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Lesson

#1

Date

November 18, 2014

Subject/Gra
de Level

Grade 1 Art

Time
Duratio
n

60 minutes

Unit

Bears!

Teacher

Michelle Osborne

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:

Specific
Learning
Outcomes:

3. Students will interpret artworks literally.


4. Students will learn the shapes of things as well as develop decorative styles
6. Students will represent surface qualities of objects and forms
8. Students will create unity through density and rhythm.
10(i-purpose 3). Students will decorate items personally created.
10(iii). Students will use media and techniques, with an emphasis on exploration and
direct methods in drawing, painting, print making, sculpture, fabric arts, photography
and technographic arts.
3.A Art takes different forms depending on the materials and techniques used.
3.C An artwork tells something about its subject matter and the artist who made it.
3.F All aspects of an artwork contribute to the story it tells.
4.C Shapes can be made using different procedures; e.g., cutting, drawing, tearing,
stitching
6.A Texture is a surface quality that can be captured by rubbings or markings
8.B Overlapping forms help to unify a composition
10(iii).C Print Making: Use frottage (texture rubbings)

LEARNING OBJECTIVES
Students will:
1. Create forms of art with different materials
2. Construct artwork relating to the subject matter
3. Illustrate a story through artwork
4. Constructing shapes through tearing
5. Constructing surface quality by rubbings
6. Create overlapping forms to help unify a composition
7. Apply frottage

ASSESSMENTS
Observations:

Key Questions:
Products/Performan
ces:

Observe students creating Corduroy with different materials, and only one
button on his overalls (1,3)
Observe students tearing their brown paper instead of cutting (4)
Watching as students rub texture over their paper with their crayon (5,7)
Can students overlap their ripped brown paper on Corduroy (6)
How do we make sure there are no white spots on our bear? (6)
The final creation of Corduroy (1,2,3,4,5,6,7)

LEARNING RESOURCES CONSULTED


Fine Arts Alberta Program of Studies

MATERIALS AND EQUIPMENT

Sample Corduroy
Scissors and Glue
Corduroy Outline (23)
Overalls Outline (23)
Bring markers from the classroom
Brown construction paper (23)
Texture paper (23)
Green crayons from Art room
Bag of buttons
http://www.youtube.com/watch?

v=XgvFZy4sloo (CORDUROY)
http://www.bbc.co.uk/schools/numberti
me/games/mend.shtml (MATH)

PROCEDURE
Prior to lesson
Consider:
Attention Grabber
Assessment of Prior

Knowledge
Expectations for
Learning and Behaviour
Advance
Organizer/Agenda
Transition to Body

Introduction
Students come to the Art room, put their scissors and glue on
their respective tables, and have a seat on the floor by the
SMARTboard.
We read Corduroy yesterday afternoon before going home.
Who remembers what colour his overalls were?
Who remembers what was missing on his overalls?
We are showing the story of Corduroy through our artwork.
Today we are going to make our own Corduroy bears in Art
today! They will be put on the bulletin board for when parents
come for Parent-Teacher Interviews, so lets show them what
good artists are in the class!
Show Corduroy step by step at the front first then students
can do it. Every time they are a done a step raise your
hand, and I will come give the next step.
Body

Consider:
Variety of Learning

Styles
Questioning throughout
Differentiation for
students
Focused formative
assessment

Everyone gets a piece of paper with the Corduroy bear on it.


Cut out the bear.
Name immediately goes on the back
They get one piece of brown construction paper each to rip
at each table. (Big versus little pieces of ripped paper)
Glue the brown paper on to Corduroy. Its okay if the brown
goes over the edges. Show them the sample. If students are
really worried about it, they can turn Corduroy over, and
then cut around the edges to make it smooth.
How do we make sure there are no white spots on
our bear? NO white spots; overlap the brown pieces!
Draw the face of your bear on with black marker.
Everyone will have the outline for the overalls, the pants
bottom, and the two suspender parts.
BEFORE cutting the outlines, put the texture pieces
underneath the paper, and colour in overalls with a green
crayon, because Corduroys overalls are green.
Glue on the overalls parts.
NOTICE which side has the short strap because it is missing
a button just like in the story. The LEFT side.
Glue on button. Glue the paper first then put the button on.
Hand it in to me, and come to the front and we will turn on
another story of Corduroy on the SMARTboard
At everyones tables is an outline of Corduroy, and one
brown piece of construction paper, that is the only one you
will get! So use it wisely when ripping. Raise hands to see
me for the next step.
Everyone quietly walk back to your tables and begin.

As students finish up, they may come have a seat on the

Time

9:00 am
5 minutes

Time
9:05 am
45
minutes

floor in front of the SMARTboard, and watch A Pocket for


Corduroy http://www.youtube.com/watch?v=XgvFZy4sloo
Closure
Consider:
Consolidation of

Learning
Feedback from
Students
Feedback to Students

Clean up the stations and go back to class and get ready to


go for recess.
Everyones bears look fantastic! Now everyone will have to
go home and tell their parents the story of Corduroy.

Time

9:50 am
5 minutes

Transition to Next
Lesson

Sponge
Activity/Activities

If lots of extra time, then play a math game:


http://www.bbc.co.uk/schools/numbertime/games/mend.shtml

Reflections from the


lesson

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