Student population: Kindergartners-first grade in a mixed class with students from gifted to special needs.
Environment: General education classroom
Rational:Distinguish between common visual art forms. Notice and point out the different ways that an artwork expresses feeling or mood. Understand texture.
Goal:Students will increase their understanding of pattern, and color. They will produce an original piece of art and discuss the different kinds of line to add on to the existing color knowledge. To generate awareness of the different types of leaves and their characteristics (including their shape, size, smoothness, etc.)
Objectives: Students will learn about leafs and the different textures and shapes they have. Students in the optional part will also learn about Wax Resist and how water will not cover the wax from crayons.
Materials: leaves (fresh green), crayons, paper white works best but fall colors are good to, optional water colors
Prior to the project students or the teacher will collect leaves from the local area. They are ideally green and fresh. The drier they are the more they will crack, tear, and break. Also the teacher needs to get crayons that are not covered with paper. A good removal method for he paper wrappers is soaking in warm water.
After greeting the students the teacher will ask what the leaf has in common with the wall or the bottom of a sneaker. Some good and expected answers are lines, and that they are flat. The answer that is looked for is texture.
The teacher will demonstrate placing the leaf under the paper and rubbing over with the flat side of the crayon. This can be done against the board with a dark crayon to show how the leaf appears.
Each table will have a set of crayons, several leaves, and each student will get a piece of paper. The supplies will be passed out by the students. The teacher can go around and assist the students if they are having problems. Most frequently the students don?t hold the leaf and paper down.
Optional; After the students create rubbings of several leaves cups of water, paint brushes and one or two colors of watered down acrylic paint can be placed on the tables.
The teacher will direct the students to use watered down paint and show how the paint shows up where the crayon is not. This is especially interesting when white crayons have been used then colored paint is brushed over it.
Students will be reminded to sign their work and clean up after themselves.
Discussion can follow if there is extra time. When the work is done students will walk around and look at others work. Do the drawings look the same? Different? How are they similar? How are they different? Why?
Rubric: One point will be awarded for each objective completed
1. Put canyon on paper
2. Rubbings of at least one to three leaves
3. Make an effort to participate
4. Help with cleanup
5. Complete in time allotted
Vocabulary: red, blue, yellow, green, orange, purple, listen, line, pattern, rubbings, wax resist
Potential Problems: Getting the students to listen while working with out talking to each other. Students not holding paper and leaf down. Students using crayons in traditional way not flat.
Adaptations and or modifications:
Learning Disabilities: Additional time allotted. Examples of the stages of the work.
Mild/Mod Mental Retardation: Additional time allotted. Alternative requirements complete 3 of the five rubric points.. Examples of the stages of the work.
Physical and Medical Disabilities: Additional time allotted. Special supplies such as larger crayons or brushes. No spill paint containers.
Visual Impairments: Examples done at students station, speaker system used.
ADD/ADHD: On task reminder when needed. Student may stand if needed. Examples of the stages of the work.