NAME OF PROJECT: Lesson Plan for 2nd and 3rd grade students at Sejong Academy
MCAD Teaching Artist: Elisa Gomez
SCHOOL/ CLASSROOM/ TEACHER: Elisa Gomez, Sejong Academy Korean Charter School
AGE OR GRADE LEVEL: 2nd Grade
PROJECT DESCRIPTION:Student will learn to use impasto painting technique as part of their arts curriculum in preparation for creating a stillife painting. Working from a still life of flowers students will draw and paint from observation.
“BIG IDEAS”/ ESSENTIAL QUESTION(S)
The overarching goals are to bring awareness to students of different painting techniques. This will include making, theorizing, organization, design, and creation. This will include demonstrating knowledge in the presented medium and technique and having the ability to explain their technique to others.
VISUAL ARTS CONTENT / STANDARDS
The students will be use all of the visual arts and media standards as the project will have a beginning, middle, and an end. The standards will include all of the artistic foundations principles and elements, the artistic process of creating and making, and the artistic process of critique and response because at the end of the project will have a group critique and students will have the chance to voice their critiques and concerns during the process, as well as respond to those critiques and concerns.
CURRICULAR LINK / STANDARDS
The core curricular subject that this project will be a benchmark for is geography. We will discuss topography at length and talk about how different land plateaus are from each other. This will help the children envision the technique of impasto and how the topography is different from other painting techniques.
STUDENT OUTCOME OBJECTIVES
1. students to participate in process of artmaking from beginning to end, utilizing the principles and elements of design in the consideration of their work.
2. The students will understand constructive criticism as well while they participate in a cooperative group effort during discussion the following week.
3. Students will be able to meticulously and thoroughly explain the process and techniques involved while also focusing on their theme in depth so as to spotlight the benchmarks that are important for them to share to a larger audience
4. Students will keep this technique in their mental toolbox as they prepare to work on a canvas.
The students will have a basic knowledge of drawing from observation, composition and introductory color theory.
EXAMPLES OF ARTWORK
Gaugin, Van Gogh, and Renoir and personal work.
The students will demonstrate their success by having finished a painting that they made themselves. They will be able to see their work hung in Sejong halls which will give them confidence and pride over the work they each created. They will also be able to use this knowledge of this technique in painting projects in the future.
Acrylic paints (primaries and secondary colors)
Knives for paint application
Stillife set up for each table
Paper / tarps to cover tables
T-shirts for kids
LESSON PREPARATION TIMELINE
Procure and prepare stillife and painting materials (cut paper, prepare palletes
Set up tables and classroom space
LEARNING ACTIVITIES AND TIMING
1. Welcome children. Overview project. 5 minutes
2. Demonstrate the process and show some examples, afterwards, students will assist me in handing out materials to the rest of the class. 5 minutes
3. Students begin by drawing what they see from the stilllife at each table. 10 minutes
4. Students receive a palette of paint and begin to apply the paint to the paper using popsicle sticks. 15 minutes
5. Upon completion, students assist in cleanup, which will show them accountability and respect for their work space. 5 minutes
TEACHING ARTIST REFLECTION
Problems that occur are: Students getting frustrated with the popsicle sticks, students not wanting to work, or students being unsatisfied with their work.
The student’s work will be shared with the Sejong community by having their work hung up in the halls of the school. Other students, teachers, and family members will be able to view all of the students’ work as they walk through the school.
I will receive feedback for the lesson via the students’ during the lesson and how well they receive the lesson. I will also receive feedback by commentary from the community after work is installed in the school.