Creative Arts Methods, ARE 361-001

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Lesson Plan __1___ Name and

date: Shalina Aguirre 1/31/17
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Presenter: Shalina Aguirre

Lesson title: The Many Emotions of The Sun

Age range: 1st grade and up

Medium: Water color paint, markers on

posterboard.

A. Description:

It is important to foster the development of emotional intelligence in

young children. Students will be in a classroom with different types of
learning diversity, and this includes different levels of emotional
intelligence. The idea of emotions ties into the concepts of warm and cool
colors. Exploring emotions through colors will allow students to discuss
and write about what factors cause them to feel certain emotions and
then this will be applied to art curriculum standards (exploring human
expressions with markers) as they use these emotions in their drawings of
the sun. They will draw a sky with 6 different suns, all representing
different human emotions.

B. Enduring ideas/essential questions:

How can color be used to express human emotions in Art?

What colors do we associate with certain emotions and why?

C. Objectives (the participant will):

a. Identify different emotions by sorting and categorizing pictures and words.

b. Express different emotions using specific colors (both cool and warm).
c. Try drawing several different facial expressions, experimenting with eyes,
eyebrows, and mouth to create different emotions.
d. Understand the properties of water colors and how the painting process
works.
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D. Arizona Visual Arts Standards:

Anchor Standard 3. Apply relevant criteria (such as craftsmanship,

originality, well organized composition) to examine, reflect on, and
plan revisions for a work of art or design in progress.

Anchor Standard 1. Brainstorm collaboratively (such as contributing to

and listening to various ideas) multiple approaches to an art or design
problem (such as celebrations, cross-curriculum projects, school
events, etc.).

Anchor Standard 2. VA.CR.2.2a. Experiment with various materials,

tools, and approaches (such as using elements and principles of
modern art, applying artistic ideas from diverse cultures, etc.) to
explore personal interests in a work of art or design.

E. Instructional approach:

F. Vocabulary:

Warm colors
Cool colors
Emotions
Expression
Mood
Presentation

G. Materials/resources:

Small poster boards (1 per student)

Construction paper (larger than poster board for mounting at end)
Emotion word cut-outs and emotion faces cut-outs (to be sorted and
categorized in activity) All this stuff is from the one and only Disney.
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Emotion journal/sketch paper (Inside out cartoon worksheet) All this stuff is
from the one and only Disney.
Water-color paints
Paintbrushes, water cups
Markers and/or sharpies
Pencils
Scissors
Glue

H. Activities/sequence:

1. Preparation: Words should be cut-out along with the emotion faces before
being handed out to students. They should be able to sort them with a
partner at beginning of lesson.
2. Sorting Activity: Instruct students to look at emotion words and match them
with the facial expressions. Each pair will work together at the group tables.
After a max of five minutes, allow the entire group to share and compare
their results. Discuss any differences they may notice.
3. Writing Sentences: Pass out the Inside Out Emotion Journal. They may
choose a minimum of 3 emotions and write reasons for these different
emotions. For example, I feel angry when (blank). The journal will ask
students to write how they are feeling today. Start with this emotion to get
students to check in with their current emotions.
4. Introduce cool and warm color vocabulary: Show an image of the color yellow
and ask how it makes the students feel and what words or ideas come into
their mind (there is no right or wrong). Then show a picture of the sun with a
smiling face. Explain the idea of warm colors and cool colors to students.
5. Introduce Activity:

a. The students will need to write the sentences they wrote on a piece of
construction paper. This will be placed on the poster with the suns so
mention to students they should glue this on first before drawing their suns.
b. The students will choose at least three emotions they wrote about and
sketch the suns in pencil on the poster board. They may practice on the
journal/scratch paper if they wish. Each sun should represent a different
emotion.
c. The suns will be outlined in black sharpie once they are finished drawing
them on the poster board.
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d. Time to paint with the water colors. Be sure to specify that the sun is to be
painted with warm colors, but they may choose which ones fit the emotion
the best. The background and other emotional details will use cool colors.
Have a reference available to the students on board or computer.

6. Discuss the similarities and differences of suns in the group as they dry.
Select color of construction paper to use to mount the final piece of art onto.
This will be time for final touches and reflection on their process and final
product.
7. Clean up time. Wash all paintbrushes thoroughly, recycle all scarp materials,
put glue, markers, and paints away. Clean table tops and check under table
for scraps/sweep floor.

I. Accommodations:

The cut-outs will be given to pairs but there will be extra sets for students
who may prefer to have their own to use due to learning style preference
or reading ability. This will also be useful should any behavioral issue arise
in the partner or group work and will allow students to still participate and
move on to the next activities of the lesson.

J. Enrichment activities:

K. Closure:

In what ways do humans express emotions differently? In what ways do

humans express emotions the same?
What did you discover personally and with your partner? As a group?

L. Assessment procedure:

Social engagement is adequate.

Sentences are written out in the art work.

At least three emotions are expressed in the suns.

M. (Please attach pictures of instructor sample, set-up, and participant work)

Creative Arts Methods, ARE 361-001
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All this stuff is from the one

and only Disney.

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N. Notes/additional reflections during or after teaching the lesson:

I really like the end result of this art lesson. I think everyone did a great
job with it.

After this lesson I learned that it is important to always be aware of the

amount of time you have. One of my peers had specified time allotted for
each part of their lesson plan. I think this helped the lesson run smoothly.
I felt like some parts were rushed and I did not think through the time it
would take for watercolors to dry and be marked on. I also never got to
the finished product which included mounting their finished work on
colorful construction paper. This is something I want to keep in mind for
future lessons.

We had discussed the meaning of the term expression so I am glad that

this came across as the main vocab and theme of the activity. I agree that
the lesson should allow students more opportunities to be independent
and creative in the emotions they may want to express. I am not sure
how to tweak this. I think for more personal intent for the artist I would
need to give them a chance to think about a time where they felt a strong
emotion. Maybe a story or something could connect to this art lesson.

O. Other: integration, art history, multicultural, visual culture,

elements/principles, etc.
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Will learn more about this lesson being visual-culture based. I hear this
and I just think emoji.

Liked how the lesson was "visual culture"-based (we'll talk more about
this later in the semester).