"If I ask children to help me figure out what happens when some blue is added to some yellow I am helping the child not only learn the answer, I am helping the child learn how to learn and how much fun it is to make the discovery (rather than being told or shown the answer.) This is why, as a teacher, I seldom show or tell anything unless I fail to think of an experiment that would work." 
~Marvin Bartel, Ed.D, artist

Lesson 1: Exploring Primary Colors-Wet on Wet Watercolor Technique (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  Kindergarten grading RUBRIC  
Materials Needed: sketchbook and pencil, small object for drawing ritual, trimmed 18"x24" watercolor paper to mount on 18"x24" black paper, large brushes, small brushes, watercolors, container of water, paper towels, assorted music (classical, jazz, music of different tempos)
Vocabulary:  primary colors
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil. Date the drawing.
    

2. Use Primary Colors ONLY for the next lesson: red, yellow and blue.
   Exploring Colors Lesson.
   Do NOT show the your students the color wheel yet. Students are encouraged to discover the answers themselves.
   Demonstrate the proper use of watercolor paints. When switching colors, kids should wipe the brush first with a paper towel before rinsing.  This helps to keep the rinse water clean.
    
3. Wet the entire paper with a large brush and water to begin. Start the music. Begin with red and have students explore large and small areas with red paint to the music.  Make sure students leave plenty of white paper for the other two colors. Students should paint quick or slow to the music. When the music stops, children should rinse and put their brushes down, and switch to the next painting (like musical chairs). Using yellow, continue painting to the music.  Kids can switch to a small brush if desired.  Let some yellow blend into the wet red but leave some pure red and yellow showing. Be careful not to fill in the entire paper. What new color is made? Leave some white on the paper for the next color-blue.  Switch to  the next painting and work with blue.  DO NOT over mix and leave some pure blue showing while blending some blue with the other two colors.  What colors are you making? Continue using red, yellow and blue until the paper is full, switching music each time. When the paper is full, STOP. DO NOT OVERMIX.
   TIP: Children this age may be hesitant to switch paintings.  Reassure them that this is only a game of colors and that there is no wrong!  The results will be interesting!
    
4. Let's look at our paintings. Discuss how the brush strokes changed when the music and tempo changed. Discuss the three colors that were used-Red, Blue and Yellow-the Primary Colors.  Discuss the three new colors that were made by the Primary colors-the Secondary colors, and any new colors that were made. What happens when you mix all three primary colors?
   TIP:  The children do not have to memorize the secondary colors. This is just an introduction to color mixing. 
    
5. Students will put their name on the lower right hand corner.
    
6. Clean Up-Carefully carry painting to area designated to dry. Rinse brush, empty water container, and put all materials away.  Dry table area with paper towels.
    
7. We will continue in the next class.

Differentiation
Support: Child does not have to switch paintings, but can remain in his seat.
Read or listen to the audio book, A World of Colors. Experiment with color mixing using the Color Mixed Hand Prints lesson.  
Little Blue and Little Yellow by Lionni, Leo. (Mulberry, 1959 ISBN 0-688-13285-5. Paperback) Picture Book. 32 pages. Grades PreK+
For more info about color in children’s literature see Carol Hurst.com.

Extension: Explore the resources, Creature Painting and Happy Accidents.

"If I ask children to help me figure out what happens when some blue is added to some yellow I am helping the child not only learn the answer, I am helping the child learn how to learn and how much fun it is to make the discovery (rather than being told or shown the answer.) This is why, as a teacher, I seldom show or tell anything unless I fail to think of an experiment that would work." 
~Marvin Bartel, Ed.D, artist

Lesson 2: Exploring Primary Colors-Dry on Dry Watercolor Technique (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:   Kindergarten grading RUBRIC  
Materials Needed:  Sketchbook and pencil, small found object for drawing ritual, watercolor paper from yesterday, small brushes, black watercolors, assorted watercolors, container of water, paper towels, 18"x24" black construction paper, background music, staplers, a color wheel to show at the end of class
Vocabulary:  primary colors
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information. This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object in the air. Use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil.  Put the date in the sketchbook.
    
2. Discuss color mixing from last class. Do you remember what three colors we used for our painting?  What are they?  What new and beautiful colors did you make? How?
    
3. With paper from yesterday, watercolors, and small brushes, kids will add details with dryer paints and brush.  They can begin to pick out shapes that appear on their paper, animals, creatures, aliens, faces...,whatever they see.  The shapes can be enhanced with black paints using a dry brush application.  Dip the small brush in just enough water to wet the paint and outline the shapes that emerged from the original painting. 
    
4. Using a dry brush technique again, children may add other colors on top of shapes that were reinforced with the black dry brush.
    
5. What shapes and images did they find?  Discuss the results with your students. How did the wet on wet technique differ from the dryer brush technique?
    
6. Staple or glue the completed pictures onto black background paper.
    
7. You may show the color wheel and discuss the primary and secondary colors again. The secondary colors do not have to be memorized.
    
8. Display the finished paintings outside of the art room for all to admire!

Differentiation
Support:  Read or listen to the audio book, A World of Colors. Experiment with color mixing using the Color Mixed Hand Prints lesson.  
Little Blue and Little Yellow by Lionni, Leo. (Mulberry, 1959 ISBN 0-688-13285-5. Paperback) Picture Book. 32 pages. Grades PreK+
For more info about color in children’s literature see Carol Hurst.com.

Extension: Explore Watercolor Painting Techniques.

Lesson 3:  Basic Shapes-Paint to the Rhythm of the Count
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  Kindergarten grading RUBRIC  
Materials Needed: sketchbook and pencil, object for drawing ritual, trimmed 12"x18" watercolor paper to mount on 12"x18" black paper, large brushes, small brushes, red, yellow, blue tempera paints, container of water, paper towels, newspaper
Vocabulary:  primary colors, circle, square, triangle, overlap, design
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information. This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil. Date the drawing.
    

2. Student will have fun painting to the rhythm of the count...
   Follow this Painting Basic Shapes Lesson   Use Primary Colors ONLY for this lesson: red, yellow and blue.
    
3. Students will write names on the back of their paper. Demonstrate the proper use of watercolor paints. When switching colors, kids should wipe the brush first with a paper towel before rinsing.  This helps to keep the rinse water clean.
    
4. Draw in the air with the paintbrush to the count.  Then paint the shape to the count on paper. Kids may switch color with each shape. Do not fill in the shapes with paint. OVERLAP and change the size of the shape each time.
    
5. Look at your DESIGN (a design is the plan or arrangement of parts in a work)...is there lots of empty space in an area?  You can even turn your papers upside down to finish the painting.
    
6. You may fill in some areas of the shapes with paint.  Try not to fill in the same colors next to one another. 
    
7. When the paintings are dry the teacher will staple the paintings to the black paper.
    

Differentiation
Support: 
Extension:  Here is a variation:  Use black tempera paint only to draw the shapes to the count.  Then fill some of the areas inside the shapes with primary colors.

Lesson 4:  Basic Shapes-Cats in the Style of Henri Matisse (Part 1)
Duration:  1-2 class period(s)
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  Kindergarten grading RUBRIC  
Materials Needed: sketchbook and pencil, object for drawing ritual, trimmed 12"x18" watercolor paper to mount on 12"x18" black paper OR trimmed 18"x24" paper  to fit 18"x24" black paper for mounting, large brushes, small brushes, red, yellow, blue, orange, green, violet NEON tempera paints (if possible), other NEON tempera colors, container of water, paper towels, newspaper
Vocabulary:  primary colors, circle, square, triangle, overlap, design
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information. This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil. Date the drawing.
    

2. In your modern art self-portrait lesson you looked at Modern Art Paintings which used bold, beautiful and sometimes unrealistic colors. Here are some paintings by Henri Matisse:  Click the Online Activity for KIDS from the Baltimore Museum of Art.
   Look at his use of colors, patterns and props.
    
3. You will create your own Painting in the style of Henri Matisse-and you will use a CAT as your subject!
    
4. Pass out scrap paper to draw on. Look at some photos of cats. What shapes can you see in a cat? What is the basic head shapes? Body? Legs? Ears?
   You will do some drawings of a cat sitting, standing, jumping, or laying down. Draw with basic shapes: Head is a circle shape, body may be an oval shape and so on. When you have completed the basic body of the cat you can add details like a collar, whiskers, teeth and so on.
    
5. Write your name on the back of your large painting paper. Choose your favorite drawing. You will enlarge this on your paper. How should you hold your large paper so it fits your drawing the best? Horizontally or vertically? When your are drawing the cat you can erase the connecting shape lines such as the line from the head to the neck, body to the legs and tail. This will make the cat look like one big shape rather than many separate shapes.
    
6. When you are finished your cat drawing, put the cat in a room (or outdoors) and add a ground line from one end of the paper to the other (make sure it doesn't go through the cat but behind the cat. Your teacher will show you how to do this). This will look like the cat is on the ground. Now add props like Henri Matisse. What do you want to add to the room? Is the cat sitting on something? Only use LINES.
    
7. Go over all your lines with a black permanent marker. Add a different PATTERN in each area. A Pattern is a line, shape, or color that repeats. In this case, you will be repeating lines and small shapes.
   TIP: The teacher may have the students create patterns on the board with colored markers. They love to demonstrate what they know!
    
8. Add some great patterns in each area with your marker (you do not have to add patterns in your cat if you don't want to). Do not fill in anything yet.
    
9. Put this away for next time when you will add paints!

Differentiation
Support: 
Extension: 

Lesson 5:  Basic Shapes-Cats in the Style of Henri Matisse (Part 2)
Duration:  1-2 class period(s)
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  Kindergarten grading RUBRIC  
Materials Needed: sketchbook and pencil, object for drawing ritual, trimmed 12"x18" watercolor paper to mount on 12"x18" black paper OR trimmed 18"x24" paper  to fit 18"x24" black paper for mounting, large brushes, small brushes, red, yellow, blue, orange, green, violet NEON tempera paints (if possible),  container of water, paper towels, newspaper
Vocabulary:  primary colors, patterns
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information. This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil. Date the drawing.
    

2. In your modern art self-portrait lesson you looked at Modern Art Paintings which used bold, beautiful and sometimes unrealistic colors. Do you remember the artist who painting with unrealistic colors from last class?  What else do you see in his paintings?  Click the Online Activity for KIDS from the Baltimore Museum of Art.
   Look at his use of colors, patterns and props.
    
3. Begin to fill in some areas with oil pastels. Press hard. Save lots of areas for you paints.
    
4. Demonstrate the proper use of tempera paints. As with the watercolors, when switching colors the kids should wipe the brush first with a paper towel before rinsing.  This helps to keep the rinse water clean.
    
5. Begin with the primary colors on a tray. What are the primary colors? Red, Blue and Yellow. Use these colors to fill in some of  the white areas. You may create PATTERNS with your colors by repeating certain colors.
    
6. Add other colors to finish your painting.
    
7. When the paintings are dry the teacher will staple the paintings to the black paper.
   
   Take a look at the student ART GALLERY for some fabulous cats in the style of Henri Matisse!
    

Differentiation
Support: 
Extension: 

Lesson 6:  Fabulous Feasts Shape Collage (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  Kindergarten grading RUBRIC  
Materials Needed:  sketchbook and pencil, object for drawing ritual, scrap drawing paper, markers, precut shapes to hold up (circle, triangle, square, rectangle, oval, any others)
Vocabulary:  square, rectangle, circle, triangle, oval, overlap, design, pattern                              
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information. This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down to reposition your pencil.  Put the date in the sketchbook.
    
2. We painted shapes in our last art class. We will continue to review some shapes. Let's see how well you remember.
    
3. Hold up precut shapes such as circle, square, triangle, rectangle. Discuss how many sides and corners these shapes have.  Have the students locate some of these shapes around the room.  You may also use the board for kids to draw a shape- multicolored chalks are fun!
    
4. If you'd like, pass out some scrap drawing paper and black markers. Play Let's Draw Our Shapes Song while kids draw the shapes with their markers.  
    
5. Add oval shapes and any others if you desire. Kids may repeat any shapes and form PATTERNS and OVERLAP shapes (one shape placed on top of another) and change the sizes of the shapes as well. Then, color in parts of the shapes with colored markers if desired.
    
6. What interesting DESIGNS! You have arranged your shapes all over the page in unique ways. Who OVERLAPPED their shapes? Who made a PATTERN? Put your name on your paper and put it away.
    
7. Let's look at an artist who uses shapes to make his design (a design is the plan or arrangement of parts in a work): Watch the TA-Columba Aiken Video and learn how he creates art using only shapes. 
   Discuss what shapes he used.  What did he make?
    
8. What if you were to make a picture of fabulous foods for a celebration? What would it include?  What kind of shapes do you need for your foods and place settings?  Kids can brainstorm what kind of foods to have along with table setting objects: dishes, flatware, glasses, napkins...Kids may draw pictures in their sketchbooks of the fabulous foods they will have at the party using geometric shapes they have learned.
    
9. Next art class we will use our sketches of our Fabulous Feasts and cut out our shapes from colored paper. 

Differentiation
Support:  shapes  Listen to the songs, Let's Draw Our Shapes and Where Is That Shape?
Extension: Explore How  Artists Use Shape.

Lesson 7:  Fabulous Feasts Shape Collage (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  Kindergarten grading RUBRIC  
Materials Needed:  sketchbook and pencil, found  object for drawing ritual, 9"x12" colored construction paper and/or colored scrap paper, scissors, glue sticks, 11"x17" (approx) white paper, markers,  oil pastels, scissors
Vocabulary:  square, rectangle, circle, triangle, oval, overlap, design, pattern, collage, primary and secondary colors, collage                               
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down to reposition your pencil.  Put a date in the sketchbook.
    
2. Review the geometric shapes learned in the last class. Use the whiteboard or precut geometric shapes. The kids can show what they know on the board.
    
3. Continue the Fabulous Feasts lesson.
    
4. TIP: First, Make a tablecloth DESIGN or PATTERN of repeating lines on white paper using markers or oil pastels. If using oil pastels, press hard so the lines look very bold.  Put names on the back of the paper.
    
5. We are making a COLLAGE by using cut papers and gluing this to our drawing.
    
6. Place some colored papers on each table for the kids to use as needed. Children should draw their shape in pencil first.  Begin with the largest shapes for the dishes and napkins.  How large should other foods be compared to the dish and napkin? 
   TIP:  Children should use small colored paper for small shapes, larger paper for large shapes. Do not cut out a small shape in the middle of a large piece of paper!  Use the CORNER or side of  larger paper to cut out a small shape. 
    
7. As kids are cutting out shapes from colored paper, review the primary and secondary colors. Who is using a primary color?  Jon is using violet for his grapes.  Who remembers what kind of color that is? etc...Add details to the shapes with markers or oil pastels (press hard) and glue down with glue stick.  
    
8. Are there large blank areas that need to be added to on your tablecloth?  Fill in empty areas with more food or tabletop items to complete your DESIGN.
    
9. Clean Up-Tiny scraps should be thrown away. Larger scraps should be placed in the scrap box for next time.  Check under your table for scraps as well. Put all other materials away.
    
10. We will finish our Fabulous Feasts Shape Collage next time!

Differentiation
Support: Use precut colored shapes instead of drawing shapes on paper. The child can glue them on white paper to create his Fabulous Feast. Listen to the song, Where is That Shape?
Extension: Explore How  Artists Use Shape.

Lesson 8:  Fabulous Feast Shape Collage (Part 3)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Kindergarten grading RUBRIC  
Materials Needed:  sketchbook and pencil, found object for drawing ritual, 9"x12" colored construction paper and/or colored scrap paper, scissors, glue sticks,  project from last class, markers,  oil pastels, 12x18 black construction paper for mounting 
Vocabulary:  square, rectangle, circle, triangle, oval, overlap, design, pattern, collage, primary and secondary colors, collage, depth 
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down to reposition your pencil.  Put a date in the sketchbook.
    
2. Finish cutting and gluing shapes paying attention to size of objects compared to each other. 
    
3. Continue  to add details to napkins, plates, fruits, etc., with markers or oil pastels-press hard.
    
4. Look at objects on tablecloth.  Is there room for anything else?  Do you have a large empty area?  You may need to add something else to fill the space. Finish up the designs.
5. Use a glue stick on back of completed projects and mount on black paper.
6. Put your name and grade on the lower right corner of the collage.
7. Clean Up:  Throw away the tiniest scraps. Save small scraps and place in the scrapbox.  Look under your table and clean up any scraps.  Put caps on the glue sticks. Put away all other materials.
    
8. You can use the end of the class to talk about the wonderful shapes that were used in the projects. What shapes were used for what place settings and foods? How were they used?  Were different shapes combined to form new shapes?  How were the oil pastels and markers used?  Was the space used wisely in your DESIGN?  Who used all three primary and secondary colors?  Let's look at your tablecloth PATTERNS.  How unique!
10. Here is something you may add once your tabletop of a fabulous feast is finished: Add two table legs using long rectangles on each side of the table rectangle. Glue the top of them behind the bottom edge of your picture. Then add two shorter legs INSIDE the two outside legs. You can position the short legs about two or three inches inside the long legs and glue them behind your picture. This will create an illusion of DEPTH-the long legs will look closer to you than the shorter legs.
     
11. Display the beautiful Fabulous Feasts collage outside the art room for all to admire!

Differentiation
Support:  Use precut colored shapes instead of drawing shapes on paper. Child can glue them on white paper to create his Fabulous Feast. Listen to the song, Where is That Shape?
Extension:  Use as many details as you'd like on the tablecloth and cut shapes.  Explore How  Artists Use Shape.

Lesson 9:  My Awesome Recycled Shapes Robot (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  Kindergarten grading RUBRIC  
Materials Needed:  sketchbook and pencil, found object for drawing ritual, collected 3-D recycled materials: approximately 10"x12" Corrugated cardboard already painted or spray painted in black or gray,  gutted dead school computers, junk from personal and others' sheds, castaways from the school's maintenance and bus barn depts., junkyard (be a dumpster diver!!)  hot glue and liquid nails, something to separate stuff for each group (soda pop flats are ideal). Examples of small stuff for the robots might be: clean nails, screws, washers, nuts, bolts, rivets, buttons, coins, jewelry,
flat shape cut outs from last class and 3-D shape examples.
Vocabulary: sculpture, 2-D, 3-D (Keep the idea between 2D and 3D very simple at this point.  2D is flat, 3D is not flat but has some height, width and depth.)
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information. This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. Draw the object in the air with your finger and follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil.  Put a date in the sketchbook.
    
2. Review all the shapes that were learned from last class  These shapes are 2-Dimensional shapes since they are perfectly flat.  I am holding a shape in 3-Dimension or 3-D for short.  What is so different about these two shapes?
    
3. Here is a news report of Australian artist Steve Oatway who uses recycled materials for his sculptures:  http://www.youtube.com  Type in: Junk Artist TV Spot 
   (This  is 1 min. 19 sec. long).  Steve Oatway's documentary featured on Youtube  depicts violence and is not suitable for children. The link above is fine.
    
4. What did you think of his junk art?  What did you see?  What materials did he use to make some of his art?  Is his art flat or 3-Dimensional?  Do you remember when we made our 3-D name collage in the previous unit?  What makes his art 3 Dimensional?    We are going to use recycled three dimensional objects, just like Steve Oatway, and put them together to create a three dimensional robot!  These are going to be much different than drawing a robot.  What is the difference? etc. Guess what?  When we create art using 3-D objects, we call them SCULPTURES!
    
5. To make an awesome 3-D robot using recycled materials, take a look at the Robots Lesson. 
    
6. The kids are to get into groups and must put their names on the back of the cardboard.  Sort through the scrap boxes to find the right shapes. Largest objects are to be placed on the cardboard first. Take your time!  The kids will probably not finish laying all assorted materials this period and will finish next time. 
    
7. The teacher will glue all objects the way they are positioned on the cardboard.
    
8. Next class, we will finish placing our 3-D recycled robot and write a short story about our Recycled Robot!

Differentiation
Support:  Group the child with children who are very kind and helpful. OR group him/her with a few children and an older helper if possible.
Extension:  

Lesson 10:  My Awesome Recycled Shapes Robot (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  Kindergarten grading RUBRIC  
Materials Needed:  sketchbook and pencil, found object for drawing ritual, collected 3-D recycled materials:  Corrugated cardboard (spray paint) for mounting - Gutted dead school computers, junk from personal and others' sheds, castaways from the school's maintenance and bus barn depts., junkyard (be a dumpster diver!!),  hot glue and liquid nails, something to separate stuff for each group (soda pop flats are ideal). Examples of small stuff for the robots might be: clean nails, screws, washers, nuts, bolts, rivets, buttons, coins, jewelry.
Vocabulary: sculpture, 2-D, 3-D (Keep the idea between 2D and 3D very simple at this point.  2D is flat, 3D is not flat but has some height, width and depth.)
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. Draw the object in the air with your finger and follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil.  Put a date in the sketchbook.
    
2. The robots should be on display when the students enter the room. They can get into their groups and use their robots to complete a 5 minute drawing ritual in their sketchbooks, whether they have completed the Recycled Robot or not. Remember artist Steve Oatway and his SCULPTURES from junk?  Did he like to use 2-D or 3-D shapes in his artwork?
    
3. Hold up some geometric shapes.  Are these 2-D or 3-D shapes?  Why?  Hold up some 3-D shapes (blocks, ice cream cone...). What makes these 3-D shapes? Review the differences between 2-D and 3-D.
    
4. Continue the 3D Robots Lesson.  Children may use some class time to finish adding 3-D objects to their robots if needed.
    
5. Give students time to invent facts or a story about their robot. If they need some prompting  ask them questions about their robot to generate ideas. Groups can plan what they want to say or groups can give the teacher individual facts about their robot. Record their story or facts.
    
6. Type the group stories or facts on the computer, print the recitations, and attach the story or facts to the correlating robots.
    
7. Display the robots with attached recitations into the hallway with a huge sign stating the objectives. The robots will be a crowd pleaser!

Differentiation
Support: 
Extension:  

Lesson 11:   Easy Circles Galore Printmaking
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Enduring Understanding: 
Assessment:  Kindergarten grading RUBRIC  
Materials Needed:  pencil, sketchbook, found object for the Drawing Ritual, 9"x12" or 12"x18" white or colored construction paper (all sides trimmed slightly to be mounted on background paper, tempera paint, trays with primary colors and any additional color desired, straws, Q-tips, pencil erasers, paper towel tubes, ( ANYTHING ROUND!!), newspaper, paper towels.  
Vocabulary:  printmaking, primary colors, secondary colors, design, pattern
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. Draw the object  in the air with your finger and follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil. Date your picture.
    
2. This is an easy printing idea and lots of fun as well: Circles Galore Printmaking. You may need to type in Circles Galore for this lesson.
    
3. The children may dip round objects into the paint on the tray and press onto their paper.
   TIP:  As children are printing, have them turn their papers sideways and upside down for a different point of view.  Continue printing. 
    
4. Do you remember when we painted to music?  We began with three primary colors. What are your primary colors?  We mixed two at a time to make another color. They are secondary colors.  Who is mixing two primary colors? What secondary color did you make?  etc.
    
5. Printmaking is using a plate or object that is covered with a wet color and then pressing the object onto a flat surface. Are we printing?  Look at these great designs!
    
6. Which way should you hold your completed picture?  Which way does it look best? Write your name on the lower right corner.
    
7. Clean Up:  Place the wet projects in a designated area to dry. Throw out used Q-tips and anything else that cannot be used again.  Wipe erasers, straws, etc. with a paper towel and put things away where designated. Throw away newspapers.
    
8. Children may use the next class period to add oil pastels inside and outside their circles. 
    
9. When pictures are dry, glue or staple the shape prints on top of black construction paper. Beautiful!

Differentiation
Support: 
Extension: Here's a little variation of Easy Circles Galore Printmaking. Use black construction paper and white tempera paint for dipping.  Print circles in the same way onto black paper.  When project is dry, add oil pastels to NEGATIVE SPACES of choice.  Press HARD.  Mount onto colored construction paper.  Voila!

Lesson 12: Painting – Texture
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Enduring Understanding:  Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Kindergarten grading RUBRIC  
Materials Needed: sketchbook, pencil, small found object for drawing ritual, assorted tempera paint– (many colors) in cups or on a tray, 12x18 or 18x24 manila or white drawing paper, water containers, large and small brushes, paper towels, soap – to use for cleaning brushes, Newspapers to protect table area, assorted texture objects to use as examples such as:  pine cones, burlap, cotton balls, nail file, pineapple, sand...
Vocabulary:  texture, primary and secondary colors, solid, contrast