GOAL: Student will make a shadow puppet from combined shapes MAIN ELEMENT: Shape
MATERIALS: Pre-cut manila folder or construction paper shapes Glue
Popsicle sticks Unshaded lamp STRATEGY:
1. Experiment with making shadows of different shapes, using your hands.
2. The student constructs objects (animals, people, cars) from different paper shapes and glues pieces together
3. The student glues the objects to popsicle sticks. Practice making shadows with your puppets, using an unshaded lamp in a darkened room.
4. Develop a puppet show to perform for family or class.
BIBLIOGRAPHY
Carlson, Patty and Soyke, M. Jean, Art Adventures At Home, 1993. Jireh Press.
www.dpi.wi.gov/standards
TABLE OF CONTENTS
PAINTING A LA MONDRIAN NOVEMBER
FINGER PAINTING WITH GADGETS BLENDED PAINTINGS
MOBILES FROM FOUND OBJECTS CLAY PINCH POTS 1
RUBBER CEMENT BATIK
This project is tied to literature, as the students create paper mache finger puppets after the characters in a book of their choosing. When the project is completed, the students will put on a puppet show for the class using their finger puppets. Preparation for this project can be done by reading the book, and then selecting the main characters which will be turned into paper mache finger puppets.
WI MODEL OF ACADEMIC STANDARDS:
G.4.1 Know that art communicates ideas MATERIALS:
Metylan wallpaper paste, prepared according to package directions
Newspaper strips
Large bowl or box
Smock
Newspaper sheets (to protect work area)
Paint MOTIVATION:
Students can pick their favorite book to read and then create characters from. If the student Is not interested in reading or any books, encourage them to create their favorite superhero or characters from a favorite TV show.
PROCEDURE:
1. Cover work area with newspaper and have the students put on smocks to keep clothes clean.
2. Mix the paste in the large bowl.
3. Cut the newspaper into long, even stripes about ¾”-1” wide.
4. Dip the strip of newspaper into the mixture of paste
5. Using your thumb and forefinger, slid them down the newspaper strip removing any excess paste.
6. Now wrap the strip around your finger, carefully layering it until the desired length and thickness has been reached.
7. Allow it to dry a bit before removing from finger, and set it carefully down to finish drying.
8. Repeat process until student has enough finger puppets for the characters they want to create.
9. When all are dried, have the student paint them to represent the characters.
ASSIGNMENT:
The students will finish decorating their finger puppet characters, and then take turns putting on a puppet show using the characters from their selected book.
EVALUATION:
Self: Can directions be presented more clearly? Could a hair-dryer be used to dry the puppets faster?
Student: Was the project at the appropriate skill level for the students? Were they enthusiastic about the project?
ADAPTING THE LESSON:
For students who have poor fine-motor skills and coordination, they can be paired with more advanced students to help them wrap their finger puppets.
For students who struggle with reading, the teacher can read the book aloud to the class while the student uses the puppets to enact the scenes as they are read.
LESSON PLAN #2 Sand Painting
BEHAVIORAL OBJECTIVES:
This project can be used as a follow-up to a cultural lesson on Native Americans. The students will be able to create their own Native American sand painting, based on examples shown to them in class.
Skills learned include balancing shape and color to create a repeating, unique design. The students should gain a deeper appreciation for Native American culture and art.
WI MODEL OF ACADEMIC STANDARDS:
A.12.4 Know and recognize many styles of art from various times.
MATERIALS:
You can hold a competition to see who can create the most intricate design, use colors effectively etc.
PROCEDURE:
1. Divide the sand into the jars. Add a few drops of food coloring and shake. Leave one jar uncolored.
2. Mix glue and a little water in the bowl and demonstrate the sand painting technique: Dip the paint brush in the glue and paint a small area of a manila folder. Shake on a bit of sand, tapping off the excess over your pan. You can then put the sand back into the jar easily.
3. Trace as large a circle as you can on a piece of manila folder. Explain to the students that he is to make a pattern of colors and shapes inside the circle.
4. Have the student use the pencil to draw a shape in the middle of the circle. Next, he draws two alternating shapes in a ring around the central shape, forming a pattern. The child continues drawing until the circle is filled.
5. The student plans the color pattern. Each ring of shapes should have its own color. The student paints all areas of the same color with glue and shakes on the sand. Repeat for each color.
ASSIGNMENT:
Students can create a border around the room using their sand paintings, and even create a poster board for Native Americans.
EVALUATION:
Self: How could the teaching be improved?
Students: Were they enthusiastic? Was it too chaotic?
ADAPTING THE LESSON:
You can draw the shapes out for the student and then just have them apply the glue and sand.
LESSON PLAN #3 Wax Resist Painting
BEHAVORIAL OBJECTIVES:
This activity can be done in conjunction with science class, and you can explain to them why the wax resists the paint. Students will gain understanding and appreciation for different media and the texture that can be created by blending two together.
WI MODEL OF ACADEMIC STANDARDS:
C.4.1 Explore the elements and principles of art MATERIALS:
Students can create pictures to give to their parents for a holiday, or to portray a favorite object or scene of theirs.
PROCEDURE:
1. Review the color wheel with the student, pointing out the cool side (green, blue, purple) and the warm side (yellow, orange, red).
2. Choose either warm or cool colors and draw your picture, pressing hard with the crayon. When finished, paint over the drawing with thin black paint, using light, quick strokes.
3. The student will decide on a particular warm or cool scene, and choose at least 3 crayons in either warm or cool colors.
4. The student draws a picture, and then paints over the scene.
ASSIGNMENT:
Paintings can be done for Mother’s Day and portray something that the students appreciate or love about their mom.
EVALUATION:
Self: Did it work? How can it be adjusted for a different effect?
Students: Did they press hard enough? What happened when they painted over?
ADAPTING THE LESSON:
For students with ADHD, allow breaks in between coloring and painting for the student to move about the room and wear off some energy.
LESSON PLAN #4 Cut Paper Collage
BEHAVORIAL OBJECTIVES:
This project can be done around a holiday season, and the students can use the pieces of paper to create a holiday scene or a holiday symbol. Students can even use magazine or newspaper fliers to cut out pictures to add more activity to their collage.
WI MODEL OF ACADEMIC STANDARDS:
D.4.4 Learn about basic concepts in art, such as “form follows function,” “less is more,”
balance, symmetry, and originality.
MATERIALS:
Construction Paper
Pencil
Students can be motivated to create whatever they want to, and to use creativity in their collage.
Encourage them to make whatever they want.
PROCEDURE:
1. Review the color wheel, having the students identify the warm colors (yellow, orange, red) and the cool colors (green, blue, purple).
2. Have the students plan a warm or cool background with an opposite foreground.
3. Tell the students that they will be making a collage – any piece of artwork in which objects are glued onto a flat background.
4. Students will decide on a background (warm or cool) and cuts out pieces of those colors from the construction paper to form the background. Glue these pieces to the drawing paper.
5. Now have the students choose some objects for the foreground in the opposite color theme as the background. Cut these out of the construction paper and glue them onto the background.
ASSIGNMENT:
Students can make a card out of their collage and then write a note and give it to somebody they appreciate.
EVALUATION:
Self: Were enough materials provided?
Students: How did they handle using little pieces of paper to create a scene? Did they struggle?
ADAPTING THE LESSON:
Students with ADHD can tear up a lot of the construction paper to make pieces for the collage. You can also send them on hunts through magazine or fliers to find interesting pictures to cut out.