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----the students using a series ofoverlapping circles and ovals.Have the students make sure thatthey don’t have any UFO’s (unidentified floating objects) in theirpictures.The panda’s body parts should be“connected” and overlapping andthe panda should be sitting on theground not floating or levitating.Talk about the wordproportion making sure that thepanda parts look like the sizesbelong together.Collect the pandas.Show the pictures of Kung FuPanda and ask if that is a “real”panda ? What type of panda is he?What do we call it when we makebelieve?Compare and contrast the pandas.Pictures of Kung Fu PandaElmo and ProjectorZen Ties and Zen Shorts by Jon MuthFor displaying the paintings:Large Cardboard Tube like thebulletin board paper comes onPaper Grocery BagsLt. Green Construction PaperDk. Green Construction PaperI had my Art Club students takegrocery bags open them and wrinklethem like the bark on bamboo theyhot glued the bags around the tubesmaking bamboo stalks .then hotglued leaves onto them. When I putthe panda paintings up at school wepropped the “bamboo” stalks underthem for a great display.Part 2 (Painting Pandas)- Review vocabulary.- Handout pictures.- Demonstrate how to hold paintbrushes correctly.- Talk briefly about how tempera isdifferent from the watercolor paintsthey have already used this year.- Have the students identify thewhite parts of the panda that theywill be painting this week.--Have the students paint the grassand bamboo turning their paperto reach all the areas not reachingacross their paintings.Clean up and set paintings aside.Read from Zen Ties make theconnection that this is anotherpretend panda. Ask how theyknow that this panda is also apretend panda?Part 3 (Painting Pandas)- Pass out Pandas10

-Review vocabularyHave students identify the parts ofthe panda that are black that theywill be painting this week.- Have the students clean up whenthey are done.- Set the paintings aside to dry.- Read from Zen Ties.- If time permits compare andcontrast some of the pandas in theclass.Assessment:( x ) Teacher Observation( ) Class critique( ) Project Rubric (self assessment)Notes:I send all participating teachers an email with a link to the “Panda-cam” atthe National Zoo. It is a good tie in forthe classroom. It can be made into aclass job to be the “panda monitor”.They can then use this for charting orreport writing instead of charting theweather. It is up 24/7 and they caneven check it from zoo.si.edu/Animals/GiantPandas/11

ArtLesson PlanTeacher: Angela MullaneyGrade Level:K-2School: Twin Lakes Academy ElementaryDate: June 10, 2010Instructional Focus/Project Title:Color Wheel Still LifePart 1: Use the primary and secondaryMedium:TemperaArt Element/Principle:Visual Art Standard:( ) Skills & Techniques( ) Creation & Communication( ) Cultural & Historical Connections( ) Aesthetic & Critical Analysis( ) Applications to LifeVocabulary: Knows primary colorsKnows secondary colorsMixes primary colors to make secondary colorsRecognizes /understands Still LifeKnows background and foregroundcolors to paint a still lifePart 2: Complete background and adddetailsColorGoals/ Objectives:Knows primary colorsKnows secondary colorsMixes primary colors to make secondary colorsRecognizes /understands Still LifeKnows background and foregroundResources:Color wheelReproductions:“The Blue Vase” by Cezanne“Sunflowers” by MonetActivity/Procedures:Materials/Supplies:2. Students will then paint a blue vase in the lowerarea of the paper but not touching the bottom. Anyorganic shape for the vase is fine.Primary colors (tempera),Brushesegg cartons (cut into sections of 6 cups) withthe tree primary colors for each studentwater containerspaper towelswhite paper1. Discuss primary and secondary colors inregards to the color wheel2. Begin with primary colors. Have each student paintthree yellow circles spaced apart in the top half area oftheir paper.3. Have students then draw a curved or diagonal lineacross their paper slightly below the middle of thepaper. The line should disappear behind the blue vaseand reappear on the other side for a background tableedge.4. Students will then fill in from the back edge of thetable downward to the bottom edge of the paper andaround the bottom of the blue vase with red paint tocreate the table top.5. In an empty section of the egg carton, eachstudent will mix yellow and red paint to makeorange and paint orange petals in a radialpattern around their yellow circles6. Use another empty egg carton section to mixyellow and blue for green, and paint the leavesand stems for the flowers.12

7. Next use the last empty egg carton section tomix purple and use a small paintbrush to fill inthe remaining background.8. When paint is dry, use craypas or blackmarker to add details.Assessment:Technology:( x ) Teacher Observation(x ) Class critique(x ) Project Rubric (self assessment)Notes:This lesson could be used for different subjectmatter broken down into 6 color raftsmanshipand neatnessKnows primary andsecondary colorsKnows backgroundand foreground13

ArtLesson PlanTeacher: J. BruileSchool: Loretto/ Kings Trail Elem.Grade Level: K-2Date: 6-10Instructional Focus/Project Title:Medium:Oil Pastel on Construction PaperPart 1: 45 min. class discussion ofPicasso and his many styles (focusingmainly on Abstract Cubist Portraits)Part 2: 45 min. class for creating theportrait using the various materialsArt Element/Principle:Color, Shape, Texture, LineVisual Art Standard:Goals/ Objectives:( ) Skills & Techniques( ) Creation & Communication( ) Cultural & Historical Connections(x) Aesthetic & Critical Analysis( ) Applications to LifeStudents will learn about Picasso’sCubist period and create abstractportraits in that same style, usingexcellent craftsmanship!!!Resources:PICASSO CUBIST PORTRAITVocabulary:PicassoFacial ity/Procedures:Day 1: Start out the lesson by introducingthe students to Picasso and his life, art andinfluence. As you go through the timelineof his life, discuss the related style of artduring that period (Blue, Rose, Cubist)Make sure to have lots of examples of eachstyle to accompany the discussion,especially Cubism. See if you can get yourhands on the video “Dropping in onPicasso,” it’s very good for younger kids.Also, discuss facial features and howPicasso portrayed them in his abstractcubist portraits. Break down eachindividual part so they can grasp thetechnique he used; hair is made fromvarious lines, ears are letter c’s, nose isletter L, eyes are totally different shapesand colors, and do not line up. Discussprofiles and how Picasso used them in hisportraits.Day 2: Pass out 6 pre-cut geometric shapesMaps: Spain and ParisReproductions: Any Picasso work during hisAbstract Cubist period; DORA MAR is great!Video: Dropping in on Picasso , 25 min.Materials/Supplies:*9x12’ any color construction paper*6 various sized geometric shapes onvarious colored const. paper*Glue Stick*Oil Pastels14

from various colored constr. paper andhave students use oil pastels to rub overeach piece to add texture. Then they willdraw 1 facial feature on each piece; 2 ears,2 eyes, 1 mouth, 1 nose. They are toposition the pieces on a 9x12’ colored paperhow they imagine Picasso might. Next theywill glue them down and add hair andother textured marks with oil pastel. Theycome out very bright and very imaginative,and the kids won’t be able to stop sayinghis name for weeks, so get ready!Assessment:Technology:( ) Teacher Observation( x) Class critique( ) Project Rubric (self tisfactoryCraftsmanshipAnd neatnessShowed RadialSymmetry/BalanceCompleted within1 class session15

ArtLesson PlanTeacher: Julie HarrisSchool:: Hendricks Avenue ElementaryGrade Level: k-2Date: 10/2009Instructional Focus/Project Title:African Clay maskPart 1: see proceduresMedium: clay and mixedVisual Art Standard:Benchmark VA.A.1.1.1 – The student usestwo-dimensional and three-dimensionalmedia, techniques, tools, and processes todepict works of art from personal experience,observation, or imaginationGLES: K – uses forming techniqueswith materials such as clay and paper1st – demonstrates additiveand subtractive forming techniques2nd – utilizes additive andsubtractive sculpturaltechniques in creating clayPart 2:Art Element/Principle:texture, additive and subtractivetechnique, slip, clayGoals/ Objectives:For the Kindergarten – 2nd grade artstudents to create an African clay masksand understand the concepts of texture,additive and subtractive clay techniques,African masks and clay by producing aclay mask so that, when given clay, andtextured items, and press moulds thestudents create a clay mask with Africancharacteristics using texture and theadditive and subtractive method.Benchmark VA.A1.1.3 – The studentdistinguishes within and among art materials,techniques, processes, and organizationalstructures, such as elements and principles ofdesignGLES: K – identifies elements of art(for example, line, shape, color, texture)1st – applies differentmaterials, techniques, and processes to worksof art2nd – compares, contrasts, andapplies elements of art (forexample, lineshape,color, texture)Benchmark VA.C.1.1.1 – The student knowsspecific works of art belong to particularcultures, times, and places16

GLES: K – views and discusses art fromvarious cultures, time periods, andplaces1st – demonstrates knowledgeof art that represents specificcultures, time periods, andplaces2nd – groups similar worksbased on specific cultures,time periods, and places((((() Skills & Techniques) Creation & Communication) Cultural & Historical Connections) Aesthetic & Critical Analysis) Applications to LifeVocabulary:Clay - granite-type rock that has beendecomposedSlip – liquefied clayTexture- surface quality of an objectResources:Maps: map of world and africaReproductions: masks from Africa inpersonal collection and African mask postersfrom visual education centerAdditive Technique – adding to the claySubtractive Technique – taking away fromthe clayActivity/Procedures:Materials/Supplies:Mini- LessonCardboard, textured items (plastic spoonsShow students several examplesand forks and other texture items), clay,of African masks and discuss theZiploc bags, raffia, slip, press mouldsart elements(line, shape, color, texture) foundin the masks. Ask the question, “Whatmasks are used for?” LocateAfrica on the map.- Emphasize and state the definitionof texture.- Demonstrate the additive claytechnique using slip and a pressmould- Demonstrate the subtractive claytechnique using a spoon- Demonstrate how texture can beapplied using the various art toolsin the bin that each table will besupplied with- Lastly, demonstrate the use ofshoe polish for the finishing coat-17

on clayWork Period:- Students will be provided withclay that has been rolled into aslab- Students create a geometric shapefor the head- Using the additive or thesubtractive method students formeyes, nose and a mouth- Texture can then be added to themask.- Unfinished masks will be storedin a Ziploc bag to hold inmoisture.- Once student completes mask,teacher will fire the masks in thekiln.- Finishing of mask will be donewith shoe polish to add color tothe clay.- Lastly, raffia is hot glued to theback of the mask to represent hair.- Teacher will walk around to assiststudents in the mask making process.Closing:- Clean up process to include a 5minute warning before time to cleanup- Closing to include the definitions oftexture and additive and subtractiveclay techniquesAssessment:(I used this one ) Teacher Observation( ) Class critique( ) Project Rubric (self assessment)Technology:noneNotes:18

anshipAnd neatnessShowed RadialSymmetry/BalanceCompleted within1 class sessionRubric:-Content: Concepts of texture, additive and subtractive techniques in clay, and Africanmasks-Creativity: Use and personal choice of textured items and color of raffia, Choice offacial expression on mask-Composition: Mask representing Africa no bigger then a one-gallon Ziploc bag-Craftsmanship: Mask must be of average thickness and additive components must beapplied using slip19

ArtLesson PlanTeacher: Steve TamburrinoSchool:Grade Level: K-2Date: June 15, 2010Instructional Focus/Project Title:Suspended ButterflyPart 1:Medium:Tempera on tag board and Chinette plate;glitter, salt, dirt, sand, river rocks, pipecleanerPart 2:Art Element/Principle:Line, shape, form, space, color, value,texture; pattern, balance, unity, variety,movementVisual Art Standard:Goals/ Objectives:(V.A.A.1.1.1, 1.1.2, 1.1.3, 1.1.4 ) Skills & Techniques(V.A.B.1.1.4 ) Creation & Communication( ) Cultural & Historical Connections( ) Aesthetic & Critical Analysis( ) Applications to LifeTo create imaginative, 3d assemblies ofbutterflies suspended from platformsVocabulary:Shape, line, space, color, value, pattern,balance, unity, variety, movement, form,wings, antennae, landscape, blendingResources:Activity/Procedures:Fold tagboard in half width-wise and drawhalf set of butterfly wings. Cut out andpaint “underside” a single, blended colorof the students own creation usingblending skills already taught.Materials/Supplies:6 x 9 tag boardPencilScissorsTempera paint & brushPipe cleanersStaplesGlueGlitterSaltFine dirt and/or sandSmall river rocksJumbo paper clipsPaper tapeDuct tapeIn the second session, the top will bepainted in colorful patterns usingphotographs of butterflies as examples,keeping in mind the unity created by themirror-image designs. The (upside down)plates will then be painted as landscapes.Grass, logs, trees, sky, rivers, etc. will bediscussed.Maps:Reproductions:In the third session, students will beinstructed in the careful application of glueto decorate the top side of their wings withglitter and salt, and the landscape with theaforementioned plus dirt, sand, small riverrocks, etc. Students can also select twopipe cleaners of the same or different20

colors, which will then be twisted togetherthe length of the wings with the exceptionof an extra inch to be formed into antennae.The instructor will then fold the wingstogether in order to staple the pipe cleaner(the body) in place, with just the antennaesticking out. The wings will then be foldedback down by the instructor at the pointwhere the staples are located.At a separate time, the instructor will thenattach the butterflies to their respectivelandscapes using a partially unfolded,jumbo paper clip. The more you unfold,the higher the butterfly will be off thelandscape. Keep most of the two “Uturns” intact, but spread out the ends alittle for stability. The smaller U-turn willbe attached to the underside of thebutterfly using paper tape. The larger Uturn will be used to attach the butterfly tothe landscape by piercing a hole into theplate with the tip of the paper clip, slippingthe large U-turn of the paper clip throughthe plate and taping it to the undersideusing a square piece of duct tape.Instructor, use your eye to locate thebutterfly in the most appealing positionbefore you pierce the plate!Assessment:Technology:( ) Teacher Observation( ) Class critique( ) Project Rubric (self tisfactoryCraftsmanshipAnd neatnessShowed RadialSymmetry/BalanceCompleted within1 class session21

ArtLesson PlanTeacher: Shavaun WojciakSchool: ItinerantGrade Level: K-5Date:Instructional Focus/Project Title:Paper SculpturePart 1: Discuss what a sculpture is.Part 2: Design a sculpture.Part 3:Build armature.Part4: Wrap in paper mache.Art Element/Principle:Line, Form, Balance, UnityMedium: Paper MacheVisual Art Standard:Goals/ Objectives:(x ) Skills & Techniques( x ) Creation & Communication( x ) Cultural & Historical Connections( x) Aesthetic & Critical Analysis(x ) Applications to LifeStudents will learn the basics ofbuilding a paper sculpture.Vocabulary:Armature, Form, Sculpture, Balance,Scale, ProportionResources:Activity/Procedures:K-2 Students will cover a bottle withpaper strips dipped in liquidstarch/water, or glue/water. They canmake “flowers” to put in the vase withpipe cleaners and tissue paper.Photos are from an ASD class.3-5 Students will make a free formarmature using foam pieces from TSD,pipe cleaners, and other found objects tocreate turtles, owls, fish, etc. Use themasking tape to hold the dry armaturetogether.Then they can use the stripmethod to layer the paper for 2-3 classperiodsMaterials/Supplies:Liquid StarchStrips of craft paper in various colorsFoam scraps and pads from Teacher’sSupply DepotPipe CleanersMasking TapeMagazines and pictures of nature: Owls, seaturtles, fish, etc.Reproductions: Chihuly works, ClaesOldenburgESE/ESOL:One on One and peer help22

Assessment:( x ) Teacher Observation( x ) Class critique( x) Project Rubric (self assessment)Technology:Chihuly DVD from the BellagioNotes:This may take some practice. For specialeffects you can use bleeding tissuepaper, but use analogous colors. I preferthe non- bleeding craft paper that isplentiful at Elementary yCraftsmanshipand NeatnessShowed BalanceCompletedProjectCreativeApproach23

ArtTeacher:Lesson PlanM. CorleySchool: Alimacani ElementaryGrade Level: 1Date:Instructional Focus/Project Title:Cheeseburger on a BunMedium:mixedPart 1: Draw burger and surroundingshapes. Start craypas colorPart 2: Apply paper to buns: continuecraypas; crayon resist to table andbackgroundArt Element/Principle:Shape, color, textureVisual Art Standard:Goals/ Objectives:( x ) Skills & Techniques( ) Creation & Communication( ) Cultural & Historical Connections( ) Aesthetic & Critical Analysis( x ) Applications to LifeClaes OldenburgRecognizing art in everyday objects;Identify food, color and shape;drawing enlarged and overlappingitemsResources:Vocabulary:Pop Art, overlap, shape, color, texture,curvy linesActivity/Procedures:1. Intro to Pop Art with visuals2. Draw step-by step starting at top ofburger3. Draw milkshake, overlappingburger4. Color appropriate shapes withcraypas5. Consider size proportion of otheritems and add mustard, ketchup6. Pickles, fries, etc.; allow student touse imagination7. Tear paper to fill in bun shapes tocreate texture8. Watercolor resist on table andbackground; more advanced calsscan use tempera with patterns.9. Accommodations for less materialscrayons and craypas or use stencilsto start shapesMaps:Reproductions: Claes Oldenburg visuals pg.52 large book Art ConnectionsMaterials/Supplies:Large white paperPencilCraypasTempera or watercolor setsPaint brushesTorn brown paperGlue24

Assessment:Technology:( ) Teacher Observation( ) Class critique( ) Project Rubric (self tisfactoryCraftsmanshipAnd neatnessShowed RadialSymmetry/BalanceCompleted within1 class session25

ArtLess

Resources: Eric Carle books, life cycle of a butterfly chart, student examples of papers and artwork Activity/Procedures: Part 1: 1. Teacher models how Eric Carle's books are made. Eric Carle is the author & artist. He makes different types of papers to use in his collage illustrations. 2. Students will scribble or make