First Grade Lesson Plan- Name collage

Romare Beardon-style collage

First grade Lesson Plan

Tara Peterson

Art 3700

Objectives

· Students will cut 1 “ strips of paper from magazine pages. (P, C)

· Students will draw a stick figure of the first letter of their name. (P)

· Students will choose a watercolor, and will cover the background of their collage. (A)

· Students will do a rubbing to create visual interest. (C)

Standards Addressed · Match primary colors to a color wheel. Begin with pasting colored construction paper to correct site. Later use paint, crayons or markers to identify colors and their placement within a color wheel. (Identify Experience) · Make several texture “rubbings.” Analyze which textures are most visually interesting. (Analyze Integrate) · Make texture“rubbings” in pencil, crayon or charcoal of actual texture. (Explore Contextualize)

Materials

2 magazine pages

Drawing paper

Glue sticks

Pencils

Watercolor mixing sets

Watercolor brushes

Peeled crayons

2-3 items that have an interesting texture

Vocabulary

Texture: is used to describe either the way a three-dimensional work actually feels when touched, or the visual "feel" of a two-dimensional work.

Pedagogy

1. Give each student 2 colorful magazine pages, drawing paper, glue stick, and pencil. The students are to center a large simple stick figure of their first name initial on the drawing paper, in pencil.

2. They then form their initial using approximately 1” wide magazine strips. Demonstrate for them how to tear the magazine strips verticall, and how they stay even on the page. The students will trace their letter with the glue stick, covering generously, and glue the magazine strips in place.

3. The students will choose from several different textures- (anything that has a good texture), and will create a crayon rubbing around their letter.

4. Next, the students will use a Watercolor Mixing Set and water to paint just one solid color around their letter. When complete, they may take a paper towel to dab and speed up the drying process.

5. Finally, a small darker piece of peeled crayon is rubbed along the edges of the page.

Teacher Resources

I will need student examples to show the students.

http://www.artprojectsforkids.org/search/label/1st%20grade?updated-max=2010-11-10T20%3A56%3A00-08%3A00&max-results=20

Assessment

· The student’s work will be assessed in the following criteria: Did the students cut strips from magazine pages? Did the student draw a stick figure of the first letter of their name? Did the student choose one watercolor, and cover the background of the collage? Did the student do a texture rubbing to create visual interest?

3 (Excellent)	2 (Average)	1(Below Average)	0 (Unsatisfactory)
The student cut strips of paper from magazine pages.	The student cut most of the paper from magazine pages.	The student cut some of the paper from magazine pages.	The student cut none of the paper from magazine pages, or did not cut it in strips.
The student drew a stick figure of the first letter of their name.	The student drew a letter, but it was not the first letter of their name.	The student drew a picture on their paper.	The student did not draw a letter.
The student chose one color of watercolor paint and covered the background.	The student chose more than one color of watercolor paint, and covered most of the background.	The student did not cover their background.
The student did a texture rubbing to create visual interest.	The student did a texture rubbing on most of the page.	The student did a texture rubbing on some of the page.	The student did not do a texture rubbing.

· I will walk around while the students are working, and will silently assess them, and they will be assessed a 3-2-1-0 on a rubric.

Kindergarten Lesson Plan- Amdy Warhold Prints

Objectives

· Students will mix their own watercolors, taking care to wash out the brush so they don’t mix colors. (P)

· Students will use one piece of paper. ©

· Students will express emotion with color. Students will tell me how red,

Blue, yellow, green, etc., make them feel while painting. (P, A)

· Each child will clean up his area after he has finished his project. (C, P)

Standards Addressed

· Play with mixing colors either using finger painting or a brush, instructing how to wash out brush in between colors. (Build Skills Practice) · Express emotion with line. Play with a combination of happy (loopy) and sad (droopy) lines using pen, marker, crayons and brushes. Vocabulary Emotion: any strong feeling.

Pedagogy

Each child will be given a piece of watercolor paper that has been divided into 4 squares, watercolor paints, water, and a painting apron. The students will trace the grid with a dark crayon.

Next, the students will mix four different watercolors, taking care to use equal parts water and color. As they are mixing the colors, talk about how different colors make us feel. While the watercolors are drying, have the students practice making handprints. Give each table 4 pieces of black paper and a plate of white paint. Each child will dip their hand into the paint, and make 4 handprints. After the watercolor paper has dried (about 20 minutes), hand out the papers to the students. Give each child some black and white paint. Each child needs to have either 2 black and 2 white handprints on their paper, or a combination of the two paint colors. Remind them that they need to wash their hands in-between the prints. Have the students flip their hands on the bottom row to make a visually interesting checkerboard pattern. After they have finished their project, have them clean up their areas.

Teacher Resources

http://www.artprojectsforkids.org/search/label/0%20grade?updated-max=2011-01-16T13%3A07%3A00-08%3A00&max-results=20

You will need some copies of similar Andy Warhol work, along with posters (pre-made) of how different colors make you feel.

Assessment

· The student’s work will be assessed in the following criteria: Did the student mix their own watercolors? Did the student use only one piece of paper? Did the student express emotion with color? Did the student clean up their area? I will walk around while the students are working, and will silently assess them, and they will be assessed a 3-2-1-0 on a rubric.

3 (Excellent)	2 (Average)	1(Below Average)	0 (Unsatisfactory)
The student mixed their own watercolors.	The student mixed most of their watercolors.	The student mixed some of their watercolors.	The student did not mix their watercolors.
The student will use only one piece of paper.		The student used more than one piece of paper.	The student did not do the project.
The student will express emotion with color.	The student expressed some emotion with color.	The student expressed a few emotions with color.	The student did not express emotion with color.
The student will clean their area after they have finished.	The student cleaned up most of their area after they finished.	The student cleaned up some of their area after they finished.	The student did not clean up their area after they finished.

Adaptations/Integrations/Accommodations

Instead of watercolor, they could paint with regular paint, and go crazy with the color mixing. To make this a little bit easier, you could have the grid pre-drawn, and just have them darken the boundaries with a crayon. An adaptation would be to have the lines already drawn; that would make their project a little easier for students with disabilities.

Watercolor Resist- Van Gogh's "Starry Night"

Okay, so let me just say, that this project was way fun, too! Although the oil pastels were a bit tricky to work with, and in some places, I couldn't quite figure out the blending game, it went really great! I really like the finished product! :)

Scratchboard ABC's!! :) *edited

Okay, I SUPER loved this project!! It was fun being a little kid, and coloring again. It was so much fun to decide how to do the ABC's... I absolutely loved this project!!! :)

Watercolor Technique- Painting with Moods *edited

This assignment was so much fun! Upper left- salt sprinkles. Upper middle- credit card. Upper right- I did an alcohol wash, and then dipped my paintbrush in rubbing alcohol. It made the colors really vibrant and beautiful. :) Lower right- crayon scribble until watercolor. Lower middle- candle rubbing under watercolor. Lower right- plastic wrap.

Color Wheel *edited

This is my color wheel. This assignment was really fun to do. I thought the poster board looked kind of boring, so I flicked primary-colored paint (red, blue, yellow) onto the poster board, and I loved how it turned out.

Reflection #8- Second Grade Lesson Plan- Lines and Color

Objectives

· Students will use color and line to create an Abstract work of art. (A)

· Students will apply contrasting colors to create an emphasis area. (C,A)

Standards Addressed

· Use a protractor and/or ruler to make interesting abstract patterns. Overlap shapes to create a design. Use secondary colors to fill in design. (Build Skills Practice.) · Apply contrasting colors to create an emphasis area in a painting using paint or colored construction paper. (Research Create) · Combine geometric shapes to create more complex new ones. (Explore Contextualize)

Vocabulary

Contrasting Colors: Two colors from different segments of the color wheel are contrasting colors. For example, red is from the warm half of the color wheel and blue is from the cool half. They are contrasting colors.

Abstract Art: Abstract art uses a visual language of form, color and line to create a composition which may exist with a degree of independence from visual references in the world.

Pedagogy

Start off by explaining to the kids what abstract art is. Bring out some examples of Abstract artist’s work. Give each student a piece of paper, a ruler, and the art supplies. Have each student tape off a border for their work. The students will then make many different geometric shapes with their rules. After they have completely filled the page with geometric shapes, they will use their different art media (paint, colored pencils, crayons, markers) and will fill in the shapes with primary, complementary, contrasting, warm, and cool colors. After they are finished, they will let their pictures dry, and will then mount them on a larger piece of construction paper, and will make a wall mural.

Teacher Resources

Abstract Artist’s work

Assessment

The student’s work will be assessed in the following criteria: Did the student fill the entire page? Did the student use all art media? Did the student tape off a border on their piece of paper? Did the student use primary, complementary, contrasting, warm, and cool colors? I will walk around while the students are working, and will silently assess them, and they will be assessed a 3-2-1-0 on a rubric.

3 (Excellent)	2 (Average)	1(Below Average)	0 (Unsatisfactory)
The student filled the entire page	The student filled most of the page.	The student filled some of the page.	The student did not fill any of the page, or did not try.
The student used all of the art media (colored pencils, markers, crayons, paint).	The student used most of the art media (colored pencils, markers, crayons, paint).	The student used some of the art media (colored pencils, markers, crayons, paint).	The student did not use the art media (colored pencils, markers, crayons, paint).
The student taped off a border on their piece of paper.	The student taped off a border on most of their piece of paper.	The student’s border was crooked or not even.	The student did not tape off a border.
The student used primary, complementary, contrasting, warm, and cool colors in their artwork.	The student used most of the primary, complementary, contrasting, warm, and cool colors.	The student used some of the primary, complementary, contrasting, warm, and cool colors.	The student did not use primary, complementary, contrasting, warm, and cool colors.

Adaptations/Integrations/Accommodations

This could be used in older grades as a Math integration.

This is appropriate for second grade, because they should be able to use a ruler effectively in order to create geometric designs. This is also appropriate because they should know the different colors on the color wheel, and know if the colors they are using are warm, cool, or complementary. According to the text, at this age, students should be able to: draw the geometric symbols of the circle, square, triangle, oval, and rectangle.