Day 1 On post it note students answer the question "what makes you unique?" when they finish they stick the answers on the board. After a short discussion of the answers the new topic of the uniqueness of fingerprints and qualities of line.
Next we used ink pads to print multiple fingerprints. Then observe them and draw the variety of lines they see. Students then flip the paper over and create a creativity web of things that describe them.
Day 2: Students use the creativity web to write at least a page about themselves.
Day 3: Students do two large 9x12 practice drawing based on the fingerprint sketches. On the best one they practice placing the word they wrote between the lines.
Day 4: Students practice different styles of hand writing.
Day 5: Students begin to draw in larger paper 12x16. Starting in pencil they draw the outline of their fingerprint then the lines on the inside. They should demonstrate various qualities of line, for example: thick and thin, long and short, directional changes.
Day 6 Students start writing in the words about themselves. We started in pencil. Students are encouraged to try more than one style of hand writing. After they demonstrate that they we moved on to markers. I used sharpies.
Day 7-8 Students continue to work with marker. as they finish they are encouraged to go back and work on filling in any empty spaces larger than their finger. They can use small shapes or symbols. They also go back and work on thick lines. Finally they erase all pencil lines.
Day 9 : reflection statement and critique
Work is graded on a rubric: complete, correct, craftsmanship and challenge are the categories that I look for. The reflection essay was: How is your picture unique? Explain how line was used in your picture? What would you change, improve or expand?
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
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