Lucy’s Picture Grade: Kindergarten

Description of Lesson Plan

Students will create a collage after reading Lucy’s Picture.

Materials

· Different textured materials such as types of paper, sand paper, sand, glitter, buttons, fabric, feathers, etc

· White paper

· Glue

· Scissors

· Crayons, markers, colored pencils

teacher Resourses

· Lucy’s Picture by Nicola Moon

· Grading rubric

· Letter to parents asking them to help bring in textured objects that can be applied to the collage.

Objectives

· Students will create a collage using different textures. (P)

· Students will learn about different textures. (C)

Standards Addressed

· Manipulate scissors.

· Able to glue items to a page.

· Know texture vocabulary; soft/ hard, smooth/bumpy.

· Recognize smooth and rough textures.

· Manipulate elementary art tools: glue, scissors, and crayons.

Vocabulary

· Texture: The surface qualities of objects, experienced mainly by touch

Pedagogy

1. Read Lucy’s Picture by Nicola Moon (make sure they know they aren’t allowed to cut their own hair like Lucy does).

2. Discuss the book with the students.

3. Talk about different types of textures. (Rough, smooth, soft, and hard. You may want to have the students bring some of their own textured objects from home

4. Have students draw a picture if their choosing using pencil to cover the whole paper.

5. Using glue and scissors, have the student apply different textured objects to their picture to make a collage and color other areas to cover the whole picture.

6. Clean up.

Assessment

· Class critique- through discussion through description, analysis, what they did well, and what can be improve.

· Rubric designed to show whether or not the students followed the instructions correctly.

Adaptations/Integrations/Accommodations

This lesson can be integrates reading into the art lesson plan. Students with disabilities may need help attaching their textures.

Water Color Techniques

Each Square a Different Emotion!

The Color Wheel

Color Mixing:

Stain Glass

Grade 3

Description of Lesson Plan

Students will learn color concepts to make a transparent image.

Objectives

· Students will be learn about the color wheel theory. (C)

· Students will learn about warm and cool colors. (C)

· Students will learn about transparent and opaque images.(C)

· Students will learn about pattern and repetition. (C)

· Students will be able to create a foe stain glass transparent form. (P)

Standards Addressed

· Color wheel- Working knowledge of the color wheel and

Understand which colors are warm and cool.

· Color mixing- Understand primary and secondary color theory as well as tertiary colors.

· Repetition- Use repetition to create patterns

Vocabulary

· Primary colors: red, yellow and blue

· Secondary colors: are two primary colors mixed together (yellow and blue make green)

· Repetition- The rhythmic repeating of objects and patterns (stiletto AAA or alternating AbAb)

· Tertiary (intermediate): mixing a primary and a secondary color

· Warm colors: (red, orange, yellow) associated with fire

· Cool colors: (blue, green, violet) associated with water

· Transparent- admitting the passage of light through

· Opaque- impenetrable to light; not allowing light to pass through.

Pedagogy

1. Teach the color wheel theory including: warm cool, primary, secondary, and tertiary colors.

2. Talk about transparent and opaque.

3. Talk about repetition and patterning

4. Show students famous examples of stain glass works and examples of patterning in famous artwork.

5. Show examples of previous students’ works.

6. Explain that the color will mix together when melted.

7. Have students choose primarily cool or warm colors.

8. Have students create a rough draft drawing of their image.

9. Give wax paper, cheese grater, and crayons to each student or group of students to share.

10. Have students draw out image with permanent markers on wax paper.

11. Have students grate crayons and arrange into a design of their choice on the wax paper.

12. When image is completed, sandwich image with another wax paper and have teacher iron over the image with towel over it.

Assessment

· Class critique- through discussion through description, analysis, what they did well, and what can be improve.

· Rubric designed to show whether or not the students followed the instructions correctly.

Adaptations/Integrations/Accommodations

This project can be integrated in to a math lesson about geometric shapes or English lesson to design an image that correlates with a reading assignment. One way to help students with special needs, would be to have the crayons already grated so that it can be laid by the student into the desired design.

Materials needed

· Wax paper

· Crayons

· Enough graters per 3-5 students

· Black permanent markers for each student.

· Iron and towel

Teachers resources

· Created examples of stain glass images to show the students

· Grading Rubric

· Prepared presentation of art “masterpieces” that includes the work of stain glass and patterned images.

This project is age appropriate because students have better command of small muscles and improved hand eye coordination.This will help to safely use the cheese grater to grate the crayons. "Also this project allows students will be able to create pattern and textural effects to contrast with quiet or plain areas. Draw and compose with more conscious, deliberate planning, and select and arrange objects to satisfy their compositional design needs"(reference 1). By learning repetition this will create unity when repeating patterns. Areas like the different parts of the color wheel and repetition are addressed in the state standard rainbow chart for the third grade and supported by Chapter 17 in the text, "Emphasis art."

References

Clements, R. (2009). Art Emphasis (9th ed.). Boston, MA: Pearson.