Caitlin Reuter

ECE Art Lesson Plan Two

Lesson Title: Filter Art

Big Idea: The big idea of this lesson plan is that the students will explore movement and marks
by observing colors diffusing across a coffee filter.
Grade Level/ Month: Kindergarten/ 1st grade, Early Fall
Class Periods Required: This lesson will take one -30 minute session.
Lesson Overview: Young artists will investigate movement and marks through colors diffusing
across a coffee filter. Students will need a coffee filter, Crayola makers and water. First the
students will color on the coffee filter with different color markers. Next, they will spray the
coffee filter with water and observe how the color moves across the coffee filter, as well as
how/if the colors mixed.
Key Concepts: Using observation as a tool for art making, as well as understanding how
different movement makes different marks. Freely expressing themselves using different colors
and putting them in different spaces across the coffee filter. Describing the different movements
and understanding how they occurred.
Essential Questions: How does learning about art impact how we perceive the world? What can
we learn from our responses to art? How does making art attune people to their surroundings?
How does engaging in creating art enrich peoples lives?
Art Standards: Create art that represents natural and constructed environments. Explain the
process of making art while creating. Use observation and investigation in preparation for
making a work of art. Demonstrate safe and proper procedures for using materials, tools, and
equipment while making art. Through experimentation, build skills in various media and
approaches to art making. Compare images that represent the same subject.
Core Academic Standards:
Fine Arts: Strand I: Product/ Performance
1. Select and apply two-dimensional media, techniques, and processes to communicate
ideas and solve challenging visual art problems. D. Demonstrate a simple printmaking
technique (e.g., stamping, thumb or hand prints, objects).
Fine Arts: Strand II: Elements and Principles (EP)

1. Select and use elements of art for their effect in communicating ideas through artwork. D.
Identify and use texture. E. Identify and use color.
Science: Strand 2: Properties and Principles of Force and Motion
2. Forces affect motion. A. a. Describe ways to change the motion of an object (i.e., how to
cause an object to go slower, go faster, go farther, change direction, stop).
Science: Strand 7: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific
knowledge, scientific investigation, reasoning, and critical thinking. a. Use observations
as support for reasonable explanations. b. Use observations to describe relationships and
patterns and to make predictions to be tested. c. Compare explanations with prior
knowledge.
Content Areas Integrated:
1. Visual Art
2. Science
Identify & define common vocabulary/ concepts that connect the art form with the other
subject areas: Movement, marks, mixture, blended, texture and color.
Procedure:
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Discuss and predict what will happen with the coffee filters (3 minutes).
Write these thoughts on the Smartboard to refer back to afterwards (1 minute).
Pass out coffee filters, markers, spray bottles of water (2 minutes).
Demonstrate how to color on the coffee filter and describe what you are seeing (3
minutes).
Walk around and stretch students thinking while they are working by asking and making
sure they are on task: How did you decide where to put each color? Why did you choose
to leave white space? What happened when you put water on the filter? (15 minutes).
Clean up (3 minutes).
Discuss predictions and add more thoughts and ideas (3 minutes).
Hang work together (2 minutes).

What prior knowledge will this lesson require?

How to use markers properly. How to hold a marker properly. How to use the spray bottles. The
names of colors. Safety routines and procedures while working with art materials.
What activities will you use to engage students in imagining, exploring and/or
experimenting in this lesson?

Students will use their skills and abilities to create movement and marks with the markers and
the coffee filters. Students will have the opportunity to make the artwork unique to their
experience and ability. Students will be able to brainstorm ideas of what might happen, as well as
come back to these to see if they were right or if the hypothesis needs to change. Students can
experiment with multiple different coffee filters within the time provided.
How will this lesson encourage students to solve problems in divergent ways?
Students will be encouraged to solve the problem of what will happen if the water doesnt cover
the whole coffee filter. Students will decide where they put their marks and learn through their
own experimentation of how the water diffuses the colors across the coffee filter. Students can
use multiple coffee filters in order to investigate this activity in different ways.
What opportunities/activities will students be given to revise/reflect and improve their
understanding and their work?
After the activity, students will be able to reflect upon what occurred and revise their hypothesis
by sharing and adding new ideas. During this time, they will have the opportunity to think about
what they have created and what they would change if they did it again.
What opportunities/activities will you provide for students to share their
learning/understanding/work in this lesson?
Students will help create a space to hang their artwork in the classroom. Each child will get to
choose their own spot.
How will you adapt the various aspects of this lesson to differently-abled students?
If students exceed this understanding, they will be given an opportunity to explore with different
materials, such as water color or trying the activity on a plain piece of paper and comparing and
contrasting. They will be encouraged to do the activity again, but investigate it in a new way. If
students need help in this understanding, I can individually guide them through the procedure. I
can have them try the activity using one color first and then discussing what is happening before
adding a lot of colors and the water.