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LESSON TITLE: Abracadabra! Let’s Create Pastel Insects!(Spring Lesson Plan)

Name: Pina CianciulloGrade Level/Cycle: Cycle 1/Year 1Time Frame: Approximately 4-5 classes

RATIONALE— Throughout this lesson, students will learn multiple art making techniques through the use of various mediums. Students will utilize clay in order to create various shapes in order to yield a representation of an insect. To proceed, students will learn how the mixture of paints can yield different shades, more specifically pastel colours. They will finalize by drawing their insect from observation on the provided graphic organizer. Hence, this lesson will tackle numerous art making procedures which entail shapes, painting, mixture of colours and drawing from observation.

Pedagogical Objectives

Students will acknowledge different elements pertaining to Spring (colours and characteristics).

Students will acquire how to adequately utilize clay and paint. Students will acquire novel terminology with regards to pastel colours and its

different hues. Students will learn how to create pastel colours through the use of paint. Students will create an insect (ladybug or butterfly) through the use of clay. Students will learn how to create an array of shapes through the use of clay. Students will paint their selected insect through the use of acrylic paint. Students will represent their insect on the provided graphic organizer by

drawing from observation.

Art MakingMethod/Media

This lesson will tackle 2 distinct art making methods:1. Clay Sculpture: Through the use of clay, students will create various shapes

in order to yield an insect of their choice (ladybug or butterfly). A model and presentation will be provided to students; whereby they will acquire the skills pertaining to the use of clay. Throughout the procedure, students are to create and assemble multiple shapes in order to yield their final product of an insect.

2. Acrylic Paint: Once their clay sculptures are dry, students are to paint their insects solely through the use of pastel colours. Students are to resort to the presented activities in class regarding the creation of pastel colours (Matching Cards and Abracadabra! Let’s Create Pastel Colours!). Hence, students will mix various colours with white in order to yield pastel colours. Students are welcome to include any colours they deem suitable; however, they must be categorized as pastel colours.

Art Materials Materials Entail:

EDEA 332/003 – Fall 2016Art Project/Lesson Plan Template

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Equipment

Audio Materials: Spring VideoThe Learning Station Kids Songs and Nursery Rhymes. (2013). Spring Songs for Children-Spring is Here with Lyrics-Kids Songs. [Video]. Retrieved from: https://www.youtube.com/watch?v=DobrRgD5aOUArt Materials: White Clay, Acrylic Paint, Paintbrushes, SmocksOther Materials for Instruction: Flower Pot, Spring Collages, Children’s Literature Bugs! Bugs! Bugs! By: Bob Barner, Paintings, Matching Cards, Lids for Abracadabra Let’s Create Pastel Colours!, Visual Cues, Thinking BoardPresenting Paintings for Instruction:

1) Afromov. L. (n.d.). Spring Lilac. [Painting] Retrieved from: https://afremov.com/SPRING-LILAC-Palette-knife-Oil-Painting-on-Canvas-by-Leonid- Afremov-Size-30-x40.html

2) Horkan, V. (n.d.) Colourful Butterfly. [Painting]. Retrieved from:https://www.pinterest.com/pin/66991113179695036/

addPrototype/process

Clay Making Process

Painting Process*Please note all four photographs were taken through the use of my cellular device.

MEQ Visual ArtsCompetencies

Competency 1: “To produce individual works in the visual arts” (Ministry of Education, 2001, p. 229)Feature: “To use personal ideas inspired by the stimulus for creation” (Ministry of Education, 2001, p.229).At the beginning of the lesson, students will be presented with two renowned paintings in order to convey pastel colours. By scrutinizing the paintings, students will acknowledge a plethora of values pertaining to pastel colours. Throughout the

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second class, students will orchestrate their insect through the use of clay. Prior to doing so, students be presented with children’s’ literature titled “Bugs! Bugs! Bugs!” by Bob Barner. This piece of literature presents the arrival of insects at the beginning of spring. This dynamic story includes colourful pieces of work presenting students with an assortment of bugs. Hence, Barner’s work should serve as a stimulus with regards to the creation of their insects

Feature: “To organize the elements he/she has chosen” (Ministry of Education, 2001, p.229).Students must adhere to the listed steps in order to yield the final result. Hence, each activity will serve as a crucial step regarding their final product. Each activity will introduce students with art making skills, as well as help them orchestrate their ideas regarding their insect. In the clay making process, students will explore the texture of clay and generate shapes in relation to their insect. In the following class, students are to select and mix paint in order to yield pastel colours. Throughout the process, students must decide which pastel colours they deem appropriate for their insect.

Feature: “To share his/her creative experience” (Ministry of Education, 2001, p.229).At the end of the lesson, students will be provided with questions and a graphic organizer to be completed. Through their response to art questions, students will reflect on their art making process. Hence, the questions tackle shapes, clay, mixture of paint and pastel colours. Reflecting on their art making process will enrich their understanding, as well as tackle any arising misconceptions.With regards to the closure, students are to complete a provided graphic organizer. Through this graphic organizer, students will draw and include pertinent elements with regards to their insect. Hence, they will represent the shapes and pastel colours implemented with their work of art.

Feature: “To finalize his/her production” (Ministry of Education, 2001, p.229).Throughout the “Abracadabra Let’s Make Pastel Colours” painting session, students will finalize their works by incorporating a range of pastel colours they deem suitable. Hence, this will serve as the decorative process in which students will bring their insects to life. During this final step, students will put their acquired knowledge into play through the production of pastel colours.

Competency 3: “To appreciate works of art, traditional artistic objects, media images, personal productions and those of classmates” (Ministry of Education, 2001, p.233).Feature: “To examine a work of art, traditional artistic object, media images, personal or media visual arts production for elements of content” (Ministry of Education, 2001, p.233).At the beginning of the lesson, students will be presented with 2 paintings in order to assess their prior knowledge on the given topic. By scrutinizing the two works of art, students will be presented with ample pastel colours and will serve as a stimulus regarding latter steps of the lesson. By analyzing the paintings, students will be presented with hues and how the mixture of paints can yield both lighter and darker

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shades of colours.

Vocabulary/Concepts

Important Vocabulary Terms Presented Throughout Entail: Pastel

Students are to acknowledge different hues of colours. Hence, the mixture of white paint will yield lighter shades, known as pastel colours. Students will be playing interactive games, as well as mixing paint in order to yield with pastel colours.

Light/Dark Students will be presented with 2 paintings with a plethora of colours and

hues. Hence, through careful observation students must acknowledge different shades (light and dark) of colours included throughout the paintings.

Shapes (rectangle, circle, square, triangle) Throughout the art making process, students are to refer to their

mathematical knowledge regarding geometrical shapes. Hence, through the use of clay, they are to create multiple shapes in order to yield a representation of an insect.

Pastel Colours (pastel pink, sky blue, lavender, pastel green) Following the introduction and explanation of pastel colours, students

will learn the terms of various pastel colours. After their presentation, all novel terminology will be listed in our Vocabulary Tree in order to serve as a point of reference for the remainder of the lesson.

Regarding the introduction of novel terminology, I will first assess student’s prior knowledge and proceed with justifications and examples either through a video, children’s literature or interactive game

ACTIVITY PROCESSES TIME

MotivationClass #1Allocated Time: 1 Class

Welcoming Miss SpringAt the beginning of each lesson, our weather clock will be placed at the season being tackled. This lesson will focus primarily on the characteristics and artistic components within Spring.

Step 1: Thinking About Spring:I will begin by assessing students’ prior knowledge regarding Spring. This will be completed through a collaborative discussion; whereas, multiple questions will be posed. All questions will be randomly selected from our Flower Pot. Hence, they will be written on individual strips of paper. Our Flower Pot will be distributed around the class, whereas each student will have the opportunity to randomly select and read a question aloud. All

45 minutes

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responses will be listed on our Thinking Board in order to serve as a point of reference for the remainder of the lesson.Several Questions Entail:

What is Spring? What time of the year does Spring begin? How does the weather change with the arrival of

Spring? What colours and characterises do we find in

Spring?Several Expected Responses Entail:

Spring marks the end of Winter with the melting of the snow.

Flowers begin to bloom There is the arrival of birds and insects Animals are no longer in hibernation.

Taking a Closer Look into SpringFollowing our collaborative discussion, a short educational video will be presented to students. This dynamic video includes a song and presents multiple characteristics found in Spring. This video will serve an entertaining and educational asset in order to reinforce the content provided at the beginning of class. Following the video, students will be asked to list all of the novel content and terminology acquired. All responses will be listed on the board and will serve as a point of reference for students.Reason for selection: The internet includes a plethora of assets teachers may resort to; however, it is imperative that we select resources we deem suitable for our students. This educational video presents its content through music! Hence, the lyrics present pertinent elements within the season of Spring; as well as pastel colours. Thus, I deem this as an enriching and entertaining asset to amplify students’ understanding on the given topic.Video:The Learning Station Kids Songs and Nursery Rhymes. (2013). Spring Songs for Children-Spring is Here with Lyrics-Kids Songs. [Video]. Retrieved from: https://www.youtube.com/watch?v=DobrRgD5aOU

Introducing Pastel Colours:Prior to this lesson, students will have prior knowledge regarding secondary and primary colours. With the theme of Spring, I will take the initiative to present hues found within that season. Students will learn how to distinguish

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and create pastel colours.

Step 1: Analysing Pastel Colours Through Renowned PaintingsName of Activity: With My Little Eye, I Spy!Students will be presented with 2 renowned paintings Leonid Afremov’s Spring Lilac and Victoria Horkan’s Colourful Butterflies. in which includes a multitude of colours. In order to assess students’ prior knowledge on the given topic, students will be asked to list all of the colours seen.Link to Paintings:

3) Afromov. L. (n.d.). Spring Lilac. [Painting] Retrieved from: https://afremov.com/SPRING-LILAC-Palette-knife-Oil-Painting-on-Canvas-by-Leonid- Afremov-Size-30-x40.html

4) Horkan, V. (n.d.) Colourful Butterfly. [Painting]. Retrieved from:https://www.pinterest.com/pin/66991113179695036/

I will ask numerous questions in order to assess students’ prior knowledge pertaining to pastel colours.Questions will Entail:

What do we see in Leonid’s painting? What colours did Leonid Afremov include

throughout his painting? What colours and elements did Victoria Horkan

include throughout her painting? Why is the purple at the bottom darker in

comparison to the purple at the top? How might the artists have created the different

shades of colours? Why are some colours lighter than the others?

(make reference to a specific colour).Expected Responses Entail:

Leonid included a vase filled with many flowers Leonid include many colours such as pink, blue,

purple and green. The purple at the top is lighter because the artist

mixed it with the colour white. Victoria created an abstract butterfly filled with

many colours. The left side of the butterfly includes many shades

of blue and purple; whereas, the right side includes many shades of orange, red and yellow.

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Step 2: Introducing Novel TerminologyPrior to introducing the term pastel, I will assess their prior knowledge through a collaborative class discussion.Questions will Entail:

Has anyone heard of pastel colours? Can anyone give me an example of pastel

colours? Did Leonid include any pastel colours within his

painting?Expected Responses Entail:

Pastel colours are lighter shades of colours. Some examples of pastel colours entail baby pink,

sky blue etc. Leonid included lavender, baby pink, lavender

and sky blue within his painting.

The term Pastel Colours will be explained and accompanied with ample visual examples. The examples will serve as visual cues for students.

Step 3: Abracadabra! Let’s Create Pastel Colours!This matching game will allow students to practice creating pastel colours. Essentially, pastel colours are created by including white paint to the colours. Prior to this, students will have prior knowledge regarding how to create secondary colours through the mixing of primary colours. This game will be completed collaboratively as a class, whereas volunteers will be needed. Three piles will be orchestrated at the front.Order of Piles Entail:

The first pile will include a white poster The second pile will include a secondary/primary

colour The final pile will include a pastel colour.

Each volunteer is to select a poster and orchestrate themselves in the appropriate order. For instance, in order to yield a pastel pink, the order should be white+pink=baby pink. Four different examples will be presented and then placed on the board as a point of reference for the remainder of the lesson. Please note all piles be orchestrated in the appropriate order.Matches Entail:

White+Pink=Baby Pink White+Green= Pastel Green White+Blue= Sky Blue White+Purple= Lavender (see Appendix I).

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Media Exploration Class#2Allocated Time: 1-2 Classes

It’s Time to Read!Students will be the read the children’s book Bugs! Bugs! Bugs!By: Bob BarnerBarner, Bob. (1999). Bugs! Bugs! Bugs! San Francisco :Chronicle Books.

This educational piece includes a plethora of images and factual content on various insects. Students will be presented with multiple insects and their distinctive roles in nature. This visual cue may tackle any arising misconceptions. Moreover, students whom did not have any prior knowledge on insects will acquire ample content throughout this reading

Learning How to Utilize Clay!During this class time, students will receive a brief introduction regarding the utilization of clay. Proceeding my instruction, students will work on modelling their clay for the remainder of the period.

Saying Hello to Our New Friend Clay!Step 1: What is Clay?I will begin by assessing students’ prior knowledge regarding the utilization of clay.Questions will Entail:-What is clay?-Why do we use clay?-Has anyone ever used clay?

Introducing the Flexibility of ClayPrior to explaining their art task, I will take a piece of clay and demonstrate its malleability to students. Hence, I will model how clay can be shaped into ample sizes and shapes.

Step 2: Where have all the insects gone?At this time, I will introduce the task to students. With regards to the theme of Spring, students are to create either a butterfly or ladybug through the use of clay. A completed model will be presented to students in order to serve as a point of reference.

Overall:60 minutes

Time Division:1) Introduction:

20 minutes2) Art Making:40 minutes

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Modelling the Creation of Insects Through Clay:I will model the simple steps students are to follow when creating their selected insect. Due to the simplicity of the task, the presentation should take no longer than five minutes.How to Create a Ladybug Through Clay?1. I will model creating the square flat surface.2. I will model creating the ladybug’s body as a flat

circle.3. I will model creating the ladybug’s head as a

small flat circle.4. I will model creating the ladybug’s legs and

antennas.5. I will model additional details that students may

add.

How to Create a Butterfly Through Clay?1. I will model creating the square flat surface.2. I will model creating the butterfly’s wings.3. I will model creating the butterfly’s body as a slim

rectangular shape..4. I will model creating the butterfly’s antennas.

Art Making*Students will complete their art work at their desks.

The art making process is to be completed individually; however, I will circulate in order to provide assistance to students experiencing difficulty. Students are welcome to ask a friend for assistance through our Buddy System; however, each student must create their individual piece of art.

Resorting to Presented Visual Cues: Bob Barner’s piece of literature Bugs! Bugs! Bugs! will be placed at the front of the class in order for students to resort to and scrutinize its plethora of images. However, since only 1 or 2 copies will be made available, students will have access to multiple images and posters of butterflies and ladybugs. These enlarged images will be placed around the class and will serve as visual cues in order to facilitate students’ art making process.

Buddy System: Through this system, students may assist a fellow classmate(s) when confusion arises. With regards to the art making process, those assisting students can provide guidance; however, must refrain from completing the work for the student experiencing difficulty.

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Completing the task for the student will hinder his/her learning acquisition throughout the assigned task.

ProcedureClass #3Allocated Time: 1-2 Classes

Bringing Colour to Our Insects:Once all clays have been completed and dried, students will paint their insects solely through the use of pastel colours. Hence, they will create pastel colours by mixing their paint with white. A demonstration will be presented, whereas, I will mix a colour with white in order to yield a pastel colour. The posters pertaining to Our Matching Game will be placed on the board in order to serve as a point of reference for students. Students need not to create a realistic representation of their insect, as they must solely utilize pastel colours.

Materials Entail: Paintbrushes of various sizes Lids for our Abracadabra! Let’s Create Pastel

Colours Game Acrylic Paint of various colours and white Students’ smocks Students’ dried insects made from clay the

previous classes

Step 1: I will review students’ understanding regarding pastel colours.Questions Entail:

What are pastel colours? Which pastel colours did we see during our

Matching Game? How do we create pastel colours?

Step 2: Abracadabra! Let’s Create Pastel Colours!All answers will be listed on the board in order to serve as a point of reference for students. I will demonstrate how to create pastel colours. Hence, three lids will be placed at the front.Materials Entail: Paint, Paint Brushes, 3 lids

Lid 1 will include white paint Lid 2 will include a specific colour Lid 3 will be empty and will represent the yielded

result after mixing the paint within lid 1 and 2.I will demonstrate the 2 following colours:

1. Sky Blue: Lid 1: White Lid 2: Blue

Overall Time:60 minutesTime Division

1) Introduction:20 minutes

2) Art Making: 40 minutes

Class #2:

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Lid 3: Result from mixing the 2 lids= Sky Blue

2. Pale Pink: Lid 1: White Lid 2: Pink Lid 3: Result from mixing the 2 lids= Pale

Pink*Revise painting rules:Once our activity is completed, students will be allocated the remainder of class as well as an additional class in order to complete painting their insect. This task is to be completed individually; however, I will circulate in order to provide assistance. Students are to solely paint their insect through the use of pastel colours. Our Matching Game cards, as well as my extra resources will be placed at the front of the class in order to serve as a point of reference for students.

Once completed: all artwork is to be placed at a specific location reserved for art making. Hence, students will be reminded that their insects are to be placed on a piece of newspaper in order to dry. Once students have completed the assigned task, I will circulate and assist students in the placement of their artworks.

Time Division:1) Art Making:

30 minutes2) Closure:

30 minutes

Response to Art With regards to my response to art, a list of questions will be allocated both during and at the completion of their lesson. Providing students with questions throughout the process, will enable them to reflect on their work and ensure that all pertinent elements were included throughout. Moreover, these questions may tackle any arising misconceptions in the case that students may need additional justification(s) regarding the task.Potential Questions During the Art Making Process Entail:

What shapes can be created through the use of clay?

How did you create your insect’s body parts? How did you create your pastel colours? What happens when white paint is added to the

colour paint?Hence, specific questions will be posed with respect to the specific task. These questions will serve as a reminder to students regarding the expected elements.Potential Questions Proceeding the Art Making Process Entail:

What shapes did I include on my insect?

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Which pastel colours did I include on my insect? Are my created colours light enough to be pastel

colours? Why aren’t all pastel colours the same? Why is John’s lavender lighter than Jill’s

lavender?

Once the art making has come to an end, students are to analyze their work by responding to the listed questions. Their responses will indicate their knowledge acquired throughout. In instance, students should understand why the creation of pastel colours may yield different hues. Hence, the greater amount of white paint will result with a lighter pastel colour. Their responses regarding the questions will validate their comprehension regarding the presented content.

Studio Etiquette

Regulations Students Must Adhere to During the Studio Entail:

All work is to be completed on an individual basis.

All students must wear their smock during the art making process.

Students may ask their group members for suggestions and/or assistance; however, they must not leave their seat.

Students should remain at their seat/table in order to avoid mess and/or breaking of materials.

Once completed, all students are responsible for cleaning up their desk/table.

Students are encouraged to help their fellow group members during the clean-up process in order to minimize the length of time.

All extra clay is to be placed back into its container in order to avoid any wasting of materials.

Students will be advised to solely pour a sufficient amount of acrylic paint in order to avoid any wasting of materials.

Students are encouraged to share their paint with their fellow group members; however, they should not walk around the class with their paint, as doing so may provoke a mess and/or accident.

ClosureThroughout the lesson, students will learn how to create shapes through the use of clay, as well as how to yield pastel colours through the mixture of paint. To ensure

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their comprehension, students are to complete a provided graphic organizer. Hence, two graphic organizers were created with a border of butterflies and the other of ladybugs. Students are to select the graphic organizer representing their selected insect. (See Appendix II and II).

Steps to Completing the Closure Activity:Step 1: Students must name their insect and select a gender of their choice.Step 2: Students are to fill in the blank “I am a _______.” Students are welcome to resort to our vocabulary tree where the terms “butterfly” and “ladybug” will be listed; thus, serving as a visual cue.Step 3: In the “Look at me! Come and see!” box, students must draw a representation of their insect. Hence, they must draw by observation and include all pertinent details with regards to their created insect.Step 4: In the section titled “On my body, you will find these shapes”, students are to draw all of the shapes included on their insect. Hence, they must reflect to their clay making process and draw all shapes they orchestrated collaboratively in order to yield their insects.Step 5: In the section titled “On my body, you will find these colours”, students must include the colours of their insects. Throughout the painting process, students were to create pastel colours through the mixture of paint. Hence, when completing this graphic organizer, students will include small scribbles of their pastel colours. If certain colours are not included within their colour palette, students are encouraged to mix two colours in order to yield the missing colour. Hence, they can resort to our Matching Cards and the Abracadabra! Let’s Make Pastel Colours! activities. For instance, through the use of coloured crayons, students may implement pink and white in order to yield a pastel pink.

*Please note a completed graphic organizer will be presented to students in order to serve as a visual cue. Additionally, it will serve as an imperative asset in order to tackle any arising misconceptions. Assessment:Students’ work will be assessed through the use of a checklist (see Appendix III). This checklist will serve as a guide to ensure all pertinent elements were included within his/her work. During the response to art, students will be provided with multiple questions both during and

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at the end of the art making process to ensure their comprehension and that all required elements were included. Hence, the questions provided during the art making process will serve as a checklist to students. A deduction of marks will be removed for students that did not include all pertinent elements listed within the checklist.

BIBLIOGRAPHY / RESOURCES

Afromov. L. (n.d.). Spring Lilac. [Painting] Retrieved from:

https://afremov.com/SPRING-LILAC-Palette-knife-Oil-Painting-on-Canvas-by-Leonid-Afremov-Size-30-x40.html

Barner, Bob. (1999). Bugs! Bugs! Bugs! San Francisco :Chronicle Books.

Horkan, V. (n.d.) Colourful Butterfly. [Painting]. Retrieved from:

https://www.pinterest.com/pin/66991113179695036/

Ministry of Education (MELS) (2001). Quebec Education Program. Retrieved fromhttp://www1.mels.gouv.qc.ca/sections/programmeFormation/primaire/pdf/educprg2001/educprg2001.pdf

The Learning Station-Kids Songs and Nursery Rhymes. (2013). Spring Songs for Children-Spring is Here with Lyrics-Kids

Songs. [Video]. Retrieved from: https://www.youtube.com/watch?v=DobrRgD5aOU

REFLECTIONS/ASSESSMENT Students will be assessed through the use of a checklist (see Appendix III). The checklist follows a

similar structure to that of the Response to Art. Hence, if students appropriately completed all of the steps throughout the lesson, they should result with a successful outcome. Any deduction of marks will be clearly justified at the bottom in the comment box.

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