencil 

Sticker Chart/ Gold star chart 

Ice cream passes  

Free homework passes 

Once a month/year   

Student of the month (certificate with picture displayed in classroom)  

Principals award for best student (award)  

These procedures are well thought out and based off our belief system of encouragement and creating a classroom environment that fosters collaboration and learning. We want our students to be excited to come to class and be engaged in their learning.  

6). Corrective Behavior 

Minor/1st Offense 

The look  

Teacher walks near you 

Verbal statement- saying students name 

Intermediate Offense 

Individual conversation with student  

Time out 

Repeat Offender 

Phone call home 

Loss of privileges 

Indoor suspension (not able to participate in recess) 

Loss of gold sticker 

Send to office/ meeting with principal  

Severe Misconduct 

Afterschool suspension 

Meeting with parents and student 

Behavior contract 

Loss of all privileges for period of time  

7).  

Development:  

Posters with the one rule of the classroom for all students to see.  

Posters with the sticker chart.  

Emergency contact form will be sent home with students within first week for their parents to fill out.  

Prizes will be held in a treasure box for students to see.  

Jar with behavior pencils will be on teacher desk for students to see.  

Teaching: 

Procedures will be reviewed with students when appropriate. (Lining up before leaving the room, practicing good lining up behavior). 

Poster with class procedures will be on display. 

Videos will be shown when appropriate to give examples of good behavior and how to follow classroom procedures.  

Share:  

Each student will be given a copy for their parents to sign and review to bring back to teacher.  

A copy will be given to Principal/ school leadership.  

Review:  

Once we have met our students and worked with them more, we will be able to better asses if our rules/procedures are conducive to the type of classroom we want to have. 

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Group 2:

Brooke Jaffe, Val Ferrante, Ambur Clark, Remi Petit, Emily Gossett, Claudia Delorenzo, Jamie Norton 

 

Action Plan (Kindergarten) 

1. Beliefs: we want it to be student centered where everyone feel safe and comfortable and free to express themselves and be creative 

2. Objective: treat others the way you want to be treated 

3. Procedures: 

a. when students enter the classroom in the morning they need to unpack their backpacks, and start their morning routines set by the teacher

b. before students leave for the day they need to clean off their desks, push in their chairs, pack up their backpack, and line up to leave 

c. Students are required to share and care for supplies 

d. Make sure the students name is on the paper

e. Communicate with others respectfully (always use please and thank you) 

- these procedures are important for the students’ development to teach them how to make, repeat, and modify routines, how to share and communicate with others respectfully, and how to turn in work assignments in order to be recognized 

4. Schedule: 

8:00-8:30 drop off time and students are preparing for the day 

8:30-9:15 teachers reads students a book & discuss its contents

9:15-9:30 snack time 

9:30-10:30 art class (coloring) with art teacher 

10:30-11:30 handwriting practice and teacher is able to walk around and individually help students where they are struggling 

11:30-12:00 lunch 

12:00-12:30 recess 

12:30-1:15 circle time with music, students can orderly play with tambourines and other musical toys 

1:15-1:30 clean up and line up 

1:30-2:00 pick-up/bus time for school dismissal 

5. Rewards:

Intermittent: treasure box, line leader, a sunshine call, candy

Free and frequent: sticker, high five, verbal praise

Strong and long term: weekly awards (student of the week) 

6. Corrective Behavior: 

a. Warning 

b. Time out 

c. Call home 

d. Principal 

7. Develop: all the forms are pre-made and organized and easy to access 

     Teach: use videos, books, practice  

     Share: share with parents, principal, and students 

     Review: continue to edit the procedures depending on the class 

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