Grade level: 1-3
Suggested Time: 1 Class period
Unit: African culture
Medium: Paper cutting
Instructional Objectives:
- Students will demonstrate appropriate use of scissors.
- Students will produce art work that communicates through elements and key principals.
Shape, space, and color.
Principles of design:
Balance and contrast
Materials:
Scissors, Paper plate, markers, and string
Vocabulary:
color wheel, symmetrical,
Art Production.
1. Talk about the color wheel
2. Tell students they will be making a necklace using the color wheel.
3. Show my example.
4. Show students how to color in the paper plate.
5. Look over shoulders, check for understanding
6. Demonstrate how to cut the plate.
7. Watch students cut mask, check for understanding
8. Demonstrate how to put the plate together to create a necklace.
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the necklaces.
11. Close with compliments to students, introduce next weeks art lesson.
Art History/Resources:
Book on tables, posters, and computer.
Aesthetic Questions:
- "Are necklaces art?
- "Why do we wear jewelry?"
Show video explaining the project off of Youtube.
https://www.youtube.com/watch?v=XQ7wV9DeEqw
https://www.youtube.com/watch?v=XQ7wV9DeEqw
Evaluation Criteria:
Rubric.
Modifications:
Gifted: For students that are gifted, I would ask them to incorporate each color into their color wheel and then write a paragraph explaining why they put the colors in the order they did.
Disabilities: For students with disabilities, I would have the necklace pre-made, so that they could spend their time coloring their necklaces.
Art Lesson Plan
Title: African Savanna
Grade level: 1-5
Suggested Time: 1 class period
Unit: African culture
Medium: Water colors
Instructional Objectives:
Elements of art:
Shape, space, and color.
Principles of design:
Balance and contrast
Materials:
11x12 paper, pencils, crayons, paint brushes, watercolors.
Vocabulary:
Savanna, African plains,
Art Production.
1. Show students a picture of Africa's savanna.
2. Tell students they will be painting an African savanna today.
3. Show an example.
4. Show students how to draw the animals in the right order (big to small.)
5. Look over shoulders, check for understanding
6. Demonstrate how to color with crayons.
7. Watch students cut mask, check for understanding
8. Demonstrate how to use watercolors to go over the Crayons.
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the paintings.
11. Close with compliments to students, introduce next weeks art lesson.
Art History/Resources:
http://www.pbs.org/wnet/africa/explore/savanna/savanna_overview_lo.html
Use to discuss map of Africa.
Aesthetic Questions:
Title: African Savanna
Grade level: 1-5
Suggested Time: 1 class period
Unit: African culture
Medium: Water colors
Instructional Objectives:
- Students will demonstrate appropriate use of watercolors.
- Students will produce art work that communicates through elements and key principals.
Elements of art:
Shape, space, and color.
Principles of design:
Balance and contrast
Materials:
11x12 paper, pencils, crayons, paint brushes, watercolors.
Vocabulary:
Savanna, African plains,
Art Production.
1. Show students a picture of Africa's savanna.
2. Tell students they will be painting an African savanna today.
3. Show an example.
4. Show students how to draw the animals in the right order (big to small.)
5. Look over shoulders, check for understanding
6. Demonstrate how to color with crayons.
7. Watch students cut mask, check for understanding
8. Demonstrate how to use watercolors to go over the Crayons.
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the paintings.
11. Close with compliments to students, introduce next weeks art lesson.
Art History/Resources:
http://www.pbs.org/wnet/africa/explore/savanna/savanna_overview_lo.html
Use to discuss map of Africa.
Aesthetic Questions:
- "What animals live in the African savanna?"
Create a gallery walk. Ask what was the students favorite part of the project and why.
Evaluation Criteria:
Rubric.
Modifications:
Gifted: For the gifted students I would ask them to create a story that goes with their picture once they are done with their drawings.
Disabilities: For students with disabilities I would allow them to use a drawing I printed off the internet so that they could use the majority of their time using the water colors.
Lesson Plan:
Instructional Objectives:
- Students can paint and apply lines in an even stroke to create a tempera painting.
- Students can identify and create repeating patters
Elements of Art:
Color and shape.
Principles of Design:
Pattern and balance.
Materials and equipment:
- Tempra paint
- 6x18 paper
- Round or flat tip medium sized paint brush
- Pencils
- Erasers
Vocabulary:
Textile, fabric, weaving, cloth, and loom.
Art production:
- Talk to students about African weaving.
- Show students steps to draw art; create two shapes with five lines. Repeat four times.
- Allow students to draw, offer help as needed.
- Instruct students to get their materials from the counter; paint, paintbrushes, and water cups.
- Show students how to outline their drawing in black paint.
- Let students try, walk around room to help.
- Show students how to color in their paintings.
- Students paint, offer help.
- Clean up-wash paint brushes, desk, and hands.
- Put paintings on dry rack.
- Discuss the assignment and what the students learned from it.
Modifications:
Gifted: I would ask the gifted students to create additional lines to their paintings once they are finished. I would have them outline and color more lines.
Disabilities: I would have the lines already drawn for the students with disabilities. I would have them outline the lines with black though, to have an idea of what it is like to create the artwork. I would possibly use hand-over-hand to help the student create the lines if they were having trouble doing so.
Art Lesson Plan
Title: Symmetrical African mask
Grade level: 5-6
Suggested Time: 1 1/2-2 class periods
Unit: African culture
Medium: Paper cutting
Instructional Objectives:
Family portrait contours
Shape, space, and color.
Principles of design:
Balance and contrast
Materials:
Scissors, 8x11 construction paper, 4x11 construction paper, pencils, white school glue.
Vocabulary:
symmetrical, mask, ceremony.
Art Production.
1. Show students a real African mask.
2. Tell students they will be making a mask.
3. Show images of African mask.
4. Show students how to draw an African mask.
5. Look over shoulders, check for understanding
6. Demonstrate how to cut the mask.
7. Watch students cut mask, check for understanding
8. Demonstrate how to glue mask together. 'flip and glue'
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the mask.
11. Close with compliments to students, introduce next weeks art lesson.
Art History/Resources:
Book on tables, posters, and computer.
Aesthetic Questions:
Title: Symmetrical African mask
Grade level: 5-6
Suggested Time: 1 1/2-2 class periods
Unit: African culture
Medium: Paper cutting
Instructional Objectives:
Family portrait contours
- Students will demonstrate appropriate use of scissors and glue.
- Students will produce art work that communicates through elements and key principals.
Shape, space, and color.
Principles of design:
Balance and contrast
Materials:
Scissors, 8x11 construction paper, 4x11 construction paper, pencils, white school glue.
Vocabulary:
symmetrical, mask, ceremony.
Art Production.
1. Show students a real African mask.
2. Tell students they will be making a mask.
3. Show images of African mask.
4. Show students how to draw an African mask.
5. Look over shoulders, check for understanding
6. Demonstrate how to cut the mask.
7. Watch students cut mask, check for understanding
8. Demonstrate how to glue mask together. 'flip and glue'
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the mask.
11. Close with compliments to students, introduce next weeks art lesson.
Art History/Resources:
Book on tables, posters, and computer.
Aesthetic Questions:
- "Are masks art?
- "Why do we dress up on Halloween?"
Create a gallery walk. Ask what was the students favorite part of the project and why.
Evaluation Criteria:
Rubric.
Modifications:
Gifted: I would have the students add additional shapes to their mask and make them symmetrical to the opposite side.
Disabilities: I would have the shapes pre-cut for the students with disabilities. I would ask them to place the shapes where they would like and then help them glue the shapes to their masks.
