Energizers & Warm-ups- Reading Response #3

10. Cornett (2011) says that energizers and warm-ups are used to ready students mentally and
physically for creative prolem-solving (p.1!").# $he lists numerous energizers and warm-ups.$elect
three energizers or warm-ups that you would li&e to include in your teaching.'ou may e ale to
include specific warm-ups in your unit plan that you are going to write.(escrie in detail how you
would guide students through each of these e)periences.*his is similar to what you need to do when
you are writing your lesson plans to descrie what students will do.
Energizers & Warm-ups- Reading Response #3
10. Cornett (2011) says that energizers and warm-ups are used to ready students mentally and
physically for creative prolem-solving (p.1!").# $he lists numerous energizers and warm-ups.$elect
three energizers or warm-ups that you would li&e to include in your teaching.'ou may e ale to
include specific warm-ups in your unit plan that you are going to write.(escrie in detail how you
would guide students through each of these e)periences.*his is similar to what you need to do when
you are writing your lesson plans to descrie what students will do.
06/18/14
06/18/14
nergizers & warm-ups are extremely
important in a classroom setting because it
gives the students the ability to refocus
and to get excited about the topic at hand.
Three energizers & warm-ups I would use
in my classroom room and possibly unit
plan are: Art oems! "a#e a "ess! and
$ense $tations.
Art oems is a great way to get the
students to explore the sub%ect without
having to sit and listen to direct teaching.
&ach student could choose their own poem
for high elementary and have to ta#e the
properties of that poem such as: hai#u!
rhyming! etc. and create their own poem
about their last art pro%ect. They could use
this to also give them an inspiration for
what they want their next art pro%ect to be.
&ach student could be told to write an
original poem and then use that poem to
inspire their art activity. The students would
be able to go to stations that have
particular art supplies li#e: painting!
pastels! colored pencils! gluing with paper!
and mar#ers. They would be allowed to
travel to any station that has an open seat.
After they create their piece of art wor#! we
would have an art wal# where the students
could receive positive feedbac# about their
art wor#.
"a#e a "ess seems li#e a warm-up
that I would do to let the students explore
before being told what the art pro%ect!
assignment! or techni'ues are. This gives
the students time to guess! experiment!
and problem solve with the new e'uipment
or art tools. The students would have a ball
of clay and a new tool to explore. They
would be allowed a small amount of time to
ma#e a mess and experiment what the tool
could be used for. After the students ma#e
a mess! the students would find out the
intended use of that tool through direct
teaching. After they would explore the item
using it as its intended use and decide if
they li#ed their result! the intended use! or
both.
(astly! I would use $ense $tations
in my classroom to help the students get
excited about the idea of not #nowing and
having to explore the contents using their
senses alone. )e did this assignment
during one of our face-to-face sessions. It
was extremely fun! exhilarating! and
creative. &ach and every station had me
go through the same though process of
curiosity- What is it? What sense do I have
to use? Where might it come from? What
purpose might it have? What else can I do
to figure out what this is? The purpose of
having the %ournal for your answers was a
smart idea! but I also feel it can create a
negative competition that can create
cheating! lying! and somewhat being upset
for certain competitive children. *eeping
the groups small gave me a comfortable
feeling with being wrong and having fun
learning and ma#ing mista#es. )hen we
shared as a whole class! I was more held
bac# until I heard someone guessed the
same wrong answer as me. +verall! it was
a very fun energizer and created intimate
groups that were able to discuss! while
having the opportunity to select their own
choices without offending anyone.
Three-Dimensional Forms- Reading Response #4
12. Cornett (2011) descries a wide variety of drawing+ painting+ printma&ing+ collage+ and mi)ed
media.$he includes information aout specific media+ tools+ surfaces and techni,ues (pp. 1-.-1-!).$he
also includes information aout artistic techni,ues such as enlarging+ simplifying+ cropping.$he also
e)plains other art forms such as displays+ ulletin oards+ murals+ photography+ three-dimensional art+
and oo&ma&ing (pp. 1-/-1"0). 0fter reviewing this information+ thin& aout which one of these art forms
you feel comfortale teaching your students and descrie why you thin& you want to select this art form
as a focus for your unit plan and what you want to teach your students aout this art form.
Three-Dimensional Forms- Reading Response #4
12. Cornett (2011) descries a wide variety of drawing+ painting+ printma&ing+ collage+ and mi)ed
media.$he includes information aout specific media+ tools+ surfaces and techni,ues (pp. 1-.-1-!).$he
also includes information aout artistic techni,ues such as enlarging+ simplifying+ cropping.$he also
e)plains other art forms such as displays+ ulletin oards+ murals+ photography+ three-dimensional art+
and oo&ma&ing (pp. 1-/-1"0). 0fter reviewing this information+ thin& aout which one of these art forms
you feel comfortale teaching your students and descrie why you thin& you want to select this art form
as a focus for your unit plan and what you want to teach your students aout this art form.
06/18/14
06/18/14
hree-dimensional forms are
forms that have height! width! and depth.
Though there are many three-dimensional
forms that would appeal towards ,
th

graders! for my unit plan I want to do
something with clay. -nfortunately! I don.t
have a way to fire the finished pieces. I
would as# my old ceramic teacher to fire
them for me! but considering I am not
paying for a class with her I might have to
find another solution. I wanted to teach the
students how to ma#e a coil sculpture or
form. To learn how to do that! I wanted to
include how to ma#e small pinch pots and
let the students explore with the clay.
A part of why I really want to teach
this to ,
th
graders is because I never got to
touch clay until I was a %unior in high
school. I didn.t #now anything about
ceramics when I signed up for my first
class in %unior year. After ta#ing my first
beginning class in ceramics I was hoo#ed.
I too# it for my senior year and revolved all
my other class pro%ects and assignments
around ceramics techni'ues and
strategies. )hen I found out you could
ta#e ceramics in college as an accredited
course for art! I %umped right into it. I too#
at least , semesters. +f course each
semester didn.t give me credit! considering
there were only / classes available.
0eramics too# my stress away! gave me a
creative outlet! and let me express my
personality into something physical that I
could say I create from scratch. I.m hoping
by giving students an early start to learning
about ceramics that it will open their
creativity and give them confidence.
Teaching basic ceramics is
something I would be comfortable because
I have a few years. experience with it! I
personally en%oy it! and the materials and
clean-up is manageable.
The idea of using clay mixed with
other media sounds li#e an interesting
idea. Incorporating other materials!
however! does ma#e me concerned with
the microscopic particles of clay that enter
your lungs when it is dry. -nfortunately! I
wouldn.t want any students to #eep
greenware! dry clay! for that reason. 0lay
is dangerous enough wor#ing with it as it
dries on the table! your hands! and on the
tools. 1owever! I do thin# experimenting
with clay is still fun in a higher elementary
grade level.
Another option of three-dimensional
forms would be a diorama or shadow
boxes. I really en%oy creating scenes using
simple materials to create something
realistic and visual. 1aving the students
wor# on a diorama or shadow box would
be my second option for a unit for higher
elementary. Teaching the students to
create a diorama would be a great
experience to get to #now the students and
their interests and hobbies. The supplies
wouldn.t be hard to obtain. I would provide
the colored paper or paints! glue or tape!
glitter! or any other teacher supply. The
students could bring in their own shoe box
and any additional item specific
decorations li#e cotton balls! tinsel! or even
little trees from the holidays.