Lesson Plan title: Looks Good Enough to Eat!

Grade level: 2nd

Time: 40 minutes (5 sessions)
Theme Concept:
What is art is subjective. People deem an object as artwork because of they give value to it
from nostalgia/personal or their background/culture. Every person thinks certain objects are
more important than others because of the values they grew up with. This is true even with
desserts! Different cultures create different traditional desserts, and because of that, we are more
drawn to them.
Aesthetics, Art criticism, Art history:
Wayne Thiebaud is an American painter. He became famous right before the Pop Art Movement,
so some do not consider him a Pop artist. His most famous work is of various desserts (cakes,
pastries, ice cream cones, etc.). Thiebaud experiments with form, light, and thick brushstrokes in
his paintings. Much of his work is from his imagination as well as memories from bakeries and
diners.
Art Production Concept(s):
Shape and form. Shapes are two-dimensional and have a three-dimensional counterpart (form).
Creative and Critical Abilities, Behaviors, and Skills students will enhance:
1) Students will decide which forms their dessert paintings/drawings will consist of.
2) Students will determine which dessert is most valuable to them.
3) Students will make three-dimensional drawings.
Adaptations/Modifications for Students with Learning Disabilities
Carefully select my language and word choices to make points clearer. Remind students of
behavioral expectations. Change the format for written responses (students may type, draw, or
use other assistive technology). Provide students with graphic organizers to form their thoughts.
NJ Content Standards:
Visual and Performing Arts Standard: 1.1 The Creative Process All students will demonstrate an
understanding of the elements and principles that govern the creation of works of art in dance,
music, theatre, and visual art. Indicator: 1.1.2.D.1: Identify the basic elements of art and
principles of design in diverse types of artwork.
Learning Objective(s) and Aligned Summative Assessment(s):
1. Given a practice worksheet about form/shape, the student will correctly identify which 3dimensional form relates to its 2-dimensional shape with at least 80% accuracy.
Summative Assessment: Students will be given a practice worksheet where they will build off of
their prior knowledge of two-dimensional shapes. One side has a list of 3 shapes, and the right
side has a list of 3-dimensional forms. Students will practice tracing these new forms, and then
they will have to draw a line from the 2-dimensional shape it relates to.
2. When given a primary or secondary color, the student will apply the correct steps for creating

a tinted color every time.

Summative Assessment: Before students begin to put paint onto their finished drawings, they
will practice color mixing. I will make informal observations while students practice making
tints (adding white to a color). Once, I see that they are ready to move on to begin painting their
final work, then they may add color.
3. When given a reproduction of Wayne Thiebauds artwork, the student will critically respond
by answering questions about description, formal analysis, interpretation, and judgment every
time.
Summative Assessment: This occurs while I introduce a new artist to students. I will present a
PowerPoint to the students and we will analyze a few works of art as a group. While this
happens we break a work down into what they see (description), comparing parts within one
work of art (formal analysis), discussing how/why an artist chose to create the work the way they
did (interpretation), and comparing the work to other similar works of art (judgment).
General Accommodations for Special Needs Learners:
There are two students in the class with IEPs (Joe and Emmett). Both have learning disabilities
and ADHD. They both need reminders of what the steps are for activities, so I will use a visual
reminder, called a cardholder. Instead of listing all of the steps, I will have small images of how
to properly handle a paintbrush and to create tinted colors. Besides that, both students may need
an occasional break from the art making activity; their individual paraprofessionals may take
them out into the hallway, if necessary.
There is another student who is not classified with an IEP, Robert. He has been having a
lot of behavioral difficulties in class lately (he does not listen to the teachers after being spoken
to, distracts other students, and misuses materials). I think that he needs to be in charge of his
own behavior, so I want to give him a self-check behavior worksheet each class. Robert is very
gifted, but seems to act out possibly from boredom. If he completes each of the on-task
behaviors, I will let him use a more challenging material to work with (such as sumi ink instead
of a black sharpie) or charcoal instead of graphite pencil.
Description of Learning Activities:
Day 1
1) Show PowerPoint, art criticism steps: description, formal analysis, interpretation, and
judgment. 2) Have students do stimulation activity: on the carpet students will show me with
their bodies what each form looks like.
3) Students will work on a practice worksheet that reviews shape. They will make a comparison
between two-dimensional shape and three-dimensional form.
4) Students will sketch ideas for their dessert paintings (make sure to use line and proper forms).
**Students will watch the Wayne Thiebaud clip in the background while they sketch**
Day 2
1) Review students answers to the practice worksheet (self-assessment).
2) Collaborative discussion questioning what is/is not art?
Students will look at their sketches from Day 1, and write 1 sentence whether it is or is not
art and why?
Look over previous sketches to make they used proper forms. Continue sketching. Pick a
design and start to work on the good copy.

Day 3
1) PowerPoint of how to mix colors to create tints (adding white to a color). Relate Wayne
Thiebauds work to importance of using tints.
2) I will demonstrate how to create tints and review how to properly use a paintbrush with
tempera paint.
3) Students will mix their own tints with the primary and secondary colors.
4) Students will then start to paint .
Day 4
1) Students will continue painting/adding detail.
2) If their painting is dry, they can also use colored sharpies to go over for added detail.
3) Students will cut out their paintings and attach to a wooden dowel, like Thiebauds work (if
completely dry).
Day 5
1) Ketchup Day Students have one last day to finish up their artwork, and add final touches.
2) Students can Free Draw if they are done.
Materials:
1 Teacher Computer with PowerPoint (for form/shape intro and introducing tints)
Projector or Smartboard
27 Practice worksheets (review of form and shape)
27 Pencils/erasers
1 Whiteboard/blackboard (to draw demonstrations)
1 Poster about form/shape
27 sheets of 12 x 12 newsprint paper (for sketching)
27 sheets of 12 x 12 drawing paper (good copy)
1 Poster about tinted colors
6 cups of tempera paint (3 primary and 3 secondary) per table 36 total on top of 1 tray
2 cups of white tempera paint per table 12 total
2 buckets of water per table 12 total
27 paper towel sheets (1 per student)
27 paint brushes (1 per student)
27 scissors
27 wooden dowels
27 black/colored sharpies
6 rolls of tape (1 per table)
Free Draw paper (27 sheets)
Wayne Thiebaud clip https://www.youtube.com/watch?v=vI_QJ5D9Qm8
10. Summative Assessments:
Tasty Cakes Paintings
Rubric

I will use line, shape, form, color, and pattern

to create a 3-dimensional dessert painting.

I will create a 3-dimensional dessert painting.

I will create a dessert painting.

I will create a painting.