Art Class Schedule for Central and West Elementary



Created by Lisa Lang

Title of Lesson: The Dot – “Sign It.”

Grade Level: Elementary (Kindergarten)

Length: Three to Four – 40 minute class periods

State and National Art Standards:

o Basic Standard #1; Benchmark #1; Indicator(s) #1, #2, and #3

o Basic Standard #1; Benchmark #2; Indicator(s) #1

o Basic Standard #1; Benchmark #3; Indicator(s) #1, #2, and #3

o Basic Standard #1; Benchmark #5; Indicator(s) #1 and #2

o Basic Standard #1; Benchmark #6; Indicator(s) #1 and #2

o Basic Standard #2; Benchmark #1; Indicator(s) #1, #2, and #3

o Basic Standard #2; Benchmark #3; Indicator(s) #1, #2, and #3

o Basic Standard #5; Benchmark #1; Indicator(s) #1 and #2

General Outcomes:

a. The student will learn how various watercolor paints can be applied to produce warm and cool color combinations through individual experimentation with warm and cool color palettes.

b. The student will refine fine motor skills by tracing and cutting out circles for their projects.

c. The student will compose a mixed media project using watercolors, paper, pencils, glue, and markers.

d. The student will comprehend that concentration and practice improve artistic ability, as noted from reading the story, The Dot.

Specific Outcomes:

a. Theme: The Dot – “Sign it.”

b. With a pencil, the student will draw three circles on a sheet of 6”x18” white construction paper by utilizing a 4” diameter circle stencil.

c. The student will use a cool color watercolor palette (green, blue, and purple) to paint a design on one circle.

d. The student will use a warm color watercolor palette (red, yellow, and orange) to paint a design on two circles.

e. The student will cut out their three circles by following the traced outlines.

f. The student will create and paint a frame on a sheet of 12”x18” white construction paper using their choice of silver or gold tempera paint.

g. The student will choose a curved or jagged edge design to be traced as the outside of their frame on the sheet of 12”x18” white construction paper.

h. The student will cut out the traced design on the outside of their frame on the sheet of 12”x18” white construction paper, to reveal the design they chose.

i. The student will practice placing and manipulating the circles in different designs on 12”x18” white construction paper.

j. The student will glue the circles in a design on the 12”x18” white construction paper, using the following left-to-right order (warm-color circle, cool-color circle, warm-color circle).

k. The student will use a black permanent marker to write their initials inside their three circles in the left-to-right order (first initial inside the first warm-color circle, middle initial inside the cool-color circle, last initial inside the second warm-color circle).

Materials:

Per Student Materials:

a. One sheet of white construction paper 6”x18”

b. One Sheet of white construction paper 12” x 18”

c. One circle template 4” diameter

d. One rectangle frame template 12”x18” outside, 8”x14” inside window

e. One #2 pencil

f. One pair scissors

g. One paintbrush

h. One watercolor set/one for two students

i. One gold tube of tempera paint/one for two students

j. One silver tube of tempera paint/one for two students

k. One water bowl per table

l. Paper Towels

m. One black permanent marker

Teacher Resources:

a. A visual example made by the instructor – and previous students if available.

b. The Dot by Peter H. Reynolds.

Motivation:

a. The instructor will read the book The Dot by Peter H. Reynolds to the class.

b. The class will discuss what they observe about the different ways the story’s character paints dots.

1. Dots can be different individual colors as well as mixed to make new colors (ex. Yellow and blue mix to make green).

2. Dots can be little or big.

3. Dots can be made by NOT painting a dot (Instead you paint the area around it).

c. The class will also discuss the book’s theme (The more the character concentrated and experimented painting her dots, the better and more confident she became both at making them and in her artistic abilities).

Procedure:

a. The instructor will pass out sheets of white construction paper that is 6”x18” and 4” diameter circle stencils (watercolor paints are already located at each table).

b. The students will use a regular #2 pencil to write their name on one side of their paper along with their teacher code.

c. The instructor will demonstrate drawing three circles on the white construction paper by using the circle stencil.

d. On the blank side (the totally white side), the student will draw three circles by utilizing a 4” diameter circle stencil.

e. The instructor will review cool colors with the students (green, blue, and purple).

f. The instructor will demonstrate using a cool color watercolor palette to paint a design within one of the traced circles (ONLY ONE).

g. The student will use a cool color watercolor palette (green, blue, and purple) to paint a design within ONE circle.

h. The instructor will review warm colors with the students (red, yellow, and orange).

i. The instructor will demonstrate using a warm color watercolor palette to paint a design within the remaining two traced circles.

j. The student will use a warm color watercolor palette (red, yellow, and orange) to paint a design within the remaining two circles.

k. The instructor will pass out sheets of white construction paper that is 12”x18” (gold and silver tempera paints are already located at each table).

l. The students will use a regular #2 pencil to write their name on one side of their paper along with their teacher code.

m. The instructor will demonstrate creating and painting a gold or silver tempera frame on a sheet on 12”x18” white construction paper.

n. On the blank side (the totally white side), the student will create and paint a frame on a sheet of 12”x18” white construction paper using their choice of silver or gold tempera paint.

o. The student will choose a curved or jagged edge design to be traced as the outside of their frame on the sheet of 12”x18” white construction paper.

a. They will mark their choice on the back of their paper.

p. The student will cut out their three circles by following the traced outlines.

q. The student will cut out the traced design on the outside of their frame on the sheet of 12”x18” white construction paper, to reveal the design they chose.

r. The instructor will review design and unity with the students while discussing circle placement within the window of their frame on the 12”x18” white construction paper.

s. The student will practice placing and manipulating the circles in different designs within the window of their frames on the 12”x18” white construction paper.

t. The student will glue the circles in a design on the 12”x18” white construction paper, using the following left-to-right order (warm color circle, cool color circle, warm color circle).

u. The instructor will demonstrate correct procedure for using a black permanent marker to write initials within the three circles (one initial for each circle).

v. The student will use a black permanent marker to write their initials inside their three circles in the left-to-right order (first initial inside the first warm color circle, middle initial inside the cool color circle, last initial inside the second warm color circle).

Clean-Up Procedures:

a. The students will put their project pieces in the designated location.

b. The students will put their supplies back in the correct area as requested by the instructor.

c. The students will wait patiently for further instructions from the instructor.

Vocabulary:

a. Warm Colors: associated with fire, heat, sun, and warmer temperatures; reds, oranges, and yellows are warm colors.

b. Cool Colors: associated with water, sky, ice, and cooler temperatures; greens, blues, and purples are cool colors.

c. Unity: Harmony resulting from a combination of component parts for a total effect.

d. Design: A skillful blend of the elements and principles of art.

Evaluation/Assessment:

a. Did the student draw three circles on a sheet of 6”x18” paper.

b. Did the student paint ONE circle using all THREE cool colors (green, blue, and purple).

c. Did the student paint TWO circles using all THREE warm colors on each (red, orange, and yellow).

d. Did the student follow the traced lines to cut out all three of their circles.

e. Did the student paint the traced frame on a sheet of 12”x18” white construction paper, staying within the lines and using only one color (gold or silver).

f. Did the student follow the traced frame outline (curved or jagged) to cut out their frame edge.

g. Did the student glue their three circles in the following left-to-right order inside the framed area on their 12”x18” white construction paper (warm color circle, cool color circle, warm color circle).

h. Did the student write their initials inside their three circles with a black permanent marker in the following left-to-right order (first initial inside the first warm color circle, middle initial inside the cool color circle, last initial inside the second warm color circle).

Technology:

a. None currently planned for use with this lesson.

Trade books:

a. The Dot, by Peter H. Reynolds

Reading, Math, or Writing Activities:

a. Group reading activity for The Dot, by Peter H. Reynolds.

Special Needs Students’ Accommodations:

a. A different color circle template may be used to accommodate students who have trouble working with white-on-white, or the pattern may be outlined with a marker color to give visual pattern clues as to pattern and paper.

b. Multiple demonstrations should be given to facilitate the connection between auditory directions and visual learners. Appropriate wait time should also be given as it provides an opportunity to answer student questions and clarify unclear directions.

Teacher Notes/Comments:

a. Warm-Cool-Warm pattern for the dots is an A-B pattern that should be recognized by the Kindergarteners.

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