Submitted
by: Jeryl Hollingsworth, La
France Elementary, La France, SC
UNIT: Drawing - Literature - Illustration
Lesson: Wild Things - texture and pattern
Grade Level: Kindergarten
Time: 2 class periods
Lesson Summary:
Students implement textures and
patterns in creating an imaginary "Wild Thing". the
book and illustrations in Where the Wild Things Are by
Maurice Sendak serve as Inspiration. Pervious lesson, students
created imaginary animals from scrap/found objects (recycled
art).
Essential Understanding:
Artists work from their
imagination in creating art. Art can be used as
illustration to tell a story. Illustrators use a variety of
materials to create their illustrations.
National Standards covered by
this unit:
|
I.
Understanding
and applying Media, Techniques, and Processes
|
II.
Using knowledge
of Structures and Functions
|
III.
Choosing and
Evaluating a Range of Subject Matter, Symbols, and Ideas
|
|
V.
Reflecting upon
and Assessing the Merits of their Work and the work of
Others
|
VI.
Making
Connections between Visual Arts And Other Disciplines
|
|
A.
Identify differences among media, techniques and
processes used in the visual arts
|
|
A.
Create artworks that express their personal experiences
|
|
A.
Identify various purposes for creating artworks
|
|
|
B.
Use a variety of media, techniques and processes to
communicate ideas, experiences and stories through their
artworks
|
B.
Use various elements and principles of design to
communicate ideas through their artworks
|
B.
Describe their personal responses to various subjects,
symbols, and ideas in artworks
|
|
B.
Compare and contrast the expressive qualities in nature
with those found in artworks
|
B.
Identify connections between the visual arts and content
areas across the curriculum
|
|
C.
Use art materials and tools in a safe and responsible
manner
|
|
|
|
|
|
Objectives:
Student will
- Identify visual
images, themes, and ideas for illustration in Where
the Wild things Art - identifying elements of
art and principles of design in illustrations
- Applying elements of art and
principles of design to create their own Wild Thing
- Use a variety of drawing materials - Use
imagination
- Evaluate their own art
and provide meaning
|
Materials:
Drawing paper (colored
construction paper might be nice)
Assorted markers
Oil pastels
texture panels (optional)
watercolors (optional)
wiggly eyes - glue |
Vocabulary:
Texture, pattern, imagination,
environment,
Resources:
Where
the Wild Things Are by
Maurice Sendak
Preparation:
Teacher
glue two wiggly eyes on paper for child to begin designing wild
things. Make a couple extras just in case...
DAY
1:
Read
Where the Wild Things Are by Maurice Sendak (this could
be done by kindergarten teacher before class). Look at
illustrations and speculate how they were made. What kind of
materials? What kind or textures do you see? What makes the
creatures look "wild". Brainstorm... If you were to
make a wild thing what would it look like? Talk about
claws, feathers, scales, horns - etc.
Students
begin their own Wild thing drawing with colored markers (or fine
point black marker). Draw in patterns and textures
Use
texture panels to get a variety of textures (optional).
Color with oil pastels (or choice of drawing materials).
Give
some kind of surroundings - environment- for the wild thing -
Where does he live?
DAY
2.:
Finish
drawings. Watercolor over areas and watercolor negative space.
Present
wild things to the class. Talk about each one. What kind of
sounds would he make? How would he walk? Act out the wild
things.
Note:
If art teacher reads the story - this may take three class
periods.
Extensions
and Technology:
Tape
record each child telling a story about their wild thing. Write
the stories into a class book - use big fonts - and children's
own language.
Make paper plate and construction paper
masks. Make paper bag costumes. Take parts of each student's
story and put them all together into one class play. Video tape
performance for parents.
Assessment:
Teacher
observation - verbal questioning
Did
students use imagination to create their own wild thing? Did
student give the wild thing some surroundings (environment)? Did
student use patterns and textures.
Note:
This could be a follow-up
lesson to using texture samples/texture rubbings made earlier.
Cutting an pasting the texture samples to make a wild thing.
[EARLY
CHILDHOOD LESSONS]
|
