(Students can bring items from home and/or create items in class).ĥ. Use their research to create a speech in first person. Research their individual roles and fill out the coordinating fact pages in their designated packets.ģ. Decide who will play the role of the artist and who will play the role of the artwork.Ģ. In this project, each pair of students will have to…ġ. I have outlined the students’ basic tasks below: They work through their packets from beginning to end.
#The living art museum download#
The checklist makes up the first page of their packets which are available for download below. (Optional) Plan a mini lesson on the gridding method if your students haven’t experienced it yet.Ĭheck out this article, and show your students this video!īecause this is an involved project with many parts, I created a checklist for my students to complete as they go. Develop pairs of students with the classroom teachers.ħ. This correlates proportionally when gridding from 8″ x 10″ printed images.Ħ. Cut cardboard or foam board to size for the artwork. (Don’t forget to make sure you have an ample supply of paint!)ĥ. Last year, I used mini cupcake containers. Collect containers to hold mixed colors from week to week. I’ve made mine available for download in the next section!Ĥ. Make worksheets to guide students through the process. If your teacher librarian is really awesome, they might even help you with the research portion of this project! Just ask!ģ. Have your librarian pull books from the library and put together a list of websites for students to search. Below, I’ve included my Excel list that allows for names and titles of specific works to be added.Ģ. I pair this list with a PowerPoint featuring a few of works by each artist. Create a list of artists from which your students can choose. I’m sharing everything you need to create a living museum in the art room!ġ. In addition, download planning documents and research packets. Read on to see how I prepped, what was required of my students and some helpful hints I learned along the way. One would take the role of the artist, the other, the role of the artwork.Īs this project came to fruition, I took many steps to ensure it ran smoothly. I began to visualize the project as I perused Pinterest, especially when searching for “ art costumes.” The concept was beginning to take form. I thought, why not have my fifth-grade students create their own living art museums? I had seen living museums done as history projects before. – What could we do to make art history hands-on and fun? – How and what can motivate my students to learn more about art history? I always strive to make art history connections in my lessons, but I was stumped as I worked to design my fifth-grade curriculum last year.
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