Breaking the Mold

Big Idea: Body/Self

Art Ed. Approach: Modified choice-based play
4th Grade

Becca Stevenson | Erika Rodriguez | Rebecca McIntire

Art 133 | California State University, Sacramento
 Lesson Overview
Breaking the Mold: Finger Painting

TSW Vocabulary Introduced:

self-expression: individual feelings, thoughts, and ideas.

learn about inspiration artist, Iris Scott
senses: taste, sight, touch, smell, sound. Emphasis on
connect the assigned reading with Iris Scott,
touch/body.
and collaborate in groups.
smearing: coat or mark (something) messily or carelessly,
use only their body to create a painting (i.e.
often with a greasy or sticky substance.
hands, feet, hair, etc.).
dabbing: press against (something) lightly
discuss paintings in groups and with the class.
narrative: a spoken or written account of connected events
(factual or imaginary); a story.
 Essential Questions
Guiding Divergent Thinking

What are some ways the body can expressive in art? Any prior experiences with finger painting?

In what ways can the body be used an art tool? How did you feel about having to use your body as
tool?
How can the body create meaning in works of art?

How body create or tell a story?

 Inspiration Artist:

Iris Scott

Scott, Iris. Jake the Giant, 2016. oil on canvas

"Whatever I shouldn't be doing

is exactly what I need to be doing." http://www.irisscottfineart.com/video/
 Creating Connections
Content Area: Literacy

Get into table groups of 3-4 TSW

...write a memo summarizing the assigned reading

Discuss connections between Ruth Shaws
Progressive era theories and Iris Scotts
contemporary application of finger painting.
One person from each group will report out in 5
minutes
material, collaborate in groups then discuss key
concepts in class.
Formative Assessment Method:
Observation of speaking and listening
Analyze writing samples (memo)
 Studio Investigation
Content Areas: Visual Art, Physical Ed. & Literacy

TSW

1. Create a painting that visually expresses their unique personalities using only their bodies (fingers, hands, arms,
etc.). [visual art]

2. Demonstrate fine-motor control by using their fingers and hands to create a painting. [physical ed.]

3. Create and narrate a story about their artwork and share it in group/class discussion. [literacy]

Formative Assessment Method: We will be looking for...

Painting techniques, such as dabbing and smearing.

Elements of composition: unity, balance, movement, rhythm, focus, contrast, pattern and proportion.
Evidence of fine-motor control (finger movements) and hand-eye coordination
Descriptive narratives
 Studio Investigation
continued...

Materials: Instructions:

Tempra Paint Gather desired materials

Paper Individually work and create a finger painting.
Palettes 15 minutes before class ends, students will be
Water Bowls asked to finish their paintings and clean.
Paper Towels In groups of 3-4, students will analyze their
Newspaper paintings and create a story that they will then
share with the class.