Lesson Plans

Lesson Plan #1

Objectives: Students will be able to create different textures and shapes with a new medium. Students will experiment and be able to compare different types of textures and understand why they are different, and how to change them. Students will be able to abstractly depict what they are seeing in the world around them. Students will have a better understanding of the artistic vocabulary Standards Addressed: Anchor Standard #1: Creating Brainstorm collaboratively multiple approaches to an art or design problem. Make art or design with various materials and tools to explore personal interests, questions, and curiosity. Other Standards Addressed: Objective 3- Recognize and express feelings in a variety of ways (e.g., draw, Paper bags paint, tell stories, dance, sing) Vocabulary: Line- How many different lines can we make with the same paint? Color- What happens when you mix different colors? Shape- How do different shapes interact with each other? Texture- What makes the different textures? Density- How does how dense it is affect the texture? Pedagogy: Before class, I will set up the different tables. Each student will get to make two color and density combinations, they will share with the other students for other colors and densities. Each table will have a stack of papers, scissors, 4 cans of shaving cream, 10 different colors of tempera paint, Elmer's Glue, and 2 baggies per student. When children come in the classroom, I will have them sit in their usual spots and not touch any of the equipment. I will then explain to them that today we will be making Easter eggs, using Puff Paint. I will then ask the class, “Has anyone used any type of paint like this before?” If they have, I will ask one of the students to share their experience to show that art is always fun outside of the classroom, in every day life. Next, I will explain what we are doing. First, the students will cut out an Easter egg shape from the paper. (They are already drawn on the papers, they will just have to cut them out themselves). I will show a demonstration of how to make the paint, and then I will just make random shapes on a paper, so that they can see how to use the paint, but still be able to have their own ideas for their Easter eggs. Then I will pass around a paper that I made before class so that they can see and feel the different textures of different levels of shaving cream, paint, and glue. I will then have the class get started on making their own two bags. They will have to be both different colors from each other, and different textures. After their bags are completed, I will allow them to begin with their Easter Eggs. If they want to have another color or texture, they will need to kindly ask their neighbor to share. Students are not allowed to leave their tables as well, they will have to just share with each other. As they paint, I will be walking around the classroom, asking how they came up with the color that they have, and why they chose that texture. After students are finished with their pictures, if they have enough time, I will provide scrap paper for them to be able to just doodle and have fun with the paint. Assessment: At the end of class, after all of the students have completed their projects, I will have 3 volunteers tell me what they learned about texture, density, and color. I will also ask the students to give be two thumbs up if they tried their hardest to learn new things during this lesson, and only one thumb up if they did not try their hardest.

Shaving Cream Paint 1st -2nd Grade Project Description: Students will paint an Easter Egg cut-out with different colors and shapes, exploring textures and different methods of mixing paint. Materials Needed: Ziplock Bags Tempera Paint Shaving Cream Elmer's Glue Easter Egg Cutout Paper Scrap Paper Scissors

I grew up doing this art project, and I am really excited to try it in a classroom setting! My mom would make up the foam paint for us all the time, so the idea came from her.

Lesson Plan #2

Objectives: Students will be able to differentiate between all types of painting styles. For example Cubism, like Picasso was most known for. Students will experiment and be able to make their own version of a painting style used by a famous artist. Students will be able to abstractly depict what they are seeing in the world around them. Students will have a better understanding of the artistic vocabulary Standards Addressed: Anchor Standard #1: Creating Brainstorm collaboratively multiple approaches to an art or design problem. Make art or design with various materials and tools to explore personal interests, questions, and curiosity. Other Standards Addressed: Objective 3- Recognize and express feelings in a variety of ways (e.g., draw, Paper bags paint, tell stories, dance, sing) Vocabulary: Line- What are the different lines that can be made in one portrait? Color- How does color choice affect the feeling of the picture? Shape- How do different shapes interact with each other? Movement- How do we see movement in these portraits? Pedagogy: Before class, I will set up the different tables with books about Picasso's life and paintings. There will also be different paintings by Picasso hung up on the walls, so as to spark the interest of the students. When everyone is settled in, I will ask the class if they recognize the artist who's work is on the walls, to check their knowledge. Next, I will give the students 10 minutes to look at all of the pictures and write down the main characteristics that they are noticing in Cubism, and how they are different from other art types that we have studied. We will then have the students pick a partner from their table. Groups of three are okay as well if needed. The students will then draw a portrait of their partner in pencil first, trying to mimic the style of Pablo Picasso, but also making it in their own style. After they have drawn their partner with movement, have them trace over their design with black sharpie. The rest of the class period will be left to them to finish this part of the lesson. Next class period, I will have the students color their pieces with tempera paint. The books will be on the tables still for the students, if they would like to use them as reference for the general color scheme used by Picasso. These are only for the students to take note, they are not to be permitted to use the exact colors that the original artist used. They need to make the picture their own, instead of a direct copy of it. The pictures will be left to dry, and hung up on the outside board when they are finished. Assessment: At the end of class, after all of the students have completed their projects, I will have 3 volunteers tell me what they learned about Pablo Picasso, and Cubism. I will ask them to tell me the difference between imitating an artist's style, and copying their work. I will also ask the students to give be two thumbs up if they tried their hardest to learn new things during this lesson, and only one thumb up if they did not try their hardest.

Picasso Party 3rd-4th Grades Project Description: Students will read a short story about Picasso's life and paintings, and then will look at a large collection of his artwork, noting the differences in style between his early pieces and his later pieces. The focus will be on his later work, and the movement ideas that he used. The class will then draw a portrait of a partner while moving around them, to get the same style as Picasso. Next class period, the students will paint their portraits using tempera paint in their own style. Materials Needed: Powerpoint of Picasso's works. Paper Pencils Sharpie Markers Tempera Paint Paintbrushes Smocks

I had the idea to do this lesson when we talked about different artists and their styles. But I also found a similar lesson to it on Pinterest, and adapted that to the purposes that I needed.

Lesson Plan #3

Objectives: Students will be able to paint their fruits in the correct color, and recognize the color that they need to use, just as they are now doing int their science classes. (C) Students will experiment and be able to make their own colors, by mixing together the primary colors. (P) Students will be able to recognize that they know their colors, and use their creativity to still learn. (A) Students will have a better understanding of the relationship between art and science. (C) Standards Addressed: Anchor Standard #1: Creating Brainstorm collaboratively multiple approaches to an art or design problem. Make art or design with various materials and tools to explore personal interests, questions, and curiosity. Other Standards Addressed: Objective 3- Recognize and express feelings in a variety of ways (e.g., draw, Paper bags paint, tell stories, dance, sing) Vocabulary: Line- Why do different lines make different shapes? Color- How do we make the different colors? Shape- How are the fruits different from each other? Pedagogy: Before class, I will set up the different tables with all of the needed supplies for each student. This will consist of a mixing palette/ paper plate with red, yellow, and blue globs of tempera paint on it. A piece of white paper, a pencil, a sharpie, water, and a paintbrush. When everyone is settled in, I will ask them to please not touch any of the supplies just yet, they are for later in the lesson. Next, I will introduce the lesson by asking what some of their favorite fruits are and listing them on the board. After there is a pretty good list that has at least 1 fruit for each of the primary and secondary colors, I will ask them the colors of each of the fruits. I will write the color next to the name of the fruit on the board. I will then ask each child to grab a piece of paper and a pencil from the center of the table and wait for more instructions. When everyone is settled, I will have them draw a picture of a red fruit on the top middle of the paper. This could be cherries, or an apple, or a strawberry, etc. They choose which fruit to draw. Next, I will have them draw a yellow fruit on the bottom left of the paper, so this could be a banana, or a lemon, or a pineapple, etc. They will do the same with a blue fruit on the right side, so that the three pictures make a triangle shape. The blue fruit could be blueberries, or any blue fruit that the students can think up. Not every student has to draw the same type of fruit, variety is encouraged. Have the students trace their drawings with sharpie so they will still be visible as they are painting. Now, the students will have an opportunity to paint the fruits that they have drawn in their primary colors. Make sure that they are painting the correct fruit the correct color, as it is important for the rest of the lesson for those fruits and colors to be in those specific places. If this is a Pre-K class, this is a good place to end, just explaining that these are the primary colors, that combined can make every other color. Grades Kindergarten- 2nd will be able to continue. Next class, the students will go onto secondary colors. The paint from their original pictures should be dry, so they will be able to fill in the rest of the wheel. Start by asking the kids if they know what yellow and red combined make. Demonstrate in the front of the class. They will see that they combine to make orange. Do the same thing for purple and green. Be sure that the kids don't see you combine the colors before they guess, so that they figure it out for themselves. Now, have them draw an orange fruit in between the red and yellow fruits. It could be an orange, or a clementine/tangerine, or any other orange fruits that they can come up with. Do the same thing with a green fruit in between the yellow and blue fruits. The drawing should be at the bottom of the paper, below the red fruit drawing. This green picture could be a lime, or a green apple, if they did not already draw a red apple. The same should be done for a purple fruit. They can draw grapes, or a plum, or beets if they want. Any purple fruit that they can think of. Now, after they are all drawn. Have them outline their drawings with sharpie again, as they did before. Before they put it on the paper, have the class practice mixing their colors on another piece of paper. Once you feel that they have mastered mixing, have them pain their fruits in their respecting colors. Show them that these colors make a wheel, comparing a fruit color wheel with a regular color wheel. Have them clean up their tables, and then display their color wheels on the front door of the classroom. Assessment: At the end of class, after all of the students have completed their projects, I will have 3 volunteers tell me what they learned about Primary and Secondary Colors. I will ask them to tell me the difference between each mixture of color. I will also ask the students to give be two thumbs up if they tried their hardest to learn new things during this lesson, and only one thumb up if they did not try their hardest.

Fruit Color Wheel Pre-K- 2nd Grades Project Description: Students will combine science and art in this lesson, as they learn about the color wheel, and fruits. They will draw and paint some of their favorite fruits in order of color, and learn how to mix their colors, and why they are mixed in that way. Materials Needed: Tempera Paint in Primary Colors Mixing Palette Water Sharpies Card stock (not required) Pencils White Paper Paintbrushes Smocks

I found this lesson on a website called kinderart.com, and it has so many other possible lesson plans! I adapted it a little bit to my style of teaching, but I am very excited about this lesson, and cannot wait to try it out in a real class!