Art

=Art =

//"Pick a Picasso" //

__Meets Ohio Content Standard: __ Standard 2: Apply computer skills to explore and create a range of visual effects to enhance projects and presentations. Standard 3: Demonstrate understanding of the relationship between words and images by applying text to images and images to text (e.g., write descriptions of their artwork and illustrate a scene from a literary work)

__Technology Needs: __ Computer / Internet Web Sites Upload Work onto Glog- Computer / Internet

__Activity Description with Technology Integration __ Write this quote on the board: **// "Every child is an artist. The problem is how to remain an artist once he grows up." ~ Pablo Picasso //** - Ask students to interpret this quote - Explain to students that they will be completing activities on the artist Pablo Picasso 

Visit the Online Picasso Project. []

Students should will click on “Artworks” and then choose a year to explore. The teacher should give the students adequate time to look through all of the art displayed in this year. Students can also choose another year if they are bored with the original year chosen. After the students have had enough time to explore Picasso’s art, the students will create their own Picasso by visiting [|www.picassohead.com].  This site allows individuals to create their own art by choosing from different characteristics that are typical of Picasso.

Once the students have created their Picasso heads, they will write a one paragraph description of their artwork. Students should explain what they were trying to achieve with this art and how they achieved it. Students can discuss colors, size, as well as placement on the canvas.

After students have completed this work, they will publish their Picasso head and description on the glog.

__Supporting Research: __ Wang, L. Y. (2002, May). How Teachers Use Computers in Instructional Practice - Four Examples in A <span style="font-family: Arial,Helvetica,sans-serif; font-size: 144%;">merican Schools. //International Journal of Art & Design Education, 21//(2), 154-164. The article “How Teachers Use Computers in Instructional Practice – Four Examples in American Schools” provides tips on how art teachers are using technology in their classrooms. This article strives to show the significance of how computers are creating a positive impact on art students. Wang observes one teacher that has found ways to incorporate art history into her middle school classroom. This educator “feels that the use of computers helps to motivate students to learn more about art history.” This lesson addresses art history when the students are to visit the Online Picasso Project. The students should also feel more motivated because they are allowed to pick their own dates to explore, rather than being assigned the work. Just as the educator feels that incorporating technology into art history is positive, this lesson should prove worthwhile for same reasons. In addition to using technology for art education, Wang notes how “new and emerging technologies extend the potential and definition of art, as well as the range of possibilities for expression, perception, and communication.” Because not all students will be able to draw or paint a Picasso on their own, they are able to complete one through picassohead.com. This is an example of how technology provides a “range of possibilities” for students.

__<span style="color: #00ff00; font-family: 'Comic Sans MS',cursive; font-size: 200.2%;">Tried and True or New and Innovative?: __ This lesson is a mixture of “tried and true” and “new and innovative.” Analyzing classical pieces of work is “tried and true,” but allowing students to create their own art through a web site is “new and innovative.”