Lesson Plan for
Elementary Art
Teacher: Mr. Cooper-Davis Grade: 1st Quarter: 2nd Week: 12/11-12/15
| Fine Art Standard(s) 25.A.1d 26.B.1d 27.B.1 | | Performance Descriptor(s) 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. Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination. Know how images, sounds and movement convey stories about people, places and times. |
Objectives:
| · TLW explain why the Fish is such an important symbol in the Japanese culture · TLW recognize the Japanese character for fish · TLW create a water color collage of a fish in an underwater setting. | · TLW practice various basic art room procedures · TLW demonstrate each art room procedure · TLW recall the 3 art room rules · TLW recall the procedures for painting · TLW demonstrate the procedures for painting |
| | Formative Assessment | Summative Assessment | |
| | · Check students for participation (points earned)- visual · Check students for Mastery, knowledge or no knowledge- visual · Review of past & prior concepts | · Scoring Guide used in ”Japanese Watercolor Fish Resist” | |
Student Learning Opportunities:
| Strategies | Student Learning Activities |
| · Games/ group activities · Visual · Individual Experimentation/ Activities/ Projects | · · Review: · Review Japanese symbol for fish: pass out examples of character: step by step have students practice how to create the symbol- we will be using the symbol on our largest fish in our project. · Review/ introduction to: watercolors- different from tempera paint- need to use a lot of water when using water colors. Drip several drops of water into each color. · Review cleaning up brushes if time: wash out brushes in water- put brushes back in paint kits. I will collect kits/ call tables or groups to put work in drying rack. · Demo: using water colors- key is the WATER. Use LOTS of it. The colors should be light- not too dark. Never use black. We will be using the oil pastels for our black lines first, and then we will add paint. Demonstrate wet on wet- get paper wet with larger brush (use cleaner water) and then begin to paint in the areas. · Students will finish painting their backgrounds- need to cover all white areas of the paper. · Once finished students will need to create their 3 fish, outline them in oil pastels, write the Japanese Character for fish on the largest one, and then begin painting them · Students who have finished their fish need to write the Japanese symbol for fish on their largest one. They will then cut out all 3 and glue them on their backgrounds (Demo glue- draw glue lines around the edge- not to close to the edge) · Coloring pages for students who finish painting their projects |
Resources (Materials/Texts/Visuals/Technology):
| pencils, digital images, computer, TV, oil pastels, water colors, paint cart, scissors, glue |
Misc:
| ”Japanese Watercolor Fish Resist”: Students will be creating a finished watercolor that uses at least 5 different colors but NO BLACK. They will first create their backgrounds- thinking of what kinds of things they could add- where do fish generally live ( the Koi live in streams and ponds)/ what kinds of other animals would be around/ what would the water look like? Once their backgrounds are finished- they can begin to create their fish. Students need to create 1 large Koi and 2 smaller fish. On the large Koi fish they will be writing the Japanese character for “goldfish”. The 2 smaller fish may be of their own design. Students should think about what colors the Koi were that they saw in the slide show. What were the patterns on the fish? Before students paint their fish they need to outline any major details of the fish with black oil pastels. |
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