Lesson Plan Art: Painting Techniques

Lesson Plan Art: Painting Techniques Subject Area: Art Grade Level: K-1, Special Education Student Objectives: Students will know the terms texture plates, sponges and salt, and that they add detail to painted pictures Students will understand that a variety of techniques can be used to paint a picture Students will paint paper using different techniques Standards Addressed: 25.A.1d Identify the elements of line, shape, space, color, and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, hand-eye coordination, building and imagination Sources: Mrs. Korie Mitchel, Second Grade Teacher, Sidney Elementary School, Sidney, NE. Mrs. Martha Churukian, Art Teacher, Thomas Paine Elementary, Urbana, IL. Mrs. Traci Pines, Art Teacher, Thomas Paine Elementary, Urbana, IL. Materials/Resources: The Very Grouchy LadyBug, Eric Carle The Very Hungry Catepillar, Eric Carle Video: Eric Carle, the Writer (or slideshow of painting process) Water colors Crayons Paint brushes Texture Plates Paper (variety of blues/grays) Sponges Salt Implementation Set and Lesson Opening: I. Introduce the lesson. Explain the expectations for student behavior. Share the learning objectives with students. a. Read The Very Grouchy LadyBug, by Eric Carle

II. i. While reading, point out the pictures and the painted details (textures, patterns, colors) Build a background/context for the lesson. a. How do you think those pictures were made? Procedures: III. View Eric Carle video, or show slideshow of how he paints his pictures. a. Explain step 1: using brush strokes to paint the entire paper. b. Step 2: making curvy lines with a second color of paint c. Step 3: making dots with a third color of paint d. Step 4: using a sponge to add a fourth color of paint IV. Describe the 3 stations that the kids will be able to go to a. Station 1: Texture plates i. Here, you will be able to place texture plates underneath the paper, and use crayons to color on top. b. Station 2: Sponging i. Here, you will dip sponges into paint, and then dab the sponge onto the paper. This process is called sponging. c. Station 3: Salt i. Here, you will use watercolors to paint the paper and then you will sprinkle the wet paint with salt. This will create a neat texture to the paper. V. Divide students into three groups. Assign each group to a station. Call students individually to get smocks. Before being called, students must be sitting criss-cross applesauce without talking a. Station 1: Texture plates i. Choose one crayon at a time, and place the texture plate underneath the paper. Then you may color the paper (kind of like scribbling) over the texture plate. Before taking a second crayon, you must put the first crayon back in the box. ii. Do you see how the texture plates create patterns on the paper? b. Station 2: Sponging i. Choose the color you would like to paint. Take a clean sponge and lightly dip it in the paint (model this). Then dab it on the paper lightly (model this). ii. If students want a second color, tell them to put the first sponge back in the paint, and take a clean sponge for the second color. iii. Do you see how sponging creates patterns and texture on the paper? c. Station 3: Salt i. Choose a watercolor that you would like to paint with. Dip the brush into the water and then the paint (model this). ii. Once you are done, before the paint drys, take a little bit of salt and sprinkle it over the paper onto the wet paint. When the paint is dry we will brush the salt off. iii. Do you see how sprinkling salt creates texture on the paper (almost like bubbles).

VI. VII. Closing: VIII. Spend approximately 5-7 minutes at each station, allowing the children to paint a. Monitor students to make sure they are using one color/tool at a time. Partially assist students if they ask for it. Verbally redirect students if they begin to disobey directions by restating expectations. Clean-up a. Hand painted papers to Mrs. Pines or Miss Treven to put on drying racks. b. Wipe hands with wet paper towels c. Tell students to sit on the floor in the center of the room. Wrap up the lesson by reviewing what skills we learned. If there is time, read the second book by Eric Carle. Assessment/Evaluation: During Step II Ask students about texture plates, sponges, and salt and record a + if they know what each is (record a if they are incorrect or don t know) After the stations Repeat the process above, and fill in the data chart. Accommodations for individual needs and Group Management: Partial physical assistance may be given to students who ask for help or who will otherwise not be able to finish the assignment on time. This assistance will consist of either verbally or physically helping them to get paint on brushes or sponges, putting the tools back in their places after use, and if need be physically helping them to sponge paint two or three times before letting them try again on their own. General expectations for the lesson stated after the video is shown, and specific expectations for each station will be stated once the students arrive (specific expectations can be found in step IV). As the students are walking in from the hall and sitting down, the following general expectations will be stated: - Sit criss-cross applesauce - Keep your hands to yourself - Turn your mouths off by not talking - Raise your hand if you have a question

Lesson Plan Art: Author vs. Illustrator Subject Area: Art Grade Level: K-1, Special Education Student Objectives: Students will know the terms author and illustrator and the parts they contribute to printed materials Students will understand that an author and illustrator may be one person or multiple people Students will verbally identify what parts an author and illustrator contribute to books Standards Addressed: 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, hand-eye coordination, building and imagination 27.A.1a Identify the distinctive roles of artists and audiences Sources: Mrs. Martha Churukian, Art Teacher, Thomas Paine Elementary, Urbana, IL. Mrs. Traci Pines, Art Teacher, Thomas Paine Elementary, Urbana, IL. Materials/Resources: Mister Seahorse, Eric Carle Little Cloud, Eric Carle Painted papers from lesson 1 (cut into shapes) Glue Crayons Paper (salted papers from lesson 1) Implementation Set and Lesson Opening: IX. Introduce the lesson. Explain the expectations for student behavior. Share the learning objectives with students. a. Read Mister Seahorse, by Eric Carle i. Be sure to read the title page with the author and illustrator ii. As the book is being read, point out the details of the pictures (texture, color, patterns) X. Build a background/context for the lesson. a. When you are in class or at home, do you read books with pictures and words? Did you ever wonder who wrote or drew them? Procedures: XI. Explain the terms author and illustrator

XII. XIII. a. Reading this book I started to think about who make all the wonderful pictures. I also wondered who wrote the words that told the story. What is a good word that describes someone who writes words in a book? Does anyone know? (give time for students to think about their answers) i. Ask students individually for their answer. After everyone has answered say, those are all good answers, but the word I m looking for is author. The author writes the words that we read when we open a book. ii. Open the book and point out the words on the page. So who writes these words? (give time for student response) That s right, the author wrote these words. b. Repeat these steps for the word illustrator Address second learning objective (the author and illustrator can be one person or different people). a. I m also wondering if the author and the illustrator are always two different people? What do you think? (give time for students to think about their answers). b. Call on students individually and ask for their opinion. c. I don t think that the author and the illustrator have to be different people. Look at the book we just read. Eric Carle was both the author and the illustrator. That means he wrote the words and make the pictures. But there are also books where the author and illustrator are different people. The author and illustrator can be one person or different people. Describe the activity for the day (this step will be modeled in its entirety) a. Do you remember the paper you painted yesterday and sprinkled with salt? Here s the paper I painted. Can you see how the salt created texture? It almost looks like bubbles in the water. b. Today, we are going to add fish to these pictures. First I m going to take a stencil and trace the shape of the fish onto the paper. When I m done with the stencil, I will place it back into the box. Am I going to throw it on the floor? No, that s right, it will go back into the box. c. Now, I m going to pick a shape of painted paper. I ll put ladybug dots of glue on the back, and press it onto my paper to fill up the shape of the fish. (repeat this step till fish is completely filled). i. Now, you have a fish made up of different pieces of painted paper. This is called a collage. The word collage means that you have a picture made up of lots of small papers. d. If you want, you can add other pieces to make seaweed like we saw in the book, or you can use crayons to add other things like seashells and sand. But we have to remember to use one crayon at a time. When we want different crayon, we have to put the first crayon back in the box before taking another one out. i. When I m all done, I m going to make sure that all of my materials are put back in the appropriate boxes and go sit back on the floor to read another story by Eric Carle. XIV. Clean up. Make sure all students participate in cleaning up their work spaces by putting crayons, glue, and left over pieces of paper back in their respective boxes before sitting back on the floor in the center of the room.

Closing: XV. Wrap up the lesson by reviewing what skills we learned. If there is time, read the second book by Eric Carle. Assessment/Evaluation: During Step III and IV Ask students if they know what the terms author and illustrator mean. Can they be the same person or does it have to be different people? Record a + if they know what each is (record a if they are incorrect or don t know) During Step VII before reading the second book Repeat the process above, and fill in the data chart. Accommodations for individual needs and Group Management: Partial physical assistance may be given to students who ask for help or who will otherwise not be able to finish the assignment on time. This assistance will consist of either verbally or physically helping them to get paint on brushes or sponges, putting the tools back in their places after use, and if need be physically helping them to sponge paint two or three times before letting them try again on their own. Specific expectations for the activity can be found in step V. As the students are walking in from the hall and sitting down, the following general expectations will be stated: - Sit criss-cross applesauce - Keep your hands to yourself - Turn your mouths off by not talking - Raise your hand if you have a question

Lesson Plan Art: Review Subject Area: Art Grade Level: K-1, Special Education Student Objectives: Students will know the terms texture plates, sponges and salt, and that they add detail to painted pictures Students will understand that a variety of techniques can be used to paint a picture Students will paint paper using different techniques Students will know the terms author and illustrator and the parts they contribute to printed materials Students will understand that an author and illustrator may be one person or multiple people Students will verbally identify what parts an author and illustrator contribute to books Standards Addressed: 25.A.1d Identify the elements of line, shape, space, color, and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, hand-eye coordination, building and imagination 27.A.1a Identify the distinctive roles of artists and audiences Sources: Mrs. Martha Churukian, Art Teacher, Thomas Paine Elementary, Urbana, IL. Mrs. Traci Pines, Art Teacher, Thomas Paine Elementary, Urbana, IL. Materials/Resources: The Very Busy Spider, Eric Carle The Very Quiet Cricket, Eric Carle Painted papers from lesson 1 (for spider web frame) Insect and Spider Foam Stickers White oil pastels Black Paper Implementation Set and Lesson Opening: XVI. Quiz the terms from Lesson 1 and 2 (texture plates, sponging, salting). Before we begin today, why don t we review some of the things we learned this week. a. Texture plates i. Hold up an example of a paper that was colored using texture plates and a texture plate to the side. Do you remember on Tuesday, when we placed

these under the paper and used crayons to color on top of them to create patterns? Who remembers what these are called (hold up texture plate)? ii. That s right, these are called texture plates! b. Sponging i. Hold up a paper that has been sponged. Here, we dipped the sponge in paint and patted the paper with it. What was this called? ii. That s right, this process was called sponging. c. Salting i. Hold up a salted water color paper. Do you remember using watercolors to paint this and then sprinkling salt over it to make a bubble looking texture? Who remembers what this process is called? ii. That s right, it s called salting! d. Author vs. Illustrator i. Before beginning the story, ask: Who write the words of a story? 1. That s right, the author writes the words. ii. Who makes the pictures? 1. That s right, the illustrator makes the pictures. XVII. Build a background/context for the lesson. a. Now that we know what the authors and illustrators do and how to create pictures with texture, do you think we could make our own stories? (pause for effect or student responses) Why don t we read another story by Eric Carle, to get some ideas of what kind of story we could make. Procedures: I. Read The Very Busy Spider, by Eric Carle i. Be sure to read the title page with the author and illustrator ii. As the book is being read, point out the details of the pictures (texture, color, patterns) II. Describe the activity for the day (this step will be modeled in its entirety) a. What was the spider doing the book we just read? (Give students time to respond). That s right, the spider was building a web. Was she too busy building her web to talk to the animals that came to visit? b. Today, we are going to build a web just like the spider in the book. First I m going to pick a color paper. Then I m going to take a crayon and draw ciricles connecting the lines. Is this starting to look like a web now? c. Now, I m going to pick an insect stickers to get stuck in the web just like the one in the story. You can pick up to three insect stickers, but remember, you should only take one sticker at a time. If you need help peeling off the backing, raise your hand and use your words to ask for help. i. After you ve peeled off the backings from the sticker, am I going to throw it on the floor? No, I m going to put it to the side and throw it away when I m all done. ii. Now that you have your insects caught in the web, you can take a crayon and draw an animal that stopped to talk to your spider. It can be any animal that you want. You might also want to draw in a sun, or some

III. Closing: IV. grass to add some detail to the picture. Make sure that you only use one crayon at a time, and put it back before you take another one. d. When I m all done, I m going to make sure that all of my materials are put back in the appropriate boxes and go sit back on the floor to read another story by Eric Carle. Clean up. Make sure all students participate in cleaning up their work spaces by putting crayons back in their box, and the sticker backings into the garbage before sitting back on the floor in the center of the room. Wrap up the lesson by reviewing what skills we learned. If there is time, read the second book by Eric Carle. Assessment/Evaluation: During Step I Ask students if they know what the terms (listed above). Record a + if they know what each is (record a if they are incorrect or don t know) As no new material will be taught during this lesson, the step described above will be the culmination assessment for the unit. Accommodations for individual needs and Group Management: Partial physical assistance may be given to students who ask for help or who will otherwise not be able to finish the assignment on time. This assistance will consist of either verbally or physically helping them to get materials and place them back in their proper spot. Specific expectations for the activity can be found in step II. As the students are walking in from the hall and sitting down, the following general expectations will be stated: - Sit criss-cross applesauce - Keep your hands to yourself - Turn your mouths off by not talking - Raise your hand if you have a question