Expanded Lesson Plan Grade 3

1. Expanded Lesson Plan Grade 3 Robynne Bruns Karin Gerling EDEL 302 – A1

2. Overview Rationale: This lesson is intended for students to increase their skill in painting technique and collage creation based on a supplied motivation and theme. Students are expected to explore the use of a variety of materials to re-create illustrations from the book Apple Trouble written by Ragnhild Scamell and illustrated by Michael Terry. This project will be graded based on “Arts Propel: Assessment Dimensions for Visual Arts Portfolios” which was developed by Propel Researchers at Project Zero. The themes of this lesson are the combination of basic geometric shapes to create desired organic shapes in the form of animals and “stuck objects”, the use of different painting techniques such as dragging, and collage creation using a variety of materials. (The “stuck objects” are the items that the get stuck in the hedgehogs quills throughout the story.) This lesson will fall in late October when the seasons are changing from autumn to winter. The story is about a hedgehog getting ready to hibernate for the winter, therefore this lesson can connect to science as well as language arts at this time of year. Preceding Lesson In the class before this project begins, the story Apple Trouble will be read aloud to the class and discussed. The discussion will include ideas about what is happening to the hedgehog, the images seen in the book, and how the artist chose to portray the story line through paint. The class will also discuss the series of events in the story, and how the illustrators images support this sequence. Students will then begin to brainstorm ideas of how they could re-create the images in their own way. Ideas would need to include the process used as well as possible materials. Proceeding Lesson Once students have completed their pieces and hung them up on the bulletin board, they will be expected to write a self reflection. Students will need to talk about what materials and processes they used, what they liked about the project, and what they would do differently in the future. Students will also look at the pieces done by their peers and compare similarities and differences. In this lesson, the idea of positive and constructive criticism will be introduced and practiced.

3. Concept Map Art Appreciating Art Making • Paint basic shapes of hedgehog body and grass • Use popsicle stick to drag out quills and blades of grass • Once dry, add details to hedgehog’s face and limbs with felt pen • Choose method of adding “stuck objects”: • Collage (found or made) • Draw • Paint • Cut shapes from paper • Any other student ideas Reading the story Apple Trouble and discussing what we see in the illustrations – Objects, shapes, colours, textures Ask the students: “What materials do you think the illustrator used to make the pictures?” - Discuss paint and painting techniques such as dragging and shape combinations Apple Trouble • “What steps need to be taken to re-create these illustrations? What different materials could we use? What different techniques could we use?” • Shape combinations • Paint, collage, drawing • Dragging, brushwork, cut and glue 5. Add “stuck objects” (either items from the story or can choose their own) to the quills on the hedgehog 6. Crop and frame piece with choice of construction paper. 7. Title and sign finished piece

4. Lesson Plan • Learning Objectives: • The student understands/can demonstrate that: • Materials influence the form and function of an object • Useful objects can be derived from designs in nature • Images can be portrayed in varying degrees of realism • Texture can be represented from a range of different studio techniques • Students will with and advancing degree of difficulty and sophistication: • Create an original composition, object or space based on supplied motivation • Students will develop themes an emphasis on social concerns, based on: • Plants and animals • Students will use media and techniques, with an emphasis on mixing media and perfecting techniques, in: • Drawing • Painting • Specific Art Skills: • Through this project, students will develop: • Paint brush control • Combination of geometric shapes to create the desired organic shape • Paint dragging technique • Drawing/painting/collage making • Colour choices • Framing and finishing work • Adaptations: • To adapt for a student who is hard of hearing: • Write out all instructions • When reading the story to the class, project the book through either a smart board or video projector so the student may read along. • If available, use an FM system or cochlear implant microphone • Have visual representation of each step in the project. • E.L.L. Considerations: • Use simple language vocabulary • Use flash card vocabulary with images to represent materials and processes in a visual way • Check for understanding one-on-one after direction is given to the class

5. Time Frame for Activity and Cross Curricular Connections: • This activity will be completed in the fall, around late October, and will be connected to the topic of changing seasons and animal hibernation and adaptations. Along with science topics, this project also connects to mathematics in the topic of shapes. The students will use the basic geometric shapes to create the desired images that are represented in the story by the illustrator. This project also ties into language arts through reading the story and the art appreciating aspects of class discussion. • Introductory Motivational Activity (approx. 5 mins): • To attain the students interest in the topic, a slideshow will be shown containing images from other stories illustrated by Michael Terry. There will be a short discussion about what techniques he uses, what materials he has chosen to work with, and how we as a class could re-create some of these techniques. • Art Making Process (may take more than one block – include drying time): • First Block of Time (approx. 30 mins) • Paint basic shapes of hedgehog body and grass. Students will start by painting the two colour tones to create the basic outline of the hedgehog. Ovals and circles are the general shapes used to create the body image. Zig-zags can be used to create the basis for the grass underneath the hedgehog. Tempera paint is the suggested material. • Use popsicle stick to drag out quills and blades of grass while paint is still wet. Thick paint is recommended to create desired dragging effects. Pieces must now be left to dry. • Second Block of Time (approx. 60 mins) • Add details to hedgehog’s face and limbs with felt pen such as nose, eyes, ears, whiskers, mouth, and paws. • Choose method of adding “stuck objects” to the hedgehogs quills: • Collage (found or made) • Draw • Paint • Cut shapes from paper • Any other student ideas • 3. “Stuck objects” can be either items from the story or students may choose their own shapes. • 4. Crop and frame piece with choice of construction paper. • 5. Title and sign finished piece

6. Materials and Equipment: • Paper for students to use as canvas • Tempera paint • Two shades of brown • Two shades of green • Colours for “stuck objects” • Paintbrushes • Sharpies • Construction paper for framing • Materials for collage/”stuck objects” • Magazines • Coloured Paper • Felt pens • Crayons • Coloured paint • Popsicle sticks for dragging paint • Scissors • Glue • Closing Activities: • Once students have completed framing and signing pieces, they can choose where they would like to hang them on a pre-designated bulletin board in the classroom or in the hallway. Students can then look at their peers work and discuss similarities and differences. • Clean Up: • Students will be required to wash their own brushes and put them in the proper containers to dry. Students will also need to return all materials borrowed (paint bottles, felt pens, etc) and wash their work spaces. The teacher will check to ensure all materials are clean and properly stored before students are dismissed. • Extensions: • To extend this project, students could choose their own “stuck objects” to add to their piece, and then write their own story to complement the artwork. These stories can be posted below the illustrations on the bulletin board. • Another extension could be creating smaller thumbnail versions of the work showing the sequence of what is “getting stuck”. This could be posted as a mini-story board.

7. Student Handout • For the student handout for this project, we would include a list of objectives and instructions in grade appropriate language. It would include the following information: • Objectives: • Use many different materials to create different look and feelings. • Base your work on what you see in nature and in the story. • Not all parts of your picture have to look perfectly realistic. Be creative! • Use different techniques learned in class to create different textures and feelings. • Use the illustrations in the story as a guideline. • Use different techniques in your work such as drawing, painting, or cut and paste. • Directions: • Step 1: Paint basic shapes of hedgehog body and grass. Use circles and ovals to create the hedgehog’s body, and use zigzags to create the shape of the grass. • Step 2: Use a popsicle stick to drag out quills and blades of grass while paint is still wet. Don’t be afraid to use lots of paint! • Step 3: Add details to hedgehog’s face and limbs with felt pen. For example: nose, eyes, ears, whiskers, mouth, and paws. • Step 4: Add “stuck objects” to the hedgehogs quills using: • Collage (found or made) • Drawing • Paint • Cut shapes from paper • Any other ideas you may have • Step 5: Frame your work with your choice of construction paper. • Step 6: Title and sign your finished piece! Come up with your own creative title.

8. Artist Images Michael Terry

9. Assessment This project will be assessed using a rubric based on the Arts Propel model. We would look at aspects under the categories of production, perception, reflection, and approach to work. Students would be assessed based on a five point scale, ranging from no effort or incomplete (1) to proficient work meeting the basic requirements(3) and up to excellent work going above the standard (5). Under the category of production, we will look at if the student is competent in the production of shapes and uses the materials properly (craft). We will also look to see if the student is experimenting with different materials and options to determine which method they like the best. If they tested out a variety of options/materials, they will score higher in the pursuit subcategory. Finally, students will be marked on inventiveness based on how they choose to portray the “stuck objects” in the hedgehogs quills. For perception, students will be graded based on their ability to combine basic shapes to create the form of the hedgehog and “stuck objects” (awareness of sensuous aspects ofexperience). Students will also be expected to choose appropriate materials to achieve desired outcomes of the “stuck objects” in their piece (awareness of qualities of materials). Once students have completed their pieces, they will be asked to do a self assessment and reflection on what they did, the materials they used, the process they followed, and what they could do differently in the future (ability and proclivity to assess own work). Finally, as the teacher, we will formatively assess students on their engagement and ability to work independently. Students are expected to enjoy what they are doing, be on task, and take time and care to add detail to their pieces. Students also need to put thought into how they choose to finish their pieces (framing and titling). Each students also needs to be focused on their work and be able to stay on task and work by themselves productively.

10. References ARTS PROPEL: ASSESSMENT DIMENSIONS FOR VISUAL ARTS PORTFOLIOS Developed by PROPEL Researchers at Project Zero Michael Terry – Illustrator. Gallery. Retrieved from: http://www.thepaintbrush.co.uk/ on November 12, 2011. Scamell, R., (2006). Apple Trouble. NY, New York: Scholastic Inc.