University of North Carolina Wilmington



VITAL INFORMATIONSarah Graham, Kakki Hilton, Amber Griffin, and JoBeth ByrdArt, ESL, Mathematics, Music, Reading, SciencePrimary Colors, Shapes, and CollageKindergartenPrimarily an art lesson dealing with concepts of color, shape, and collage, this lesson also integrates math, music, reading, science, and potentially second language concepts.? Central to this lesson is Lois Ehlert's book Color Farm.? This book serves as the primary teaching tool, and students will?learn techniques from it to use when given the opportunity to create their own art.? They will mix primary colors to make secondary colors and use geometric shapes to create collages of farm animals.1. Focus and Review (Establish Prior Knowledge)Sets of pattern blocks will be distributed to students.? They will be given time to play with these blocks and to create their own unique designs.? As a way to review shapes, I will have students divide their pattern blocks into piles?based on differences in shape.? I will then ask students to classify the way they sorted the shapes by identifying the names of the shapes.??I will call on volunteers to?share with the class the names?of the different shapes.? I will then ask students to think of another way they could classify these shapes.? After one of the students mentions color, I would ask the students to sort by differences in color, and then we would review the different color names just as we did the shape names.Using the pattern blocks, I will demonstrate to students how complex shapes can be made by overlapping shapes.? I will?introduce the?term collage and provide students with?more time to experiment with overlapping shapes?using the pattern blocks.???Materials:Individual sets of pattern blocks (enough so that each student can have their own set)Time:10 minutesII. Statement (Inform) of ObjectivesI will tell students that they will be learning how to mix colors to make new colors and that they will use shapes to make a collage of their own.?I will introduce students to the author Lois Ehlert and explain to them that we will learn techniques and get ideas from the artwork she uses in a book that we will be reading.? I will tell them to pay close attention to her use of color and shapes throughout the book.Time:? 5?minutesIII. Teacher Input (Present tasks, information, and guidance)I will ask students if they have ever been to a farm, and if so, what kind of animals did they see.? What did the animals look like?? This will serve as a transition into Lois Ehlert's book, Color Farm.Students will be given individual felt boards and pre-cut felt shapes.? I will explain to them that as we read this story, they will make the different animals as we go along using the shapes they have been provided.? I will emphasize creativity, expressing to them that they should?not try to make their animals exactly as Lois did, but that they should use their imaginations.I will read Color Farm, pausing on each page to give students time to?create animals collages on their felt boards. We will discuss the different animals, the sounds they make, and their functions on the farm.? (Variation:? I introduce students to the Spanish names of each of these animals as we read the story and have them repeat these names after me.)At the end of the book, I will ask students if they noticed anything about the colors Lois Ehlert used.I will explain the concepts of?primary and secondary colors, using a poster I have made that divides the different colors into two separate columns as a visual.? I will inform students that they will learn how to mix primary colors to make secondary colors.? ?Materials:Individual felt boards and pre-cut geometric shapes for each of the studentsColors PosterColor Farm by Lois EhlertTime:45 minutesIV. Guided Practice (Elicit performance)Students will work in groups to make different paint colors.? I will guide them through the steps of mixing the primary colors, asking them to make predictions of which secondary colors these mixings will produce.? Using the paint made by their groups, students will make their own color wheels, which will show the relationships between the colors.??This will serve as a reference when students later mix colors on their own.?As a class, we will brainstorm different shapes, and?I will draw these shapes on the board.? Using paper?that already has these shapes on them, students will cut out several of the different types of shapes.? These shapes will?be contributed to a communal pile, that?will later be used by the group members.??Materials:Red, blue, and yellow paintPaintbrushesCups of waterPaper towelsNewspapersOld t-shirts for students to put on over their clothes while paintingShape paperScissorsTime:45?minutesV. Independent Practice- Seatwork and Homework (Retain and transfer)Students will choose a farm animal.? They will pick out the shapes from the community pile that they will need to make a collage of their chosen animal.? Students will then decide on a color scheme and will mix paint colors as needed to get the colors they need.?After their shapes have been painted and dried, they will glue them together creating their animal using the technique of collage.I will attach popsicle sticks to each of their animals, so that they can easily hold them.Materials:Group shapesRed, blue, and yellow paintPaint brushesGluePopsicle sticksTime:45 minutesVI. Closure (Plan for maintenance)Students will be arranged in a line according to the type of animal they have created.? We will sing Old MacDonald Had a Farm, and students will make the noises of their different animals at the appropriate time.? Students will do this while holding the animals they have made, and it will take the form of a parade around the classroom.? We will start by singing about the animals at the front of the line, and progressively make our way to the end.? (Variation:? Substitute the English names for the animals with the Spanish names students have learned as they sing the song.)I will have a farm scene bulletin board in the classroom, and students will place their animals into the scene, indicating that they know their appropriate location on the farm.Culminating Event:? Field trip to a petting zoo to see some of these different animals.Materials:Farm scene bulletin boardTime:20 minutesSTANDARDS & ASSESSMENTNC- North Carolina Standard Course of Study ??Subject :?Mathematics (k-5 updated 2008)??Grade/Topic :?Kindergarten??Competency Goal :?COMPETENCY GOAL 3: The learner will investigate the concepts of geometry.?Objective :?3.02 Identify, model, describe, compare, and sort geometric two-dimensional shapes (triangles, rectangles including squares, and circles) by attributes.??Subject :?Arts Education??Grade :?Kindergarten??Subject Area :?VISUAL ARTSThe study of visual arts begins in Kindergarten with the introduction of skills and concepts that will be completely new for most of the children. Because of the children's different developmental levels when entering Kindergarten, it is expected that this year will emphasize joyful exploration and discovery; mastery is a process that will require repetition at subsequent grades. The emphasis at this level is on:-Personal experience and/or imagination -Exploring a variety of media to develop fine and gross motor skills -Learning care and use of tools and equipment -Following safety rules -Family, five senses, counting, and retelling stories in pictures -Learning about a variety of artists and art forms, including architecture -Art elements - color, shape and line??Competency Goal 1:?The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.?Objective 1.02 :?Use imagination as a source of ideas.?Objective 1.04 :?Begin to develop appropriate art vocabulary.??Competency Goal 2:?The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard1)?Objective 2.03 :?Develop fine and gross motor control.?Objective 2.06 :?Cut large and small shapes; double layers to produce identical shapes.??Subject Area :?MUSICKindergarten is the entry level for study in music. Learning is primarily experiential. Focus areas at this level include: -Developing appropriate vocal and instrumental practices -Developing beginning skills in improvising and creating music -Reading simple rhythmic and melodic notation -Developing beginning skills in listening to, analyzing, and evaluating music -Developing understanding of music in relation to history, culture, and other content areas -Showing respect for the efforts of others??Competency Goal 1:?The learner will sing, alone and with others, a varied repertoire of music. (National Standard 1)?Objective 1.05 :?Sing a variety of music.??Subject :?Science (updated)??Grade :?Kindergarten??Subject Area :?Life Science??Competency Goal :?1: Observe and describe the similarities and differences among animals including: structure, growth, changes, movement?Objective :?1.03 Observe the behaviors of several common animals.??Subject :?Arts Education??Grade :?Kindergarten??Subject Area :?VISUAL ARTSThe study of visual arts begins in Kindergarten with the introduction of skills and concepts that will be completely new for most of the children. Because of the children's different developmental levels when entering Kindergarten, it is expected that this year will emphasize joyful exploration and discovery; mastery is a process that will require repetition at subsequent grades. The emphasis at this level is on:-Personal experience and/or imagination -Exploring a variety of media to develop fine and gross motor skills -Learning care and use of tools and equipment -Following safety rules -Family, five senses, counting, and retelling stories in pictures -Learning about a variety of artists and art forms, including architecture -Art elements - color, shape and line??Competency Goal 2:?The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard1)??Objective 2.01 :?Become familiar with a limited number of basic art media, techniques and processes which may include:?Example :?Cut paper - glue, scissors, folding, bending 3-D - clay, paper, found objects, including wood scraps?Example :?Painting - tempera, watercolors, large brushes, sponges, finger paint??Subject :?English Language Arts??Grade :?KindergartenDuring the kindergarten year, students need to experience the enjoyment of reading while they learn the foundational strategies and skills that will enable them to read independently. Students learn these enabling skills of phonemic awareness, letter names, sound-letter correspondences, decoding skills, high frequency vocabulary, and comprehension skills as they listen and respond to a variety of texts. They enjoy listening to stories, relating characters and events to their own life experiences, dramatizing stories, and responding to stories through art and writing activities. They can extend their oral language skills when given opportunities to express themselves, and they can learn how oral language is recorded to convey experiences and ideas as they observe their experiences and ideas being written. Kindergarten students will: Engage in word play. Listen and respond to children’s literature. Build reading and writing concepts, skills, and strategies. ??Goal 2:?The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed?Standard 2.01 :?Demonstrate sense of story (e.g., beginning, middle, end, characters, details)??Subject :?Second Languages??Grade :?Kindergarten??Subject Area :?Listening, Speaking??Goal 2:?Interpretive CommunicationThe learner will understand and interpret written and spoken language on a variety of topics in the target language.?Standard 2.01:?Demonstrate understanding of every day spoken words and phrases when accompanied by visual clues and/or props.Students will be assessed informally through the primary?means of?teacher observation.? I will monitor students as they mix paint to make colors to ensure they have established a??knowledge of colors.? I will review the color wheels students create to check their understanding of primary and secondary colors.? I will also review the animal collages students?create to make sure they know how to use the technique of collage. ................
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