Академический Документы
Профессиональный Документы
Культура Документы
page 1
1 Day Lesson /
DAILY PLAN
Lesson Title: Eric Carle Paper
Grade Level: Kindergarten
Number of Students: 14
Time Allowed: 50-minute periods
Central Focus (Big Idea) Individual Development & Personal Identity
Skills (Visual Arts Standards, Common Core Standards):
Students will investigate painting with tempera paints, using various implements and found objects
learn, as well as how to use and care for materials properly.
(VA.Cr1.1.K Engage in exploration and imaginative play with materials.)
Students will experiment with applying tempera paints and manipulating wet paint surfaces with
implements and found objects.
(VA:Cr2.1.Ka - Through experimentation, build skills in various media and approaches to
artmaking.)
Students will be able to describe their own process of creating Eric Carle paper.
(VA:Cr3.1.Ka Explain the process of making art while creating.)
Engage in conversation about an Eric Carle book, answering questions about how they think the
artwork was made and discussing the story.
(CCSS.ELA-LITERACY.RL.K.1 - With prompting and support, ask and answer questions about key
details in a text.
Assessment Criteria:
page 2
Day 1
OBJECTIVE 1
Technical Skill
OBJECTIVE 2
Formal Quality
OBJECTIVE 2
Conceptual Complexity
Understanding of artistic process
HIGH
PERFORMANCE
Student actively
investigates tempera
paints by completely
filling multiple pages
with paint and
applying and blending
multiple colors.
Student actively
experiments with
making textures by
inscribing wet paint
with at least three
different found object
implements.
Student can explain
the materials and
describe the steps to
how he/she made the
Eric Carle paper.
Student actively
answers questions and
discusses ideas of
creative processes in a
highly creative
manner.
MEDIUM
PERFORMANCE
Student investigates
tempera paints by
applying multiple
colors to paper.
Does not fill the
page. Need a few
prompts and urging.
Student experiments
with making
textures by
inscribing wet paint
with at least one
found object
implement.
With prompts,
student can explain
the materials and
describe how he/she
made the Eric Carle
paper.
Student answers
questions and
discusses ideas of
creative processes in
a moderately
creative manner.
LOW
PERFORMANCE
Student does not
investigate
tempera paints
fully. Requires
urging and
direction or does
not paint at all.
Student does not
experiment with
inscribing on wet
paint.
Student cannot
describe the
materials or
describe how
he/she made the
Eric Carle paper.
Student does not
answer questions
or discuss ideas
about possible
creative processes.
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
page 3
Teacher Activities
Introduction:
(Minute :01 - :10)
I have a picture that I want to show you! Do you want to
see it?
Slide 1 - An image from The Very Hungry Caterpillar
shows on the board. Class discusses if they are familiar
with the image. From where? Yes, its from a book. The
teacher shows Eric Carles many other books.
Student Activities
Development:
(Minute :11 - :20)
Teacher and students do a Demonstration Workshop
together to know how to clean brushes in between paints
colors and how to create Eric Carle paper.
Step 1 One color on the whole paper
Step 2 Second or third color dotted or swirled on top
Step 3 Use objects to inscribe into wet paint.
Vocabulary: TEMPERA PAINTS
Handout paper and rest of materials.
Students sign their work first.
(Minute :21 40)
Students experiment with paints and implements to
make as many Eric Carle inspired paper they can.
Implements get rotated around every 4-5 minutes.
When student finishes a painting, he/she places it in
designated location.
page 4
Conclusion:
(Minute :41 - :45)
Clean Up
(Minute :45 - :50)
Students are asked to share how they made their
artwork.
How did you create TEXTURE? What did you use to
INSCRIBE into the paint?
Also, today we talked about how artists make the
pictures for books. What is the Word? ILLUSTRATOR
I realized that even at the Kindergarten level, students have a difficult time letting go of making representational
images and painting color to create texture. In hindsight, I should have emphasized more about how we will cut
these painted papers up to do a collage.
The students did not make as much paper as I had hoped. We did three different sets of painting challeges, but
on average only made two paintings per student. I contemplated changing next weeks lesson, but I think that
they will engage with the animal inventions, so I will keep it the same. In the end, the kindergarteners will not
be able to cut as large of animals as I first thought they should do.
After demonstrating how to make an Eric Carle inspired paper, I should have then done a step-by-step painting
alongside students. This would not have hindered their creativity, because they still have free choice in color,
how to apply it and inscribe within the paint. This extra step would have allowed them to better understand
how Eric Carle makes papers (in a short amount of time) and then for the students to innovate from that.
I think that the students need larger brushes so as to inhibit the desire to do detailed drawings.
Because the lesson was exploratory, I should have taken LESS time in the beginning to talk about Eric Carle. We
can revisit Eric Carles illustrations the next lesson.
I need to explore a better way to do clean-up with paint.