Showing posts with label Integrated Studies Research. Show all posts
Showing posts with label Integrated Studies Research. Show all posts

Sunday, June 4, 2017

anatomical portrait study lesson

The first sheet of the assignment,
the skull and the eye balls. 

Description: Our art class will study and illustrate the basic structure of the human head for this assignment. Students should accurately diagram and label the bone and tissue layers beneath the skin on three separate pieces of drawing paper.
      Human anatomy, which, with physiology and biochemistry, is a complementary basic medical science is primarily the scientific study of the morphology of the adult human body. Anatomy is subdivided into gross anatomy and microscopic anatomy. Gross anatomy is the study of anatomical structures that can be seen by unaided vision. Microscopic anatomy is the study of minute anatomical structures assisted with microscopes, which includes histology and cytology. Anatomy, physiology and biochemistry are complementary basic medical sciences which are usually taught together.
      In some of its facets human anatomy is closely related to embryology, comparative anatomy and comparative embryology, through common roots in evolution; for example, much of the human body maintains the ancient segmental pattern that is present in all vertebrates with basic units being repeated, which is particularly obvious in the vertebral column and in the rib cage, and can be traced from very early embryos.
      The human body consists of biological systems, that consist of organs, that consist of tissues, that consist of cells and connective tissue.
      The history of anatomy has been characterized, over a long period of time, by a continually developing understanding of the functions of organs and structures in the body. Methods have also advanced dramatically, advancing from examination of animals through dissection of preserved cadavers to technologically complex techniques developed in the 20th century.
      Generally, physicians, dentists, physiotherapists, nurses, paramedics, radiographers, artists, and students of certain biological sciences, learn gross anatomy and microscopic anatomy from anatomical models, skeletons, textbooks, diagrams, photographs, lectures, and tutorials. The study of microscopic anatomy can be aided by practical experience examining histological preparations under a microscope; and in addition, medical and dental students generally also learn anatomy with practical experience of dissection and inspection of cadavers A thorough working knowledge of anatomy is required by all medical doctors, especially surgeons, and doctors working in some diagnostic specialties, such as histopathology and radiology.
      Human anatomy, physiology, and biochemistry are basic medical sciences, which are generally taught to medical students in their first year at medical school. Human anatomy can be taught regionally or systemically; that is, respectively, studying anatomy by bodily regions such as the head and chest, or studying by specific systems, such as the nervous or respiratory systems. The major anatomy textbook, Gray's Anatomy, has recently been reorganized from a systems format to a regional format, in line with modern teaching methods.

Subjects: Medical Illustration

Instruction Time: Approximately three class periods

Materials needed:
  • Three sheets of drawing paper
  • Scissors
  • Colored pencils and pens
  • Stencil of skull
  • Photographs, diagrams, and pictures of human skulls and muscular structure to make a reference to
Objective(s): Show-Me Content Standard: Visual Art Standards for Missouri Schools 2009
Strand I: Product/Performance – Select and apply two-dimensional techniques, and processes to communicate ideas and solve challenging visual arts problems for 7th, 8th, 9th, and 10th Grades
  • Create smooth, continuous value through even pressure
  • Create a range of 4 smoothly graduated values through varied pressure
  • Define edge through variations in pressure or angle
  • Use media in various ways to create simulated and invented textures
  • Demonstrate proficiency using a single drawing media
  • Blend values/colors to create new values/colors
Strand IV: Interdisciplinary Connections, Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies
Show-Me Science Curriculum Guide Human Anatomy and Physiology – Characteristics and Interactions of Living Organisms: 1. There is a fundamental unity underlying the diversity of all living organisms
  • Define anatomical and directional terminology to appropriate structures.
Phase 1: Clarify goals and establish set
  • Students will study the differences between anatomical portraits and regular portraits.
  • Students will learn about the necessity of anatomical drawings in scientific study.
  • Students will draw their own versions of anatomically correct portraits to the proficiency of 80% required by the State of MO.
Phase 2: Demonstrate knowledge or skill
Task Analysis:
  • Students should visit the web sites provided by the teacher in the following bibliography.
  • Students will then work from a variety of pictorial references supplied in the classroom for the assignment.
  • The first drawing will illustrate a human skull, the second the muscle tissues of the human head, and the third the outside skin and hair of a anatomically correct human portrait.
  • Correct placement of eye, nose and mouth holes are demonstrated in the classroom sample and should be also cut from student drawings in a like manner
  • Anatomical portraits should be colored in naturalistically.
  • Staple all three drawings together in order of their appearance in real life skulls
Phase 3: Provide Guided Practice
  • The instructor will provide materials needed to describe visually the muscles and bone structure of the human head.
  • The instructor will describe and write out the details concerning the process of an anatomical portrait study.
  • The instructor will demonstrate the process involved with the layered drawing requirements.
Phase 4: Check for understanding and provide feedback – A standardized rubric will be used to analyze and critique each individual student’s artwork.

Phase 5: Provide extended practice and transfer – Students will be encouraged to create even more projects at home. Materials used during class may be duplicated in their own home. A handout for children to take home and color will be provided.

Reflections: Reflections are attached to rubric. There is room enough for both the instructor and student to respond.

Human Anatomy Bibliography:
Resources: The lesson plan adaptations and written content, excluding State Standards, is written and copyrighted by Kathy Grimm, 2009. The use of the ideas and 10% or less content constraint on previously published materials is met in accordance to United States copyright law. Some scientific definitions come from public domain resources. Interested parties may visit the following link to read about Fair Use and Teachers http://home.earthlink.net/~cnew/research.htm#Purpose%20of%20use

audubon's legacy lesson

Description: Audubon, a French-American ornithologist, hunter, and artist, developed his own methods for drawing birds. First, he killed them using fine shot. He then used wires to prop them into a natural position, unlike the common method of many ornithologists, who prepared and stuffed the specimens into a rigid pose. When working on a major specimen like an eagle, he would spend up to four 15-hour days, preparing, studying, and drawing it. His paintings of birds are set true-to-life in their natural habitat. He often portrayed them as if caught in motion, especially feeding or hunting. This was in stark contrast to the stiff representations of birds by his contemporaries, such as Alexander Wilson. Audubon based his paintings on his extensive field observations.
      He worked primarily with watercolor early on. He added colored chalk or pastel to add softness to feathers, especially those of owls and herons. He employed multiple layers of water-color, and sometimes used gouache. All species were drawn life size that accounts for the contorted poses of the larger birds as Audubon strove to fit them within the page size. Smaller species were usually placed on branches with berries, fruit, and flowers. He used several birds in a drawing to present all views of anatomy and wings. Larger birds were often placed in their ground habitat or perching on stumps. At times, as with woodpeckers, he combined several species on one page to offer contrasting features. He frequently depicted the birds' nests and eggs, and occasionally natural predators, such as snakes. He usually illustrated male and female variations, and sometimes juveniles. In later drawings, Audubon used assistants to render the habitat for him. Going beyond faithful renderings of anatomy, Audubon employed carefully constructed composition, drama, and slightly exaggerated poses to achieve artistic as well as scientific effects. Read more...


Subject: Fine Art/Biology

Instruction Time: Three sessions at least

Materials needed:
  • White drawing paper
  • Audubon prototype
  • Colored pencils and watercolors
Objective(s):
Show-Me Visual Art Standards for Missouri Schools
Strand I: Product/Performance – Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems for all high school grades.
  • Select and apply drawing media and techniques that demonstrate both sensitivity and subtlety in use of media and informed decision making
Strand IV: Interdisciplinary Connections, Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies
  • Explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods.
Show-Me Standards for Biology
Strand 7: Scientific Inquiry – Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking
  • Concept B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations. - Determine the appropriate tools and techniques to collect, analyze and interpret data.
Phase 1: Clarify goals and establish set
  • Students will study the watercolors and drawings of the famous orinthologist John James Audubon by observing a slide presentation, reading the attachment about him following this lesson plan and visiting web sites.
  • Students will copy prototypes of Audubon’s work and develop their skills in watercolors and colored pencils.
Phase 2: Demonstrate knowledge or skill
Task Analysis: rewrite below
  1. Students will research the life of Audubon through a selection of provided materials.
  2. Students will select a prototype of James Audubon.
  3. Make tracings or stencils to transfer the prototype to fine watercolor paper and paint.
Phase 3: Provide Guided Practice
  • The teacher will show a slide presentation of John James Audubon’s life.
  • The teacher will assign to each student a prototype to work from.
  • The teacher will demonstrate methods of watercolor and drawing to the class during the sessions.
Phase 4: Check for understanding and provide feedback – A standardized rubric will be used to analyze and critique each individual student’s artwork.

Phase 5: Provide extended practice and transfer – Students will be encouraged to create even more projects at home. Materials used during class and the research conducted on their own computers at home may be duplicated in their own home environment at very little expense.

Reflections: Reflections are attached to rubric. There is room enough for both the instructor and student to respond. Copies of reflections are returned to students to keep in their three ring binders. (phase 4 above)

Resources: The lesson plan adaptations and written content, excluding State Standards, is written and copyrighted by Kathy Grimm, 2009. The use of the ideas and 10% or less content constraint on previously published materials is met in accordance to United States copyright law. Some scientific definitions come from public domain resources. Interested parties may visit the following link to read about Fair Use and Teachers http://home.earthlink.net/~cnew/research.htm#Purpose%20of%20use

Sunday, August 7, 2011

american civil war for missouri teachers


George Caleb Bingham painting of General Order No. 11. In this famous work General Thomas Ewing is seated on a horse watching the Red Legs
      During the summer of 2011, I spent 30 hours in a Civil War workshop hosted by the National Park Service and wrote a detailed integrated studies lesson plan about Civil War artifacts. I will link to that lesson plan and many others as soon as these are posted on the Missouri Civil War Sesquicentennial website.
      Who's Who During The Civil War - Biographies/Portraits In The Public Domain.  I've included these pages for teachers who need to print out short, accurate biographies and famous speeches for students to read. The reading level is approximately 5th to 8th grade. The biographies are in the public domain. The clip art is cleaned and redrawn here at the blog. Enjoy and print as many as you like:  Thomas Hart Benton * John Brown * John Charles Fremont * Nathaniel Lyon * The Hypocrisy of American Slavery by Frederick Douglass *
Excellent Topical Reading About The American Civil War for Middle School and/or High School Students: 
  • Memoranda During The War: Civil War Journals, 1863-1865 
  • "The Little Regiment" and Other Civil War Stories by Stephen Crane
  • "The Red Badge of Courage" by Stephen Crane
  • Famous Documents and Speeches of the Civil War, edited by Bob Blaisdell
  • "To Be A Slave" by Julius Lester
  • The Civil War Reconstruction: Rebuilding America After The Civil War by Stephanie Fitzgerald
Books About The Civil War in General For The State of Missouri: 
  • Ulysses S. Grant: Personal Memoirs. With an Introduction and Notes by James M. McPherson
  • The Shattering of The Union: America In The 1850s by Eric H. Walther
  • The Civil War's First Blood: Missouri, 1854-1861 by James Denny and John Bradbury
  • A Tour Guide To Missouri's Civil War by Gregory Wolk, Foreword by Stuart Symington, Jr.
  • Missouri's War: The Civil War in Documents edited by Silvana R. Siddali
  • Civil War St. Louis by Louis S. Gerteis
Documentaries and Film:
  • "August Light: Wilson's Creek and the Battle for Missouri" by Wide Awake Films
American Civil War Image Files: http://www.civilwarphotography.org/ * Civil War Photographs collection, Prints & Photographs division, Library of Congress * Selected Civil War photographs, American Memory, Library of Congress * Civil War photos, U.S. National Archives and Records Administration * 3-D Photography in the Civil War: An Online Exhibit (CWPT) * The photographic history of the civil war... Francis Trevelyan Miller, editor-in-chief; Robert S. Lanier, managing editor. Thousands of scenes photographed 1861-65, with text by many special authorities. Publisher: New York, The Review of Reviews Co., 1911-12 * Civil War Band Collection: 1st Brigade Band of Brodhead, Wisconsin * Photographic History of the Civil War An etext of the 1912 10 volume edition (Also available from Google Books at http://books.google.com/books?vid=OCLC01467122) * Civil War Era Digital Collection at Gettysburg College Collection contains photographs of Civil War soldiers *
Teacher's Guides to The Civil War: Abraham Lincoln * Civil War Music * Fort Davidson * Wilson's Creek *

Monday, May 16, 2011

american patriot index for teachers

History Lesson Plan Links. Our history lesson plan resource page will be updated on a regular basis.

Early American Colonial Era (1499-1763) Links:
Lesson plans about Early American History:
American Revolution Blogs:
Magazine About Colonial Times:
American Civil War Era (1860-1865) Links:
Lesson plans about the American Civil War:
World History Meta Sites for History AP:
American Patriotic Plays for School Children:
The Best Patriotic Crafts!
Patriotic Crafts from Making Friends - red, white and blue photo frames, beaded patriotic hearts, patriotic flag jewelry, USA visor, stars and stripes wreath, All American bird house, military themed crafts, tissue paper patriot wreath
USA Patriotic Activities and Crafts from Enchanted Learning - stand-alone star, patriotic pinwheel, craft stick flag, cascade of stars, string of stars, patriotic wind sock, patriotic plant pots, patriotic pebble, Lincoln penny pendant, US flag and eagles letterhead, USA Flag print out, USA flag printout with 13 stars and also 50 stars, fourth of July activity book, United States symbols, statue of liberty printout, liberty bell coloring printout, acrostic poems (Washington, Lincoln, Presidential), printout about Mt. Rushmore, all US presidents, American president wordsearches and much more than this!
The Giant Patriotic Collection of Crafts at AllCrafts.net - Every king of patriotic craft from wind chimes to patriotic swags!
DLTK has American patriotic crafts too. We love the cut eagle project!

More patriotic sites for kids!

Patriotic Poems.  All patriotic poetry, patriotic poems and patriotic verse located here is in the public domain. Teachers may use it freely to create curriculum and worksheets for their students. 
Presidential Links. The President of the United States is the head of state and the head of government of the United States. As chief of the executive branch and head of the federal government as a whole, the presidency is the highest political office in the United States by influence and recognition. The president is also the Commander-in-Chief of the U.S. armed forces. The president is indirectly elected to a four-year term by an Electoral College (or by the House of Representatives should the Electoral College fail to award an absolute majority of votes to any person). Since the ratification of the Twenty-second Amendment to the United States Constitution in 1951, no person may be elected to the office of the president more than twice. Upon death, resignation, or removal from office of an incumbent President, the Vice President assumes the office. This list includes only those persons who were sworn into office as president following the ratification of the United States Constitution, which took effect in 1789. For American leaders before this ratification, see President of the Continental Congress. The list does not include any Acting Presidents under the Twenty-fifth Amendment to the United States Constitution.
      There have been forty-three people sworn into office, and forty-four presidencies, due to the fact that Grover Cleveland served two non-consecutive terms and is counted chronologically as both the twenty-second and the twenty-fourth president. Of the individuals elected as president, four died in office of natural causes, one resigned, and four were assassinated. The first president was George Washington, who was inaugurated in 1789 after a unanimous Electoral College vote. William Henry Harrison spent the shortest time in office at 32 days. At over twelve years, Franklin D. Roosevelt spent the longest time in office, and is the only president to serve more than two terms. The current president is Barack Obama; he became president on January 20, 2009.
Our patriot links are perfect for young students and teachers. Learn the history of countries, read important government documents, and research politics, heritage, and culture. If you have a website that would fit under these categories why not write our staff and suggest a link? pickandprintgallery@yahoo.com

Historical Documents & American History Links.
Historical Documents & Canadian History Links.
Historical Documents & United Kingdom History Links.
Australian history websites
Australian Historical Texts and Documents
Manuscripts, Archives and Registers for Australia
Libraries of Australia

Patriotic Organizations In The United States.
Patriotic Organizations In Canada.