2nd Grade- Aboriginal Stories (Tempera Paint)

Lesson Plan for

Elementary Art

Teacher: Mr. Cooper-Davis Grade: 2^nd Quarter: Week:

Fine Art Standard(s) 25.A.1d 26.A.1e 27.B.2

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. Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. Identify and describe how the arts communicate the similarities and differences among various people, places and times.

Objectives:

· TLW explain the meaning of symbols in Australian Aboriginal art · TLW write a story using key words represented by Aboriginal symbols · TLW explain and demonstrate how to lessen the intensity of colors · TLW create a rough draft of their final Aboriginal Stories painting · TLW explain and demonstrate how to lessen the intensity of colors · TLW create a finished painting using Australian Aboriginal symbols that meets all project requirements

· TLW practice various basic art room procedures · TLW demonstrate each art room procedure · TLW recall the 3 art room rules · TLW correctly execute all painting procedures

	Formative Assessment	Summative Assessment
	· Check students for participation + daily working attitude (points earned)- visual	· Teaching Scoring Guide used in “Aboriginal Stories”

Student Learning Opportunities:

Strategies

Student Learning Activities

· Games/ group activities · Visual · Individual Experimentation/ Activities/ Projects

· Review Procedures : “Hand does the Talking” /“Freeze/Thaw”/“Ready to Work” / “Clean Up”/ Painting Review Aboriginal symbols · Slide Show- Students will be introduced to Aboriginal art/ given the opportunity to compare these works with other western works of art/ also looking at art in terms of line and color/ talk about various themes in the Aboriginal Works · Introduction to Aboriginal Symbols Project: Students will be given symbol sheets which contain various words. They need to primarily use these words to write a story (3 paragraphs). Their story will eventually be told by using the symbols in their paintings instead of words. · If finished- students can get ready for painting/ need to first make a brown color/ add a lot of water (DEMO Process) to make a wash for the painting’s background · DAY 2- Review slides: think about backgrounds- what the artists have done/ what the back grounds look like/ above views of places/ hills/ mountains/ sand · Students should finish working on their written stories/ when finished they should begin working on their “sloppy copies”- once done they may begin drawing lightly on their final papers (transferring design exactly) · Students should remember the symbols that they re using to tell their stories represent things viewed from above/ background designs should be considered as well – reference art examples · Intro to neutral colors: black, white & brown/ lessen the intensity of colors- created when adding a color’s compliment to itself (dulling down colors · Demo: creating more dull (earth tone) colors · Once their drawings have been finished, they may begin painting (Painting will most likely occur the following class) · DAY 3- Review Requirements: need to have used at least 5 different symbols in story/ symbols are over head views of people, animal tracks, & places/ at least 6 colors : all secondary colors+ less intense colors/ think about background · Review slides (background) look at what the artists have used- kinds of patterns/ lines/ dots/ marks: again background view from above · Students should be finishing up their drawings- once finished they may get ready to paint/ Painting may take 2 classes

Resources (Materials/Texts/Visuals/Technology):

pencils, paper, paint, water, cups, brushes, drying rack, towels, smocks, oil pastels, Aboriginal Symbols sheets, TV, Computer, digital images

Misc:

“Aboriginal Stories”: Students will create their own tales using the Australian Aboriginal symbols that we have seen/ discussed in class. All secondary colors should be present - need to have at least 6 colors in their work/ 3 need to be less intense colors– starting with an earth tone background of brown tempera wash