Dori Lansbach

Painting with Emotion Lesson Plan

Visual Art Standards Standard 1 _1.2, 1.3___ 4.2__

Artistic Perception

Standard 2 2.4__

Standard 3 ___

Standard 4 _4.1,

Creative Expression

Historical/Cultural

Aesthetic Valuing

Standard 5 ___
Connect/Relate/Apply

Standard 1: Artistic Perception 1.2 Perceive and discuss differences in mood created by warm and cool colors 1.3 Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space. Standard 2: Creative Expression 2.4 Create a painting or drawing, using warm or cool colors expressively. Standard 4: Aesthetic Valuing 4.1 Compare ideas expressed through their own works of art with ideas expressed in the works of others. 4.2 Compare different responses to the same work of art. Grade Level: Second Grade California State Standard Application: Physical Education 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. Rhythmic Skills 1.17: Demonstrate a smooth transition between even-beat locomotor skills and uneven-beat locomotor skills in response to music or an external beat. Standard 5: Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Social Interaction 5.5: Demonstrate respect for self, others, and equipment during physical activities. Title: Painting with Emotion Visual Art Elements and Principles: color, line, emphasis, rhythm Motivation: Show Youtube video of painting with music and look at famous paintings using warm and cool colors to show how artists express emotion.

Dori Lansbach

Objectives: Cognitive: 1.)Students will identify warm and cool colors in a painting. Affective: 1.) Students will compare and contrast ideas in their own painting to paintings of others and demonstrate respect for their peers during that time. 2.) Students will demonstrate self-reliance by working independently and asking for help when needed. 3.) Students will interpret how music makes them feel. Psychomotor: 1.) Students will transfer their feelings onto the paper by creating a painting. 2.) Students will select colors of their choice (out of the warm and cool colors) to paint with. 3.) Students will practice using and manipulating art materials and classroom supplies: art paper, paint brush, water dish, acrylic paints. Materials: acrylic paints, various paintbrushes, water dishes, paper towel, art paper Resources: *http://www.ursispaltenstein.ch/blog/weblog.php?/weblog/comments/5365/*http://www.y outube.com/watch?v=4iT33crXpVw *http://www.youtube.com/watch?v=HVBM5Msq8yw That Happy Feeling* *http://www.youtube.com/watch?v=hHd0NKGUfYQ Gangnam Style Modeling: Put materials on desks for each student. Introduce lesson and objectives and show my painting. Discuss what warm and cool colors are, how they are used, and what are some typical emotions they correspond to. Show Youtube video to inspire painting with emotion and warm and cool colors. Discuss video briefly. Show a painting to emphasize warm and cool colors, and lines, then briefly discuss. Tell students about behavioral expectations for the class period Play a small clip of music for myself to paint to emphasizing lines, colors, and rhythm of brush strokes.

Dori Lansbach

Play music for students and have them begin their painting. The students will paint for the duration of the song. Play another song and paint if time allows. As we work, I will encourage them to stay quiet and let the music dictate their emotions and colors that they choose. When they are working I will go around to various students and compliment them on specific things about their work and give specific suggestions. Have students put their paint brushes down when music ends or when I tell them to stop painting. Students may go up to the sink when I call people from their row up, to clean their water dishes and paintbrushes. Students will clean-up the rest of their desk and then sit quietly for instructions. Have students turn to their table partners and compare their paintings, then each student will tell their table partner what they were feeling when they were painting and what they were striving to express. Ask for any volunteers to share their paintings and describe their emotions. Get students attention and go into conclusion by asking them to tell me what they learned today. I will wrap up the conclusion by complimenting their projects and encouraging them in their future projects. Guided Practice:

I will do my own painting during the same time that they are doing their painting. Checking For Understanding: Will briefly repeat directions after modeling then ask if anyone has any questions. Ask a student to provide a warm and a cool color. Ask another student to give an emotion that is commonly expressed by those colors. Ask a student for an important key to this project. Also, make sure students know to be quiet during this project and to raise their hands if they have any questions. Independent Practice: Once understanding is checked, the music will start playing and the students will start painting. I will first observe the students working, then I will walk around and provide specific feedback, and be available for questions. During clean-up I will be calling people up to the sinks to clean out their water dishes and paintbrushes. I will also make sure that during and after the art project the students are being respectful to myself and their peers, and that they are being quiet until the compare and share portion.

Dori Lansbach

Procedures: Organize materials: paper, acrylic paints, paintbrushes, water dish, and paper towels in front on desk Choose paintbrush Listen to music that is played and allow the emotions that you feel when listening, to help determine what colors you use (try to use knowledge of how warm and cool colors are used to express emotion). Paint whatever comes to mind and to the rhythm of the music while using expressive lines. Continue painting until the music stops or until instructor tells you. Clean-up your desk and wait to be called up to the sink to wash your paintbrushes and water dishes. Reflect upon what you painted with your table partner by comparing your paintings, and talk about what feelings and emotions you were trying to express while painting. Extensions G.A.T.E. Gifted and Talented: Have students paint a face or person that is expressing the emotion they are feeling. Special Needs: Write directions on the board, label feelings that are typically associated with certain colors on the board as well, and have warm and cool colors separated ahead of time for the student. Behavior Management: Students will work independently and quietly during the lesson, until compare and discuss time, then they will work with their table partner. Students will listen respectfully to the teacher when instructions are being given. Students will raise their hand if they have a question. Students should stay seated during lesson. Students are responsible for clean-up procedures when instructions are given after the lesson. If teacher cannot get attention of students, teacher will clap her hands. If there are behavioral issues, the teacher will address the student(s) at the their desk, and if there continues to be a problem the student will be asked to fill out a Refocus Time form. Lesson Closure:

Dori Lansbach

Ask for a couple of volunteers to share what they talked about with their table partners. Ask a student to tell me one thing that they learned today. Comment and summarize main objectives that they were to have learned from doing this project. Do a gallery walk if time allows. End with an encouraging comment.