Lesson Plans – Art

Sarah Wagaman

Sept. 25th – 29th, 2017

Kindergarten: Intro to Self Portraits (before and after evals)/Distribute some sections of the Red, Yellow, and Blue Composition - others will be utilized for display.

This week will be dedicated to finalizing the red,yellow, blue for those who haven’t yet. Those who are prepared to proceed will receive a mirror, samples of self-portraits as a reference, and drawing pencils/sketch paper. They will be asked to draw what they see… themselves. Pencil will be the only use of medium and labeled. These will be held onto for safe keeping until close to the end of the year when students complete the second portion of this assignment the “after” portion to then assess growth. Length of lesson is only one art session. Next week we commence new assignment.

LEQ: What is a Self Portrait?

Standards: 9.1/9.4

First Grade: FinalizingThe Very Hungry Caterpillar – Eric Carle

LEQ: Who was Eric Carle? What is blending? What is Symmetry?

Students read the book The Very Hungry Caterpillar by Eric Carle. We used this as an intro. The blended leaf has been completed. The painted caterpillar and the food dots also finished. This week we will conclude by adding details such as the legs, subtle body hair, eyes, antennas, etc… Some will be utilized for the bulletin board, some held onto for the art show, and others may be taken home with the students. Time permitting, Iwill begin demonstration of the symmetrical butterfly as an extensionand part of conversion per his story. The symmetrical or balanced butterfly will take no more than two art sessions to complete. This will entail black construction paper, butterfly tracers, paint, pencils, and scissors.

LEQ: Who was Eric Carle? What is blending? What is Symmetry?

Standards: 9.1./9.2./9.4.

Second Grade: Intro to Nocturnal Creatures – Owls

Also Finalize Rock Painting for Goodies for Troop (for those unfinished)

We will discuss some characteristics of owls. We will preview images of them on the Promethean board as well as books provided. I will demonstrate the sketching process and then we will do the work together via step by step. I.e. oval for the owl’s body, two attached circles for the head, concentric circles for the eyes, diamond to represent the nose, etc… Students may utilize my sample displayed as a reference. They will be sketched on vertical 12 x 18” drawing paper first and details such as background then may begin outlining with black permanent markers prior to implementing paint. The length of lesson will vary three art weeks +/-. When we start color we will learn the neutral color group (black, white, brown, and gray) and the only color group containing four colors versus the standard three. After painting process we may again outline with Sharpie to emphasis shapes as well clear up the edges.

LEQ: What shapes/letters can I use to resemble an owl?

Standards: 9.1./9.3./9.4.

Third Grade: Commence Still Life – Apples (cross curricular)

Students will look at examples of “still lifes” on the Promethean board. They are considered to be a group of non- living objects generally created in odd numbers (3, 5, 7). Our still life genre will be apples as it is timely with content in the classroom. I will have real apples for students to examine shape/color. Using 9 x 12” drawing paper they may present still life either on a table, in a fruit bowl, in an apple tree, a partially eaten apple, and so on. We will discuss various types of apples (reds, greens, yellow, and multi). Once the sketch is completed we will implement color using colored pencils so that blending is optimal. Form will be emphasized in addition to shadows if relevant. The length of the lesson may vary depending on how much detail is added and students, but looking at 3 art sessions.

Standards: 9.1./9.4.

LEQ: What is a Still Life?


Fourth Grade:FinalizingSelf –Portrait Through Foreshortening (most students have outlined sketch and are implementing color and background).

Students are right on target with the foreshortening concept. I used Promethean board to show samples and utilize as references. Step one included tracing hands and feet as well as the lower body portion. Last week details were added to the bottom of the feet/shows as well as that of the hands. Time permitting the abdomen, arms, and face should have been sketched. This week will be devoted to finalized all details (IN PENCIL) and after approved may outline with Sharpie. We can also include color which may be a choice of colored pencil for details, markers, and or paints. Some students may end up concluding during next week’s art class. Length of the lesson will vary per student, but will range from 4-5 art sessions. So much fun!

Students are encouraged to find examples of foreshortening in their everyday life. Once identified and drawn I will provide bonus points for those who have attempted another example of shortening. Encouraging ART outside of the ART room!!

LEQ: What is foreshortening? Remind students to seek out examples.

Standards: 9.1./9.2./9.4.