LESSON PLAN 4 EMOTIONS & PICASSO

WORKDAY 1

Teacher:
Unit: _________

Jacqueline Abend
Emotions

Grade: K
Topic: Emotions & Picasso, Workday 1

Essential Questions:
1. How are our lives influenced by emotions?
2. What kinds of emotions have inspired artists to create?

3. How does art communicate emotions?

NJCCCS Standard:
1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are appropriate to
the production of works of art in a variety of art media.
National Core Arts Standard:
Creating: Generate and conceptualize artistic ideas and work
Connecting: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Common Core:
CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details and requesting
clarification if something is not understood.
Daily Performance Objectives:

Knowledge: Value of a color refers to its relative light or darkness.

Skills: Ability to mix colors

Understandings: Picassos Blue and Rose Period communicated different emotions.

Prior Knowledge:

Knowledge: How to mix paint to get a tint.

Skills: Ability to use paint and paintbrushes.

Understandings: Colors can communicate different emotions.

Materials and Aids: Tempera paint in blue, red, and white, palettes for paint, paint brushes, paper
towels, 9 x 12 paper, rulers, plates, pencils smocks, placemats, teacher sample
Time Frame for the Lesson:
Time Frame of
Activity
5-7 minutes

Student Will

Teacher(s) Will

Respond to teacher prompts about value,

Picasso, and Emilys Blue Period. Place
hands on heart and close eyes, think
about if they are feeling more rosy or
more blue today, and decide which
color they want to use in their heart
collage. Listen to teacher directions.

Ask students to recall what they did last

class. What is value? How do they get
lighter value of colors? What two colors
did Picasso use to show how he felt in his
life? Think back to the story you were
read about Emily, what artwork did she
create at the end? Ask students to place
hands over their hearts. Tell them we are
going to be making heart collages as well.
Ask them to close their eyes and look into
their hearts how are you feeling, more
rosy or more blue? Chose a color that you
are going to explore the value of using
white.

2-3 minutes

Listen to teacher directions, watch

demonstrations. Divide their paper into
sections.

Give each student a white piece of paper.

Have them write their name on the back.
Remind students what they need to get in
order to paint. Show them how they will
divide their paper into sections using a
ruler (one vertical, horizontal, and
diagonal line) and a plate (curved line/s).
Demonstrate with a red marker how to
fill in shapes. Ask them to gather their
materials and start working.

25-27 minutes

Mix white with their chosen hue to create

at least three different values of color.
Finish painting the entire piece of their
paper
.
Clean up materials when prompted.
Demonstrate careful listening skills by
following teacher directions. If time,
share reflections.

Walk around the room to check that

students are on task, help those with
questions.

5 minutes

Remind students to clean up. Ask them to:

Stand up when you hear the colors
Picasso used to describe his different
periods.
Push in your stools when you hear a style
of art Picasso was known for.
Line up when you hear a technique of art
Picasso used.

Assessment/Evaluation:

Formative Value mixing of painting

Summative N/A

Adaptations

ELL Learners: Allow ELL students to sit next to another and work together. Model directly behavior.

Special Needs: Ensure comfortable art making process/space.

Homework: N/A