Saturday Art School Layers Curriculum

LESSON PLAN FORMAT

Teacher: Emma Karpinski
Unit Title: “Layers- Explorations in Art-Making”
Lesson Title: “Beginning to Layer”
Grade Level: Preschool
Number of Students: 15
Lesson #: 1 of 8 projected lessons.

BIG IDEA (UNIT):

The big idea guiding the curriculum unit is Layers.

BIG IDEA (LESSON):

In this lesson within the Layers unit, students will explore the classroom, materials, and layering
process by B eginning to Layer.

ART / ARTIST(S) OF RELEVANCE:

● Eric Carle:

“Eric Carle is a n American designer, illustrator, and writer of children's books. He is most
noted for T he Very Hungry Caterpillar, a picture book that has been translated into more than 62
languages and sold more than 46 million copies, which is equivalent to 1.7 copies sold every minute
since it was published. Since it was published in 1969 he has illustrated more than 70 books, most of
which he also wrote, and more than 145 million copies of his books have been sold around the
world...Eric Carle's art is distinctive and instantly recognizable. His artwork is created in collage
technique, using hand-painted papers, which he cuts and layers to form bright and colourful images.
Many of his books have an added dimension—die-cut pages, twinkling lights as in T he Very Lonely
Firefly, even the lifelike sound of a cricket’s song as in T
he Very Quiet Cricket (Wikipedia).”
“Art-Art, as Carle likes to call his personal works, ‘is kind of funny,’ [Carle] says. ‘I didn’t
want it to be all that important. I just did it for myself. I did it for entertainment.’ According to Carle,
his Art-Art came around relatively late in his career, and unintentionally. When working on cutouts
and paintings for his books, Carle would save the scraps of tissue paper he had worked with but hadn’t
used. When he had collected enough scraps, he realized they could be used to create pieces like
“Horizon,” which is on display at TAM now. ‘I like the accident in things,’ he says. (South Sound
Magazine).”

Books Checked out of Paterno Library (some to be read together, most to be located as Quiet Space
options)-

The Art of Eric Carle by Eric Carle (shared at Circle Time)
Do You Want to be my Friend? b

y Eric Carle
The Mixed-Up Chameleon b

y Eric Carle
The Very Clumsy Click Beetle b
y Eric Carle
Draw Me a Star b
y Eric Carle
The Very Hungry Caterpillar b

y Eric Carle
Papa, Please Get The Moon For Me by Eric Carle (possibly the one read at Circle Time)

Visual resources for this artist include the above books, as well as colored printed photos of Carle’s
work to be shown at circle, as well as the film T
he Very Hungry Caterpillar and Other Stories directed
by Andrew Goff (1993), which will be played on the projector during time at stations.

● Bar Rucci’s Student Work:

“I share my home in Connecticut with my husband, three children, and shedding labradoodle.
I teach art in my living room. I was a graphic designer for fifteen years before becoming an art
teacher...I believe that everyone is born creative, and that somewhere along the way, we lose our ability
to think creatively when we enter formal schooling. What children really need during these formative
years is space and time to explore their original ideas. They need to take creative risks daily so that they
grow up feeling comfortable with mistakes, finding multiple solutions to a problem, and never losing
touch with the creative child inside of them. I believe that a few simple art materials, a table, and a
parent or teacher who is willing to let go of expectations, is all that a child needs to flourish into a
lifelong creative thinker (Art Bar Blog).”

I’d like to create colored photocopies of the images of art that Bar Rucci’s students have created and
show them to students at circle. I believe that this work demonstrates how different materials can be
layered over one another to show the experimenting that occured and have all different outcomes that
each are enticing to look at.
● An additional visual reference I will use is my own sketchbook when introducing

sketchbooks to the students and explaining their purpose and endless possibilities.

PREREQUISITES:

● Students must be prepared to sit quietly for 10-15 minutes of time and listen to the teacher- If
students show signs that they are not, small activities that involve movement and letting out
energy will be facilitated to break up the necessary times spent listening to guidelines for the
lesson & classroom rules.
● Students must be able to keep safe space between other students to prevent injuries- If students
show signs that they are not, rules about making sure there is enough space between students
to then spread their arms wide without touching another individual will be enforced, and
location can be adjusted in necessary to accommodate for this.
● Students must be able to hold a drawing utensil comfortably in order to mark-make- If
students show signs that they are not, the allotted time for drawing on sketchbook covers at
the beginning of class will include a brief demo on how to adjust grip to successfully
mark-make.
● Students must be able to let an adult know when they need to use the restroom- If students
show signs that they are not, the teacher can take a moment a few times over the course of the
lesson to ask for all students’ attention to then remind them to take a bathroom break if
needed, most likely going to the restroom with other adult(s) in the room.
● Students must be able to clean up their workspace & themselves when instructed at end of
class- If students show signs that they are not, the teacher and any other adults in the room can
give prompts to students during clean up that show them what clean up time will look like in
the future and ensure that no mess is left behind that could cause injuries (i.e. slipping on spilt
water/wet paint) or disrupt what comes next in the lesson.

● During class, students will be shown expectations for using glue stick & paste in the space via a
brief demonstration at the collage station.
● During class, students will be shown how to properly & safely handle childrens’ scissors via a
brief demonstration at the collage station.
● During class, students will be shown how to properly & safely use tape dispenser via a brief
demonstration at the collage station.
● During class, students will be shown the stations and told what expectations for each are via a
tour of the class at the start of the lesson, then with reminders throughout the rest of the time.

SAFETY HAZARDS:

● Scissors are dangerous if they are not used the way the teacher shows you. Use them to cut
paper ONLY away from your body. When you are not cutting with them, carry them so your
hand hides the end that cuts.
● Glue sticks should not be twisted all the way up, and we should not touch the end with the
glue, or put glue on anything but the item we want to stick on our artwork.
● There is a lot happening in our art room, so we must remember to never run, and always watch
where we are walking so we do not trip or bump into anyone or anything.
● Art materials are for art making only and should never be used on anyone’s face, body, clothes,
or belongings.

INTERDISCIPLINARY CONNECTIONS:

Reading: Students will be read “ T
he Very Hungry Caterpillar” by Eric Carle, which uses
layering with collage elements to visualize what is going on in the story. This will not only require
them to pay attention to the words being read, but to their connection to the images they are being
shown, as well, which asks them to interpret the artwork on each page in relation to what they are
hearing.

Science: I would like to facilitate an approach to the art-making process that is similar to that of a
scientist experimenting in a lab. Students will be reminded to question what they think might happen
before they combine materials, and wonder what makes them react the way they do, forming
hypotheses in doing so. Specifically, at the light table & projector station, light is being seen as an art
material to use in layering, which encourages students to think of how it changes all other layers it
combines with.
I also will include natural materials that have layers that act as real-life examples, such as
flowers, wood, and rocks, which can prompt children to explore the concept of how layers form
further and take a closer look at what layers may be invisible to the eye at first.

Language Arts: As this is the first class, students will be asked to introduce themselves and talk about
their ideas. As art-making occurs during class, I will ask students questions about what they are making
in order to learn more about their interests and help them practice articulating what it is they are trying
to create. This will be recorded in my sketchbook during the class to be included in documentation
later, including the exhibition at the end of the eight weeks.
I-A. UNIT OVERVIEW (RATIONALE)

In examining my own artistic practice, I am able to identify the process of layering as a
prevailing concept. This class will create opportunities for children to interact with new & traditional
art materials and experiment with what they can create when combined. In art-making, layering
materials on top of one another, over time, transforms the artwork with each addition, or subtraction,
that the individual artist chooses to make. Each class will give children the agency to decide which
materials they use, what they create with them, and the ways that they do so. I strongly believe in art
that supports each child’s artistic visions, and hope to create a space that encourages each child to make
art that looks different from everyone else’s and sparks their imagination while using layering as a tool
to get there.

I-B. LESSON OVERVIEW (RATIONALE)

This lesson will set the foundation for the unit by showing students what there is to do in the
classroom and how each station overlaps to promote layering with different materials. The
Sketchbookand C ollagestations promote layering with art materials that may be more familiar to
the students, and promote layering in art that is similar to what is seen in the artists’ shown at the
beginning of class. The L ightstation allows for more ambiguous layer work through play with no
final, tangible product that students can take away, but first-hand experiences in seeing how layers
interact and change an entire environment: art or otherwise. The B uilding station asks students to
explore the familiar act of building structures and assigning roles to generic shapes and pieces, in the
context of layering, thinking of how they are combined to create three-dimensional worlds that may
only last a while, but can be documented and expanded upon. The P hotography station will be
added halfway through the class as a segue into the following week’s lesson, and promotes thinking of
a photo as a layer that can be added to other things, whether it be sketchbook pages or collages, in this
particular setting. What is done within this lesson will define layering for the students and give them
substantial examples, both in art and in real life. Beginning layers will be made with art materials that
will remain in the space for the remainder of the session, allowing students to become familiar with
them and think of new ways to incorporate them into work. Art made today can be revisited at later
dates and built upon as new materials are introduced and children’s ideas change. It is important for
students to start here on their journey with layering because what is gone over in this lesson sets them
up to create layered artwork that reflects their experimentation and play with materials for the coming
weeks, and after the class ends.

II. LEARNER OUTCOMES
Throughout this lesson, students will learn...

● That layering is the act of placing things on top of each other
● How to find layers in art and in everyday life
● That layers can be added or taken away
● That art materials can be layered and used together to do new things
● How to safely use materials to create layers of art
● How to use the stations in the class to create different artwork
● How to experiment with materials by layering them in new ways
● That they can make art about whatever is exciting or important to them right n ow!

III-A. NATIONAL ART STANDARDS

VA:Cr1.1.PKa - Engage in self-directed play with materials.
VA:Cr1.2.PKa - Engage in self-directed creative making.
VA:Cr2.1.PKa - Use a variety of artmaking tools.
VA:Cr2.2.PKa - Share materials with others.

III-B. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

9.1.V PK.B - Combine a variety of materials to create a work of art.
9.1.V PK.J - Use a variety of technologies for producing works of art.

IV. MATERIALS NEEDED FOR LESSON

● 1 Sketchbook per student (Sketchbook Station)
● Twist Crayons (Sketchbook Station)
● Pencils (Sketchbook Station)
● Colored markers (Sketchbook Station & Collage Station)
● Jars/Cups for Materials (Sketchbook Station & Collage Station)
● Trays for Loose Materials (Collage Station)
● Gluesticks (Collage Station)
● Liquid Glue (Collage Station)
● Shallow Cups/Lids (Collage Station)
● Brushes (Collage Station)
● Double-Sided Tape (Collage Station)
● Washi Tape (Collage Station)
● Children’s Scissors (Collage Station)
● Sequins (Collage Station)
● Pom-Poms (Collage Station)
● Scrap Paper (Collage Station)
● Crepe Paper (Collage Station)
● Magazine Clippings (Collage Station)
● Tissue Paper (Collage Station & Light Station)
● Cellophane (Collage Station & Light Station)
● Over-Head Projector (Light Station)
● Shadow Screens (Light Station)
● Light Table (Light Station)
● Transparent Plastic Color Pieces (Light Station)
● GoPro (Light Station)
● Baskets for Materials (Light Station & B
uilding Station)
● Wooden Loose Parts (Building Station)
● Blocks (Building Station)
● Rocks (Building Station)
● Natural Materials (Building Station)
● Magnifying Glasses (Building Station)
● Fuji Instax Camera (Photo Station)
● Fuji Instax Film (Photo Station)
● Carpet (Quiet Space)
● Pillows (Quiet Space)
● Teddy Bear (Quiet Space)
● 6 Eric Carle Books (Quiet Space & Circle Time Space)
● Circle Carpet (Circle Time Space)
● Printed Artist Reference Images, possibly wrapped to be sturdy plastic (Circle Time Space)
● 2 Cameras for adult documentation (Circle Time Space)
● Stereo to play before class begins (Circle Time Space)
● Projector & Adapter to play film from laptop (Circle Time Space)
● Name Tags for students & adults (Sign In/Sign Out Table)
● Parent Sign In/Sign Out Sheet (Sign In/Sign Out Table)
● Signs with the name of each station & the number of maximum students for each space

V. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Time Teacher Actions Expected Learner Actions

8:45- Arrival: Arrival:

9:15
-Set up music to play as students & parents enter -Students should place name tags on the front of
-Making sure parents sign students in themselves where it is visible
-Handing out name tags -Once guided to the carpet, students can explore the
-Guiding students to the circle time carpet where materials from the Building Space that are set out and
materials from the Building Space are set out share with one another until 9:10
-As students join the carpet, the teacher can ask them -Students can choose how they’d like to answer the
questions about what they are using the materials for, teacher’s questions when asked about what they are
i.e. doing at the carpet space
“What can we turn these things into?”
“What things can we do with all of these pieces?”
“How are you using these to make something?”
“What do you think these things can be used for?”
“What made you want to make a _____?”

Extra time will be given before the activities begin to
allow for families arriving late due to game-day traffic
& parking.
9:15- Introductions: Introductions:

9:25
-Teacher will tell the students it is time to clean up the -When told to clean up, students will place the materials
building materials and once they have done so (by they were using back into the basket at the carpet
placing the materials in the basket l abeled with a photo -Students will sit quietly in the circle and listen, while
and its station name) can take the basket and place it keeping body parts to themselves and making sure
at the Building Space via teacher’s direction everyone has enough space to be comfortable.
-Teacher will ask everyone to sit in a circle and take a -During the icebreaker activity, students will share their
spot in the circle along with them to introduce self & first name & funny face when it is their turn, and listen
welcome the students to the class. Basic classroom quietly to classmates the rest of the time.
rules will be announced,
i.e.
Raising hands
Listening to the teacher
Listening to friends when they speak
Keeping space between each other
Telling an adult when needing bathroom
Making sure everyone keeps each other safe
No violence or mean words

-Introduce a quick icebreaker activity that will be done
where everyone will take turns, around the circle,
introducing themselves by their first name and then
making their funniest face. Teacher will start, then
make sure everyone in the circle shares.
9:25- Transition to Sketchbook Covers: Transition to Sketchbook Covers:

9:35
-The teacher will ask everyone to stand up and dance -Students should make sure enough space is between
to a song played briefly while gathering materials for them and other students when dancing during the song
decorating sketchbook covers and remain at the carpet space
-Once the song ends, the teacher will ask students to -When being given their sketchbook, students should
sit back down and will hand them their sketchbooks make sure the name on the book matches their own by
(names should already be printed on the covers) keeping their name tags visible for adults to view to
-The teacher will show the students that she has a check, and listen quietly for instructions
sketchbook, too, and explain what sketchbooks can be -When decorating sketchbooks, students should share
used for by showing pages in her own book markers between those around them and be sure to only
-Containers of markers from the sketchbook station be drawing on their sketchbook’s front cover
will be placed evenly around the circle and students
will be prompted to decorate just the front cover of
their sketchbook with drawings of their favorite things
-Teacher will ask the students questions as they are
drawing to get to know them better,
i.e
“What made you want to draw this?”
“What makes this your favorite thing?”
“Do you have a story about this item you drew?”
“What is something important that you want people to
see right away on your sketchbook?” (Prompting
Question for those who may be stuck)
9:35- Tour of the Classroom: Tour of the Classroom:
9:45
-Teacher will announce that we will be taking a walk -Students will remain quiet and listen while teacher is
around the room together to see what & where talking.
everything is. -Students will stand and follow the person in front of
-Teacher will ask students to stand up quietly and them for the tour, while paying attention to what the
explain that the circle will turn into a line that follows teacher says about each space.
the teacher throughout the classroom, listening to -Students will follow directions to repeat the action for
what is said. each space together
-Tour will go through the stations/spaces of the room -Students will follow the line back to the carpet and sit in
while the teacher briefly describes what happens at a circle
each. For every station, when giving its name, the
teacher will give an action with it (i.e. miming opening
a book for Sketchbook Space) and ask the group to
then do the action all together as a way to keep
students engaged
-Teacher will lead the group back to the carpet to have
a seat
9:45- What is Layering? What is Layering?

10:00
-Teacher will explain layering to the students and -Students will listen quietly and share ideas when asked,
describe real life examples (flower petals, wearing raising their hands first.
layers of clothing, layers of a building, etc.) and ask if -If students have questions, they can raise their hands
students can think of any others -While the story is being read, students will sit nicely and
-Teacher will then explain how layering in art works pay attention while staying quiet and giving one another
with visual aides that can be passed around (Eric Carle space
& Bar Rucci printed images) asking students -When passing around images, students will be gentle
questions about the images as they are viewed, which with the items and be sure to pass them to the person
they can raise their hand to answer next to them carefully after not taking t oo long so
i.e. everyone has time to see
“How do you think the artists made these artworks?” -Students will raise hands if they feel inclined to share or
“What types of art supplies do you think they used?” answer teacher’s questions and will listen to each other
“How long do you think it took them?” and the teacher quietly
“Is the art made of one thing, or a lot of things working
together? How do you know?”

-Teacher will ask if any student can raise their hand to
share what art the image of the hungry caterpillar is
from, and Eric Carle’s art will then be introduced
along with his book being read
-Teacher will briefly circle back to the images of Bar
Rucci’s students’ art that were shown around to teach
students how layering can look different, too, with
more than just paper being layered
-Teacher will prompt students to raise their hands to
share things they notice being layered in the images,
asking “What do you see being layered on top of each
other in this art?”
10:00- Picking Stations: Picking Stations:

10:05
-Teacher will shift the class into stations-mode by -Students will listen to the teacher explain the stations
explaining the choices and how many children can go that are choices for the day and what each one has
to each (a number will be at each station that says this -Students will raise hands quietly to wait until they are
also, on the sign with the station’s name) called on to pick a station
-List the stations that they’ll be choosing from -Once a student has been called on and tells the teacher
-Teacher will call on students one by one to ask which which station they would like, they will be directed there
station they want to begin at and make sure they go to or asked to choose a new station that is not full, and will
the correct one until everyone has gone to one then head to the proper station
-Once students are all at stations, the teacher will begin
playing the Eric Carle film (with no volume) on the
projector with the screen down near the circle time
carpet
10:05- Art-Making at Stations: Art-Making at Stations:

10:15
-The teacher will spend a majority of this time at the -Students will be expected to act safely at whichever
Collage Center, making sure students are first learning station they have chosen, and be treating each other with
how to safely cut with children’s scissors and use the kindness
glue properly, while also guiding the collage making -Students should be interacting with the materials at the
and layering, creating a small teacher sample in the station they chose to experiment with layering and
process different ways it can be done
-Then, the teacher’s time at the collage station will be -Students can respond to questions asked by the
spent documenting students work via note taking and teacher/interested adults about what they are working on
photographing, after first asking students’ permission,
then moving around the room to ensure all students
are engaging with the materials and incorporating
layering in some way.
-The teacher will ask students at all stations questions
about what they are doing that allow them to explain
their ideas and intentions,
i.e.
“What art materials are you layering here?”
“What are your layers working together to make?”
“What is it you decided to start making?”
“How can you add more layers to tell more about what
you’re making?”
“What layers do you want to add next?”

At 10:15, the teacher will ask all students to stop and If they would like, students can raise their hands when
offer them a chance to raise their hand and ask to prompted to move to a different station that has space for
switch to a different station, as long as space allows. them at 10:00. They could stay at the station they are
Students can choose to remain at the station they have currently at, as well.
been working at, too. If students have moved prior to
this, I will be making sure that they cleaned up their
work at their previous station, gone to a new station that
has enough room for them, and ask them to raise their
hand just to check with an adult first next time. If
needed, I will announce this as an option and ask
students to raise their hands to ask to move if they wish
to before I ask.
10:15- Art-Making at Stations cont’d: Art-Making at Stations cont’d:

10:25
Collage Center, making sure students are first learning station they have chosen, and be treating each other with
how to safely cut with children’s scissors and use the kindness
glue properly, while also guiding the collage making -Students should be interacting with the materials at the
and layering, creating a small teacher sample in the station they chose to experiment with layering and
process different ways it can be done
-Then, the teacher’s time at the collage station will be -Students can respond to questions asked by the
spent documenting students work via note taking and teacher/interested adults about what they are working on
layering in some way.
i.e.
you’re making?”

been working at, too.
10:25- Transition: Transition:
10:30
-Teacher will announce students to put down what -Students will put down their work and materials and
they are working on to move to the circle carpet, and stand up to move to the circle carpet for a brief dance
will play a quick song for a brief dance party to get party while being careful to keep space between
students out of their seats themselves, other students, and any furniture or objects
-After the song is over, the teacher will explain that a -Students will watch the teacher’s demonstration and
new station is being added for them to get a turn to listen to what is being said, raising their hand to answer a
take a picture that will print instantly that they can use question if they wish to speak
as a layer in their collage or sketchbook. -Students will raise hand quietly if/when necessary
-A brief demonstration on how the camera takes a before moving to their designated station
photo and how the photo appears will be done right at
the circle carpet to show all students
-While demonstrating, the teacher will ask students
questions about what they are observing about the
process,
i.e.
“What does the camera do when I push the button to
take the photo?”
“Why do you think there is a flash of light when it takes
the photo?
“How long do you think it will take to see the photo?”
“What do you think the photo will look like?”
“How do you see the photo changing?”
“How will we know when the photo is done?”

-Teacher will explain that everyone gets ONE picture,
and that the station can take 4 students at a time, and
that they will let everyone know when 4 more students
can come get a turn
-Teacher will pick from students raising hands and
guide the 4 to the space for the Photography Center.
-Teacher will ask students who would like to switch to
a different station to raise hands, and will help them
find a new open spot, and help all other students go
back to their station of choice
10:30- Art-Making at Stations cont’d: Art-Making at Stations cont’d:

10:40
new Photography Station, helping students take their station they have chosen, and be treating each other with
photos, or taking a photo of them for the student, and kindness
ensuring that only one photo is taken each. Then, the -Students should be interacting with the materials at the
teacher will guide the finished students to the station station they chose to experiment with layering and
they choose to use their photo in different ways it can be done
-When necessary, the teacher will get the class’ -Students can respond to questions asked by the
attention to ask if 4 more students would like to visit teacher/interested adults about what they are working on
the Photography Station -If waiting for a turn at the Photography Station,
-Between groups at the Photography Station, the students should be waiting patiently
teacher will check in at the station to ask students
questions about what they are doing that allow them
to explain their ideas and intentions,
i.e.
you’re making?”

10:40- Clean-Up: Clean-Up:

10:50
-The teacher will announce to the class that it is time -Students should follow directions and clean up the
to clean up, and ask them to put the materials at their station they are at when the teacher announces it is time
station where they belong, tuck in chairs if there are to clean up
any at their station, and line up at the sinks in the -If students’ hands (or any other part of them) is covered
room to wash their hands if they are dirty with the in material they worked with, they should line up at the
help of the adults in the room sinks in the classroom to clean themselves
-The teacher will be checking stations to see what else -Students should sit in a circle at the circle carpet once
should be cleaned up & checking students to see who they have finished cleaning up their area and themselves
should visit the sinks to wash their hands and wait quietly and respectfully
-The teacher will also announce that when students
are done cleaning up, they should sit in a circle back at
the carpet and wait for everyone else
10:50- Closure of Lesson: Closure of Lesson:

11:00
-Once the teacher has made sure that everyone has -Students will sit in a circle at the carpet when done
cleaned up, they should guide the remaining students cleaning and be ready to listen quietly to the teacher and
over to sit in the circle at the carpet the students who are asked to share
-Teacher will thank everyone for doing a great job on -Students who wish to share should raise their hand and
their first day & ask 3 students to share something understand that only 3 people get to share at the end of
about what they made today. The teacher will record class
who shares & what they say to keep their comments in -Students should wait for their parents to sign them out
mind for documentation, and to also e nsure different at the circle time carpet, where materials from the
students are sharing each week. Building Space will be brought out to be used on the
-To wrap things up, the teacher will then let the carpet
students know that there will be more chances for
them to take pictures next week, and show them a
sample work of the potential project for following
week’s lesson before ending the class
-The teacher will ask students what types of layers they
think they can add over photos next week as a final
brainstorm to get them thinking of ideas
-The teacher will then open the classroom door to
allow parents in to sign out their children
-The same materials from the Building Station that
were brought out prior to class will be brought out
again to the circle time carpet for students waiting for
parents to arrive

VI. ENDING THE LESSON

Closure of Lesson:
To end the lesson, I will choose 3 students who are raising their hands to share something about what they
created during the class in order to let them feel heard in the class by the adults and their peers, and also to let the
rest of the class know what was going on around them that they might not have been able to see. I hope that this
will inspire the students in the class and help the students who share feel proud of their work.

Transition to Next Lesson:
In order to get students prepared for the following week, I will reference the addition of the Photography
Station that occured mid-way through the lesson, and let them know that there will be more opportunities for
all of them to explore taking photos next week, while including a visual example of how that might look.

VII. REFERENCES TO MATERIALS

CONSULTED
https://en.wikipedia.org/wiki/Eric_Carle
https://www.mudpuppy.com/products/the-world-of-eric-carle-very-hungry-caterpillar-and-friends-magnachalk-wall-deca
l
https://www.high.org/Press-Release/high-museum-of-art-to-present-retrospective-of-acclaimed-childrens-book-artist-eric-
carle/
https://southsoundmag.com/the-other-art-of-eric-carle/
https://cat.libraries.psu.edu/
https://www.netflix.com/watch/70042389?trackId=13752289&tctx=0%2C0%2C156d17541c62605f23f1fca2a56d7ebbe
11f9309%3Add5f246368b7dc5c58bca73dfd4120a5f92ce6ad%2C%2C
https://www.instagram.com/100daysofartbar/
https://www.artbarblog.com/

VIII. THE CLASSROOM AS A THIRD TEACHER

I would like the overall classroom to use natural light to feel fresh and exciting, and try to keep
as much space as possible for movement that can and will occur between stations to share and
communicate where a path is cleared and safety is ensured. The classroom will become an
environment of controlled chaos, and may appear eccentric with “too much” going on, but stations
and scaffolding of rules & guidelines will allow the students to work in a space that is busy and full of
opportunities for them to create and layer their work with new & traditional materials.

Key:
Spaces in Red are Available the Entire Class
Spaces in Green are Only Available during Second Half
Spaces in Black are all other environmental elements

Classroom Space Function Location
Sketchbook Station Tables (covered with paper) Near the cubbies where
and chairs with materials for sketchbooks are kept
students to bring their
sketchbook to work on (soft limit of 6-10 students
depending on table/chair
amount)
Collage Station Tables (covered with paper) Near the center of the room-
and chairs with exciting new larger than usual to
collage materials, paper, accommodate more students as
scissors, and supplies to stick this is one of the main material
the collage elements down focuses for the lesson
where students can also learn
how to safely use what is (soft limit of 10-12 students)
located here in the weeks to
come
Building Station An area with a table low to the Somewhere where it is safe for
ground- or just a flat platform students to be working close to
on the ground- with loose parts or on the floor
(natural and otherwise) for
students to build with and (soft limit of 5 students
explore temporary layers depending on size of space)
Light Station Area with a light table and an Preferably away from most of
over-head projector that points the windows but still visible in
at a shadow screen, all close the classroom
together that promote layers of
light interacting, with a GoPro (soft limit of 5 students
filming the movements done depending on size of space)
and filters added by students
Photography Station This station added partially Only needed for part of the
through the lesson allows lesson’s time, this space requires
students to be introduced to the teacher, the Fuji Instax
adding photos as layers to their Camera, and film, and does not
art need much space. It can be
located near the Circle Time
Carpet to ensure students at
other stations are not distracted

(limit of 4 students for this
particular lesson’s activity)
Sign In/Sign Out Table Space for parents to say At the entrance of the
goodbye & sign in child while classroom
the child receives their name
tag, and where they can return
to sign out their child when
class ends. Cubbies will be
included for students to place
their
belongings/coats/backpacks
and keep their sketchbook
Circle Time Space/Carpet Main meeting space for the In open area by the chalkboard
class for the beginning & end of
lessons as well as any mid-lesson
demonstrations or
announcements
Quiet Space Where a student who feels A tucked away, but still visible,
overwhelmed, sad, upset, or corner of the room where there
just uncomfortable can go to are not many distractions
take a break and look through
books or listen to music to calm
down
Sinks Necessary for clean-up at the At the far end of the classroom
end of the lesson

LESSON PLAN FORMAT

Lesson Title: “Layering with Images”

BIG IDEA (UNIT):


BIG IDEA (LESSON):

In this lesson within the Layers unit, students will take their explorations of layering from last week
even further, by taking what is now familiar and pairing it with what can happen when L ayering
with Images.


● Gerhard Richter

Gerhard Richter, born in 1932, is a, “German visual artist. Richter has produced abstract as
well as photorealistic paintings, and also photographs and glass pieces. ... Nearly all of Richter's work
demonstrates both illusionistic space that seems natural and the physical activity and material of
painting—as mutual interferences. For Richter, reality is the combination of new attempts to
understand—to r epresent; in his case, to p aint—the world surrounding us,” (Wikipedia).

A quote by Richter: "Perhaps because I'm sorry for the photograph, because it has such a
miserable existence even though it is such a perfect picture, I would like to make it valid, make it visible
– just m
ake it (even if what I make is worse than the photograph). And this making is something that I
can't grasp, or figure out and plan. That is why I keep on and on painting from photographs, because I
can't make it out, because the only thing to do with photographs is paint from them. Because it
attracts me to be so much at the mercy of a thing, to be so far from mastering it."

“25.3.86”
“10.8.89 [Betty]”
“12.2.98”
“19.2.98”
“17. Nov. 99”
“MV. 111”
“9.2.89”

[This artist will also be used for inspiration next class, where painting over images will be
fully introduced once the students have had a chance to take their own photographs during
today’s lesson. For this lesson, students will be using paint pens as a transitioning material.]

● Jesse Treece

“Jesse Treece is a collage artist living in Seattle, Wa. whose work screams of the simple, yet ever
complex, interpretations of both the mundane and whimsical facets of life. He’s somehow managed to
mix both the regular and absurd, beautiful and disturbing and put them into images that you find you
could get lost in for hours,” (Society6).

PREREQUISITES:

mark-make.
● Students must be able to properly hold and use glue sticks & paste in the space, based off of
demonstrations done during the first week- If students show signs that they are not, a refresher
demonstration will be done at the station the student is currently a part of.
● Students must be able to properly and safely handle children’s scissors, based off of
● Students must be able to safely navigate between the stations within the classroom, based off
of the tour done during the first week- If students show signs that they are not, a refresher

● During class, students will be shown how to properly & safely use tape dispenser via a brief
demonstration at the collage station tables, in small groups, with students who will be directly
interacting with the tape at the given time.
● During class, students will be shown how to safely & effectively use the two cameras available
to them at the Photography Station via a demonstration and frequent reminders.

SAFETY HAZARDS:

or belongings.


hypotheses in doing so. Specifically, at the light table & projector station, light is being seen as an art
material to use in layering, which encourages students to think of how it changes all other layers it
combines with. Students will be introduced to the concept of photography in this lesson, as well,
which incorporates the use of lighting and digital viewing, as well as how that may interact with the
light table & projector station.
I also will include natural materials that have layers that act as real-life examples, such as
flowers, wood, and rocks, which can prompt children to explore the concept of how layers form
further and take a closer look at what layers may be invisible to the eye at first.

Language Arts: Students will be asked questions about what they are making in order to learn more
about their interests and help them practice articulating what it is they are trying to create. This will be
recorded in my sketchbook during the class to be included in documentation later, including the
exhibition at the end of the eight weeks.


to get there.


This lesson will expand upon what was started the first week of the unit, grasping onto the use
of images in relation to layering. What layers can be added within an image? How can images be used
as layers of something else? In what different ways can we incorporate photos into our work- our own
photos or strangers’ photos? This lesson will ask students to think of images of people, places, and
things in new ways, and try to see how they can add them to their own art to add to or change what is
happening in it already. The discussions of what images can be or turn into will be valuable for lessons
later on and projects down the road that ask for layering of multiple art mediums and imagery. The
Photography Station will be the most involved with the concept of images within layering, allowing
students to take photos with layers incorporated, as they began to the previous week, then use photos
as layers in their work at other stations, such as the C
ollage Station and the S ketchbook Station. The
Collage Station in particular will have both pre-cut images from magazines that children can use, as
well as a few magazines children can look through and cut from themselves, if they feel comfortable. I
will include images of Treece’s work with photo collages here as inspiration for those who may forget
what is shown at the circle carpet at the start of class. The L
ight Station will have some images pre-cut
in addition to the tissue paper and colored cellophane to add as layers with the translucent pieces, and
the B uilding Station will continue to have images on display as inspiration for layering.


● How to use different types of cameras (1 Fuji Instax Instant Camera & 1 Canon Powershot
Digital Camera)
● How layers can be added within a photograph
● How layers can be added over photographs
● How photographs can be a layer added to artwork in different ways
● How to work with technology to create what they originally imagine before taking the
photograph (this can differ between working with the instant camera or the digital camera)
● That they can make art about whatever is exciting or important to them right n ow!


VA:Cr3.1.PKa - Share and talk about personal artwork.
VA:Cn10.1.PKa - Explore the world using descriptive and expressive words and art-making.
VA:Cn11.1.PKa - Recognize that people make art.


9.1.V PK.A - Know and use basic elements of visual arts.


● Crayons (Sketchbook Station)
● Colored Pencils (Sketchbook Station)
● Chalk Pastels (Sketchbook Station)
● Jars/Cups for Materials (Sketchbook Station & Collage Station)
● Paint Pens (Collage Station)
● Trays for Loose Materials (Collage Station)
● Gluesticks (Collage Station)
● Double-Sided Tape (Collage Station)
● Washi Tape (Collage Station)
● Children’s Scissors (Collage Station)
● Crepe Paper (Collage Station)
● Magazines to be cut (Collage Station)
● Magazine Clippings (Collage Station & L ight Station)
● Tissue Paper (Light Station)
● Cellophane (Light Station)
● Over-Head Projector (Light Station)
● Shadow Screen (Light Station)
● GoPro & Tripod/Clamp (Light Station)
● Baskets for Materials (Light Station & B uilding Station)
● Wooden Loose Parts (Building Station)
● Blocks (Building Station)
● Rocks (Building Station)
● Natural Materials (Building Station)
● Magnifying Glasses (Building Station)
● Canon Powershot (Photo Station)
● 6 Eric Carle Books (Quiet Space)
● Printed Artist Reference Images wrapped to be sturdy plastic (Circle Time Space)
● Laptop with songs & videos ready (Circle Time Space)
● Revised Rules Sign (Circle Time Space)
● Camera for adult documentation (Sign In/Sign Out Table)
● Beaded Necklaces for the max. Number of students at each station without chairs




9:10
-Set up music to play as students & parents enter -Students should place name tags on the front of
-Making sure parents sign students in themselves where it is visible
-Handing out name tags -Once they choose the carpet or sketchbook tables
-Greeting students and making sure they are students can explore the materials and work on creating
comfortable entering the space and joining the group until 9:10
at the circle or sketchbook tables -Students can choose how they’d like to answer the
-Guiding students to the circle time carpet where teacher’s questions when asked about what they are
materials from the Building Space are set out until all working on
have arrived
-As students join the carpet, the teacher should
encourage assistants or volunteers to ask the children
questions about what they are working on, i.e.
“What can we turn these things into?”
“What are you creating with the materials?”
“What things can we do with all of these pieces?”
“What can we add things on to or take away from?”
9:10- Starting Circle: Starting Circle:
9:15
-Teacher will tell students it is time to clean up and -When told to clean up, students will place the materials
assist when needed. Once they have done so (by they were using back into their containers
placing the materials in the baskets) they can return -Students will sit quietly in the circle and listen, while
any containers to their stations via teacher’s direction keeping body parts to themselves and making sure
-Teacher will ask everyone to sit in a circle and take a everyone has enough space to be comfortable.
spot in the circle along with them. To start the day, -Students will interact with each other during the
the teacher will share her favorite color and something introduction game to get comfortable being back in the
that is that color, then ask students to go around the space with each other
room and do the same, with guidance or prompting if -Students will show that they understand the clapping
needed signal by mimicking the clapping patterns the teacher
-A new, printed rules poster will be out and read to the tries after going over the rules
students, with the teacher noting the new additions
made by the class last week. The teacher will ask
students to raise their hand to share an example of
how they can follow the rules in class today.
-The teacher will add one more rule, too, that asks
students to respond to a clapping pattern by repeating
it, as a signal to listen to what the teacher or any adult
is about to announce. They will all practice a few
times before moving on.
9:15- Introducing Photography: Introducing Photography:

9:25
-If children are antsy from sitting in the space too -Students will listen quietly and share ideas when asked,
long, the teacher can play a song or facilitate a raising their hands first.
dance/interactive activity before continuing (i.e. -If students have questions, they can raise their hands
“Heads, Shoulders, Knees, & Toes” or the Colors -During the video, the students will watch the screen and
Song/Activity) can raise their hands to ask questions or share ideas
-Teacher will show the two cameras available to -When passing around images, students will be gentle
students and remind them of what they learned last with the items and be sure to pass them to the person
week regarding the Instant Camera and how some next to them carefully after not taking t oo long so
students began working with it everyone has time to see
-Quick demonstrations on how to handle the cameras -Students will raise hands if they feel inclined to share or
and take photos will be done to ensure students know answer teacher’s questions and will listen to each other
how to safely hold and use the devices. They will and the teacher quietly
consist of wearing the camera strap around your neck
if the camera has one, always holding the cameras with
both hands, walking slowly when using the camera,
watching where you are moving with your eyes instead
of the camera, and asking friends to take their pictures
first before taking a picture. The location of the power
buttons and the shutter button will be shown on both
cameras and what they do will be explained.
-Teacher will refresh students on the use of filters over
the camera lenses as layers, and show an example of
how photos taken can be used in other art as layers
-A brief video will be shown of how images we don’t
take ourselves can be a layer of our art, too
[https://www.youtube.com/watch?v=4j5kKOGB21I
on 1.5x speed]
-Images of Gerhard Richter & Jesse Treece’s work,
wrapped in plastic, will be shown and passed around,
while the teacher talks about the different ways artists
can use images, and asks the students questions about
what they think of the art,
i.e.
“How do you think the artists made these artworks?”
“What types of art supplies do you think they used?”
“How long do you think it took them?”
“Is the art made of one thing, or a lot of things working
together? How do you know?”
9:25- Picking Stations: Picking Stations:

9:30
-Teacher will shift the class into stations-mode by -Students will listen to the teacher explain the stations
explaining the choices for stations (Sketchbook that are choices for the day and what each one has
Station, Collage Station, Light Station, Building -Students will raise hands quietly to wait until they are
Station, and Photography Station- each with signs that called on to pick a station
say their name & the limit of children for the space if -Once a student has been called on and tells the teacher
there are no chairs to signify) and how many children which station they would like, they will be directed there
can go to each (a number will be at each station that or asked to choose a new station that is not full, and will
does not have chairs to signify a limit) then head to the proper station
-Explain to students that the Light Station & Building
Station have necklaces to wear if you choose to work
there, and if there are no necklaces available, they must
choose another station.
-List the stations that they’ll be choosing from-
Sketchbook Station, Collage Station, Light Station,
Building Station, and Photography Station
-Teacher will go around the circle, asking students to
pick a station they want to begin at and make sure they
go to the correct one until everyone has gone to one.
Students choosing the Light or Building Stations will
be reminded to take a necklace and wear it when they
are in the space.

9:45
Photography Station [with 2 students at a time], station they have chosen, and be treating each other with
making sure students are being reminded of how to kindness
properly handle the cameras and understand how they -Students should be interacting with the materials at the
can use the photos they take today and next week station they chose to experiment with layering and
-The teacher will guide students to take photos of different ways it can be done
whatever they would like around the classroom space, -Students can respond to questions asked by the
and let them know that the i mages taken on the teacher/interested adults about what they are working on
Instant Camerawill print immediately to be used in -If waiting for a turn at the Photography Station,
the Collage Station, and images taken on the D igital students should be at an open station, and listening for
Camerawill be printed out for next class for the the teacher to announce that a spot is open and she is
photographer to use in the mixed media layering project looking for a quiet hand to go next
beginning next week.
-The teacher will take down notes of who has the
digital camera and how many photos they take before
giving the next student a turn, so that images can be
printed and used by their photographer next week
-Any free moments in between will be spent
documenting students work via note taking and
layering in some way. A list of questions to potentially
ask children will be available for the volunteers or
other interested adults to check for interacting with
the children while the teacher oversees the
Photography Station
-When either of the 2 students with the cameras
returns to the Photography Station because they have
finished working with the camera, the teacher will
make sure any notes are taken down within Emma’s
SAS journal, then will announce to the class , by first
using the clapping pattern signal, that a spot has
opened up and ask for a raised hand if any student
would like a turn, then choose one
i.e.
you’re making?”
A list of questions to potentially ask children will be
available for the volunteers or other interested adults
to check for interacting with the children while the
teacher oversees the Photography Station

to before I ask.

10:00
Photography Station
i.e.
you’re making?”

to before I ask

10:10
-The teacher will announce that it is time for a break -Students will put down what they are doing when
and ask students to put down what they are working prompted and head to the circle carpet for the break
on and head to the circle carpet -They can dance, jump, wiggle, or just stand and stretch
-A song will be played from the speakers and students during the song
can dance and wiggle around to get out some energy -If students feel inclined, they can raise their hand and
-After the song, students will be asked if they have share with the group when the teacher asks
anything they want to share about what they have -Students will head back to their spot to continue
been doing at their stations, and a quick discussion can working or to clean up before heading to a new station
take place while they are all still standing
-Teacher will take note of what is shared, then tell
students that they can head back to where they were
working, or clean up and pick a new station to go to

10:25
Photography Station
i.e.
you’re making?”

to before I ask

10:40
Photography Station
i.e.
you’re making?”

to before I ask
10:40- Clean-Up: Clean-Up:
10:50
any at their station, and ask if any students would like -If students’ hands (or any other part of them) is covered
to wash their hands (if there are some, they will be in material they worked with, they should line up at the
guided to the sinks and assisted by adults) sinks in the classroom to clean themselves
should be cleaned up & checking for students who they have finished cleaning up their area and themselves
should visit the sinks to wash their hands and wait quietly and respectfully
-The teacher will also announce that when students
are done cleaning up, they should sit in a circle back at
the carpet and wait for everyone else
-For students who finish up and arrive at the carpet
early, the teacher will ask them to talk about what they
made today with a b uddy or buddies until the rest of
the class sits down. This can aid in transitioning to the
closure of the lesson

11:00
-The teacher will begin by asking for students to raise -Students will sit in a circle at the carpet when done
their hands if they would like to share and tell the cleaning and be ready to listen quietly to the teacher and
group what they made during the class, and 3 students the students who are asked to share
will be chosen (not the same as the previous class) -Students who wish to share should raise their hand and
-After discussing what the students shared, the teacher understand that only 3 people get to share at the end of
will remind students that anyone who had a turn class (there will be a record of who shared the previous
using the digital camera will have their photos printed week to ensure students all get a turn in the coming
out for them to use for the project being started next weeks)
week, and ensure that the students who did not get a -Any students who would like to share ideas or questions
turn will have images printed to work with, too during discussions should be raising their hand quietly
-An image will be projected on the screen and at this until called on
point during circle, the teacher will ask students to -Students should wait for their parents to sign them out
take a look and ask if anyone has an idea for what it at the circle time carpet, where materials from the
could mean about next week Building Space will be brought out to be used on the
-After discussing the image, the teacher will close the carpet
circle by thanking students and telling them that they
should stay on the carpet until they are signed out, and
will bring over the materials from the Building Station
for them to use while they wait
-Teacher will then invite parents in to begin sign out


Closure of Lesson:

I will close the lesson by asking 3 more students to share (not including the students who shared last week), and
facilitate brief discussions about what they say they worked on during class. This will build students’ confidence
and skills regarding talking about their art work, and ideally inspire others to create new things and share what
they are making with the class as time goes on.


To prepare the students for the expansion of images & layering next week, I will put an image of art that
inspired the following week’s project on the projector screen and draw attention to it after students have shared.
I will ask the class to raise their hand if they have an idea or guess about what the image has to do with what we
may be doing next week, and have a closing discussion that hints to what we will do with images taken during
this lesson and how we will continue to layer.
The image projected is below-


CONSULTED
https://en.wikipedia.org/wiki/Gerhard_Richter
https://www.gerhard-richter.com/en/art/overpainted-photographs
https://society6.com/collageartbyjesse
https://www.instagram.com/jessetreececollage/
https://www.youtube.com/watch?v=4j5kKOGB21I
http://www.lucyelaynephotography.com/2013/07/16/songs-of-life-somewhere-over-the-rainbow/



Key:

sketchbook to work on (limit of 4 students per table)
Collage Station Tables (covered with paper) Near the center of the room-
and chairs with exciting new larger than usual to
collage materials, paper, accommodate more students as
scissors, and supplies to stick this is one of the main material
the collage elements down focuses for the lesson
where students can also learn
how to safely use what is (limit of 4 students per table)
located here in the weeks to
come
students to build with and (limit of 4 students)
explore temporary layers
Light Station Area with a light table and an Preferably away from most of
over-head projector that points the windows but still visible in
at a shadow screen, all close the classroom
together that promote layers of
light interacting, with a GoPro (limit of 4 students)
filming the movements done
and filters added by students
Photography Station This space will be watched by This space is located on the
the teacher and act as home Circle Time Carpet to ensure
base for the 2 cameras children students at other stations are
will be sharing. Children will not distracted, and in order to
come here to take turns taking serve as a home base where the
photos with the instant camera teacher can still see the
or digital camera, and choose ongoings of the rest of the
from fabric and paper filters to room
lay over the lenses.
(limit of 2 students at a time)
their
demonstrations or
announcements
down
end of the lesson

LESSON PLAN FORMAT

Lesson Title: “Layering Together”

BIG IDEA (UNIT):


BIG IDEA (LESSON):

After we’ve gotten our feet wet with the concept of layering and how it extends to different mediums
and facets of life, students will be able to create art with layering by working together to add layers to
work that can be displayed as part of a whole. L ayering togetherwill ask each student to create in a
way that helps make up a bigger picture, and will be an important piece to the overall work.


● Ali Brown

Ali Brown is a photographer and blogger, writing, “I specialize in l ifestyle photography
meaning, I don’t pose you, I capture who you are. We’ll work together to achieve the look you want,”
(Ali Brown Studios). She has studied art, interior design, graphic design, and photography.
The image below will be shown as an example of painting over photos to add to the image,
however Ali Brown created this image by combining a photo she took of her daughter and a scanned
image of her daughter’s own artwork. She created the final image in Photoshop, but I feel that this is a
wonderful example of how students can paint of photos physically, too.

● Natalie Waggenspack

Natalie is a mother who created the blog s mArt Class to share ideas for art projects and
activities to do with children. This was another piece created in Photoshop to combine a photo she
took of her daughter & her daughter’s work, but it still shows the effect that we will try to create in
class.

● Lucy Elayne

Lucy is a photographer from Iowa and creator of the blog Lucy Elayne Photography. She says
that photography, “is the tool [she] use[s] to capture those most special moments in life… and they are
so fleeting,” (Lucy Elayne Photography).
Her work is a third that was done using Photoshop to combine her photo of her child and her
child’s artwork, and it was shown as a sneak preview in class as a closure activity last week.

● Nagi Sakai

“Born in Tokyo and raised in Cairo, Nagi Sakai's eclectic background lent him the
opportunity to experience art in several cultures at a young age. His expertise and appreciation for
creative expression and visual arts led him to the Dutch Institute of Art to study painting at the age 7 ...
Gathering inspiration from the diversity of the arts, and fueled by his passion to express strength in
beauty and sophisticated realism, Nagi Sakai's profession has rapidly become his career,”
(Models.com).

All of these artist images will be displayed at the Painting Station for students to view when painting
over the grayscale images students had taken last week.

PREREQUISITES:

mark-make.
● Students must be able to properly hold and use glue sticks & paste in the space, based off of
● Students must be able to properly and safely handle children’s scissors, based off of
● Students must be able to safely & effectively use the two cameras available to them at the
Photography Station after viewing a demonstration and receiving frequent reminders during
the previous class.

SAFETY HAZARDS:

or belongings.


Reading: Students will be read “ A Color of His Own” by Leo Lionni, which references making
friends and being with another person, which coincides with the lesson L ayering Together. This will
not only require them to pay attention to the words being read, but to think about how the story can
relate to the classroom and how everyone in the class interacts.

hypotheses in doing so.



to get there.


This lesson will bring new materials and activities at the stations that have become familiar to
students. There will be opportunities at each station for the children to add their own layer to work
that the entire class is collaborating on, and be able to claim partial ownership of larger works. What
has been explored in the past lessons (the concept of layering, the process of working at stations, and
how to create and work with images in layering) will be important for how students move on in this
lesson. The B uilding Station w ill transform to allow for different & unusual materials children can
start to create new layers with while collaborating. The S ketchbook Station w ill offer new materials
and ideas for what to create with them. The Papier-mâché Station will provide students with a space
to add on colors and textures to a group project that will be available over the course of several classes,
and will physically show signs of growth as students work on it more and more. The B eading Station
is another new space for students to create things that will become a collective project to showcase how
their individual layers interact. The P ainting Station will revisit what photos were taken last week,
allowing students to work together to paint color back into the grayscale images peers had captured.
The P hotography Station w ill be added in mid-way through the lesson to give more students a
chance to take photos that can become layers within other work. The L ight Station w ill have new
materials to expand students’ way of working within the space and allow for more collaboration.


● How they can work together with classmates to make art
● Ways to experiment within stations to try new things with new materials
● How to revisit work made by themselves and others to add new things
● That what they make can be a single layer that many people build on to make art together
● That layering can happen over time and with many people, and take a while to be finished




9.1.V PK.E - Use imagination and creativity to express self through visual arts.


● Oil Pastels (Sketchbook Station)
● Charcoal Pieces (Sketchbook Station)
● Jars/Cups for Materials (Sketchbook Station)
● 4 Mirrors, 1 at each Sketchbook table (Sketchbook Station)
● Varied Beads (Beading Station)
● Dull, possibly plastic, Wire (Beading Station)
● Elastic/Thin Thread (Beading Station)
● Tape to hold down work (Beading Station)
● Balloon as base of project (Papier-mâché Station)
● Newspaper Strips ( P
apier-mâché Station)
● Crepe Paper (Papier-mâché Station)
● Papier-mâché Paste ( P
apier-mâché Station)
● Containers for Paste ( P apier-mâché Station)
● GoPro & Tripod/Clamp (Light Station)
● Magnatiles (Light Station)
● Baskets for Materials (Light Station & B
uilding Station)
● Clothespins (Building Station)
● Small Plastic Figurines (Building Station)
● Jars for water (Painting Station)
● Variety of paint brushes (Painting Station)
● Printed Grayscale Photos Mounted on Sturdy Backing (Painting Station)
● 3 Watercolor Palettes (Painting Station)
● Printed Artist Reference Images wrapped to be sturdy plastic (Painting Station)
● 6 Eric Carle Books (Quiet Space)
● Post-It Notes on a Tray (Circle Time Space)
● Markers in Cups (Circle Time Space)
● Color Card/Swatches for each station/the max. number of students for each




9:10
-Teacher will have already set up music to play as -Students should place name tags on the front of
students & parents enter themselves where it is visible
-Teacher will be at the doorway, greeting students as -Once they choose the carpet or sketchbook tables
they come up the stairs and handing out their name students can explore the materials and work on creating
tags, making sure that they are comfortable entering until 9:10
the space -Students can choose how they’d like to answer the
-Teacher & adults/volunteers will make sure parents teacher’s questions when asked about what they are
are signing students in and providing correct photo ID working on
-Teacher & adults/volunteers will guide students to
the Sketchbook Station where they can draw in their
sketchbooks until the entire group has arrived and
class can begin. A mirror will be at each table to
provide students who are stuck to draw themselves, or
whatever they see in the mirror
-As students join the tables, the teacher should
encourage adults/volunteers to ask the children
questions about what they are working on,
i.e.
“What are you using these materials to make?”
“Do you think you’re layering anything here?”
“What else could you do with these materials?”

These prompting questions will be included on the
“cheat sheet” given to adults/volunteers
9:10- Circle: Circle:

9:25
-Teacher will tell students it is time to clean up and -When told to clean up, students will place the materials
assist when needed. Once they have done so (by they were using back into their containers
placing the materials in the cups) they can return their -Students will sit quietly in the circle and listen, while
sketchbooks to their correct cubby and head to the keeping body parts to themselves and making sure
carpet everyone has enough space to be comfortable.
-Teacher will ask everyone to sit in a circle and take a -Students will interact with each other during the
spot in the circle along with them. To start the day, introduction game to get comfortable being back in the
the teacher will ask the group to share w hat their space with each other
favorite animal is, around the circle, starting with -Students will listen to the story being read and add to
herself, guiding students if needed the discussion when prompted, by first raising their hand
-The teacher will r ead the book A Color of His to share
Ownby Leo Lionni, and after, facilitate a brief
discussion on how we all can be like the chameleon,
and work together to celebrate how we can all make
different things

9:35
-The teacher will ask students to stand up where they -Students will dance safely without hitting or bumping
are in the circle, and will t urn on a song(Wishy one another and get out some energy before the tour
Washer Woman) for the children to dance to to move -Students will follow the line safely and will listen to
around a bit after sitting down what the teacher says
-Once the song is over, the teacher will ask students to -Students will copy each movement for the stations
get in a line behind her, and announce that a tourwill visited during the tour
be taken of the room since we have some new stations -Students will safely arrive back on the carpet and sit
-A tour similar to the first day’s tour will be done, back in a circle
where the teacher will give the name of each station
and assign a movement to it that the rest of the class
will then copy as they visit each station. Stations this
time are S ketchbook, Painting, Beading,
Papier-mâché, Building, and Light
-The group will return to the carpet and the teacher
will ask them all to sit in a circle once again
9:35- Going to Stations: Going to Stations:

9:40
-The teacher will pass out c olored swatches to -Students will take the color swatch they are given by the
students that correspond to stations for the start teacher and listen for their next direction
of class -Students will go to the station that their color card is
-The teacher will list the colors and their sent to
corresponding stations and ask students with the
corresponding color to head to their station
-The teacher will reassure students that they will not
have to spend the entire time at the station they are
going to now

10:00
-The teacher will be moving around the room -Students will be expected to act safely at whichever
observing what students are making, documenting, station they have chosen, and be treating each other with
asking questions, and interacting with the children. kindness
Questions adults/the teacher can ask are... -Students should be interacting with the materials at the
station they chose to experiment with layering and
“What art materials are you layering here?” different ways it can be done
“What are your layers working together to make?” -Students can respond to questions asked by the
“What is it you decided to start making?” teacher/interested adults about what they are working on
you’re making?”

These will be listed on the “cheat sheet”

10:10
-The teacher will ask all students to put down what -Students will listen to directions and stop working when
they are working on and head over to the carpet for a prompted, and move to the carpet for the activity
break, where they will do a quick m ovement activity -Students will participate in the activity to get out some
via a video/song playing from the computer (Shake energy after sitting for a while at stations
Your Sillies Out) -Students will return to their station after the activity and
BATHROOM BREAK AT 10:05 AM raise their hand if they would like to move to the
-Once the song has ended, the teacher will ask students Photography Station when given the choice
to return to their stations where they were working,
then ask for 4 students who would like to leave their
current spot to go to the Photography Station, which
will be open from now until clean-up
-The teacher will s elect 4 studentswho are raising
their hands and being quiet and patient to join the
Photography Station

10:40
Photography Station [with 4 students at a time taking station they have chosen, and be treating each other with
turns with 1 Instant Camera], making sure students kindness
are being reminded of how to properly handle the -Students should be interacting with the materials at the
camera and understand how they can use the photos station they chose to experiment with layering and
they take today and next week different ways it can be done
-The teacher will guide students to take photos of -Students can respond to questions asked by the
whatever they would like around the classroom space, teacher/interested adults about what they are working on
and let them know that the i mages taken on the -If waiting for a turn at the Photography Station,
Instant Camerawill print immediately and can be students should be at an open station, and listening for
stand-alone artwork, or can be added to sketchbooks the teacher to announce that a spot is open and she is
-Any free moments in between will be spent looking for a quiet hand to go next
Photography Station
-The teacher and interested adults will ask students at
all stations questions about what they are doing that
allow them to explain their ideas and intentions,
i.e.
you’re making?”

10:40- Clean Up Stations- Clean Up Stations-
10:50
any at their station, and students who need to wash -If students’ hands (or any other part of them) is covered
their hands will be asked to line up at the sinks to be in material they worked with, they should line up at the
assisted by adults sinks in the classroom to clean themselves
should be cleaned up & checking for students who they have finished cleaning up their area and themselves,
should visit the sinks to wash their hands participating in the activity being lead via video until the
-The teacher will also announce that when students entire group has arrived
are done cleaning up, they should move to the carpet
and will have a v ideo playing that leads the
students in an activity until the entire group has
arrived
(i.e. Jodi the Yogi, direction-based song, etc.)
10:50- Closure of Lesson pt. 1: Closure of Lesson pt. 1:

11:00
-Once the entire group has made it to the carpet, the -Students will sit down in a circle once the entire group
teacher will turn off the video and ask for students to and teacher have arrived, listening quietly and ready to
raise their hands if they would like to share and t ell participate in the discussion
the group what they made during the class, and 3 -Students who wish to share should raise their hand and
students will be chosen (not the same as the previous understand that only 3 people get to share at the end of
class) class (there will be a record of who shared the previous
-After discussing what the students shared, the teacher week to ensure students all get a turn in the coming
will put a tray in the center that holds several colors of weeks)
post-it notes and jars of markers for a c losing activity -Any students who would like to share ideas or questions
-The teacher will tell students that this activity will get during discussions should be raising their hand quietly
them ready for next week, and demonstrate drawing a until called on
doodle o f one thing they love on a single post-it -Students will listen to teacher directions and be sure to
note, and then sticking it to the thick poster board create their own post-it doodle and stick it on the correct
surface that is now at the carpet, too surface
-The teacher will make sure each student has a post-it -Students should wait for their parents to sign them out
note and can reach the drawing materials, then will at the circle time carpet, where a video will be playing
make sure all students draw and complete a note and that will lead an activity to keep them occupied
stick it in the proper spot
-Once students have done so, the teacher will make
sure that everyone in the group has returned to their
spots and will let them know that this post-it note wall
will be returning next week to have even more layers
added to it
-The teacher will announce the end of class, put on an
activity-leading video(i.e. GoNoodle) and begin
letting parents in to sign out children


Closure of Lesson:

The lesson will close on students being able to share what they worked on during the lesson and have peers listen
to their creative endeavors. This process will continue to motivate the sharers and inspire the listeners, nurturing
the sense of community in the classroom.


Having all students collectively add their first post-it note to what will become the Drawing Wall will tie into
the next week’s new station and the continuing theme of layering over time and more opportunities for
collaboration and layering.


CONSULTED
http://www.alibrownstudios.com/merge-a-photo-of-your-child-with-their-own-artwork/
https://models.com/people/Nagi-Sakai
https://trendland.com/please-magazine-issue-11-photos-by-nagi-sakai/
http://elementaryartfun.blogspot.com/2011/09/fun-with-photoshop.html?showComment=1315170868936#c30858210
2273014597
http://www.lucyelaynephotography.com/2013/07/16/songs-of-life-somewhere-over-the-rainbow/



Key:

Painting Station This will house the printed This will be to the side of the
grayscale images that students carpet, where there is room for
took last week with the digital a table to be flipped on its side,
camera. There will be an adult and with enough room for at
table flipped on its side to least one round child’s table for
create a half-wall where the materials
images will be taped, with
paper underneath to prevent
permanent mess. Tables will be
on the side where watercolor
trays, brushes, and water will be
for students at this station to
use (limit of 4 students at a time)
students to build with and
explore temporary layers (limit of 3 students at a time)
Light Station Area with a light table and Preferably away from most of
materials that can interact with the windows but still visible in
it that promote layers of light the classroom
interacting, with a GoPro
filming the movements done
and filters added by students (limit of 3 students at a time)
Beading Station This will be home to a A table, preferably near a wall

collection of beads and the to allow work to be pinned or
option to either string them on taped up when done
thread/elastic or stack them on
standing plastic wire, like a
tower (limit of 3 students at a time)
Papier-mâché Station This space will be home to an This needs a small table and
ongoing orb being built upon room for supplies
with papier-mâché paste and
additions of newspaper strips
and streamers/crepe paper (limit of 2 students at a time)
Photography Station This space will be introduced This space is located on the
mid-way through the lesson Circle Time Carpet to ensure
and watched by the teacher as students at other stations are
home base for the instant not distracted, and in order to
camera children will be sharing. serve as a home base where the
Children will come here to take teacher can still see the
turns taking photos with the ongoings of the rest of the
instant camera or digital room
camera, and choose from fabric
and paper filters to lay over the
lens (limit of 4 students at a time)
their
demonstrations or
announcements
down
end of the lesson

LESSON PLAN FORMAT

Lesson Title: “Painting and Printing with Layers”

BIG IDEA (UNIT):


BIG IDEA (LESSON):

Students’ interest in paint sparks a lesson that combines P ainting and Printing with Layers where
exploration of paint and how we can interact with it is encouraged. There will be provocations that ask
students to investigate how paint can be used in all different ways and by utilizing different actions
and tools so that they can expand their idea of layering and continue to layer together, as well.


● Sharifa Callender

According to her website, Sharifa is, “a t wenty-something mixed media and abstract artist
from Houston, Texas. [She has] had a love for art since childhood ... The process of painting without
boundaries or expectations is completely freeing. It brings [her] so much peace and clarity ... Light
and femininity are re-occurring elements in my artwork. [She] explore[s] them both by
experimenting with vibrant colors, bold textures, and, most importantly, glitter,” (Sharifa Creates).
I plan on posting images of Sharifa’s works up at the Painting Station to act as visual inspirations to
students, and can point them out, along with my own painting (below) if students are stuck.

● Teacher Sample-
PREREQUISITES:

mark-make.

SAFETY HAZARDS:

or belongings.
● Glitter, specifically, can be dangerous, and students will be spoken to about how to properly
handle it when joining the Painting Station. S poons will be in the shallow cups of glitter
to act as tools to transfer the material to the artwork in a safe and controlled manner.


Reading: Students will be read “I Ain’t Gonna Paint No More!” by Karen Beaumont, which is a book
about painting and what value and excitement it brings. The book will draw connections to the
painting that was done last week, and to what will be discussed about stations available in class today,
asking students to not only pay attention to the words being read, but to think about how the story
can relate to the classroom and activities.




to get there.


This week, we will be exploring how paint can be layered in different fashions, and what layers
can be added in combination with paint. The P ainting Station will be added and will invite students
to explore the possibilities of acrylic paint when thickening medium is mixed in to allow for more
visible textures and larger, more visible layers. A buffet of loose parts will be available at the station, as
well, to prompt students to try layering other elements in their artwork to see how they interact with
paint. The idea of painting and what a painting can become will be discussed here, and at several of the
other stations, especially because students expressed an interest in painting, and using paint to
printmake, the previous week. A P rinting Station will be introduced, as well, to provide students
with items to use as printmaking objects, and a large surface area to collaborate in their explorations.
The S ketchbook Station will also tap into printing by offering stamps and ink pads to mark-make.
The B uilding Station, Papier-mâchéStation, Post-It Station, Beading Station, and P hoto
Station tie into the larger concept of layering in general, as well as the previous week’s work with
layering together, but have been tweaked with new materials added to keep student interest. Art
materials will be incorporated into the B uilding Station, the P
ost-It Station will have paint pens
alongside the Sharpies, and the B eading Station will include pipe-cleaners to add beads to a sturdier
material that students can twist off themselves if desired. A E rasing Station is also something that can
be brought in to introduce the idea of taking away layers, but offering a large page covered in charcoal,
with kneaded erasers and charcoal with it to invite students to explore taking away in art, and how it
still leads to creating!


● How different types of paint can create different things
● That items we use everyday can become part of art-making
● How layers in art can be made up on objects
● How different materials interact with each other depending on what they are made of
● To discover new ways to use paint to make new artwork






● Stamps (Sketchbook Station)
● Ink Pads (Sketchbook Station)
● Paint Pens (Sketchbook Station)
● Small Plastic Animals/Bugs (Sketchbook Station)
● Plastic Thread (Beading Station)
● Pipe-Cleaners (Beading Station)
● Tape (Beading Station)
● Scissors (Beading Station)
● Balloon as base of project (Papier-mâché Station)
● Newsprint Paper Strips (P apier-mâché Station)
● Fabric Strips (Papier-mâché Station)
● Papier-mâché Paste (P apier-mâché Station)
● Containers for Paste (P apier-mâché Station)
● Tray for the Balloon (P apier-mâché Station)
● Wooden Blocks (Printing Station)
● Plates of Acrylic Paint (Printing Station)
● Roll of Paper (Printing Station)
● Paper Towels (Printing Station)
● Baskets for Materials ( B uilding Station)
● Styrofoam Blocks (Building Station)
● Small Plastic Figurines (Building Station)
● Glue Sticks (Building Station)
● Markers (Building Station)
● 1 Canvas per Student (Painting Station)
● Plates of Acrylic Paint Premixed with Thickening Medium (Painting Station)
● Trays of Loose Parts, i .e. short lengths of yarn, glitter, sequins, buttons, google-eyes, mosaic pieces,
pipe-cleaner segments, and scraps of paper (Painting Station)
● Spoons to move small parts i .e. glitter (Painting Station)
● Printed Artist Reference Images (Painting Station)
● Teacher Sample (Painting Station)
● Large Paper covered in charcoal (Erasing Station)
● Cups of kneaded erasers (Erasing Station)
● Cups of charcoal (Erasing Station)
● Post-It Note Board (Post-It Note Station)
● Post-It Notes (Post-It Note Station)
● Sharpies (Post-It Note Station)
● Paint Pens (Post-It Note Station)
● Books (Quiet Space)




9:10
-Teacher will be at the doorway, greeting students as they -Once they choose the carpet or sketchbook tables
come up the stairs and handing out their name tags, students can explore the materials and work on
making sure that they are comfortable entering the space creating until 9:10
-Teacher & adults/volunteers will make sure parents are -Students can choose how they’d like to answer the
signing students in and providing correct photo ID teacher’s questions when asked about what they are
-Teacher & adults/volunteers will guide students to the working on
Sketchbook Station where they can draw in their
sketchbooks until the entire group has arrived and class
can begin. Bug and nature figurines will be at each table
to provide students who are stuck to draw the creatures
after what was popular in sketchbooks last week
-As students join the tables, the teacher should encourage
adults/volunteers to ask the children questions about
what they are working on,
i.e.

9:25
-Teacher will tell students it is time to clean up and assist -When told to clean up, students will place the
when needed. Once they have done so (by placing the materials they were using back into their containers
materials in the cups) they can return their sketchbooks -Students will sit quietly in the circle and listen, while
to their correct cubby and head to the carpet keeping body parts to themselves and making sure
-Teacher will ask everyone to sit in a circle and take a spot everyone has enough space to be comfortable.
in the circle along with them. To start the day, the -Students will interact with each other during the
teacher will ask the group to share t heir favorite way to introduction game to get comfortable being back in
make art, around the circle, starting with herself, the space with each other
guiding students if needed -Students will listen to the story being read and add to
-The teacher will read the book I Ain’t Gonna Paint the discussion when prompted, by first raising their
No More! B y Karen Beaumont, and after, facilitate a hand to share
brief discussion on painting and how we will be using
paint in the class today

9:35
-The teacher will ask students to stand up where they are -Students will dance safely without hitting or
in the circle, and will t urn on a song(Boom Chicka bumping one another and get out some energy before
Boom h ttps://www.youtube.com/watch?v=69f9sCwhwYk ) the tour
for the children to dance to to move around a bit after -Students will sit in the circle and listen to what the
sitting down teacher is saying about stations available, raising hands
-Once the song is over, the teacher will ask students to sit if questions come up
down to hear what stations are available and what they
can possibly do at each one. Stations being discussed at
this time are S ketchbook, Painting, Beading,
Papier-mâché, Building, and Printing. An item from
each station will be at the circle for the teacher to
reference and help students understand what that station
will consist of.
9:40
-The teacher will pass out c olored swatches to -Students will take the color swatch they are given by
students that correspond to stations for the start of the teacher and listen for their next direction
class -Students will go to the station that their color card is
-The teacher will list the colors and their corresponding sent to
stations and ask students with the corresponding color to
head to their station
-The teacher will reassure students that they will not have
to spend the entire time at the station they are going to
now

10:00
-The teacher will be spending most time at the P ainting -Students will be expected to act safely at whichever
Station m aking sure students have enough materials and station they have chosen, and be treating each other
are able to layer paint and loose parts, also observing their with kindness
work and asking them questions about their creative -Students should be interacting with the materials at
choices and process the station they chose to experiment with layering and
-Colors of paint will be pre-mixed and chosen ahead of different ways it can be done
time so that mixing will still look exciting and not result -Students can respond to questions asked by the
in underwhelming colors that may disappoint children. teacher/interested adults about what they are working
-When there is time, the teacher will also be moving on
around the room observing what students are making,
documenting, asking questions, and interacting with the
children. Questions adults/the teacher can ask are...

you’re making?”


10:10
-The teacher will ask all students to put down what they -Students will listen to directions and stop working
are working on and head over to the carpet for a break, when prompted, and move to the carpet for the
where they will do a quick m ovement activityvia a activity
video/song playing from the computer (GoNoodle - -Students will follow directions during the bathroom
Can’t Stop the Feeling break and stay with the class the entire trip, until
https://www.youtube.com/watch?v=KhfkYzUwYFk ) everyone returns to the classroom
-Once the song has ended, the teacher will ask students to -Students will participate in the activity to get out
line up at the door for a B athroom Break(10:05) as a some energy after sitting for a while at stations
class. -Once the class is finished and everyone returns to
the room, the teacher will ask students to return to their
stations where they were working, then announce that
the P ost-It NoteS tation and the E
rasing Station w
ill
be brought out and become an option for those who
wish to visit, asking students to clean up where they are
first if they wish to switch

10:25
-When there is time, the teacher will also be moving different ways it can be done
around the room observing what students are making, -Students can respond to questions asked by the
documenting, asking questions, and interacting with the teacher/interested adults about what they are working
children. Questions adults/the teacher can ask are... on

you’re making?”

10:25- Break: Break:

10:30
-If students are beginning to get antsy, bored, tired, or -Students will listen to teachers’ directions and head to
too energetic, the teacher will announce that everyone the carpet if asked, and will participate in the activity
will head to the carpet and will participate in a break, without hurting others or themselves
playing a GoNoodle or Jodi the Yogi video where
students can step away from work then revisit after
things have calmed down and been switched up
-If needed, the Photography Stationcan be brought
out at this time, or a t raycan be brought to the carpet
with blocks and pre-cut images, with the prompt to
create a world of their own by layering
10:30- Art-Making Resumes: Art-Making Resumes:
10:40
-When there is time, the teacher will also be moving different ways it can be done
around the room observing what students are making, -Students can respond to questions asked by the
documenting, asking questions, and interacting with the teacher/interested adults about what they are working
children. Questions adults/the teacher can ask are... on

you’re making?”


10:50
-The teacher will announce to the class that it is time to -Students should follow directions and clean up the
clean up, and ask them to put the materials at their station they are at when the teacher announces it is
station where they belong, tuck in chairs if there are any time to clean up
at their station, and students who need to wash their -If students’ hands (or any other part of them) is
hands will be asked to line up at the sinks to be assisted covered in material they worked with, they should line
by adults up at the sinks in the classroom to clean themselves
should be cleaned up & checking for students who they have finished cleaning up their area and
should visit the sinks to wash their hands themselves, participating in the activity being lead via
-The teacher will also announce that when students are video until the entire group has arrived
done cleaning up, they should move to the carpet and
will have a v ideo playing that leads the students in an
activity until the entire group has arrived
(GoNoodle Pop See Ko
https://www.youtube.com/watch?v=vbpzfnEQJjE )
10:50- Closure of Lesson pt. 1: Closure of Lesson pt. 1:
11:00
-Once the entire group has made it to the carpet, the -Students will sit down in a circle once the entire
teacher will turn off the video and ask for students to group and teacher have arrived, listening quietly and
raise their hands if they would like to share and t ell the ready to participate in the discussion
group what they made during the class, and 3 -Students who wish to share should raise their hand
students will be chosen (not the same as the previous and understand that only 3 people get to share at the
class) end of class (there will be a record of who shared the
-A brief discussion about what is shared will take place, previous week to ensure students all get a turn in the
then a teacher sample for a S uminagashi Stationnext coming weeks)
week will be shown, with the teacher asking students -Any students who would like to share ideas or
how they think it was made as a transition to next class questions during discussions should be raising their
-The teacher will announce the end of class, put on an hand quietly until called on
activity-leading video(i.e. GoNoodle) and begin -Students should wait for their parents to sign them
letting parents in to sign out children out at the circle time carpet, where a video will be
playing that will lead an activity to keep them
occupied


Closure of Lesson:

The class will end with the group coming together on the carpet to have 3 students share what they made and
did during the class, to inspire students and give the sharerers some confidence in speaking about what they
worked on. The discussion after each student shares includes the teacher, adults, and students and can help give
everyone new ideas for what to try next week.


The end of class will include the teacher showing the sample for next week’s new S uminagashi Station where
children will use water and ink to create beautiful paper that can then be layered upon with other art materials.
Students will be asked how they think the work the teacher holds up is made, and they can begin to brainstorm
and keep it in mind for next week. My sample is below-


CONSULTED
https://scstudio.bigcartel.com/
https://www.youtube.com/watch?v=2UcZWXvgMZE
https://www.youtube.com/watch?v=vbpzfnEQJjE
https://www.youtube.com/watch?v=F2XVfTzel8E&t=46s
https://www.youtube.com/watch?v=KhfkYzUwYFk
http://suminagashi.com/workshop-for-kids/



Key:

Painting Station This area will have a buffet of This will be to the side of the
paint mixed with medium, carpet, where there is room for
brushes, tools, canvases, loose a table to be flipped on its side,
parts, glitter, sequins, gems, etc. and with enough room for at
for students to combine to least one round child’s table for
create mixed media works materials

(soft limit of 6 students)
students to build with and
explore temporary layers (limit of 3 students at a time)
Printing Station Where students are invited to On the floor, preferable against
explore the act of printmaking a wall for double the surface
and stamping using paint and area to attach large sheets of
blocks on a communal large paper to
piece of paper

(limit of 3 students at a time)

tower (limit of 3 students at a time)
and streamers/crepe paper (limit of 2 students at a time)
Post-It Station This will feature the sturdy Anywhere near a wall so that
cardboard surface students the cardboard surface can be
began to add post-it notes to at hung or propped up vertically
the end of last class, and will
have the same post-it notes and
Sharpies available for more and
more drawings to be added and
layered over each other (limit of 5 students)
Erasing Station This consists of a large sheet of Anywhere near a wall to
paper covered in charcoal, with preferably hang the paper there
kneaded erasers provided to as a sturdy, easel-like surface
allow students to take away
layers to make art- charcoal will
be there as well to cover up and
start new (limit of 3 students)
(may or may not be mid-way through the lesson Circle Time Carpet to ensure
incorporated this lesson and watched by the teacher as students at other stations are
depending on student home base for the instant not distracted, and in order to
engagement) camera children will be sharing. serve as a home base where the
Children will come here to take teacher can still see the
turns taking photos with the ongoings of the rest of the
instant camera or digital room
lens (limit of 4 students at a time)
World-Making Station A tray with blocks and pre-cut Consists of a tray, so it can be
(may or may not be collage images can be brought taken anywhere, but preferably
incorporated this lesson out onto the carpet if students onto the carpet to work on the
depending on student are done working with the floor and spread out
engagement) stations already prepared, with
the prompt of creating a whole
new world of their own by
layering the materials (soft limit of 4 students)
their
demonstrations or
announcements
down
end of the lesson

LESSON PLAN FORMAT

Lesson Title: “Adding & Taking Away Layers”

BIG IDEA (UNIT):


BIG IDEA (LESSON):

This week will have stations that combine student’s suggestions and new concepts of making art by
Adding & Taking Away Layers. While most of the stations and projects up to this point have been
based on adding layers over top on one another, we will be mixing them with new ways of thinking
about art making that asks students to take away and erase to actually c reate.


● Sheri Lynn Boyer Doty

According to Art Instruction Blog .com , “Sheri Doty received a BFA degree in 1972 from the
University of Utah with a painting and drawing emphasis. Having experimented with
non-representational styles during her student years, Sheri preferred classic realism as thought by
professor Alvin Gittons. He and the professors, under whom she studied, emphasized strong drawing
and painting skills. Sheri is a faculty member of Salt Lake Community College and Peterson’s Art
center where she teaches Fine Art and Design,” (Art Instruction Blog).
One work in particular that Sheri Doty had featured on this site is her abstract sketchbook
work where she experimented with subtractive drawing using colored pencils and different types of
erasers. The image is below-

I’d like to print this image and hang it at the E
rasing Station w
here there will not only be a
large sheet of paper with the ongoing charcoal adding & subtracting, but smaller pieces of sturdy paper
& a collection of colored pencils and erasers for students to try different ways of erasure. S everal
teacher samples of erasure with different mediums will be displayed at this station, as well.

● Teacher Sample (for the Suminagashi Station)

PREREQUISITES:

mark-make.

SAFETY HAZARDS:

or belongings.


Reading: The teacher will read the class “ T
he Book of Mistakes”By Corinna Luyken, having
them follow along by watching and listening to understand the story and the bigger idea of looking at
mistakes as opportunities. The students will be asked to apply what was read to their time spent in art
class, which requires reading comprehension and relating what was read to personal experiences.




to get there.


While the idea of adding layers has become expected and accomplished by students, the idea of
taking away layers to create art is still fairly new. It was briefly introduced half-way through the
previous class via the E rasing Station and a large sheet of paper covered with charcoal and a cup of
different erasers, along with more charcoal, and the prompt to see what can be drawn with erasers and
covered up again. This week’s lesson will expand on this idea and ask students to look at erasing and
taking away as it’s own art practice. The story being read, T he Book of Mistakes By Corinna Luyken,
ties into this via a discussion on “fixing” mistakes and drawing a connection to what erasers are
normally used for & what else they can do. The E rasing Station w ill offer more mediums to be erased
and added over again, including colored pencils and individual sheets of paper instead of just
large-scale collaboration. A new station, the S cratch Art Station, will feature pages of rainbow
scratch-off art and wooden styluses which prompt students to scrape away the black outer layer of the
paper to reveal a rainbow pattern, asking them to draw by taking away. The warm-up material & one
of the materials at the B uilding Station is Play Doh, which can often be used to sculpt subtractively-
with students sometimes instinctively pulling and pinching bits of the material off of a larger piece to
create what they envision. Whether or not this is the way all students use the material is not crucial, but
the fact that it is new and can be combined with legos to instead add layers will allow for new ways of
thinking about layers and art-making in general. The S ketchbook Station w ith its stamps & ink pads
as well as the P
rinting Station will be returning due to the majority of students requesting them,
since an interest in adding layers via stamping and printing was evident again last week. Materials at
each will be switched up a bit to keep and draw in new interest (i.e. fabric instead of paper as an
art-making surface at the P rinting Station& new Sharpies and Legos as prompting objects at the
Sketchbook Station). The brand new S uminagashi Station w ill not only ask students to explore a
new way to add art materials onto paper as a layer, but the result will be paper that can have more
layers added onto it when dry, allowing for a continuation next week. The B eading Station was
popular last week, as well, and will include new strings and threads to bead on, as well as different
beads to be used, to spark new inspiration for those who visit. Uncooked pasta will be an entirely new
element, paired with paint pens to allow for more layering opportunities when creating stringed
masterpieces. The P ainting Station will be using watercolors this week, after over half of the students
suggested it returns from week 3. Prompts will be in the form of the images students took during week
2 that were painted over as a collaborative work during week 3. Blank watercolor paper will be
provided, and sketchbooks can be brought over, as well. P ost-Its will continue to be layered at their
station, as well as new fabric strips with different textures featured at the P apier-mâché Stationafter
students visited it for the first time last week during the last few minutes of class, and mentioned an
interest to continue.


● That layers can be both added and taken away
● Different ways one can add or subtract layers in art
● About new mediums, including Suminagashi water marbling
● How to combine adding and taking away layers in a single artwork
● How to continue to collaborate on large-scale works with others
● That mistakes in art-making are opportunities to make something new and different





● Gel Pens (Sketchbook Station)
● Sharpies (Sketchbook Station)
● Small Legos/Blocks as potential prompting objects (Sketchbook Station)
● Uncooked Pasta (Beading Station)
● Paint Pens (Beading Station)
● Golden Elastic (Beading Station)
● Cord (Beading Station)
● Ribbon (Beading Station)
● Base of project (Papier-mâché Station)
● Newsprint Paper Strips (P apier-mâché Station)
● Fabric Strips (Papier-mâché Station)
● Papier-mâché Paste (P apier-mâché Station)
● Containers for Paste (P apier-mâché Station)
● Tray for the Balloon (P apier-mâché Station)
● Plates of Tempera Paint (Printing Station)
● Large Cut of Fabric (Printing Station)
● Legos (Printing Station & B uilding Station)
● 5 Containers of Play Doh (Building Station & Warm Up)
● Play Doh Tools (Building Station & Warm Up)
● Watercolor Paper (Painting Station)
● Watercolor Palettes (Painting Station)
● Teacher Sample (Suminagashi Station)
● Suminagashi Ink (Suminagashi Station)
● Paper (Suminagashi Station)
● 3 wide tubs for water, same size as the paper (Suminagashi Station)
● Rainbow Scratch Art Paper (Scratch Art Station)
● Wooden Styluses (Scratch Art Station)
● Post-It Note Board (Post-It Note Station)
● Post-It Notes (Post-It Note Station)
● Paint Pens (Post-It Note Station)
● The Book of Mistakes By Corinna Luyken (Circle Time Space)
● Storytelling Rocks as back up activity
● Collage Images & Blocks as back up activity




9:10
-Teacher will be at the doorway, greeting students as they -Once they sit at the tables with Play Doh, students
come up the stairs and handing out their name tags, can explore the materials and work on creating until
making sure that they are comfortable entering the space 9:10
sketchbook tables where Play Doh will be set up with
various tools to use alongside it
i.e.


9:25
when needed. Once they have done so (by placing Play materials they were using back into their containers
Doh in the appropriate cup and putting tools in cups) -Students will sit quietly in the circle and listen, while
they can head to the carpet keeping body parts to themselves and making sure
teacher will ask the group to share o ne thing that introduction game to get comfortable being back in
makes them happy, around the circle, starting with the space with each other
herself, guiding students if needed -Students will listen to the story being read and add to
-The teacher will read the book T he Book of Mistakes the discussion when prompted, by first raising their
By Corinna Luyken, and after, facilitate a brief hand to share
discussion on mistakes in art and how we can fix them
and use them in our art today

9:35
-The teacher will ask students to stand up where they are -Students will move with the video’s directions safely
in the circle, and will t urn on a video(Jodi the Yogi - without hitting or bumping one another and get out
Good Morning Sun some energy before the tour
https://www.youtube.com/watch?v=oBWAC9jTBPM ) for -Students will sit in the circle and listen to what the
the children to move around a bit after sitting down and teacher is saying about stations available, raising hands
start the day in a calm way that eases them into the if questions come up
morning
-Once the song is over, the teacher will ask students to sit
down to hear what stations are available and what they
can possibly do at each one. Stations being discussed at
this time are S ketchbook, Painting, Beading,
Papier-mâché, Building, Printing, and Suminagashi
-An item from each station will be at the circle for the
teacher to reference and help students understand what
that station will consist of. This includes the
Suminagashi sample shown briefly at the end of last
week’s circle, to remind students of what could be made
at that particular new station

9:40
now

10:00
-The teacher will be spending most time at the -Students will be expected to act safely at whichever
Suminagashi Station m aking sure students understand station they have chosen, and be treating each other
the process and have help mixing the ink and guiding the with kindness
paper over the surface of the water -Students should be interacting with the materials at
-When there is time, the teacher will also be moving the station they chose to experiment with layering and
around the room observing what students are making, different ways it can be done
documenting, asking questions, and interacting with the -Students can respond to questions asked by the
children. Questions adults/the teacher can ask are... teacher/interested adults about what they are working
on
you’re making?”


10:10
video/song playing from the computer (The Monster -Students will follow directions during the bathroom
Shuffle break and stay with the class the entire trip, until
https://www.youtube.com/watch?v=vj9VwxrqvG0 ) everyone returns to the classroom
-Once the song has ended, the teacher will ask students to -Students will listen to the teacher’s announcement on
line up at the door for a B athroom Break(10:05) as a the new stations being added and what station is being
class. swapped out, and will decide whether or not they
-Once the class is finished and everyone returns to the would like to move to any
room, the teacher will ask students to return to their
the P ost-It NoteS tation, Erasing Station, and a new
Scratch Art Station w ill be brought out and explained,
then will become options for those who wish to visit,
asking students to clean up where they are first if they
wish to switch
-The teacher will swap out the P apier-mâchéStation to
make room for the Scratch Art Station w hich requires
a flat surface to work

10:25
on
you’re making?”


10:30
playing a GoNoodle or Jodi the Yogi video where
students can step away from work then revisit after
things have calmed down and been switched up
-The Photography Stationcan be brought out at this
time, asking for 2 students who can become the
Classroom Photographers w ith the mission to take
pictures of what’s happening in the room today so that
pictures can be in the exhibit that show what class time
looked like. The Instant Camera and the Canon
Powershot will be given.
-If more students need new activities, a t raycan be
brought to the carpet with blocks and pre-cut images,
with the prompt to c reate a world of their own by
layering, or the S torytelling Rocks that were
successful last week could be brought out, too

10:40
on
you’re making?”


10:50

11:00
-As a transition into next week, the teacher will ask the previous week to ensure students all get a turn in the
group of students to raise their hands if they’ve worked coming weeks)
with clay before. Then, the teacher will facilitate a -Any students who would like to share ideas or
discussion on how one could layer with clay, and what questions during discussions should be raising their
other materials could possibly be layered along with clay, hand quietly until called on
and will ask students to keep thinking of ways to layer -Students should wait for their parents to sign them
clay, as that is what they will be working with next week out at the circle time carpet, where videos will be
-The teacher will announce the end of class, put on an playing that will lead activities to keep them occupied
activity-leading video( Halloween Freeze Dance
https://www.youtube.com/watch?v=ho8NXCvwElY )
and begin letting parents in to sign out children. Can also
put on P ete the Cat Trick or Pete v ideo
https://www.youtube.com/watch?v=I4Dnj7R-TfI .


Closure of Lesson:



The teacher will reference next week’s new material and activity by asking students to raise their hands if they’ve
worked with clay before, as air-dry clay will be introduced next week. To get students brainstorming, the teacher
will ask how layering fits into this material, and what ways we can layer with clay a nd w
hat other materials can
be layered within the clay! This will hopefully get students to think of ways they can layer in 3D before coming
in next week.


CONSULTED
https://www.youtube.com/watch?v=oBWAC9jTBPM
https://www.youtube.com/watch?v=GxKb_VHCYdc
https://www.youtube.com/watch?v=ho8NXCvwElY
https://www.youtube.com/watch?v=I4Dnj7R-TfI
http://www.artinstructionblog.com/colored-pencil-tools-and-techniques-for-the-wax-and-oil-based-colored-pencil



Key:

Painting Station Back by popular demand, This will be to the side of the
watercolor paints will be set up carpet, where there is room for
here with watercolor paper, jars a table to be flipped on its side,
of water, and brushes for and with enough room for at
open-ended painting. least one round child’s table for
Sketchbooks can be brought materials
over, as well

on the ground- with Play Doh or on the floor
and Legos for a fun mixture of
materials to combine
(limit of 3 students)
Printing Station Where students are invited to On the floor, preferable against
explore the act of printmaking a wall for double the surface
and stamping using paint and area to attach large sheets of
blocks on a communal large paper to
piece of fabric, inspired by last
weeks’ printmakers creating a
mural (limit of 3 students)

tower (limit of 3 students)
and streamers/crepe paper. It
will be swapped out half-way
through class (limit of 2 students)
Suminagashi Station This new station will be a more At a table with room for 3 trays
calming way to layer, and once of water that fit the size paper
the paper that is covered in the being used
water marbled design is dry, it
can be used as a base layer- most
likely next week (limit of 3 students)
Scratch Art Station On-theme with the lesson’s This will replace the
idea of looking at how we can Papier-mâché Station table,
take away layers to make art, since a flat surface and chairs
too, this will consist of rainbow are needed
scratch-off paper and wooden
styluses for students to practice
taking away layers and making
art at the same time (limit of 4 students)
Post-It Station This will feature the sturdy Anywhere near a wall so that
cardboard surface students the cardboard surface can be
began to add post-it notes to at hung or propped up vertically
the end of last class, and will
have the same post-it notes and
Sharpies available for more and
more drawings to be added and
layered over each other (limit of 5 students)
Erasing Station This consists of a large sheet of Anywhere near a wall to
paper covered in charcoal, with preferably hang the paper there
kneaded erasers provided to as a sturdy, easel-like surface
allow students to take away
layers to make art- charcoal will
be there as well to cover up and
start new (limit of 3 students)
engagement) camera and digital camera serve as a home base where the
children will be sharing. teacher can still see the
Children will come here to take ongoings of the rest of the
turns taking photos with the room
instant camera or digital
lens (limit of 4 students)
World-Making Station A tray with blocks and pre-cut Consists of a tray, so it can be
(may or may not be collage images can be brought brought anywhere, but
incorporated this lesson out onto the carpet if students preferably onto the carpet to
depending on student are done working with the work on the floor and spread
engagement) stations already prepared, with out
the prompt of creating a whole
new world of their own by
layering the materials (soft limit of 4 students)
their
demonstrations or
announcements
down
end of the lesson

LESSON PLAN FORMAT

Lesson Title: “Layering with Old & New”

BIG IDEA (UNIT):


BIG IDEA (LESSON):

This week, as we continue to layer with old and new materials & processes, L ayering with Old &
New things will be a central theme. Projects and stations will ask students to look at work done in
previous classes and explore ways to add or remove layers from them, and build layers that we can
work with in the weeks to come, as well.


● Gloucesterschire Resource Center Children Artists-

“The Scrapstore and City Works at Alfred Street, Gloucester, are run by The Gloucestershire
Resource Centre (GRC) to promote the principles of ‘re-use’ through arts, education, and play in a
vibrant environmentally conscious venue for associations, businesses, and community groups to
create, meet, and work. We share aspirations with the other Scrapstores and Resource Centres
operating throughout the UK to:
● enrich children’s play experiences;
● encourage participation in creative activities for all ages;
● stimulate the imagination;
● nurture invention and resourcefulness;
● promote the re-use of surplus materials generated by businesses.

We have a fabulous dance studio and meeting rooms as well as busy art spaces and studios.
Local commercial companies looking for room hire or business office rental will find City Works
Gloucester only a few minutes walk from the train station and city centre,” (GRCLTD.org).

● Child Artist at Community Playthings

Rhonda at Community Playthings said, “Most children, when given a piece of clay, are
immediately motivated to explore its inviting sensory qualities. Like water and sand, clay has a natural
open-ended appeal and provides an inspirational break from using markers, crayons, paint, or other art
mediums. Children delight in the freedom to manipulate and transform their creations: a simple coil
can become a snake, then a bowl, then a bracelet!” (Community Playthings).

● Child Artists at the Basement Community Art Studio

“This art club is designed to engage the child (age 3-6) in an environment that fosters creative
play, inquiry, problem solving, self expression, and exploration. For this group we are influenced by
the Reggio Emilia approach to early childhood ... Our projects will be very open ended and process
based. Children will be encouraged to follow their own natural curiosity as they explore the materials
and the many creative possibilities each material provides. We will incorporate many aspects of
creativity including visual representation, story, dramatic play, and song each month. The focus will be
on discovery and self expression. The classes will follow the interests of the children present,”
(Basement Community Art Studio).

These images will be posted at the C
lay Station to prompt and inspire students to layer with their clay
and the loose parts provided.

● In addition to clay inspiration, the B lock Painting Station is inspired by a project I had
started at Hort Woods with preschool students, asking them to work together to decorate
wooden blocks with different types of paint, so they could use their own customized block set
when in the art studio space. They worked with both acrylic and watercolor, and I feel that
watercolor worked better and would be the nicer fit for this lesson-

PREREQUISITES:

mark-make.

SAFETY HAZARDS:

or belongings.


Reading: The teacher will read the class “ The Most Magnificent Thing” w ritten and illustrated
by Ashley Spires, and ask students to think about the story and relate it to what we have been doing
in the class. Students will be asked to share an idea they have about how they can be like the character
in the book during class today, if they find themselves feeling the same way.




to get there.


Now that we are more than halfway through our exploration of layering, everyone has had
some experience creating new layers by adding their own, taking layers away, and building with
pre-existing layers to make a new piece of art. We have worked together and we have worked on things
on our own, and it’s time to see how we can combine all of that in relation to work started in the weeks
before, and how we can start to build layers that we can come back to in the following weeks to add
new and exciting things later. L ayering with Old & New Things will ask the students to think
about what they’ve already made, how they can add on, what they can make today, and how that can
be added onto, as well, using materials and techniques we’ve seen before, and ones that are brand new.
The S ketchbook Station will invite students to layer over old pages with familiar and unfamiliar
materials, and to revisit the scratch art used last week to practice making by taking away layers. This
station will also serve as a space for students to take their marbled paper from the Suminagashi Station
last week and add new layers over top with Sharpies, to practice adding onto things made in the past.
The C lay Station is brand new, and will invite students to work with a material we have not yet used-
air dry clay. There will also be loose parts, similar to the painting on canvases done two weeks ago, to
prompt students to think about how other materials can act as layers in this process, too. The
Building Station will make a return as it was popular last week due to its abundance of materials that
were able to be combined in layers to create sculptures and narratives. The Play Doh, legos, mosaic
tiles, feathers, natural materials, and plastic figurines will be back, along with new things, like
clothespins and popsicle sticks, for example, to add to the potential of the space. B lock Painting will
be a new station, acting as a part one to a 3D project for students. There will be wooden blocks and
watercolor paint for students to work together to add color and pattern to the plain blocks, which will
be used next week as materials to be glued together to create fixed sculptures by stacking and layering.
A station for D rawing on Pictures will be incorporated as well, inviting students to add layers of
Sharpie drawings over photo documentation of the previous classes. An adult will be placed at this
station to ask students questions about what the photos are of, what they think of the photos, how
they can add to the story the photos are telling with drawings, and what they think their new layer says
about the whole photo. This will serve the closing circle discussion this week, as well. The B eading
Station will act as a P asta Dyeing Station for the first half of the art-making time, letting students
work together to dye the pasta with watercolors, with the help of an adult. After it is dry, the pasta will
be put out to serve as beads for the beading station, opening up for the second half. The carpet will
house the open-ended S tory Rock Station w ith all the materials needed for students to create their
own story rocks that they can use to add to the stories already being made, and display in the exhibit
before taking home. Halfway through class, after the break, three more stations will be added to allow
students to take a break and try new materials and processes. P ainting with Marbles will be one of
them, opening up by the carpet and clay station, to invite students to paint with motion by dipping
marbles into paint and rolling them in a tray with paper at the bottom. The students will be told that
the paper they paint with this method will be brought back next week for them to add more layers to.
The E rasing Station will return, where students can add or subtract charcoal, chalk pastel, or colored
pencil on large or small collaborative works. The P hotography Station w ill be an option again, too,
as students enjoyed the mission of becoming “class photographers” if they wanted a new activity a bit
past the halfway point.


● Ways to add onto the work they’ve made in the past
● How to layer over old work without completely covering what was underneath
● New ways to use the materials they have become familiar with during the past few weeks
● How to mix adding and subtracting layers in a single artwork
● How their layers can add their own personal ideas to a shared work of art






● Gel Pens (Sketchbook Station)
● Sharpies (Sketchbook Station)
● Rainbow Scratch Art Paper (Sketchbook Station)
● Wooden Styluses (Sketchbook Station)
● Students’ Suminagashi artwork from last week (Sketchbook Station)
● Air Dry Clay separated into fist sized balls (Clay Station)
● Clay tools (Clay Station)
● Sequins (Clay Station)
● Mosaic Tiles (Clay Station)
● Feathers (Clay Station)
● Googly Eyes (Clay Station)
● Natural Materials (Clay Station)
● Liquid Watercolor (Pasta Dyeing Station)
● Trays (Pasta Dyeing Station)
● Clear Baggies (Pasta Dyeing Station)
● Uncooked Pasta (Beading/Pasta Dyeing Station)
● Wooden Blocks (Block Painting Station)
● Watercolors (Block Painting Station)
● Brushes (Block Painting Station)
● Jars of water (Block Painting Station)
● Legos (Building Station)
● Popsicle Sticks (Building Station)
● Plastic Animal & People Figurines (Building Station)
● 5 Containers of Play Doh (Building Station)
● Play Doh Tools (Building Station)
● Documentation covered with Acetate (Drawing on Pictures)
● Sharpies (Drawing on Pictures)
● Storytelling Rocks (Rock Painting)
● Plain Rocks (Rock Painting)
● Paint Pens (Rock Painting)
● Trays (Painting with Marbles)
● Ice Cube Tray of tempera paint and marbles (Painting with Marbles)
● Thick Paper to fit in bottom of trays (Painting with Marbles)
● Boards with smaller paper covered in Chalk Pastel & Colored Pencil (Erasing Station)
● Cups of chalk pastel (Erasing Station)
● Cups of colored pencil (Erasing Station)
● Blocks for potential back-up activity
● Collage cut-outs for potential back-up activity
● The Most Magnificent Thing by Ashley Spires (Circle Time Space)




9:10
-Teacher will be at the doorway, greeting students as they -Once they sit at the tables with Play Doh, students
come up the stairs and handing out their name tags, can explore the materials and work on creating until
making sure that they are comfortable entering the space 9:10
sketchbook tables where they can draw in their books or
make art with the scratch art paper at the tables, as well
i.e.

9:25
when needed. Once they have done so (by placing materials they were using back into their containers
materials in the appropriate cups) they can head to the -Students will sit quietly in the circle and listen, while
carpet keeping body parts to themselves and making sure
teacher will ask the group to tell everyone t heir favorite introduction game to get comfortable being back in
candy, around the circle, starting with herself, guiding the space with each other
students if needed -Students will listen to the story being read and add to
-The teacher will read the book T he Most Magnificent the discussion when prompted, by first raising their
Thing b y Ashley Spires, and after, facilitate a brief hand to share
discussion on not giving up on our artwork and
revisiting things to make them something we love even
more

9:35
-The teacher will ask students to stand up where they are -Students will move with the video’s directions safely
in the circle, and will t urn on a video(Jodi the Yogi Criss without hitting or bumping one another and get out
Cross Applesauce some energy before the tour
https://www.youtube.com/watch?v=2yZsKr7HLGw ) for -Students will sit in the circle and listen to what the
the children to move around a bit after sitting down and teacher is saying about stations available, raising hands
start the day in a calm way that eases them into the if questions come up
morning
-Once the video is over, the teacher will ask students to
sit down to hear what stations are available and what
they can possibly do at each one. Stations being discussed
at this time are S ketchbooks, Clay, Drawing on
Pictures, Block Painting, Building, Pasta Dyeing,
and Story Rock Making
-An item from each new station will be at the circle for
the teacher to reference and help students understand
what that station will consist of.

9:40
now
10:00
-The teacher will set out the materials not already at each -Students will be expected to act safely at whichever
station, then help students get started at the P
asta station they have chosen, and be treating each other
Dyeing Station for about 8 minutes, m aking sure with kindness
students understand the process -Students should be interacting with the materials at
-After the students are set up at that station, the teacher the station they chose to experiment with layering and
will be moving around the room observing what different ways it can be done
students are making, documenting, asking questions, and -Students can respond to questions asked by the
interacting with the children. Questions adults/the teacher/interested adults about what they are working
teacher can ask are... on

you’re making?”


10:10
video/song playing from the computer (Brain Breaks -Students will follow directions during the bathroom
Body Boogie break and stay with the class the entire trip, until
https://www.youtube.com/watch?v=cZeM18fPbvI ) everyone returns to the classroom
line up at the door for a B athroom Break(10:05) as a the new stations being added and what station is being
class. -Once the class is finished and everyone returns to swapped out, and will decide whether or not they
the room, the teacher will ask students to return to their would like to move to any
the B eading Station, Erasing Station, and a new
Painting with Marbles Station w ill be brought out
and explained, then will become options for those who
wish to visit, asking students to clean up where they are
first if they wish to switch
10:25
-The teacher will be moving around the room observing -Students will be expected to act safely at whichever
what students are making, documenting, asking station they have chosen, and be treating each other
questions, and interacting with the children. Questions with kindness
adults/the teacher can ask are... -Students should be interacting with the materials at
the station they chose to experiment with layering and
“What is it you decided to start making?” teacher/interested adults about what they are working
“How can you add more layers to tell more about what on
you’re making?”


10:30
playing a video ( Halloween Freeze Dance -Students who wish to volunteer as classroom
https://www.youtube.com/watch?v=ho8NXCvwElY ) photographers will handle cameras with care, as they
where students can step away from work then revisit have learned during previous classes, and be patient
after things have calmed down and been switched up taking turns
layering.

10:40
you’re making?”


10:50

11:00
-As a transition into next week, the teacher will bring out previous week to ensure students all get a turn in the
the work that was done at the D rawing on Pictures coming weeks)
Station to start a brief discussion on how we can -Any students who would like to share ideas or
continue to document the class and add on afterwards. questions during discussions should be raising their
Documentation boards can be shown (the ones hanging hand quietly until called on
outside of the classroom) and other photos children took -Students should wait for their parents to sign them
today. The teacher will ask students for more ideas on out at the circle time carpet, where videos will be
how we can make our own art about what we have done in playing that will lead activities to keep them occupied
our classroom
-The teacher will announce the end of class, put on an
storytime video(Pete the Cat I Love my White Shoes
https://www.youtube.com/watch?v=UwUlh3i4qto&t=5s )
for students to watch while waiting to leave


Closure of Lesson:



By showcasing the work done in regards to documentation, students will begin thinking about more ways they
can share what we have done in class with each other and their families. We will brainstorm more ways to
document and add layers on top of said documentation in preparation for next week.


CONSULTED
http://www.grcltd.org/
https://www.communityplaythings.com/resources/blog/2015/september/creating-clay-creatures
http://www.thebasementartstudio.com/2018/01/about-our-art-clubs.html
https://www.youtube.com/watch?v=2yZsKr7HLGw
https://www.youtube.com/watch?v=cZeM18fPbvI
https://www.youtube.com/watch?v=ho8NXCvwElY
https://www.youtube.com/watch?v=UwUlh3i4qto&t=5s



Key:
Spaces in Orange are Only Available during First Half

(w/ Scratch Art) and chairs with materials for sketchbooks are kept
sketchbook to work on, or to
layer over their Suminagashi
paper made last week, or work
on Scratch Art which will be at
tables as well (limit of 4 students per table)
Clay Station This is where students will be This will be to the side of the
able to work with air dry clay in carpet, where there is room for
combination with loose parts a table to be flipped on its side,
to incorporate layering and with enough room for at
least one round child’s table for
materials

Building Station An area with the 2 Somewhere where it is safe for

square/rectangle tables with students to be working close to
Play Doh, legos, and loose parts or on the floor
for a fun mixture of materials
to combine
Block Painting Station A space with small wooden At a table where the teacher can
blocks and watercolor paint for easily monitor and prompt
students to work together to students
customize the materials so they
can be used to build sculptures
next week (limit of 4 students)
Drawing on Pictures Using printed out At a table where the teacher can
documentation from previous sit and talk with students
weeks covered in acetate, participating
students can draw layers on top
to add to what the photos
capture (limit of 4 students)
Story Rock Making Station A station with rocks and paint At the carpet to allow for a
pens to allow students to large amount of space for
customize more rocks to use for students to spread out while
story telling, with the ones they working
have been using as inspiration
Pasta-Dyeing Station Done before the Beading A table, centrally located to be
Station, as prep, students will able to monitor when an adult
be invited to help dye pasta cannot be seated directly at the
with watercolor in baggies to station
dry and be used at the Beading
Station during the second half (limit of 4 students)
Beading Station This will be home to a A table, centrally located to be

collection of beads and the able to monitor when an adult
option to either string them on cannot be seated directly at the
thread/elastic or stack them on station
tower. It will be offered during
the second half of the class this
week. (limit of 4 students)
Painting with Marbles Introduced half way through Done at the carpet or on the
class as a new option, children paper-covered ground next to
will be able to place paper in a the carpet, to allow students to
tray and use a marble dipped in stand and move the trays (and
paint to create layers of color marble) with their entire bodies
and experiment with
movement in art-making

Erasing Station Also introduced half way At the carpet, propped up
through class, students can against the tables on their sides
return to adding and
subtracting layers to the
collaborative pieces (soft limit of 5 students)
engagement) camera and digital camera serve as a home base where the
children will be sharing. teacher can still see the
Children will come here to take ongoings of the rest of the
turns taking photos with the room
instant camera or digital
camera, acting as class
photographers
their
demonstrations or
announcements
down
end of the lesson

LESSON PLAN FORMAT

Lesson Title: “Calling all Layers”

BIG IDEA (UNIT):


BIG IDEA (LESSON):

As we near the end of the session and begin to prepare for the exhibition, projects and stations will
feature a combination of materials and activities that students have expressed interest in over the
course of the past few weeks. We will be C alling all Layers to see what ways we can bring back
favorite materials and stations while trying new things and working together to share what we’ve done
so far.


● Gina Fera & Students/Children

“I am an artist, art teacher, and parent who is passionate about children's art and creativity. I
want to make quality art education for kids easy and fun to do both in the home and the classroom.
Whether you are a parent or a teacher, join me in exciting art adventures with your budding artists!”
(The Painterly Path).

I want to feature this image Fera’s children made with her prompting because of its use of both
painting and clay, as these materials will be combined mid-way through this lesson. Students are
already fairly familiar with how to use both materials individually, but I’d like to give them some
inspiration regarding how they can combine them.

● The Artful Parent’s Samara Caughey

“Samara Caughey is the owner of P urple Twig, an art studio for kids and families in Los
Angeles, CA. She has a BFA from the Art Institute of Chicago in Photography and an MFA from
USC in sculpture.
Samara has been creating art with children for 15 years and continues to be constantly
surprised and delighted by watching kids explore materials to create their work. You can also find her
on I nstagram,” (The Artful Parent).

I’d like to include these images at the Painting/Clay Station because of the collaborative theme
this work has- as many surfaces at this space will be collaborative and ask students to work together on
large areas with multiple materials, and the works from The Artful Parent show how children can do
this in an inspiring and exciting way.

● Carla Adams

“Carla Adams (b.1984, Perth) graduated with an advanced diploma in contemporary art from
Central TAFE in 2012, she went on to receive first class honours from Curtin University in 2014 ...
[Her] work is aligned with feminist sculptural and textile practices and investigates how women
navigate digital dating platforms. [Her] practice is concerned with personal and intimate internet
encounters rather than mass attended online spaces,” (CarlaAdams.net).

I plan to include these images at the Painting/Clay station as well, to showcase how paint can be used
as a layer over top of clay that students have sculpted already.

PREREQUISITES:

mark-make.

SAFETY HAZARDS:

or belongings.





to get there.


This lesson will begin to guide students into preparing for the exhibition and ask them to bring
back art mediums previously worked on to combine with new techniques and means of using them.
There will be a call for layering of all kinds- layering to combine different materials together that may
not normally do so, layering with materials normally used individually on a collaborative scale, layering
two familiar materials with each other that are unlikely pairs, and beginning to look at layering as a tool
to tell stories about our art class. The V ideo Station w ill be a new way to layer and think of what
layering can mean, as it will invite students to think of each class we’ve spent together as a layer that
makes up a big picture that the exhibition will explain. Students will be able to go up to the camera in
this space and speak about what they’ve done in the past weeks, and can show their work, as well. The
Drawing on Pictures Station will return with new, larger additions featuring photographs from past
classes, with drawing materials to add layers to with acetate as a barrier. This will be a space where
students are prompted to think about what other stories can be told about a photo that do not already
show up. The P hotography Station will do something similar to this, featuring paint pens for the
first time, allowing students to draw or write over their instant photos created by the Fuji Instax
camera. The S ketchbook Station w ill bring back the papers with layers added on from the
Suminagashi and Marble Painting Stations from previous weeks, providing children with the
opportunity to bring new layers to work they are returning to after some time has passed. The
Painting Station will be one of the spaces where a favorite medium is approached in a new way.
Canvases, which students are now familiar with, will be available, but also large-scale surfaces like a
stretch of fabric and a large transparent shower curtain to let students experiment with how they let
their environment impact their painting. The C lay Station w ill be added to this space half-way
through, keeping paint and other materials accessible in addition to what clay brings, prompting
students to see what happens when the two mix, and what layers can be made between them. The
Beading Station will return, combining the colored pasta and plastic beads for the first time to see
how children will or will now combine them to create hangings and jewelry. The blocks painted last
week will become a part of the new B lock Building Station that will ask students to create
permanent sculptures with blocks customized by the class to claim some ownership over materials to
impact the meaning of the finished work. The P ost-It Station will make an appearance with the
addition of collage materials (which also have been gone for several weeks) to invite a cross-over of
supplies and build upon old layers. The E rasing Station w ill be similar, returning with new materials
added to promote the idea of both adding and taking away layers to work together on art pieces and
contribute in different ways. The B uilding Station continues to grow this week, bringing new
materials and more ways to keep the creations together as sculptures to be in the show. Old and new
building supplies will be available to mix together to make 3D art. S tory Rocks w ill return within the
station on the carpet, combining old and new rocks. After students made their own a nd added new
layers onto the previously made rocks, there is potential for new stories and more layers to be drawn on
as stories change. The A rt Book Station is a new feature to ask students to collaborate on pages of a
keepsake book for the teacher that can showcase all of their ideas and mastered materials, in the context
of layering or otherwise. It will be a collaborative piece exhibited in the show. All of the stations, new
and old, will ask students to think of how layers made between the first class and now can interact and
tell a story together.


● How to reflect on old artwork
● What stories art can tell when put together
● How layers made by one artist can make a difference in a collaborative artwork
● What it means to put on an art show
● How we can plan an art show together






● Washi Tape (Sketchbook Station)
● Students’ Suminagashi artwork from past week (Sketchbook Station)
● Students’ Marble Painting artwork from past week (Sketchbook Station)
● Acrylic Paint (Painting Station)
● Thickening Medium (Painting Station)
● Paint Brushes & Water Jars (Painting Station)
● Canvases (Painting Station)
● Large Sheet of Fabric (Painting Station)
● Transparent Shower Curtain (Painting Station)
● Plates (Painting Station)
● Colored Pasta (Beading Station)
● Air Dry Clay separated into fist sized balls (Clay Station)
● Clay tools (Clay Station)
● Sequins (Clay Station)
● Mosaic Tiles (Clay Station)
● Feathers (Clay Station)
● Googly Eyes (Clay Station)
● Natural Materials (Clay Station)
● Post-It Note Board (Post-It Station)
● Post-It Notes (Post-It Station)
● Sharpies (Post-It Station)
● Collage Materials (Post-It Station)
● Tape (Post-It Station)
● Painted Blocks (Block Sculpture Station)
● Liquid Glue in Cups (Block Sculpture Station)
● Brushes (Block Sculpture Station)
● Sharpie & Plates to Label Individual Work (Block Sculpture Station)
● Legos (Building Station)
● Popsicle Sticks (Building Station)
● Plastic Animal & People Figurines (Building Station)
● 5 Containers of Play Doh (Building Station)
● Play Doh Tools (Building Station)
● Colorful Masking Tape (Building Station)
● GoPro on Clamp Tripod (Video Station)
● Paint Pens to Draw Over Instant Photos (Photo Station)
● Documentation covered with Acetate (Drawing on Pictures)
● Sharpies (Drawing on Pictures)
● Storytelling Rocks (Story Rock Station)
● Plain Rocks (Story Rock Station)
● Paint Pens (Story Rock Station)
● Teacher’s Art Book (Art Book Station)
● Sharpies (Art Book Station)
● Markers (Art Book Station)
● Gel Pens (Art Book Station)
● Pastels (Art Book Station)
● Colored Pencils (Art Book Station)
● Blocks for potential back-up activity
● Collage cut-outs for potential back-up activity
● List of correct spellings of students’ names for creating labels




9:10
-Teacher will be at the doorway, greeting students as they -Once they sit at the tables, children can explore
come up the stairs and handing out their name tags, materials and work on creating until 9:10
making sure that they are comfortable entering the space -Students can choose how they’d like to answer the
-Teacher & adults/volunteers will make sure parents are teacher’s questions when asked about what they are
signing students in and providing correct photo ID working on
-Teacher & adults/volunteers will guide students to the
sketchbook tables where they can draw in their books or
make art with the scratch art paper at the tables, as well
i.e.

9:25
teacher will ask the group to tell everyone t heir favorite introduction game to get comfortable being back in
station so far, around the circle, starting with herself, the space with each other
guiding students if needed -Students will sit in the circle and listen to what the
-The teacher will announce what new stations are teacher is saying about stations available, raising hands
available, and what they can possibly do at each one. if questions come up
Stations being discussed at this time are the A rt Book,
Video, Painting, and Block Building Stations

9:30
now

9:50
station (i.e. paint, water cups, clay, etc.) to make sure station they have chosen, and be treating each other
students have everything they need to begin with kindness
-The teacher will be moving around the room observing -Students should be interacting with the materials at
what students are making, documenting, asking the station they chose to experiment with layering and
questions, and interacting with the children. Questions different ways it can be done
adults/the teacher can ask are... -Students can respond to questions asked by the
teacher/interested adults about what they are working
“What art materials are you layering here?” on
you’re making?”

10:10
line up at the door for a B
athroom Break(9:55) as a the new stations being added and what station is being
room, the teacher will ask students to sit in a circle on the
carpet.
-The teacher will announce the new stations/materials
being added to the mix- the C lay, Post-It, and Erasing
Stations, then let students return to their work or go to
the new options

10:25
you’re making?”


10:30
playing a video (Freeze Dance -Students who wish to volunteer as classroom
https://www.youtube.com/watch?v=2UcZWXvgMZE ) photographers will handle cameras with care, as they
where students can step away from work then revisit have learned during previous classes, and be patient
after things have calmed down and been switched up taking turns
-The option to use paint pens to draw new layers on top
of photos taken on the Instant Camera will be given for
the first time, too, to allow students to claim more
ownership over their work and to customize to tell more
about the experience
layering.

10:40
you’re making?”


10:50
11:00
-As a transition into next week, the teacher will bring up previous week to ensure students all get a turn in the
the upcoming art show that students’ work will be in, coming weeks)
and explain what it will entail and how students can help -Any students who would like to share ideas or
-The teacher will ask students if they have ideas for questions during discussions should be raising their
names or words that tell about what we have done in the hand quietly until called on
class and how we can explain it to people who visit the -Students will share ideas and suggestions, if desired,
show- documenting what students suggest based on the teacher’s questions
-The teacher will then bring over pre-cut paper and black -Students will work on writing their names on the
Sharpies, asking students to write their names on them to paper to create labels for the show, with the help of
create labels for the art show. Adults in the room will be adults in the classroom
asked to help students spell names, with copies of the -Students should wait for their parents to sign them
correct spellings on hand out at the circle time carpet, where videos will be
-As students work on this, music will be played and playing that will lead activities to keep them occupied
parents/guardians/families can be let in to sign out
children


Closure of Lesson:



In preparation for the exhibition, which will be the focus of the next class, students will be asked to begin
thinking about how they want to show what we have done in the class, and what their experience means to
them. We will brainstorm together to plan titles or phrases to be featured, and this will get students more
familiar with what the goal of the show is. The label-making activity will be helpful prep for a more personal
way to label children’s work.


CONSULTED
https://www.thepainterlypath.com/multimedia-bird-art/
https://artfulparent.com/meet-artful-parent-team/
https://artfulparent.com/mural-art-for-kids/
http://www.carlaadams.net/about/
http://www.carlaadams.net/closeness-to-glass/z1wmajswtpz74ixjco9hs734q82n8w



Key:

(w/ Scratch Art, and chairs with materials for sketchbooks are kept
Suminagashi Paper, students to bring their
& Marble Painted Paper) sketchbook to work on, or
to layer over their
Suminagashi paper and
Marble Painting paper from
previous weeks, or work on
Scratch Art which will be at (limit of 4 students per table)
tables as well
Painting Station Due to students expressing Near the table on its side, on the
an interest in paint floor, where materials can be set
returning, the acrylic paint out like a buffet and the surfaces
and thickening medium will to be painted on can stretch and
be available with canvases, be worked on as a group
fabric, and a transparent
stretch of material to create (soft limit of 6 students)
both individual and
collaborative works

collection of beads and the able to monitor when an adult
pasta that students dyed last cannot be seated directly at the
week, with a variety of station
strings, threads, ribbons, and
elastic for students to string (limit of 4 students)
them onto
Building Station An area with the 2 Somewhere where it is safe for

square/rectangle tables with students to be working close to or
Play Doh, legos, and loose on the floor
parts for a fun mixture of
materials to combine, with
tape to keep pieces together (limit of 4 students)
if students wish
Block Sculpture Station The wooden blocks painted At a table where the teacher can
by students last week will be easily monitor and prompt
available with glue & students
brushes for students to
create sculptures to be (limit of 4 students)
preserved for the show
Drawing on Pictures Using printed out At a table where the teacher can sit
documentation from and talk with students
previous weeks covered in participating
acetate, students can draw
layers on top to add to what
the photos capture (limit of 4 students)
Story Rock Station A station with rocks and At the carpet to allow for a large
paint pens to allow students amount of space for students to
to customize more rocks to spread out while working
use for story telling, with the (soft limit of 5 students)
ones they have been using as
inspiration
Art Book Station To create a book of drawings At a more secluded table, with the
by students as a collaborative help of an adult, whether it be the
keepsake, students can come teacher or one of the interested
over one at a time do draw in adults/volunteers that also
2 page spreads at a time with understand the book’s purpose
a variety of drawing
mediums (limit of 1 student at a time)
Video Station A camera will be set up and At a space where a clamp tripod
recording a video can be attached and pointed at the
throughout the class, where area students can stand or sit at,
students can take turns with room for more than one at a
visiting to talk about what time if desired, and where a
they’ve made in the class, teacher or other adult can monitor
what they’ve liked, how and prompt
they’ve explored layering,
etc. (soft limit of 3 students at a time)
Post-It Station This will feature the sturdy Against the table on its side by the
cardboard surface students carpet so that the cardboard
have been adding post-it surface can be propped up
notes to, and will have the vertically
same post-it notes and
Sharpies available with
additional collage materials
for more and more to be
added and layered over each
other (soft limit of 4 students)
Clay Station Due to students expressing The clay will be added to the
an interest, the clay will be Painting Station space, with paint
brought back half-way remaining, to see how students
through class for students to choose to combine the two, if they
continue building with it, desire
this time with more tools
and loose parts that differ
from those featured last
week. (soft limit of 6 students)
Erasing Station Also introduced half way At the carpet, propped up against
through class, students can the tables on their sides
Photography Station This space will be This space is located on the Circle
introduced mid-way Time Carpet to ensure students at
through the lesson and other stations are not distracted,
watched by the teacher as and in order to serve as a home
home base for the instant base where the teacher can still see
camera and digital camera the ongoings of the rest of the
children will be sharing. room
Children will come here to
take turns taking photos
with the instant camera or
digital camera, acting as class
photographers. If desired,
students can use paint pens
to draw over the instant
photos they take to further
document the class (limit of 2 students)
Sign In/Sign Out Table Space for parents to say At the entrance of the classroom
goodbye & sign in child
while the child receives their
name tag, and where they
can return to sign out their
child when class ends.
Cubbies will be included for
students to place their
class for the beginning &
end of lessons as well as any
mid-lesson demonstrations
or announcements
take a break and look
through books or listen to
music to calm down
end of the lesson

LESSON PLAN FORMAT

Lesson Title: “Last Layers”

BIG IDEA (UNIT):


BIG IDEA (LESSON):

This week’s lesson will guide students towards putting their L ast Layerson the artwork made, stories
told, and experiences had the last few weeks, and ask for a collaborative effort in planning aspects of
the final exhibition of all student work.


● Marcia Beckett & Students

Marcia Beckett is a K-6 art teacher who runs the blog A rt is Basic: Art & Creativity for Kids.
“[She] believe[s] that art is a basic part of a child's educational experience. Creative thinking should be
a core objective in all schools. Art is a basic means of expression for people in all cultures throughout
all of history,” (Art is Basic: Art & Creativity for Kids).
I wanted to include Marcia’s image of her work layering with children, specifically with
stencils and various wet and dry media on a shared surface, as this is what my students will be able to
explore at my Stencils & Stamps Station.

● The Art Pantry

The owner of the blog T he Art Pantry is, “an artist, entrepreneur, mother of 2, and early
childhood educator. [She] began [her] career as a preschool teacher, deeply intrigued by the use of art
in the preschools of Reggio Emilia, Italy. While working towards a Masters in education, [she] had the
amazing opportunity to take part in a study tour of the preschools in Reggio Emilia. This experience
has shaped who [she is] as a teacher, an artist, and business owner. In January of 2010 [she] began
offering toddler art classes in my back cottage. This wonderful experience lead to the creation of The
Art Pantry, an online shop for children's art supplies and creative resource for parents and caregivers,”
(Blogger).

The images from her Collaborative Canvas project will also be hung at my S tencils & Stamps
Station to promote exploration of materials and productive collaboration that can lead to wonderful
work!

PREREQUISITES:

● Students must be prepared to sit quietly for up to 10 minutes of time and listen to the teacher-
If students show signs that they are not, small activities that involve movement and letting out
mark-make.

SAFETY HAZARDS:

or belongings.


Reading: The teacher will read the class “ Do You See What I See” written and illustrated by
Helen Borten, as a closing circle activity, and ask students to think about the story and relate it to
what we have done in the class. Students will be asked to share times they have noticed art all around
us, or other similar experiences to what is mentioned in the book, and how they can keep doing so
every day.




to get there.


This final lesson will tie up loose ends with artwork that was still in-process, allow for
brainstorming and general preparation for curating the exhibition, and create opportunities for
students to combine the materials & processes they had mentioned enjoying most the past few weeks.
Last layers will be added to works (both old and new) for this last day.
The Sketchbook Station will have returning washi tape, as students had a blast using it to
mark-make, layer over, and use as its own individual material. Suminagashi prints, marble-painting
prints, and scratch art will be available to be layered over, here, as well. The P
ainting Station near by
will welcome sketchbooks, as well as loose sheets of paper, to be painted on with the student-favorite
watercolor paints. C lay and Building will be combined into one mega-station per students’ interest in
doing so last week to let narratives and creations expand! The new S tencils & Stamps Station is
added to let students combine many of their favorite materials and processes on one collaborative
work that includes the stamping actions, as well as new stencils that have not been used previously, in
combination with dry and wet art materials. Students spoke about wanting to explore collage again, so
a single-table C
ollage Station w ill be available for work inside and outside of sketchbooks, revisiting
old processes with new knowledge and experiences since then. The B eading Station will come back,
as well, with new beads and new materials to bead onto, to allow for more creating and sharing. The
Art Book Station w ill be brought back, as well, asking students to put their own artwork into pages
of a collective journal as a keepsake, which will be shown in the exhibition, too. Collaboration can
happen at the E rasing Station yet again with more colorful materials and opportunities for teamwork
in creating large-scale pieces. The carpet will also house a combined S tory Rocks & Blocks Station
where children can use the two materials, and customize them, to create stories and share visions with
each other. The P hotography Station w ill be back until the remainder of the film has been depleted,
as this was one of the most popular activities and has prompted layering and insightful discussions
every week.


● How to think back on art made by them in the past
● How to reflect on art and tell if it is done
● How to think of parts of everyday life as art
● How to look for art in small details
● How to combine their favorite parts of the past few weeks to make final artworks






● Washi Tape (Sketchbook Station)
● Students’ Suminagashi artwork from past week (Sketchbook Station)
● Students’ Marble Painting artwork from past week (Sketchbook Station)
● Colorful Markers (Sketchbook Station)
● Watercolor Paint (Painting Station)
● Paint Brushes & Water Jars (Painting Station)
● Mixed Media Paper (Painting Station)
● Colorful Yarn (Beading Station)
● Air Dry Clay separated into fist sized balls (Clay/Building Station)
● Clay tools (Clay/Building Station)
● Sequins (Clay/Building Station)
● Mosaic Tiles (Clay/Building Station)
● Feathers (Clay/Building Station)
● Googly Eyes (Clay/Building Station)
● Natural Materials (Clay/Building Station)
● Legos (Clay/Building Station)
● Popsicle Sticks (Clay/Building Station)
● Clothespins (Clay/Building Station)
● Plastic Animal & People Figurines (Clay/Building Station)
● Remaining Play Doh (Clay/Building Station)
● Play Doh Tools (Clay/Building Station)
● Colorful Masking Tape (Clay/Building Station)
● Cut-Out Images (Collage Station)
● Textured Paper (Collage Station)
● Mixed Media Paper (Collage Station)
● Glue Sticks (Collage Station)
● Scissors (Collage Station)
● Large Sheet of White Paper (Stencils & Stamps Station)
● Stencils (Stencils & Stamps Station)
● Wooden Blocks Wrapped in Yarn (Stencils & Stamps Station)
● Stamps (Stencils & Stamps Station)
● Ink Pads (Stencils & Stamps Station)
● Plates of Tempera Paint (Stencils & Stamps Station)
● Chalk Pastels (Stencils & Stamps Station)
● Paint Pens (Stencils & Stamps Station)
● Paint Pens to Draw Over Instant Photos (Photo Station)
● Storytelling Rocks (Story Rocks & Blocks Station)
● Plain Rocks (Story Rocks & Blocks Station)
● Paint Pens (Story Rocks & Blocks Station)
● Colorful Wooden Blocks (Story Rocks & Blocks Station)
● Teacher’s Art Book (Art Book Station)
● Sharpies (Art Book Station)
● Markers (Art Book Station)
● Gel Pens (Art Book Station)
● Pastels (Art Book Station)
● Colored Pencils (Art Book Station)
● Do You See What I See by Helen Borten (Circle Time Space)
● 2-3 Shelves to mark up for sculptures (Circle Time Space)
● Masking Tape (Circle Time Space)
● Sharpies (Circle Time Space)




9:10
-Teacher will be at the doorway, greeting students as they -Once they sit at the tables, children can explore
come up the stairs and handing out their name tags, materials and work on creating until 9:10
making sure that they are comfortable entering the space -Students can choose how they’d like to answer the
-Teacher & adults/volunteers will make sure parents are teacher’s questions when asked about what they are
signing students in and providing correct photo ID working on
-Teacher & adults/volunteers will guide students to the
sketchbook tables or the painting table where they can
create in their sketchbooks or make art with the scratch
art paper at the tables, as well
i.e.

9:25
teacher will remind the group that this is the last day, and introduction game to get comfortable being back in
ask them to give a thumbs up if they know that we will the space with each other
have an art exhibit, then ask for someone to raise their -Students will sit in the circle and listen to what the
hand to share what an art exhibit is. We will briefly talk teacher is saying about stations available, raising hands
about what our exhibit will be like, what we can do at the if questions come up
reception, and how I’d like their help planning our part
of the show
-The teacher will announce what stations will be
available for the final day (Sketchbooks, Painting,
Stencils & Stamps, Clay/Building, Collage, Beading,
and the A rt BookStations), and what can be done at
them, before helping students choose and head to
stations using color swatch cards.

9:30
now

9:50
station (i.e. paint, water cups, clay, etc.) to make sure station they have chosen, and be treating each other
students have everything they need to begin with kindness
-The teacher will be looking for students who have not -Students should be interacting with the materials at
made an art piece in the A rt Book Station yet, and will the station they chose to experiment with layering and
ask them to visit one at a time. different ways it can be done
-When there is wait-time between students being ready -Students can respond to questions asked by the
to work with that station, the teacher will be moving teacher/interested adults about what they are working
around the room observing what students are making, on
documenting, asking questions, and interacting with the -If students are asked to visit the A
rt Book station
children. Questions adults/the teacher can ask are... briefly, they can ask for more time on what activity
they are currently working on before switching gears,
“What art materials are you layering here?” but it is hoped that each child creates something in
“What are your layers working together to make?” said book
you’re making?”

9:50- Transition I: Transition I:

10:10
line up at the door for a B
athroom Break(9:55) as a the new stations being added and what station is being
room, students can return to the stations they were -Students asked to visit the carpet to pick where they
working at would like their sculptures placed are expected to
-The teacher will then ask the individual students who handle only their own sculptures, and to do so
have sculptures that will be in the art exhibit to head to carefully, and to listen to directions when choosing a
the carpet 2-3 at a time to help curate the shelves that will segment of shelf to be taped off for their piece(s).
hold their work in the show, using tape to mark off
sections and label students’ spaces for their pieces


10:25
questions, and interacting with the children. When with kindness
needed, she will ask students to visit her at the A
rt Book -Students should be interacting with the materials at
Station, as well. Questions adults/the teacher can ask the station they chose to experiment with layering and
are... different ways it can be done
-Students can respond to questions asked by the
“What art materials are you layering here?” teacher/interested adults about what they are working
“What are your layers working together to make?” on
“What is it you decided to start making?” -If students are asked to visit the A
rt Book station
“How can you add more layers to tell more about what briefly, they can ask for more time on what activity
you’re making?” they are currently working on before switching gears,
“What layers do you want to add next?” but it is hoped that each child creates something in
said book
10:25- Transition II: Transition II:

10:30
playing a video (Freeze Dance -Students who wish to move to one of the new station
https://www.youtube.com/watch?v=2UcZWXvgMZE ) choices will first put away what they are working on at
where students can step away from work then revisit the time, then can move to the new space
after things have calmed down and been switched up
-The teacher will announce that the E rasing Station,
Blocks & Rocks Station, and Photography Station
will be new choices if students would like to switch to
any of them.

10:40
questions, and interacting with the children. When with kindness
needed, she will ask students to visit her at the A
rt Book -Students should be interacting with the materials at
Station, as well. Questions adults/the teacher can ask the station they chose to experiment with layering and
are... different ways it can be done
-Students can respond to questions asked by the
“What art materials are you layering here?” teacher/interested adults about what they are working
“What are your layers working together to make?” on
“What is it you decided to start making?” -If students are asked to visit the A
rt Book station
“How can you add more layers to tell more about what briefly, they can ask for more time on what activity
you’re making?” they are currently working on before switching gears,
“What layers do you want to add next?” but it is hoped that each child creates something in
said book

10:50

11:00
-The teacher will ask for students to share their ideas for previous week to ensure students all get a turn in the
what the exhibition should look like, feel like, smell like, or coming weeks)
any other ideas students have (this conversation will be -Any students who would like to share ideas or
recorded!) questions during discussions should be raising their
-The teacher will then explain that she would like to read hand quietly until called on
a book she feels is special in honor of the last day, and -Students will share ideas and suggestions, if desired,
will read Helen Borten’s D o You See What I See? based on the teacher’s questions
Outloud to the group. -Students should wait for their parents to sign them
-After finishing the book, the teacher will ask students out at the circle time carpet, where videos will be
how they have found art in unusual places in everyday playing that will lead activities to keep them occupied
life, similar to what the book speaks about, and then ask
for ideas on how we can continue to find art everywhere
we go after.
-The teacher will then thank all of the students for such a
wonderful 8 classes, and share how excited she is to see
them at the exhibition reception to celebrate what
wonderful work they all have done!
-Adults will then be let in to sign out children, and the
teacher will read remaining books at the circle until all
children have been picked up


Closure of Lesson:



In preparation for the exhibition, there will be a group conversation brainstorming what the exhibition should
look like, feel like, smell like, etc. to get children to share what they are envisioning in their minds leading up to
this exciting event, and to help their ideas become a reality!


CONSULTED
http://vividlayers.blogspot.com
https://www.blogger.com/profile/15604599842371526279
http://makeplusbelieve.blogspot.com/2011/06/collaborative-canvas.html#comment-form
https://www.youtube.com/watch?v=cZeM18fPbvI
https://www.youtube.com/watch?v=2UcZWXvgMZE



Key:

(w/ Scratch Art, and chairs with materials for sketchbooks are kept
Suminagashi Paper, students to bring their
& Marble Painted Paper) sketchbook to work on, or
to layer over their
Suminagashi paper and
Marble Painting paper from
previous weeks, or work on
Scratch Art which will be at (limit of 4 students per table)
tables as well
Painting Station Watercolor paints and paper At a table beside the wall that has
will be available for students the marks from several weeks’
to use as standalone works or worth of work on it
in their sketchbooks
Stencils & Stamps Station A collaborative work will be Beside the carpet, on the ground
made with stencils, stamps, using a table on its side as an easel
ink pads, paint pens, chalk to hold the surface students will
pastels, blocks wrapped in me mark-making on
yarn, and tempera paint as a
last hurrah exploring several
of the approaches to layering
students said they enjoyed
most the past few weeks (soft limit of 5 students at a time)
Collage Station Per students’ requests, the At a single table, preferably with
collage station will be an adult stationed there when
brought back as a smaller children are working to prompt
scaled option with images, them and help with gluing if
textures, scrap paper, and needed
loose parts to glue down on
paper or in sketchbooks (limit of 4 students)

collection of new, smaller able to monitor when an adult
and more detailed beads cannot be seated directly at the
with a variety of new yarn, station
strings, threads, ribbons, and
elastic for students to string
them onto (limit of 4 students)
Clay/Building Station Due to students’ interest in At a round table against the wall
bringing clay over to the so all materials can fit with room
building station last week, remaining for students to work
the two will be combined n
area with the remaining Play
Doh, legos, sticks, plastic
figurines, and other loose
parts for a fun mixture of
materials, with clay tools and
tape to keep pieces together
if students wish (limit of 4 students)
Art Book Station To create a book of drawings At a more secluded table, with the
by students as a collaborative help of an adult, whether it be the
keepsake, students can come teacher or one of the interested
over one at a time do draw in adults/volunteers that also
2 page spreads at a time with understand the book’s purpose
a variety of drawing
mediums (limit of 1 student at a time)
Story Rocks & Blocks The story rock station will On the carpet where there is open
be combined with the block- space
building/world-making
station as a mid-way option
for students to work
together or separately to
make up narratives with
what they create and utilize,
with paint pens for items to
be customized if students
desire (soft limit of 6 students)
Erasing Station Also introduced half way At the carpet, propped up against
through class, students can the tables on their sides
Photography Station This space will be This space is located on the Circle
introduced mid-way Time Carpet to ensure students at
through the lesson and other stations are not distracted,
watched by the teacher as and in order to serve as a home
home base for the instant base where the teacher can still see
camera and digital camera the ongoings of the rest of the
children will be sharing. room
Children will come here to
take turns taking photos
with the instant camera or
digital camera, acting as class
photographers. If desired,
students can use paint pens
to draw over the instant
photos they take to further
document the class (limit of 2 students)
Sign In/Sign Out Table Space for parents to say At the entrance of the classroom
goodbye & sign in child
while the child receives their
name tag, and where they
can return to sign out their
child when class ends.
Cubbies will be included for
students to place their
class for the beginning &
end of lessons as well as any
mid-lesson demonstrations
or announcements
take a break and look
through books or listen to
music to calm down
end of the lesson
Saturday Art School
Preschool Classroom
Volunteer Cheat Sheet
Weeks Two - Seven

Possible questions to ask children while making:

“What are you layering here?”
“What made you want to make a ______?”
“How can you add more layers to tell more about what you’re making?”
“What can we do with all these things to make something?”
“What can we add on or take away here?”

Please try to take notes of children’s answers or quotes from them that were interesting about what
they are making or otherwise!

If a student is finished with work, please write their name on the b ackof the piece so its artist can be
identified, but the work can still be displayed in the art show.

If you are not aware of the 2 students who cannot be in photos, please ask to be shown before
taking any documentation!

However, t aking pictures of what is happening in the classroom is encouraged! Images or
videos taken with your phone (or using the teacher’s camera at the sign in/out table!) are helpful and
should be shared with the teacher via email (karpinskiem@gmail.com) to be placed in a
password-protected PSU Box folder, and no images including children’s faces should be posted online
or shared with anyone.

Saturday Art School
Preschool Classroom
Volunteer Cheat Sheet
Week Eight

Possible q
uestionsto ask children while making:

“Can you tell me about what you’re making?”

“Is there anything you’re adding on or taking away?”

Please take down notes on children’s answers with their names so we can include quotes in the
exhibition! :)

If you are not aware of the 2 students who cannot be in photos, please ask to be shown before
taking any photos.

However, t aking pictures of what is happening in the classroom is encouraged!Images or
videos taken with your phone are helpful & should be shared with the classroom teacher via email
(emk5467@psu.edu) to be placed in a password-protected PSU Box folder, and no images or videos of
the children’s faces should be posted online anywhere.
Week Seven Video Station Prompting Questions

● What have you done in our

all of our art classes so far?

● Can you show the camera
some things you’ve made
and tell what they are?

● What have you layered
with in your artwork?

Saturday Art School Layers Curriculum

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LESSON PLAN FORMAT

The Art of Eric Carle​ by Eric Carle ​(shared at Circle Time)

Do You Want to be my Friend? b

​The Mixed-Up Chameleon b

The Very Hungry Caterpillar b

● An additional visual reference I will use is my own sketchbook when introducing

I-A. UNIT OVERVIEW (RATIONALE)

8:45- Arrival: Arrival:

9:15- Introductions: Introductions:

9:25- Transition to Sketchbook Covers: Transition to Sketchbook Covers:

9:45- What is Layering? What is Layering?

10:00- Picking Stations: Picking Stations:

10:05- Art-Making at Stations: Art-Making at Stations:

10:15- Art-Making at Stations cont’d: Art-Making at Stations cont’d:

10:30- Art-Making at Stations cont’d: Art-Making at Stations cont’d:

10:40- Clean-Up: Clean-Up:

10:50- Closure of Lesson: Closure of Lesson:

VII. REFERENCES TO MATERIALS

8:45- Arrival: Arrival:

9:15- Introducing Photography: Introducing Photography:

9:25- Picking Stations: Picking Stations:

9:45- Art-Making at Stations: Art-Making at Stations:

10:00- Transition: Transition:

10:10- Art-Making at Stations: Art-Making at Stations:

10:25- Art-Making at Stations: Art-Making at Stations:

10:50- Closure of Lesson: Closure of Lesson:

VI. ENDING THE LESSON

VII. REFERENCES TO MATERIALS

8:45- Arrival: Arrival:

9:10- Circle: Circle:

9:25- Transition: Transition:

9:35- Going to Stations: Going to Stations:

9:40- Art-Making at Stations: Art-Making at Stations:

10:00- Transition: Transition:

10:10- Art-Making at Stations: Art-Making at Stations:

10:50- Closure of Lesson pt. 1: Closure of Lesson pt. 1:

VII. REFERENCES TO MATERIALS

Beading Station This will be home to a A table, preferably near a wall

8:45- Arrival: Arrival:

9:10- Circle: Circle:

9:25- Transition: Transition:

9:40- Art-Making at Stations: Art-Making at Stations:

10:00- Transition: Transition:

10:10- Art-Making at Stations: Art-Making at Stations:

10:25- Break: Break:

10:40- Clean Up Stations- Clean Up Stations-

VI. ENDING THE LESSON

VII. REFERENCES TO MATERIALS

Beading Station This will be home to a A table, preferably near a wall

● Teacher Sample ​(for the Suminagashi Station)

8:45- Arrival: Arrival:

9:10- Circle: Circle:

9:25- Transition: Transition:

9:35- Going to Stations: Going to Stations:

9:40- Art-Making at Stations: Art-Making at Stations:

10:00- Transition: Transition:

10:10- Art-Making at Stations: Art-Making at Stations:

10:25- Break: Break:

10:30- Art-Making Resumes: Art-Making Resumes:

10:40- Clean Up Stations- Clean Up Stations-

10:50- Closure of Lesson: Closure of Lesson:

VII. REFERENCES TO MATERIALS

Beading Station This will be home to a A table, preferably near a wall

The Art of Eric Carle by Eric Carle (shared at Circle Time)

The Mixed-Up Chameleon b

● Teacher Sample (for the Suminagashi Station)