ART

LESSON/UNIT PLAN ART 403/404

Kansas City Art Institute
Dr. Sheri Klein Fall 2014

Name of Lesson : ___Friendship Fingers - Classroom Community Hand Collage_____________________ MoPTA Lesson Plan Format (revised by KCAI)

Name of Teacher Candidate: ___Alison L. Miler_____________________________________________________________________

Rationale for the Unit
5 points
Kindergarteners are new to the school setting. Focusing on how we can be good
friends and help each other in the classroom is a positive way to develop social
skills. By creating patterned hands, we will see that while we are all unique, we
are even more beautiful when gathered together.

CLEAR & AGE APPROPRIATE Art Learning Objectives
20 points
Studying artists, art/understanding art:


- Students will be exposed to zentangles, mehndi/henna designs, and other repeat
patterns.

Integrating technology:

- Students will view examples of zentangles, mehndi/henna designs, and other
repeat patterns found on the internet and projected onto a screen in the
classroom.
- Students will view a projection of a photograph of their completed projects after
they have completed the lesson, in order to evaluate what they have made.

Creating/Expressing:

Day 1:
- Students will trace their hands onto white paper using pencils.
- Students will create three different designs with pencils on practice paper
utilizing horizontal, vertical, and diagonal lines.
- Students will transfer designs onto tracing of hand.
- Students will trace their designs with crayons, using a minimum of three colors.

(2-3 sentences about why this topic is
important and relevant to age group)

List the lessons objectives and
learning outcomes appropriate for
meeting curricular and student needs.
Include objectives for:
studying artists,
art/understanding art
integrating technology
creating/expressing
evaluating art works
exhibiting art works


Day 2:
- Students will paint their hand designs with a light wash of watercolor.
- Students will cut out their completed designs.
- Students will evaluate their work and assist the teacher in determining how the
completed hands should be displayed.

Evaluating art works:
- Students will view a projection of a digital photograph the teacher has taken of
their completed pieces.
- Students will examine all their completed hand pieces and talk about the
similarities and differences between their patterns, the colors used, the sizes of
their hands, etc.

Exhibiting art works:
- Students will collage the cut outs of their hands onto the wall/bulletin board
with the assistance of the teacher.

Standards/Quality Indicators/Skills
Missouri National Core Art
Standards
MOVA:FAI.1A.K VA:Cr1.2.Ka
MOVA:FAI.2A.K VA:Cr3.1.Ka
MOVA:FAI.3A.K VA:Re.7.2.Ka
MOVA:FAI.3C.K VA:Re8.1.Ka
MOVA:FAII.1A.K VA:Cn11.1.Ka
MOVA:FAII.1E.K
MOVA:FAII.2D.K
Visuals
Zentangles - http://www.zentangle.com

Zentangles - http://zentangle.blogspot.com

Zentangle how-tos - http://www.pinterest.com/fancnanc67/zentangle-pattern-
steps-how-to-draw/

10 points

Identify the Missouri and national [art
core] standards, quality indicators,
and skills addressed for each
objective.

5 points

List at least 2 visuals that are
relevant and appropriate to the
lesson objectives. This could include
technology and websites

Mehndi Pop Art XI by Suzan Sommers
http://fineartamerica.com/featured/mehndi-pop-art-xi-suzan-sommers.html

Update Mehndi Design 2014 and Mehndi Design for Girls
http://www.funfashion1.com/2014/01/update-mehndi-design-2014-and-
mehndi.html

Beautiful and Colorful Mehndi Designs for Girls
http://www.funfashion1.com/2014/01/update-mehndi-design-2014-and-
mehndi.html

http://www.ericwessman.com




Lesson Structure and Daily Procedures
20 points
Engagement/Opening

Introduction
Day 1:

- The teacher will read Feelings by Aliki, which is about friendship and compassion
in the classroom.
- The teacher will lead a discussion about the book Feelings by Aliki.
- The teacher will ask the class if they can tell her the difference between
horizontal, vertical and diagonal lines.
- The teacher will show students images of zentangles, mehndi/henna designs,
and other patterns.
- The teacher will instruct students to trace their hands very neatly on white
paper.
- The teacher will instruct students to draw patterns utilizing horizontal, vertical,
and diagonal lines on practice paper.
- The students will transfer their designs onto the tracings of their hands and
outline their designs with crayons.

Day 2:
- The teacher will review concepts of types of lines and patterns from the first day
of the assignment.
- The students will paint their hands with a wash of watercolor.
- The students will cut out their completed hand pieces and put their names on
the back.
- The teacher will place the students completed hand pieces together on the
floor, so she can photograph them all together.
- The teacher will project the photo on the wall, so the class can discuss all the
pieces at once.
- The students will assist the teacher in determining how to arrange the pieces in
an overall pattern on the wall or bulletin board in the hall.

Consider the Studio Thinking and
Choice Based Education Models here
in your strategies for engaging
students.

Link your procedures to your
objectives.

Review of any concepts

- The teacher will ask students what a line is and ask the students to distinguish
between horizontal, vertical and diagonal lines.
- The teacher will ask students if they know what patterns are.

Checking for Understanding

- The teacher will provide a short worksheet that asks students to draw three
different types of lines and three different patterns.

Demonstration/Lecture

- The teacher will share images of zentangles, mehndi designs, and other patterns
through a brief Powerpoint presentation.
- The teacher will draw several different types of lines on the board.
- Using the lines on the board, the teacher will draw several patterns utilizing
horizontal, vertical and diagonal lines, as examples.
- The teacher will then demonstrate how to trace her hand on a piece of white
paper.
- After that, the teacher will show the students how to transfer a pattern from a
piece of paper onto the outline of her hand.
- The teacher will then show the students how to add colors to a pattern in a
pleasing way.

Procedures
Students at Work
Day 1:

- Students will trace their hands on white paper.
- Students will design patterns in pencil on a worksheet.
- Students will transfer their patterns to their hand outlines.
- Students will outline their patterns with crayons.


Day 2:
- Students will paint their hand designs with a wash of watercolors.
- Students will cut out their hand designs.
- Students will assess their work in small groups and as a whole group.
- Students will assist the teacher in creating an overall wall design with the hand
designs.

In progress Assessment

- Students will hold up their designs to show each other their progress at the end
of the first class.

Clean up

- Students will be warned when they have five minutes left to work.
- The teacher will give the students 10 minutes to clean up their areas.
- The teacher will collect the students work.
- Students will be provided with trashcans on their tables, so they can throw away
their scraps without getting out of their seats.

Review and Closure

- Students will look at the work of their tablemates and discuss similarities and
differences between lines, patterns, colors and size.
- Students will then look at the work of the whole class and discuss similarities and
differences between lines, patterns, colors and size.
.
Final assessment (if applicable)

- The teacher will fill out a rubric appropriate to the assignment.
- An overall pattern will be created from the completed hand designs and
displayed on the bulletin board or wall outside the classroom.

Resources Supplies, & Equipment
10 points
Books (author, date, title)

List all resources (book, web, art



Feelings by Aliki

Web (URL and title)

Zentangles - http://www.zentangle.com

Zentangles - http://zentangle.blogspot.com

Zentangle how-tos - http://www.pinterest.com/fancnanc67/zentangle-pattern-
steps-how-to-draw/

Mehndi Pop Art XI by Suzan Sommers
http://fineartamerica.com/featured/mehndi-pop-art-xi-suzan-sommers.html

Update Mehndi Design 2014 and Mehndi Design for Girls
http://www.funfashion1.com/2014/01/update-mehndi-design-2014-and-
mehndi.html

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supplies, etc.) used in the planning of
and during the instruction of the
lesson(s). Be specific!!

Beautiful and Colorful Mehndi Designs for Girls
http://www.funfashion1.com/2014/01/update-mehndi-design-2014-and-
mehndi.html

http://www.ericwessman.com

Supplies/Equipment

- 1 pre-test per student
- 1 piece of white paper per student
- 1 pencil per student
- 1 pair of scissors per student
- Assortment of crayons per table
- 1 paintbrush per student
- 1 watercolor set per student

Technology Integration

- Overhead projector (smart projector)
- Internet
- Computer
- Digital camera

Assessment Plan and Tool (attach tool with unit plan)
In progress assessments:

5 points

List all Instructional and/or assistive
technology incorporated into the
lesson(s) to enhance instruction and
student learning,

5 points

List Assessment(s) used before,
during, and/or after the lesson.


- Students will answer questions about lines and patterns before they start
working.
- Students will fill out practice sheets regarding lines and patterns.
- Students will hold up their projects while they are working to share their
progress with the class.
- Students will view images of their completed work and discuss the similarities
and differences in size, line and pattern.

Plan for critique/exhibit:

- With assistance from the teacher, students will determine how their hands
should be displayed on the wall/bulletin board in the hallway.

Differentiation/Accommodations/Modifications/Increase in Rigor
Increase in Rigor:
- Students will choose two or more patterns to explore using primary colors.
- Students will apply contrasting patterns to their hand designs.
- The teacher and students will develop an alternative assignment together.

Modifications:

If needed:

- Students will be allowed to work in an alternative format.
- Students will be allowed to use the computer and cad-elements to create their
hand/patterns.
- The teacher and the student will develop an alternative assignment.

Accommodations:

If needed:

- The teacher will provide a worksheet listing the information provided in the
presentation.

9
Attach 1 tool you can use with
students that you have created for
this lesson/unit.

5 points

Please identify 1 or 2 examples of
diverse learners and how you would
modify content, materials, and
environment to meet needs.


- The teacher will provide an assignment worksheet utilizing images, display the
assignment, and present the assignment verbally.
- The teacher will allow extra time to complete tasks.

Classroom Management
- The teacher will present information in an excited and upbeat way.
- The teacher will keep the presentation short, and use many pictures in the
Powerpoint presentation.
- Worksheets and paper will be prepared and ready to hand out in advance.
- Supplies will be available at each table before class begins.
- Trashcans will be on table to reduce students need to get up out of their seats.
- The introduction/story will work to engage students in the assignment.

Extensions
Students who complete the assignment early can use their newfound knowledge
of lines and patterns to create another hand drawing, which utilizes one pattern
on the inside of the outline of the hand and a different pattern on the paper
outside of the outline of the hand.

Reflection (150 words)

10

5 points

Identify strategies you can use to help
keep students on task and actively
engaged AND to redirect
inappropriate behavior. Consider the
materials you will be using, and how
they might be organized.

5 points

Identify activities for early finishers
that extend students understanding
of and thinking about the learning
objectives by applying their new
knowledge in a different way.
See our course text CHOICE BASED
EDUCATION text PART II for examples

Reflect on the planning process-what
was challenging for you, and what
you need further development on at
this time.

5 points


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MO ART STANDARDS

MOVA:FA1.1A.K - Produce a line using crayon, pencil, or marker

MOVA:FA1.2A.K - Uses scissors with control

MOVA:FA1.3A.K - Non-objective: Create a design using lines

MOVA:FA1.3C.K - Create original artwork that communicates ideas about the following themes: People (e.g., self, family, friends); Indoors (e.g.,
classroom, kitchen, bed-room); Outdoors (e.g., seasons, nature)

MOVA :FA2.1A.K - Identify and use lines

MOVA:FAII.1E.K Identify and use color

MOVA:FAII.2D.K Identify and use a pattern by repeating a single shape, line, or color


NATIONAL ART STANDARDS

VA:Cr1.2.Ka - Engage collaboratively in creative art-making in response to an artistic problem.

VA:Cr3.1.Ka - Explain the process of making art while creating.

VA:Re.7.2.Ka - Describe what an image represents.

VA:Re8.1.Ka - Interpret art by identifying subject matter and describing relevant details.

VA:Cn11.1.Ka - Identify a purpose of an artwork.

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I CAN MAKE ART

Friendship Fingers - Classroom Community Hand Collage

Developing.
I can identify and draw lines.

I can draw three patterns using

vertical, horizontal and
diagonal lines.
I can outline my patterns with
crayons.
I can trace my hand.

I can paint with watercolors.

I can cut out shapes with

scissors.
I can talk about art.

Satisfactory.

Exceptional.

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