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Planning an Art Unit for multiple Grades

4/11/2014

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For the first time ever, I came back from Spring Break without a carefully crafted schedule of lessons to finish out the year for my kindergarten through 4th grade students. I'll admit I had vaguely written 'Ocean art' on my lesson plans...but that was about as far as I had gotten prior to my week off. When I walked in the building Tuesday morning, I went through everything in my ocean art visual packet, hoping to pull out the perfect lesson plan based on something that I've already taught.

When I wasn't impressed by any of my old lessons, I started to search Pinterest for something to help me figure out a plan for my K-4 classes. I would never condone planning an entire unit for 5 grade levels on such short notice, but between my master's classes, a spring break wedding, and getting caught up from snow days, prepping for art shows and other stuff going on at school, the lesson planning took a backseat. Fortunately, I was able to wave my creative wand and prep an amazing unit--I channeled the pressure to develop something great as my muse. I didn't over think the lessons, I just kept them very basic and it was a very successful unit. I narrowed down the topics and objectives that we have already covered this year, and I was able to hone in on the needs of individual grade levels. Planning for 5 grades requires a lot of prep, especially if every grade is using a different media. This can be a real headache if you are setting up special supplies for each group that comes through the door.

Basically, I selected a different subject matter for each grade, but the process was relatively the same for each. I added a little more emphasis on 'cool colors vs. warm colors' for some grades, while others were introduced to adding salt to the water, or focusing on texture or craftsmanship. The process involved a guided drawing lesson, followed by some painting, and then the following week, we colored and outlined with oil pastels and then used a little more watery paint for the water.

I hung everyone's artwork in the hall, because the entire unit was so successful. Working with 18X18 paper made for a very large colorful installation which makes the entire building look cheerful and happy.


You may have gotten a sneak peak at this unit on my instagram: @nelliemaeii

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4th- grade-18X18 white paper, draw submarine in pencil, add animals and sand and details. I demonstrated the basic parts, but I had a lot of visuals printed off for students to use as references. Trace everything with sharpie. Paint the sub with neon yellow tempera paint, I made a custom color: a mixture of neon yellow and neon orange. A few did not want a Yellow Submarine, even thought I tried to school them in Beatles trivia, so I encouraged them to at least paint the sand or some element in their picture with the neon paint.

Week 2
Color small details (fish, seaweed, shells, sharks, etc.) with  oil pastels. Outline
the big stuff (painted sub and sand at least) with black oil pastel. Paint the water with watered down tempera paint in cool colors: turquoise, purple, blue and green. I also had a watered-down version of the neon-yellow-orange mixture for students who wanted to paint their sand.


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3rd grade--18X18 white paper, draw sea turtle in pencil, draw lots of texture on the shell. Outline in sharpie. Paint the body of the turtle with neon green tempera paint.

Week 2
Use oil pastels to color the shell. I encouraged mostly 'hot' colors, but some used browns and neutrals which looked nice too. I encouraged lots of patterns when coloring, also reminded them to press down hard. Outline the neon green paint with black oil pastel and draw texture on the 'skin' of the turtle. Paint the water with the same watered down turquoise, purple, blue and green, but add salt in the watery areas for a neat texture. I demonstrated this salt technique at each table.

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2nd grade-- Use a pencil to draw the hermit crab step-by-step. (we did not have time to outline in sharpie because we watched a video of the book House for Hermit Crab. This worked well for me, having them watch a video of the book, but I could just as easily read it aloud to them. Honestly, the idea for this lesson came from this blog. Hers are much better than mine!! Paint the crab with florescent red paint.

Week 2
Find a yellow or orange oil pastel and add texture to the sand. Use oil pastels to color the details of the hermit crab's shell decorations: star fish, anemone, urchin, etc. Outline in black oil pastel (BE CAREFUL NOT TO SMEAR THE BLACK), make sure to trace the leg segments of the crab and the shell. I set up some watered down 'sand' neon paint for the sand at a painting center, and students could go over at any time and paint the sand. On each table, I put a container of watered down purple, blue, green and turquoise paint for them to paint the water and add a little color to the shell.

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1st Grade-- Showed a video about seahorses being super killers. Turned our 18X18 white paper so that it looked more like a diamond or rhombus. Draw seahorse step-by-step: used a modified version of this. Draw a line 'behind' the seahorse for the sand, from corner to corner across the center of the paper, make sure it doesn't go 'through' the seahorse. Add starfish, seaweed, bubbles, etc. Trace over seahorse in sharpie. Paint seahorse with florescent yellow paint.

Week 2 Use oil pastels: add texture to the sand at the bottom with an orange or yellow oil pastel, trace around seahorse with black oil pastel: re-draw the mouth and eye and some texture if it isn't showing up after painting. Be careful NOT TO SMEAR the oil pastel.
I set up some watered down 'sand' yellow/orange combo neon paint at a painting center, and students could go over at any time and paint the sand. On each table, I put a container of watered down purple, blue, green and turquoise paint for them to paint the water, I had to remind them to be careful not to let the 'water' drip onto the neon yellow of the seahorse.

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Kindergarten-- I decided to go with 12X12 for this grade. The classes are very large and I didn't think it would be as successful to work at the 18X18 size. Also, 12X12 looked very small by comparison after working with the larger size for my other grades. The lesson came from this site.

Watch a YouTube Clip from finding Nemo. (In retrospect, this would've been a great clip to show the the 3rd grade!) I showed them a book cover with a clown fish and we discussed how clown fish live in an anemone. Draw the clown fish step-by-step. Add the anemone, and outline in sharpie. Use neon orange paint to paint the stripes on the fish: DON'T PAINT THE WHOLE FISH!

Week 2
Since we only had a little bit to do to finish the fish, I had them cut out some starfish from a tissue paper covered paper that we had created earlier this semester and add some sequins. Once that was done, we used oil pastels to color the anemone, then we outlined the fish with black oil pastel, thickening the edges of the fins a little, and re-drawing the eye and mouth if it was covered last week with paint. Finally, we painted using the turquoise, blue, green and purple that the other classes used.

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So Simple: Kindergarten Shape Paintings

2/4/2014

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Shapes, lines, colors, OH MY!!

This incredibly simple painting project is one of my favorite new projects for kindergarten.

Step 1: Write names on craft brown paper. Draw shapes with pencil. Encourage the kinders to draw BIG shapes: this is hard for them. Connect the shapes with lines. Make lines that go to the edge of the paper.

Step 2: Paint over the pencil lines and shapes with black paint.  Should we have waited a week for the black to dry...SURE...but did we? NO! If you have 2 thirty minute sessions, I would suggest saving the color for the 2nd session, letting the black dry. I have one 50 minute session each week with kindergarten so I'm always looking for an activity to last a while.

Step 3: While the paint is drying, demonstrate how to paint 1st with yellow. Try to pick the shape that is the most dry. Then (using the document camera), demonstrate how to mix a little red into an empty egg carton spot with yellow to make orange. Paint one shape orange, then paint one shape red. At that time, pass out the water cups. Put the brushes in the water (letting paint dry a little more).

Step 4: Demonstrate how to mix yellow and blue to make green. Paint one shape green. Then rinse, paint one shape blue. Rinse, and mix to make purple. Encourage students to paint with GREEN, then BLUE, and Purple last.

Step 5: Once students have finished with the secondary colors, add some white to palette, tell them to rinse out the brush really good, and add some white to one of the colors, watching it change to pink or a lighter version of the green. Paint the whole paper, if time allows.

The results are so sophisticated looking: I am so proud of how these turned out!

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Kindergarten: Polar Bears

12/9/2013

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Polar Bear

This is a two-week project. The first week, students create a 'Northern Lights' sky background using chalk and paint. The second week, introduce polar bears with a book and then draw them step-by-step with the students.

 






Supplies for week 1
12X18 dark brown paper (black or dark blue might be good too)

Chalk pastels (in Northern Lights colors)

Tissues for blending

Black paint in jars for every table

White ‘snow’ paint….I watered it down for splattering and had it a special art center

Week 1:

1.     Start the lesson by showing them this video: http://www.planet-science.com/categories/under-11s/our-world/2012/01/have-you-seen-the-northern-lights.aspx Some kids have heard of the Northern Lights because of the movie: The Polar Express. Give a brief explanation about what causes the sky like this. I had to explain that we would not be able to see this in the sky where we live because we don’t live near the North Pole.  The students loved this 'North Pole' video...it is very appropriate for this time of year!

2.     I pointed out a couple of photos in the art room of the Northern Lights and then got right to work on the demonstration.

3.     Northern Lights Sky Picture:

a.     Use the side of the chalk to quickly fill up the whole paper with color.

b.     Use a tissue to blend the color.

c.      Use black paint to paint some Fir trees. Paint a long stick for the trunk, and then pull the branches downward, starting at the top. I showed them how to “NOT” do it, spreading out the limbs with a lot of space between each one.

d.     I demonstrated how to bring the paper to a special art painting center to do the splatters. I had the stick one stiff finger out and pretend to hold a brush to practice before they do it later.

e.     After adding the snow, put the paper in the drying wrack and wash down table with a wet paper towel.

f.      For free time, students may look at books or do the free time activity.


Week 2

Supplies:

Blue paper (I cut mine to 10X16) Baby blue worked better than the darker blue

White chalk

Black chalk

Scissors

Glue

Felt cut into strips

1.     Read Eric Carle Polar Bear book….or use any book.

2.     Demo how to draw the bear with white chalk. Use a fingers to blend the white chalk. Use black to make the ears and chin. Add dark black for the nose and eyes. Don’t blend the eyes and nose! The bears turned out  better when I demonstrated 3 ways of making the mouth: with teeth, smiling, and with the 'cat' sort of mouth.

3.     Cut out the bear, be careful not to cut out off the head (and ears), we want the neck attached.

4.     Wash hands. I passed out a wet paper towel to each student to wipe off fingers.

5.     As soon as hands are clean, students can pick out a piece of felt for a scarf. Demonstrate how to cut fringe on the ends. Wrap around the neck. Some kids can tie, but some of my felt wasn't long enough that. Glue bear down towards the bottom of the background from last week.

6.     Put bear in the drying wrack. For free time, students may look at books or do the free time activity. I had a little 3-d bear for them to make...using a tracer, they could cut out the bear on a folded piece of paper towards the fold at the top, and after cutting it out, it would stand up. They had to have hands and table really clean since it was a white polar bear.

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If you follow me on Instagram, you might've seen this sneak peek of my drying wrack. Follow me @ nelliemaeii
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If you teach K and 1st, then you know that sometimes you need a 'what not to do' example. This was the worst case scenario. OVER-blended the face, got the scarf dirty, etc.
Thanks to MaryMaking for all of the inspiration for this very successful project, I am obsessed with some of her polar bears..I've got them on my desk top and I looked at them a LOT to help me prep for this project.  I am currently doing it with 1st and 2nd grade also this year. Also to my mentor for suggesting the felt scarves. I ordered a BUNCH of felt and wasn't sure what to do with the strips...this was the perfect solution.
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Product Review: Play COLOR POster Paint in Solid Form

11/18/2013

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Product review and owl lesson plan for Kindergarten

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It's a marker. It's paint. It's an oil pastel.

It was hard to explain to my students exactly what we were using....but the results are kind of awesome.

Normally, this lesson is done with white paint the first week on a dark color of construction paper, like black. The 2nd week, I have students use chalk to draw the details of the owl over the top of the dried white paint. This year, I took the plunge and invested in a class set of the Play Color and Metallic Play color poster paints. We used them in place of the chalk pastels. 

The colors were so vibrant! Also, these poster paints basically eliminated the mess that chalk creates with this project. The initial investment is rather expensive, but now that I have the class pack, I can order another one and I will always have some extra in the future. 

I did remind mine NOT to twist the color all the way out. I noticed that one of the reds had been mistreated...and the tip broke off...but I pushed it back into the hollow tube and it worked okay for a while. I also show them not to rub the paint at first, it will feel wet, but it dries fast. I like these because they don't smear like oil pastels. 

I was very happy with the class pack. It was just enough for my 13 classes of K and 1st to do this project. I still have some left over, but probably not enough to do a big project like this again.  The metallic silver and gold are exceptionally nice. 

Week 1
Materials Required: black 16X10 construction paper, white crayons, white tempera paint, books about owls, owl pictures, 

Goals & Objectives: The primary goal of this lesson is for the student to use lines and shapes.
GLEs Accomplished In Lesson: 
Kindergarten
PP 3. G Create an original artwork that communicates ideas about the following themes: Outdoors (seasons, nature) EP1.A Identify and use lines 1.B Identify and use shapes, Categorize large and small 1.E Identify and use color
1st Grade
PP 1.A Fill an area with solid color/value using crayon, pencil, or marker
1.B Apply paint with a dragging, not pushing motion
EP 1.B Identify and use triangle, circle, square, rectangle and oval shapes
Categorize large and small and medium

Procedure (Guided Lesson, Instructions, etc): 
This year, I requested my librarian to order some new books about owls. As a result, there are many cute ones to choose from. I selected the book: Little Owl's Night. It is SO cute!

Project (Steps, Examples, etc):
1. Read the owl book to students. I showed everyone what they could do after painting, because the painting really doesn't take the whole art time. I show them all of the owl books in the room, I have some art centers set up with an owl magazine, a coloring page of an owl, and markers to use for that. I also have a couple of 'worksheets' about owls that they can do. Many choices. 
 2. When I distribute the paper, I demonstrate where to write their names. I have all of the papers folded 'tall and skinny' in half.....so that the back is making a peak in front of them when I set it down, and we will flip it over, and do the painting on the other side. I quickly have them write their names on the back, with a white crayon and then put on a paint shirt. I pick up all of the white crayons as soon as they are done with names...so that they don't accidentally try to draw the owl. 
3. I demonstrate on my painting, how to paint a large 'B'. Put the stem of the B on the fold. It HAS to be on the fold. Paint the curved lines of the B and fill the whole thing in solid white. 
4. Fold over gently, rub the back of the paper (one boy threw his on the ground and stomped on it….it did make a cool texture for feathers)……open it up and see a symmetrical owl…This is a really big "WOW" moment..I make a big deal of of it...ARE YOU READY FOR THIS? before I open mine up. 
5. Lastly, demo how to add a tree branch, stamp the brush for leaves, add a full or crescent ‘c’ moon, and add a few small stars. Mention that they should be careful not to totally cover the paper with white paint…it will be a snow scene and the owl won’t show up….Explain that next week, we will draw on the details, once the white paint is dry. Students need to put them in the drying wrack to dry. 
6. Pass out the paint, let students work…cleanup.


Week 2
MATERIALS
Play Color Poster Paint, glue, 12X18 paper for the frame

Procedure/Steps/Examples
1.Today we are finishing the owl. The white paint is dry. I taught students this fun owl poem:
The Owl
There’s a wide-eyed owl
With a pointed nose.

He has pointed ears
And claws for toes.

He sits in a tree
And looks at you.

Then he flaps his wings
And says, “Tu-whit, tu-whoo”

2. Since coloring the owl does not take the whole art time, I had supplies available for students to make an owl puppet. I have a cute printed mini owl that they can color and cut out and attach a puppet stick. 
3. Demonstrate how to use the Play Color Poster Paints to add the details. Draw the eyes, add a beak (I showed an easy way and a hard way), add feathers for the wings...students could put one wing and a belly or two wings. Demonstrate how to color the tree, leaves, moon, and stars. Remind them that they do not have to color the sky since it is already black like night, but if they want to make it more spooky, they can put purple and blue around the background like a spooky haze.
4. Demonstrate how to add a frame around the edges. I had 3 colors for them to choose from. Students had to glue the owl in the center, and put lines around the edges. I demonstrated how to draw the lines on the bottom, then turn the paper all the way around as they add lines to each edge. 

Assessment and Reflection: The students will use the play color poster paints to color a night owl scene according to a teacher constructed rubric. Students should be able to use the white paint, the poster paint, draw the shapes, and color essential parts of the composition with little or no teacher assistance.

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What does the fox Say?

11/18/2013

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Kindergarten and 1st grade Painted paper Collage 

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Way back at the end of September, students painted a 12X18 sheet of white paper with hot colors. Most of them mixed all the colors together to create a lovely, textured orange paper. In October, I cut the papers in half for students to create a pumpkin collage. I still had tons of the paper left over, so I decided to design a project to use up the last of the paper. 

I designed this specifically for K, but I am going to use it for 1st grade as well. 

At the end of this post, I will explain my modifications for each grade.

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Supplies: 
Black and white oil pastels
Previously painted orange papers (could use construction paper...might be able to add fur texture with orange oil pastels)
Black crayons
glue
black yarn cut into small bits for whiskers
12X12 turquoise paper
white speech bubble (I pre-cut all of these)
Sharpies

Step 1: Demonstrate how to draw the fox with a black crayon. I had my kinders draw this step-by-step with me...since I wanted them to draw this BIG on the 9X12 painted orange paper, I knew that I needed to model this step perfectly. 
Step 2: Color in the white cheeks with an oil pastel. Also color the black nose and eyes with a black oil pastel (could just use a black crayon). I demonstrated how to add a white highlight on the eyes.
Step 3: Cut it out. Be careful not to cut off the nose or ears...if an ear is snipped off, I demonstrated how to use a corner scrap to make a new ear.
Step 4: Glue to the 12X12 turquoise background paper. Could use either a glue stick or white glue.
Step 5: Explain what a 'speech' bubble is...and how to put it on the paper. Make sure the point, is pointing at the fox. Give a few suggestions for 'what the fox says.' Write the sentence or phrase in sharpie. Sign name on the front in sharpie then glue the speech bubble in place. 
Step 6: Add black whiskers with a big dot of white glue. I point out where the whiskers should go...and mention that some kids have used the black yarn as eyebrows and eyelashes as well. 

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When students were finished, I allowed them to color a fox coloring sheet to take home or look at a book. The fox coloring page is from Feed Your Soul Art. Please head over there to print your own free version!

I also allowed them to watch the video during the last few minutes of art. I projected it on the smart board. If they wanted to get up and dance around, I also allowed them to do that. Here it is on YouTube if you haven't seen it. 

I asked them PLEASE do NOT torture your classroom teacher with the song all afternoon. PLEASE do not sing it in your classroom!! This was a special treat today, and the classroom teachers will be so mad at me if everyone is singing this song all day. 

In the slideshow above, you will notice that I have a few foxes with the body and legs....I tried that with my very first class of kindergarteners...it was super hard for them to cut out the legs...so I changed up the design for kindergarten, and decided that the HEAD only would be best.

 For first grade, I will demonstrate BOTH methods and allow them to choose which one they want to do on their painted paper. 

This lesson would be best for a 30 minute art time....stretching it out to 50 minutes was a little tough to keep them busy the entire time because they will race through the fox. It might be good to squeeze in a little fox poem or book if you have one. I have 1st grade for one hour, so I will plan an additional activity at the end....

Please let me know if you try this lesson, I would love to see a link to your student work in the comments! Some of you may have seen a sneak peek of this if you follow me on Instagram at nelliemaeii. 

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Pete the Cat

10/18/2013

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I searched and searched the internet for the perfect Pete the Cat lesson. I found TONS of great ideas and put them all together for one fantastic kindergarten unit. I did this in September...and I was a little disappointed at first...but then I took a deep breath...and reminded myself: IT IS ONLY SEPTEMBER, and they turned out pretty cute. However, I know this would've been a supremely successful unit a little later in the year. 

Week 1: We watched the Pete the Cat 'I love my white shoes' video on Youtube. 

I explained that we were going to be painting Pete the Cat and the kids were very excited! They love Pete!

Step 1:
Demonstrate how to draw a 'portrait of Pete' from the 'shoulders up'. I gave everyone a yellow 9X12 paper, that was folded in half like a book. 
Students drew along with me, step-by-step, drawing the head, neck, ears, eyes, nose, etc. On the other 'half' of the fold, we drew Pete's body. I explained that this would be 2 versions, or two different poses. I had a copy of the book, and I pointed out images that showed a close-up portrait, and an 'action' shot of Pete walking in his shoes. 

Students wrote their name down the fold, and slid the drawing into the middle of the table. This yellow paper is the practice paper. Students had to choose their best version for their painting, which we would be doing next. If the action shot was hard, choose the close-up portrait.  I picked up all of the yellow practice books while students put on paint shirts. 

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Step 2: On the board, I taped up two sheets of 12X18 white paper. I used a small brush dipped in black paint to paint both versions of Pete: the portrait and the whole body with his shoes. I explained as I demonstrated that students needed to paint each shape large, and if they made a mistake, try to 'make it work' and DON'T paint the whole paper solid black. We can always paint over a little black blob, but if the whole face is solid black, that is harder to fix later. 
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This reminds me of a little 'mine craft' cat...teehee. 
Step 3: At the end of week 1, students could look at other Pete the Cat books or practice drawing him again on a 'free' sheet. I also let some classes watch the '4 Groovy Buttons' video if we had time. 

WEEK 2: Finish painting Pete the Cat, and make a Pete the Cat book to take home. 

Step 1 Demonstrate how to color Pete's eyes with a yellow oil pastel. I also encouraged students to add any other 'tiny' details with oil pastels BEFORE we painted. If they forgot whiskers, draw them with a black oil pastel, if they wanted flowers or a sun or rainbow, draw those things with oil pastels. If they wanted pink inside the ears or ANYTHING, do it before we paint. 

Step 2 Paint Pete with blue tempera paint. I demonstrated this whole thing in front of the class and explained thoroughly, that the blue tempera was ONLY for Pete's body, not the whole paper. Some still painted the whole paper blue. It happens. 

Step 3: Use tempera cakes (watercolor would've been better), to color the sky, ground, etc. I demonstrated how to do a wash, getting the paper wet with water before putting the color on. It worked out OK, but some of the black smeared a tiny bit...that was frustrating. Watercolor would've been a little more vibrant. 
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This was a LOT of supplies on the tables for the students to manage. Two kinds of brushes, oil pastels, two kinds of paint. I could've used regular blue watercolor, or blue oil pastels...but the SAX Versatemp Ultramarine blue was just too perfect for Pete. 

Step 4: When students were finished, they had a chance to make a little Pete Collage to take home the same day. YAY!

After trying to explain how to make a collage cat head, right before painting, and failing miserably to convey that the tan 'head' shape in the supply bucket was a "TRACER", mean to trace around to make a blue 'copy'....many, many, many of my 'tracers' were covered with whiskers and eyes....

I gave up trying to 'tell' and decided to 'show'....I made a poster, that I pointed to, while I demonstrated every step of this little cat head. Students could much more easily grab the supplies and complete this on their own after we were finished painting, once I had modeled HOW to do it. 

Did I mention that I have kindergarten for 50 minutes?....and in September, it seems like I need multiple activities to keep them busy. 

Once they had started the cat heads, I went around the room, and dropped off the yellow practice 'books' from the week before...students could glue the cat head to the front, and color the pictures and even write a sentence inside: I like my blue shoes. 

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This poster had to be very simple for my kinders to follow....but only after I modeled each step, could they really do it. 
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2nd week of art: A kindergarten 'Script'

8/7/2013

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The past couple of years, I briefly remember how much crying goes on in Kindergarten...and then I quickly forget after the first day of school. Since so many kids are now in preschool, the first day is much easier, without many tears from students (I often see blurry-eyed parents dashing out the door).

But after that first weekend at home, kids realize that school is real and they have to go every day....and I always see way more crying the first Monday after the weekend.

And if their first day of art is on that Monday, I QUICKLY remember how much crying goes on in Kindergarten. This year was no exception.

There was so much crying this year. SO MUCH!

Kids cry because they miss their mommies...they cry because they wanna go home...they cry because they ran out of time to make something they really, really wanted to make...they cry because someone is mean to them....they cry because they can't cut good or their drawing is all scribbly, after they did it that way last week.

It is exhausting and it is hard to make the lesson fun when someone is wailing and refuses to go to the safe spot, refuses to hold the little 'calm down bear' I keep in my room just in case such a situation arises...but with this trusty script, I am able to keep the plan moving and try to barrel forward with lesson regardless of Moaning Mertle Missing her Mommy.

I hope I don't sound hopelessly impatient. I promise, I'm not...but after doing this lesson over 60 times, it is hugely successful for the second week of school, even with a few criers here and there.

When students walk in to art, I remind them to find their chair from last week. If they cannot remember or they were not here, wait at the front and I will help them once I close the door.

To read the first week of art script/lesson plan, click here. 

Once students are seated, I go around the room with the seating chart I wrote down last week. I say, 'I'm going to point to you and say your name...if I get it write, just smile at me, if I get it wrong, help me say it right or if you are in the wrong chair, I can help you find the right one.'

After checking the seating charts, I remind them of my name. Then I point out the color chart at the front of the room and begin writing stars. I take 30 seconds to remind them how they can earn stars by being good listeners at the beginning and by doing a good job of cleaning up at the end. Then, I have them all point with me to each of the three places in the room with the 'hands off' symbol.

I quickly demonstrate how to draw a person on the board, since I showed them last week, they should remember how we did it, but sometimes there are new students in the room who have no clue what is going on.

I explain that I will hand back their drawings with the sharpie markers. If they forgot to trace their name or they forgot to trace their eyes or they wanted to draw a few more details, take just a second to do that with the maker...if they don't need the marker, they can leave it on the table and I will hand them the crayon basket.

I demonstrate how to find a skin color, hair color and shirt color and I literally color each one of those things on the drawing that I made last week. I say, 'Don't just take a green and scribble everything in green, do your very best coloring, making this look just like you.'

In order to demonstrate this step, I drew myself in front of every class and I saved my version in the class boxes so that I could continue the demonstration this week.

I point out my finished examples hanging on the board and explain that I am going to stop coloring mine and show them how to cut it out. I point to a big red bucket and explain that I will put this on their table after they have had a few minutes to color...they can grab a pair of scissors from the bucket and use them to cut out their drawing. This is a good time to remind them about scissor safety: don't cut clothes, skin, hair, only cut your paper.

If someone has a lot of fear about cutting, I demonstrate drawing an oval around one of my sample drawings...and tell them they can cut on the oval. If someone feels confident about cutting, they can cut on the black outline, but I suggest everyone 'shadow' cuts their paper.


Each example of cutting: oval drawn around, shadow cutting, and cutting right on the line

I say, ' Now shadow cutting means you cut it out, but you leave a white outline or 'shadow' around the outside edge of your drawing....last week, a boy wasn't shadow cutting, he was cutting right on the outline and you know what he did? He cut his head right off!....now if you are cutting and you accidentally cut off something important like your head or arm...its okay, don't cry (did I mention that there is a lot of crying in kindergarten?!)....don't cry, just save your arm or head (I am saying all of this as I shadow cut out my example).....and I can fix it. All of your scraps and trash can go into the red scissor bucket on your table.

Now, mine is cut out, I'm also going to snip off this strip that has my name on it. You will grab your drawing, your name and anything you accidentally snipped off and you will bring it to the front.....'

I shuffle across a big red paper taped to the board...."This says 'Mrs. Smith's Class'....when you come up to the front, I am going to ask you, "Keegan, where do you want to go? James, where do you want to go? And you will tell me, near the baby blue cardinal, near the title, or near a friend, and I will glue you on to this big red paper. This paper is a mural, say that with me, MURAL...good!
 kindergarten mural

Now, when your teacher arrives at the end of art, I will surprise her with this beautiful creation and she will LOVE IT! She will say, 'OH, I LOVE IT, IT IS SOOOO BEAUTIFUL!"
first grade 'super' mural

'Now when I get done gluing you to the big red paper, you can go back to your chair," I shuffle back to the other side of the board. 'Since I am keeping the big drawing we did last week for your mural, I want to give you a chance to make something to take home today. I showed you how to draw yourself on a big paper, today you get to draw yourself on a little and small paper. In the red bucket with the scissors, there are some small pieces of paper.

Grab one and draw yourself again, the same way we did last week (I demonstrate as I talk). Head, body, details, you can use a sharpie or a pencil. Then color it, just like the big one, skin, hair clothes colors. Then cut it out. Then in the bottom of the red bucket are some craft sticks. You will be taking your mini-you and gluing it to a craft stick....this way, it becomes a PUPPET! (Lots of oohs and ahs!)

I demonstrate how to put a big dot of glue at the top of the stick, then press the puppet's legs onto the glue dot and hold, counting to 30 (or as high as they can). I do the wiggle test, if the puppet stays, it will be on there for ever, if it falls off, press it to the glue and hold a little longer.

'Now, if you make your puppet like mine...(I show them a really good one I made), you may have time to make a friend. This is my student.' I put on a little puppet show for them using puppet voices: "Hi Mrs. Mitchell, what are you doing today?" "Oh, just getting ready to go make some art." "ooh, can I come, that sound fun!" "Sure, here we go!" "doo do do do do do!"


This is Michael Jackson's ghost...You know, Michael Jackson, he died? This is his ghost.
By this time, the students are so excited to make their puppets, they are dreaming up ideas for their 'friend' puppet...I tell them they can make baby brothers, mom, dad, cat, dog, teacher, whomever they want to put on a show with.


Then I pass out the drawings, sharpies, crayons, scissor buckets...staggering each item so that students have a chance to work with each thing in between otherwise they will just grab the scissors and start hacking it up without coloring it. I go around and help make a big oval for students that might have trouble cutting. Once students start bringing me their picture for the mural, I remind them to go make their puppet.

Then, with less than 15 minutes left, I pass out the glue. I put two glue bottles on every table so kids have to share. I have found that by restricting their time with the glue, I force them to take longer on each puppet, and they make fewer messes (there are still some messes though). Also, I wait until I have every big drawing glued to the mural before I pass out the glue, it helps me keep track of who hasn't gotten theirs on yet.

Just like the first week, I give the 'ONE MINUTE WARNING', flash off the lights and count the stars. When students line up, I have them take their puppets.

"Hold up one puppet, we are going to do a mini puppet show in line....now use your best puppet voice to repeat after me: S-M-I-L-E'. Good. Now on the count of 3, we are going to have a puppet dance party, here we go: '1.2.3.DANCE.DANCE.DANCE.'

'Now stop. On the count of 3, puppet rodeo....on the count of 3...puppet floating in space...puppet swimming...puppet karate...(I do two or three until we are out of time and the teacher is waiting in the  hall.)

'Now, look at your puppet and say 'shhhhh, puppet be quiet in the hall'.....now tuck your puppet in somewhere safe...remember, no puppet shows in the hall, we just had a fun one! When you get to the room, put your puppets somewhere safe, like your cubby, backpack or folder, where ever your teacher tells you and then when you get home, you can put on a puppet show for your mom, dad grandma, cat, dog, baby brother or sister.'

At that time, I quietly open the door, reminding students to show me their smiles...and I hand the teacher their mural where she oohs and ahhhhs......


In between each class, I take all of the trash from the buckets, refill them with more sticks, and puppet papers and I organize the glue, sharpies, and crayon baskets so that they are easy to distribute for the next class. I quickly grab the next 'mural' paper and hang my example for the next class on the board. I determine if anyone was absent in the next class and make sure I am ready to find them a chair, since it will be their first time in art, and I make sure I have an extra paper ready for them. I quickly glance over the seating chart and try to memorize at least a few names so I can call on them during class.


For kindergarten, I get a wide variety of finished outcomes...even though I do a directed drawing the first week. This project teaches me much about my students and where they are developmentally.



I do basically the same lesson for first grade, but first grade classes are 10 minutes longer so I set up my art easel, shut off one row of lights and use it as a puppet stage. The kids love going up to the front to put on a mini show for the class.


Also, I have the 1st graders draw themselves as super heroes for the mural, with magic pens and paintbrushes, capes and masks....it is a fun change for me since I do the lesson so repetitively!

Supplies needed for this lesson: 6X12 drawing paper (from week before), sharpies, crayons, scissors, glue, craft sticks, small white paper for puppets You can see week 1 here!
You can see my 'script' for the 1st week of art here. 
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Kindergarten Art: 1st Day of School

8/7/2013

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Ah, the first day of school.

Many teachers do some sort of fun project using letters or first names...but since I have eleven classes of kindergarten, I have way too many little five- (and just barely five) year-olds to get away with anything that involves writing names. So many of my students come to school not knowing how to write their name, and some can't even identify any letters, let alone write them.

It is challenging to find the perfect lesson for the first day. My mentor teacher came up with the perfect plan. I'm going to share it with you (Thanks Mrs. Clark!)

I thought it would be helpful for you and for me and any student teachers I may have in the future if I wrote out my 'first day script'. Sometimes it can be daunting to think that you have to go over ALL of your procedures the first week of school....and I definitely don't do that. I go over the main ones: how to line up, what to do when you first walk in, what my expectations are and I save the painting procedures for the first day of painting.

I am a firm believer that my very best lessons are scripted. I am not suggesting that I write an extensive script like the one below for every lesson, but I do spend my drive to work and my morning duty time rehearsing what I am going to say and in what order so that when the kids come in, I know what will work best and I can be confident in my delivery.

Be advised, I've done the lesson plan you are about to read over 60 times....and over a hundred if you count the number of times I have done it with my older classes using a different first day of art project. 

Look for my second day 'script' coming soon.

When students arrive, I show them to their seats. I always request that the teachers kindergarteners to art wearing name tags the very first week. This is tremendously helpful since some kids can't say their 'r's and when I ask their name it sort of sounds like 'raryawa' and I am totally confused. With a name tag, I can call everyone by name.

I point to the chairs and assist each student to their 'new' art seat. I try to put two girls and two boys at every table. If it appears that one might need special assistance (because of behavior issues or special needs, I try to put them a table near the front).

First I tell them my name and then have them repeat it. I say, 'Welcome to art. Look around, this is the art room. We will be doing all kinds of fun things this year, today we are going to do a drawing but sometimes we will paint, color, fingerpaint, use clay, markers, we will cut and glue and do all sorts of fun projects this year.'

"I must tell you, art may seem like you are in here for a long time. That's because you are. Art is 50 minutes (I say, dramatically). Almost an hour, and every minute is important because we have to have plenty of time to clean up any messes we might make when we paint or do messy projects. You will have art every Friday Morning. You get to have p.e. three times, and music two times, but art is only one time each week.'

'When you come to the art room, you will sit in the same seat you are sitting right now, each week. Look at who is sitting beside you, and across from you. These are your new teammates. Because in art, we play a game every week. You are now part of a team...' Pointing to each table color I say, 'You are the red team, you are the yellow team, you are the green team, etc.'

'And if you come in and sit down quietly I will mark a star on the board beside your team color.  I will keep marking stars all the way down until each team has a star. At the beginning of art, you have a chance to earn lots of stars because I am usually giving you instructions or demonstrating what to do or reading a book. I need everyone to be quiet while I am talking so I want to reward you with stars if you are doing a good job. '

'Now, sometimes I may only give one star to one team. Or I may go all the way down marking stars and I might skip your table.....that means I am trying to get your attention.'

'There might be times when I need your attention but marking stars doesn't work. Perhaps someone at your team is talking or messing with the other team members instead of paying attention. I would give that team a 'first warning' by saying 'blue team, Stop talking. This is your warning, you are about to lose a star.'

'Sometimes that works. But sometimes, I have to erase a star from blue team if they keep talking after their official warning. Now, they can always earn that star back by doing what they are supposed to do, but by that time, they will be way behind the other teams.'

'Now, let's say that there is one person who is having a bad day. One person who is talking or messing with the other kids in the room and taking a star away doesn't work. Maybe this person is starting a fight or having a tantrum. Rather than keep him or her at the table, I would send them to timeout.'

At this point I always ask someone to be my volunteer and pretend to be in trouble. I send that volunteer to the timeout table.

'Do you see Johnny, in timeout? Okay now everyone, pretend at your table like we are finger painting...do it, pretend to fingerpaint. Okay, now look over your shoulder and smile at Johnny. Because you get to have fun and fingerpaint, and he does not...he is in time out....does time out look like a fun place to be? NO! You don't want to get sent to timeout in art because you would miss out on fun things and I also send a note home to your mom and dad and you teacher will see it...so you will probably get in trouble again with your teacher and your mom and dad.'

"Now, Johnny, you can go back to your seat, everyone clap for Johnny....you have to be very brave to pretend to be in trouble. I'm giving Johnny's team an extra star. I have had kids who were pretending to be in timeout, that actually started crying because they though they were really in trouble, even though they were my volunteer.'  

'You will earn stars at the beginning of art, and you will earn lots of stars at the end of art. At clean up time, you have a chance to jump ahead of the other teams if you are the first team that is cleaned up and ready. At the end of art, every week, you will hear me say "ONE MINUTE WARNING". Once I give the one minute warning, I will be watching the clock, and backing over towards the lights. Once one minute is up, that is when I will flip of the lights. When the lights go out, you need to be in your seat, the supplies slid into the middle and your head goes down. Let's practice.'

'I want you all to pretend like you are cutting something out. When I say 'one minute warning', pretend to cut really fast, or stop cutting and slide your scissors in the middle. When I get over to the lights, you have to put your 'pretend scissors' down and put your head down. Let's do it. ONE MINUTE WARNING. '

'After the lights go out, put your heads down, and I will rush to the board to mark stars for the teams that are ready. Ooh, red team is totally ready...green team has some trash on the floor, pick it up!....blue team, sit down....Sally, hurry back to your chair from the trash can, time is up!! I will be quickly marking stars on the board.'

'The team with the most stars at the end of art will win a prize. Today, you may pick one high five sticker. Sometimes I may have glitter stickers...or rainbows, or footballs, or dinosaurs. Hold up one finger. If your team wins, you get ONE sticker. Only ONE team can win...so you won't get a sticker every week, only one table...the best table gets a prize, so you DO want to earn stars by sitting quietly and cleaning up.'

At this time, I cross to the expectation posters I have in the room.

'In art, I expect you to be 'polite listeners,' I say, pointing to the poster that says BE A POLITE LISTENER.  'Being a good listener means you are looking at the teacher, keeping your hands and feet quiet. Give yourselves a pat on the back, you are all doing that now!'

Pointing to the other posters I explain what each one means: USE ART MATERIALS WISELY (do not cut your clothes, do not paint your hand, BE A GOOD TEAMMATE (sharing, using manners), SHOW RESPECT TO OTHERS (don't say mean things about other people's artwork).

'In art, I want you to learn, have fun, but I also want you to stay safe. Take a look over here,' I say, pointing to the sink. 'In art, students do not use the sink. See how there is a 'hands-off' symbol posted near the sink? That means DO NOT TOUCH HANDS OFF.' I turn on the water, 'the sink is dangerous because the water at the school gets very hot in the art room...I don't know why but I have scalded my hands in the water because I forgot and turned it on hot...it is dangerous...and it is loud when the water is running!'

'Right here we have the drying wracks...say that 'drying wracks'.....'Do not bang on the drying racks, they make lots of noise and it is loud and annoying.'

'Perhaps the most dangerous thing in the artroom is the paper cutter,' I say, pointing to the paper cutter. Sliding a sheet of paper under the blade, I pull it down, making a loud SLAMMING noise...'Never, ever touch the paper cutter...don't even joke about touching it. DANGER!'

I make my way over by the smartboard. 'This is the smart board, say that smartboard. This like an awesome big screen t.v. that hooks up to my computer, I can show you all sorts of things on my computer using this camera (pointing to the projector)....but please do not touch it. Do not touch the pens at the bottom because you could tear them up...do not use art supplies over here and do not touch it with your messy art fingers...this is very expensive and if you tear it up, your parents would have to buy me a new one and it would be more expensive than any big screen t.v. you might have at home.'

 'The last thing I want to show you is how we line up. In art, we line up here. We make a boy line and a girl line,' I say pointing and standing in the spot where we line up.  Sometimes the line leader does not line up first because the line leader might be getting a sticker...if you are the first girl or the first boy over here, save a spot for the line leader so they may come to the front when they get to the line'.

'Now, does anyone remember my name?'....crickets.....

'My name is Mrs. Mitchell. Say that with me: Mrs. Mitchell'.

'Now, I just showed you three spots in the room with a hands-off symbol: everyone point with me to the SMART BOARD, very good....now point to the SINK.....very good...now the PAPER CUTTER....never touch the paper cutter, very good."

'We are about to get started with our project for today, but first, I need to see how big you are...and tall you are...everyone STAND UP.'

We have been sitting for way too long at this point, and the kids need to move a bit before we start the project. 

'Very good....wow, you are tall....you are big....now, raise your hand if you are 5....good...now raise your hand if you are 6.....very good....now raise your hand if you are 7? 4? Okay great, everyone in this room is either 5 or 6 or 28! Now, show me your muscles! Wow, you are big and tall and strong, very strong!"

'Now, sit down.'

'Today, we are going to be drawing ourselves on a piece of paper to be as big and tall as the paper. I know that some of you might think that you already know how to draw people, but I want you to draw what I draw....because I want to see if you can do that. So here is what I want you to draw....'

'First, draw a circle for your head. Give me a thumbs up if this looks easy and a thumbs down if this looks hard. Easy or hard? Easy, okay...now, draw two lines down for the neck. Easy or hard? Easy, okay...now draw a box, or a square or a rectangle shape for the shirt area....easy or hard? Easy...okay, some of you are saying hard. So here is what we will do, if you think you can do this, I want you to draw these three things and then stop and hold up your paper.


Once I look at it, I will give you a thumbs up...you can put your paper down...and then wait for me to check everyone else's...if you think this is hard, draw the head and hold up your hand and I will try to help you with the rest. If you see me give you a thumbs up, put your paper down....and wait....if I say 'make it bigger, draw another line' or whatever, make the changes and then you will be ready for the next step. I'm going to give you paper, and a pencil tray. There are 4 pencils on every tray. Please try not to bite off the erasers....on Friday, I picked up a tray and all 4 erasers were bitten off----EW! gross!'

This is one of my favorite drawings ever!!
Pass out supplies. Assist as necessary. Sometimes I get them started with the head...sometimes I try to draw all three and have them just add legs and arms...Depending on where they are developmentally, some students are incapable of drawing a human with a neck, a body and arms and legs...especially if they still see humans as a circle with arms and legs.

This project gives me an indication of where they are developmentally. If they can add lots of details, they are advanced...if they can't even finish when I draw the first three things, then they are way behind.

Draw remaining steps: legs and arms, hair, and face details. Have everyone go step-by-step with me. Have students point to the shirt, then draw something they like on the shirt, whether that is spongebob or a football or hearts....Now if students know how to write their name, I have them write their name on the front.



 Demonstrate how to trace over lines with a sharpie marker. Explain that sharpies can ruin a perfectly good drawing. Never draw with the sharpie on the back! Never scribble over the whole paper, it will be ruined. Show them an example of one that IS ruined!


'Now sharpies can stain your clothes and skin so be careful!' While students are tracing their drawings, I go around the room and help the ones that can't write their names.This is also when I go to each student and write their name down in my seating chart book....if teachers send them with name tags, it helps tremendously. I always request name tags!

If time allows, give students erasers to erase any pencil lines that still show through.

By this time, we only have about 5 minutes left.  I announce the 'ONE minute warning'...and watch to see that they are nearly ready....then I have them put their papers in the middle, start putting their heads down as I flash off the lights. I rush to the board and mark stars for teams that are ready. I give stickers to the team with the most stars, and then line up the the other tables by the door. I remind them to save a spot for the line leader as they line up.

At the door, I have them repeat after me: "S-M-I-L-E'...emphasizing the 'eeeeee' so that it makes them smile....I say, Smiles on, voices off, we are going in the hall....just as I open the door and greet their teacher. I try to remember to ask if anyone was absent when they arrive, but sometimes I ask at the end, so that I can write their name on a sheet of paper so that they will have a paper to draw on the very next week.



And that is how I do it. It may seem like I talk a lot...and I do...but I try to move around...it is probably the longest lecture I give the entire year to kindergarteners...and it is only between 15-17 minutes at the most.

***This post was originally created for another blog that I used to have. I printed it out in color, and I now refer to this to help 'prep' myself for the 1st day of school. I'm thinking of recording myself doing this whole thing so that I only have to do it once this year......
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    Mrs. Mitchell

    Art teacher from Missouri. 

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