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Art Lesson Plan

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Lesson Organization year Level: stage 1 Date: 21. 08. 13 Key Learning Area: Arts Visual Students’ Prior Knowledge: – Think about themselves as artists in their art making (within a limited understanding of the artist’s function)- Explore different kinds of things and experiences in their making of artworks- Make drawings, paintings, sculptures etc about things of interest to them and their experiences- Use a variety of media, techniques and tools to create different effects- Look at details within their own and others’ artworks and talk about associations with their own experience and the effects of the works.

What they make.

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Who artists are, what they do, – How their interest in things and experience affects what they and others represent in pictures and other kinds of artworks – The properties of drawings, paintings, sculptures etc, what they are about and what they are made from. – The properties of some media, tools and techniques and how they can be used to create interesting effects. – Primary and secondary colors- Warm and Cool colors.

I Lesson Topic: Living things: Wild things – Drawing (Lines and Shapes). Paint: Different textures and techniques. The students will be painting lines that are similar to the ones in the book they Just read.

Then they are to draw their own wild thing using lead pencil then painting it. I Differentiation: * For students who are struggling with shapes and lines, we have a teacher demonstration before sending the students back to their desks. This is to make sure the students know what they will be doing and what is expected of them. If they need any help they know ill be walking around the room happy to help. For the students who prefer to be visual. There will be pictures up on the soundboard of the monsters in the book to help them with the lines, textures and techniques the illustrator used throughout the book.

These ill be up as a visual aid and for students who don’t have a very good memory. For the gifted students, they can use their full imagination and self-expression to create their monster and textures. If they finish early, as a fast finisher, they can start to create a story about their wild thing. Teaching/ Learning Stages: * Students are introduced to the book “Where the wild things are” by as a springboard into the lesson. * Students are to discuss the book and if in the book, do they look soft and cuddly or mean and dangerous? * to happen. * lesson today. * Discuss the colors the artist used, predicting what’s going

Students are then told what they will be doing in the You will go over the book again and point up different textures and techniques the artist used as lines in the book for the monsters, concept of texture and the techniques which can be used to create texture in the paint such as a dry brush, thick brush, thin and thick lines, smooth lines, using fingers, paddle pop sticks, twigs, mixing colors. * The students will then go back to their desks and work on a sheet of art paper and will be asked to paint some lines that are used in the book such as thick, thin, radiating, coiling, flowering.

Once they have done this and shown you they then can go onto drawing their own “wild thing” using lead pencil, then paint it once there done showing the textures of their wild thing. After all the activities have been complete the students will be asked to wash and pack up before coming back to the front of the class on the floor. * Once paintings are all dry, hang around the room on display. * Reflect with the students on their work, what lines could they see? Did they find it hard to think of a monster to draw? Did they understand what was meant by texture? Did you enjoy the activity? Did you find any part difficult? Why?

Teacher’s Preparation/Organization: * For our visual arts lesson, I would set the soundboard up for youth video and grab the paint pallets, pencils, aprons, plastic containers, paint brushes, and art paper. * I would put 1 paint pallet on the table between 2 students, an apron for each student, a paintbrush and a pencil. * Each table will have two clear containers of water to wash their paintbrushes in. * Once the students come into the room they will be asked to sit on the floor so they do not touch any of the materials. * I will have the book “Where the wild things are” with me n the classroom and introduce the book to the students. The students will have a discussion with me about the book. * We will then go into discussion about the lines, textures and techniques used throughout the book. * The students go back to their desks and start their first activity. students will wear aprons once painting for protective clothing. The Once students get to the stage of painting their monster, one person is to come up at a time to receive the paints they request. * Once done with the paint, they are to wash it up in the sink and dry it with paper towels and pop it back in the box marked paint pallets.

For safety reasons, I will be hanging around the sink towards the end of the lesson to make sure they aren’t being silly with the paint and washing up. Only one student allowed at the sink at the one time. * There work will be stored hanging up around the classroom. * They are allowed to keep the pencils and all the other things such as paintbrushes, paint pallets, plastic containers and paints are to go back in the storeroom. I Syllabus Outcomes / Indiscriminatingly. 1 – Makes artworks in a particular way about experiences of real and imaginary attentiveness’s details of other living things egg monsters. Talks about significant features and relationships within their artworks referring to sightings as texture, lines, technique. VASS . 2 – Uses the forms to make artworks according to varying argumentativeness about how they can interpret the teacher’s or others’ requirements for retaking egg use of materials, investigation of subject matter, technique and purpose of the work Experiments with the properties of different drawing techniques in anathema to purpose of art making egg line, scale, repetition, shape, color.

Appreciating they are and what they make VASS . 3 – Realizes what artists do, who ЂTalks and writes about particular artists’ works, and artists’ areas of interest, recognizing that they gain ideas in a variety of ways Talks about some of the symbols and techniques artists use in their making of art Identifies particular qualities in artworks such as the way the subject matter is represented and the use of particular techniques and the effects these have in the artist’s work and on viewers. VASS . – Begins to interpret the meaning of artworks acknowledging the roles of artist and audience Recognizes that artists may account for their work in different ways to an audience ЂRecognizes that artists explore the world in particular ways in their approach to their art making and in the artworks they make. I Assessment of Learning what lines they could see in the book? * textures of their wild thing? Have the students write down Did they use paint to show the Have the students write down, which wild thing looked the wildest and explain why? Their imagination to create their wild thing?

I Were the students using Evaluation * Students are allowed to ask questions about the activity they Just participated in and if it has helped further their learning. Was everyone engaged throughout the whole lesson? * Did they find the lesson challenging? Were there a lot of students struggling? Were students able to follow instructions easily? Were the students having fun while learning? Correct answer? * Were they proud when they knew the Did they continue to challenge themselves? * Did they seem like they we’re remembering their knowledge? * Could many draw shapes and lines? Did they understand what was meant by texture? * happily? * Did they help each other? * Did they share paints Did they help each other clean up? * Did they mix their paints to create other colors? I Lesson Plan Lesson Sequence (attach all relevant teaching resources) Motivation/ Introduction: The previous lesson the students did was me guiding the students in experimenting with how they can represent the color and movement of the sea. Inspired by the artworks they have looked at, the students have worked on large sheets of art paper and experimented with a variety of media e. . Wide-toothed combs, water wash and ink, bubble printing. This previous lesson will help go into this lesson as the students will be drawing and coloring in a rainbow fish using a variety of media and will need to paint a sea background. Following on in the topic of living things, we are going from real life to imaginary. The lesson that is about to take place links to many Kola’s such as English. For English, we identify and read a literary text which focuses on imaginary creatures and associated content.

We discuss the differences in language used in literary texts to describe different monsters. As an extension you could have the students write descriptive passages about their monster they have related. Fantasy. They can explore the narrative genres, linked to In this lesson, students investigate the expressive potential of different media, tools and techniques in a more intentional way in an attempt to capture likenesses. Students begin to understand that they make artworks for various reasons and that they can explore the use of certain techniques to achieve effects, e. . To make there monster, there imagination can run wild, they can use any color, any shape and types of lines. Students consider using different viewpoints, focusing on details, color, shading, tone and light to emphasis particular features and interpret subject This lesson: Inform the students today we are going to be reading a matter. Book called “Where the wild things are” by Maurice

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Art Lesson Plan. (2017, Sep 29). Retrieved from https://graduateway.com/art-lesson-plan/

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