ART LESSON PLAN - April's Teaching Portfolio



ART LESSON PLAN

Name: April Wilson

MEDIA: Markers

OBJECTIVES: Students will:

-Identify key elements and principles that are used to create a crazy hair day drawing.

-Create a face with proper proportions.

-Apply variety, color, shape, pattern and line when drawing crazy hair.

MATERIALS AND RESOURCES:

Resources- Model of the Face with Proper Proportions

White Construction Paper 8 ½” x 11”

Markers

Pencil

Eraser

VOCABULARY:

Symmetry

Proportions

Variety

Line

Shape

Pattern

Color

PROCEDURE:

Prior knowledge: The students are familiar with free hand drawing and using markers to create artwork. The students understand line, shape, pattern, and color from previous art lessons but are new to the words proportion, variety, and symmetry.

• Motivation: The class will talk about bad hair days they have had and will analyze a bad hair day example to identify key elements and principles that communicate messy hair. For good behavior and hard work the class will earn a stamp on the hand at the end of class. The students must have all ten out of ten tally marks by the end of class to earn a stamp. The ten tally marks are kept on the board and can be erased or added depending on the class behavior and work.

• Demonstration of technique

1. Have the students fold their 8 ½” x 11” paper down the middle like a hot dog.

2. On the board draw the four different shapes of the head (round, oval, square, and rectangle) and then have the students turn to the person next to them and discuss the shape of their head. This shouldn’t take longer then thirty seconds.

3. Keeping your paper folded draw half of the face on the creased side. Flip the paper over and trace the other side by holding the paper to the light or taking the paper on a window. Discuss symmetry.

4. Demonstrate how to draw a face with proper proportions referring to the example model on the board. Start by dividing the face half way down the middle horizontally and vertically. Then draw the eyes, nose, lips, ears, and other facial details.

5. Demonstrate how to draw crazy hair using variety, shape, different kinds of line, pattern, and words.

6. When the students are done drawing have them trace over their drawings with one marker. When done tracing have the students choose three color markers for the hair and face. Pass out the markers and when students finish coloring pick up the markers so that students aren’t out of their seats.

• Instructions to students

1. Motivation

2. Choose two students to pass out the white paper, one student to pass out pencils and one to pass out erasers.

3. Ask the students to write their name and code on the back of their white paper.

4. Demonstrations.

5. Choose several quiet students to go around the room and pick up art supplies. The teacher will collect the artworks and students will put their heads down and thumbs up.

6. Choose the quietest students to line up at the door by tapping thumbs.

• Culminating experience:

If there is time at the end of class have students write a short story about why they are having a bad hair day on the back of their paper.

ASSESSMENT:

Checklist:

1. Did the student apply elements and principles of art such as line, shape, pattern, color, and variety to their drawings?

2. Did the student listen quietly and follow instructions?

3. Did the student participate in class discussions?

-----------------------

TITLE OF LESSON: Bad Hair Day

LEVEL: 2nd Grade NUMBER OF LESSONS: 1

STANDARDS & Benchmarks:

Standard 1 Benchmark 2 Indicator 1: Students will develop their vocabulary when describing an artwork.

Standard 2 Benchmark 2 Indicator 2: Students will identify key elements and principles used to express meaning in their artwork.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download