ART LESSON PLAN

 

Theme/Title of your lesson: __Being Creative: Using the Elements of Art__ 

 

Grade: 1st Grade

 

Number of students: 18

 

1. Summary of Children’s Development: 

· COGNITIVE- This lesson supports student cognitive development because it allows students to reflect and think critically about the art process; which allows them to ask questions to gain clarity. At this age students can retain attention for 30-45 minutes. Students can pre-plan/pre-organize ideas and materials for future use. Students verbally explain the process, elements, and principles of design in art. Students develop their problem-solving skills as they determine what materials and techniques they will use. Students develop their math, science, and language concept skills as they explore the different materials provided, orally express ideas and develop their academic language through constant exposure of key terms used. As stated in “Yardsticks”, children at this age exhibit extra efforts to complete work of quality, enjoy engaging in hands on activities, like to analyze, and like to reflect on their learning.

· PHYSICAL- This lesson supports students’ physical development as they interact and use various materials/media. Students have developed and continue to develop fine and gross motor skills. Students continue to develop their fine motor skills using various tools and materials such as pencils, markers, paintbrushes, scissors, and glue. Students continue to develop their fine and gross motor skills by using tools and materials to create artwork. Skills developed depend on the tool and technique being used. For example, a student painting on a large canvas with a paintbrush will develop both gross and fine motor skills because the student uses their hands and fingers to hold the paintbrush; and may use large strokes due to the size of the canvas. As stated in “Yardsticks”, children at this age can focus on smaller/closer objects rather than further objects and often use their fine motor skills to write and draw in small print/form.

· SOCIO-EMOTIONAL- This lesson supports students’ socio-emotional development through opportunities to express their ideas individually and with peers. Students can work individually and/or with a partner to complete a task. Students can collaborate ideas with peers. Students can view and consider different perspectives. Students develop a sense of respect for others as they begin to view things from their peer’s perspectives, and respect what they think or feel. Students can communicate and collaborate with peers as they verbally express their ideas, thoughts, and opinions. As stated in “Yardsticks”, children at this age like playing alone or with a friend and develop their identity with likes and dislikes.

2. Prior Knowledge:  

§117.102. Art, Kindergarten, Adopted 2013.

(1)  Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to:

(B)  identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including repetition/pattern and balance, in the environment.

Students have had the opportunity to observe and experiment with different medias and materials that allowed them to build their knowledge on art elements such as line, color, and texture. Students have developed their visual literacy and are able to identify the elements of art when observing different pieces of art or other objects found in their environments. Students can identify and verbally explain the principles of design when observing different pieces of art or other objects presented. Students build on their prior knowledge as they progress and engage in creating their own pieces of art using their knowledge on the elements of art (color, line, texture, shape, and space) and principles of design (balance, rhythm, contrast, movement, and harmony).Students reflect and use their prior knowledge to create their own artwork while considering what materials they will use and how those materials will be used and implemented into the artwork.

3. Standards (TEKS) and Objective: 

§117.105. Art, Grade 1, Adopted 2013.

(2)  Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:

(A)  invent images that combine a variety of lines, shapes, colors, textures, and forms;

Objective: Students will be able to create their own piece of artwork displaying the use of different art elements and principles of design with provided materials. Students will be able to use materials in various ways to create and implement the different elements of art and principles of design. Students will be able to identify and verbally explain the art elements and principles of design they used, what it represents, and or why/how they used it in their artwork.

4. Materials: 

· Computer/Projector to play videos and background music

· Video “16 Drawing Hacks for Kids” https://www.youtube.com/watch?v=xSsdnC896pU

· Video “The Elements of Art. . . Defined!”

https://www.youtube.com/watch?v=uVrh3frrC38

· ART Examples 1-3

· Writing utensils such as pencil, crayons, color pencils, and/or markers

· 14’’x 22’’ posters (one for each student)

· Various materials such as scissors, glue, newspaper, construction paper, tissue paper, sand paper, phelt, foil, plastic utensils, popsicle sticks, crayons, color pencils, markers, washable paint, paintbrushes, sponges, stamps, uncooked pasta, buttons, glitter glue, foam stickers, clean empty plastic bottles, ribbon etc.(or any other materials that can be recycled and reused).

Materials provided can be used by all students. Materials provided are easy to use and are reflective of and can be found in the student’s own environments (at school or home). Students can use the materials of their choice to express themselves freely by creating a unique piece of artwork.

5. Differentiation:  

For English Learners, I will Provide the instruction to the student(s) in both English and the students’ native language. I will also provide visual prompts that will present key concepts such as the elements of art and the principles of design (including words and picture examples).

For students with physical disabilities such as an arm in a cast, I will provide the student(s) with opportunity to work with a partner or with the teacher, allow them to use their fingers to paint if they cant hold a brush/marker, providing them with additional time to complete task, provide them with alternative materials that they can use with ease such as a glue stick instead of liquid glue, and provide precut pieces of different materials such as cloth, phelt, or paper (construction/tissue/sand).

For students with limited attention span, I will provide the instructions and materials into smaller sections so that students do not feel overwhelmed; and/or giving them one piece of the materials that will be used while instructions are given, so that they can explore that material during instruction; which will allow them to reflect and think critically about the elements of art while still being focused on content related items.

6. Instructional Procedures:  5E’s

· ENGAGE:

Duration: 10 minutes

To refresh students’ memory on the elements of art the teacher will begin the lesson by showing the students the first five minutes of the video “16 Drawing Hacks for Kids”. The teacher will show the video on the projector. After showing the first five minutes of the video, the teacher will redirect students’ attention to thinking about what exactly they observed in the video. The teacher will facilitate the class discussion by asking questions such as, “What stood out to you in the video?”, “What tools and techniques did they use in the video?”, What elements of art did they use in the video?”, or “What principles of design did you see in the video?” Students will take turns responding. Students will respond with short answers such as, “line”, “color”, “texture”, “balance”, or “contrast”. After each student has had the chance to respond the teacher will prompt students to think critically about what other types of media can students use to create art at home or at school. Some higher order thinking questions the teacher may ask include “What do you think about the way she made art?”, “What did you notice about the materials she used?”, and/or “Describe how you make or would make art at home”.

· EXPLORE:

Duration: 15 minutes

The teacher will begin by asking students, “What are the elements of art?” and “What are the principles of design?” Students will respond with one word or short phrase answers such as “line”, “color”, “movement”, “contrast”, etc. The teacher will then prompt students to think about the endless types of materials and techniques that can be used to make art. The teacher will then prompt students to observe the classroom and locate objects that can be used to make art or be considered as art. The teacher may say, “When I signal you to begin, you will look around the class and find one object that you consider to be used in art or as art.” The teacher will signal students when to begin their observations and play soft music in the background. After 5 minutes of allowing students to explore the classroom, the teacher will signal students to stop by stopping the music and instruct students to choose one item of their choice to discuss and explain how it can be used in art or why it can be considered art using key terms (elements of art or principles of design). Students will take turns discussing their object. For example, one student may choose a pencil and state that it can be used in art to make different elements of art such as lines, shapes, and space; and it can be considered as art because it is an interesting object that has different colors and textures. The teacher will clarify any misconceptions about the elements of art or principles of design. After the whole class discussion, students will return the items to their designated spot. Some higher order thinking questions the teacher may ask include, “What elements of art are noticeable in the object?”, “What principles of design do you notice?”, “How would you recreate that object using different elements of art and/or principles of design?”, or “What do you think about the way the object is structured/designed?”

· EXPLAIN

Duration: 15 minutes

The teacher will divide the students in 6 groups (each group will have 3 students). Each group will get a piece of artwork to analyze. There are three pieces of art, so there will be two groups for each artwork. The teacher will prompt students to think critically about the process of art, the elements of art, and the principles of design. Students will discuss what they observe in the artwork. The teacher encourages students to use key terms during their discussions. The teacher will signal students when to begin their group discussions. The teacher will play soft background music to provide students with a relaxed environment that encourages collaboration. The teacher will provide students with 10 minutes to discuss their piece of art. After allowing students to discuss their artwork for 10 minutes the teacher will stop the music and signal students to redirect their attention to him/her. The teacher facilitates the class discussion by calling on the groups to take turns discussing their artwork. Each student in the group will participate in the class discussion by explaining what they observe in the artwork while describing its characteristics using key terms such as the elements of art and the principles of design. Students will discuss what stood out to them and explain their interpretation of the artwork. Some higher order thinking questions the teacher may include, “What would you have done differently?”, “What elements of art did the artist use?”, “What principles of design did the artist use?” and/or “Describe what you see in the artwork” After the class discussion students will return the pieces of art back to the teacher.

· EXPAND:

Duration: 15 minutes

The teacher will play the video “The Elements of Art. . . Defined!” to refresh students’ memory. The teacher will then provide the students with 7 blank sheets of paper. The teacher then instructs students to draw one element of art on each sheet of paper. The teacher may say, “You have seven sheets of paper and there are seven elements of art. On each sheet of paper, I want you to draw one element of art.” Students may use a pencil, color pencils, crayons, and/or markers to create each element of art. After about 6-8 minutes of allowing students to draw their elements of art, the teacher will ask students to redirect their attention to him/her for the class discussion. The teacher will facilitate the discussion and prompt students to take turns to display and explain each element of art they drew. Some higher order thinking questions the teacher may ask include, “Explain why you drew that for that specific element.”, “Why are the elements of art important?”, and/or “Pick an element and explain how you would use it in art?”

· EVALUATE:

Duration: 25minutes

The teacher will provide each student with a poster and various materials that students will use to create their own piece of art. Materials that are provided include scissors, glue, newspaper, construction paper, tissue paper, crayons, color pencils, markers, washable paint, paintbrushes, sponges, stamps, uncooked pasta, buttons, glitter glue, foam stickers, etc. The teacher will signal students when to begin and play soft music in the background to create a relaxed yet energetic environment. The teacher will prompt students to create their own piece of art using the provided materials. The teacher may say, “When I play the music and say, “Be Creative”, you will use the provided supplies to create your own piece of artwork. There is no right or wrong way. Please be respectful of your peers and the supplies by sharing and using them respectfully.” After about 18 minutes the teacher will instruct students to find a stopping point and return all the supplies. The teacher will then have students step away from their desks and gather on the discussion rug. The teacher then facilitates the group discussion and informs students they will now be engaging in a “gallery-walk”. The teacher explains what a gallery walk is before beginning. The teacher will then guide students around the classroom, stopping at each student’s desk to discuss their artwork. The teacher reminds the students to be respectful by not touching the artwork and providing space for everyone to see. Each student will present their artwork by explaining what it is they created, what medias and techniques they used, and what elements of art are included in their artwork and why/how they chose to use it in their artwork. Some higher order thinking questions the teacher may ask include, “Describe the elements of art that you used and why you chose to use it.”, “How did you feel when you were creating this artwork?”, and/or “What would the title be and why?”

7. Assessment:

· Includes sample of children’s work and sample of the assessment tool from 5-6 (real or imaginary) students.  

·  Based on the assessment data that you gathered: How did the students meet the TEKS and objectives? Explain using the attached examples of your assessment tools and children’s work).  

8. Connection to Theory:

· How did the lesson connect to theory? Identify the theory from the theorist and use key terminology- Ex. Piaget’s types of cognitive play, Isenberg & Durham’ s types of social play, 4C’s, Vygotsky’s zone of proximal development, and/or Gardner’s multiple intelligences).

· How did the lesson incorporated DAP’s “Principles of child development and learning and implications for practice”? (See Appendix pages 1-14)

9. Developmentally Appropriate and Culturally Relevant Approaches

· How did the lesson incorporate four of the following developmentally appropriate approaches: oral communication, child-initiated inquiry, free exploration, teacher modeling, centers, technology, units of study, manipulatives, hands-on learning, the arts, cooperative learning, play? 

· How are you being culturally aware of your students and the ways in which they might feel included and/or excluded in your lesson?  

10. Post-Implementation Reflection

Note: Each question must be answered in at least one paragraph   

1. What were the strengths of the lesson? (In other words, what went well, why?

1. What were the areas of growth? (In other words, what could you have done differently, why?) 

1. How did you guide positive behavior? 

1. What connections did you make to other content areas (disciplines?   

1. What did you learn about yourself as a teacher/educator?  

11. Writing Conventions

· Written plan is clear, well organized, professional, and free of grammatical and spelling errors. A reference sheet should be included per APA 7th edition for all cited references.

Citations

Wood, C. (2007). Yardsticks: Children in the Classroom Ages 4-14. Turner Falls, MA: NEFC.