Lauren Pallotta Stumberg Example Programs and Lesson Plans Programming Example 1 In a grade 4 classroom, the theme was “Community.” Students translated theme with literal images such as trees, people, homes, buses, cars, bicycles and pets. Stumberg took something from each student’s drawing to create a “wallpaper” design for the mural. Members from the community (children included) were able to contribute to the painting of this mural in a “paint by number” model. Programming Example 1: Lesson Plans Fourth Ward Neighbors Mural Primary Art Form: Drawing and Painting Hope Hill Elementary School Grade 4: 80 students; 3 classes 2 sessions per class: October/November 2016 Artist Facilitator: Lauren Pallotta Stumberg Overall Objective:
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Lauren Pallotta StumbergExample Programs and Lesson Plans
Programming Example 1In a grade 4 classroom, the theme was “Community.” Students translated theme with literal images such as trees, people, homes, buses, cars, bicycles and pets. Stumberg took something from each student’s drawing to create a “wallpaper” design for the mural. Members from the community (children included) were able to contribute to the painting of this mural in a “paint by number” model.
Programming Example 1: Lesson Plans Fourth Ward Neighbors MuralPrimary Art Form: Drawing and PaintingHope Hill Elementary SchoolGrade 4: 80 students; 3 classes2 sessions per class: October/November 2016Artist Facilitator: Lauren Pallotta Stumberg
Overall Objective: To design a mural for the Old Fourth Ward neighborhood on the two Highland Avenue bridge walls between Randolph Street and Sampson Street that measure approximately 3ft tall x 300 ft long x 2ft deep.
Session 1 Objectives: 1. To identify street art locally and internationally and whether it is abstract or representational. (grade 4 art standard: representational vs. abstract).
2. To brainstorm 5 words or phrases about community.
3. To measure 2 inches from top of paper in two locations and draw a line.
4. To draw images of things found in our community based on word lists and brainstorming.
Session 1: Supplies: internet, computer and projection equipment to show examples of street art; picture of mural location; post-its, 5 in x 12in cardstock, pencils, rulers, markers
Introduction (2 minutes)Introduce myself and what I do as a professional artist.
Activity 1: (10 minutes)Introduce street art and murals. Show examples of street art around the world and local to Atlanta. Have students respond to colors, patterns, emotions, abstract vs. representational.
Activity 2: (10 minutes)Write COMMUNITY on the board. Have a few children share their thoughts. Give each child a post-it note and the instruction to write down 5 things that describe their community. Students come up the place post-its on board and share what they wrote.
Activity 3: (15 minutes)Hand out cardstock. Demonstrate to students how to measure two points from the top of the paper to make a straight line. Explain the top two inches is the top of the wall seen walking and the bottom three inches is the side of the wall seen from the street. Have students draw images related to community based on brainstorming activity.
Clean-up (8 minutes)Assign volunteers to collect rulers, pencils and markers. Collect drawings.
------- Between Sessions -------
Trace drawings to become wallpaper. Get printed large scale at FedEx.
Session 2 Objectives: To have students paint in their drawings for mural.
Session 2:
Supplies: large-scale print-out of drawings; paint, brushes, plates
Introduction (2 minutes)Remind children about mural and the design. Explain the day’s objectives and expectations.
Prep:Have students get paint by table based on behavior. Each student gets one color.
Activity: (35 minutes)Students paint into their drawings, background and foreground.
------- After Sessions -------Drawings were mocked up, digitally colored by Stumberg, and presented to City of Atlanta for approval. Proposal was approved in February 2017. Painting is being done by the community, including Hope Hill kids, in April/May 2017.
Programming Example 2At the high school level, Stumberg facilitated ideation efforts along the theme, “It’s Who We Are, Not Where We’re From.” Students from grades 9–12 generated ideas in more abstract terms, using symbolism to build meaning. The end result was a student with wings holding a megaphone, with black diamonds coming out of the megaphone towards a bright golden sun. The wings represented being uplifted towards one’s goals; the megaphone symbolized having an amplified voice; the black diamonds depicted wealth and success; the sun was a symbol of power. This project was developed by students but painted by Stumberg.
