MATERIALS:
white drawing paper
 6"x 12"(K-2) and 12"x 12"(3-5) marked for registration
black markers
crayons

OBJECTIVES: Students will...
review line as a design element.
create rhythm with relating lines.
use color as a design element.
experiment with different crayon techniques.

PROCEDURE:
We are going to make a design today using line.  When we finish all of our pieces of artwork will be put together to make one long picture on the wall.  At the end of class you will turn in your artwork, finished or not, and it will be put together and hung later.  Look for it in the hall later.  You will be getting your artwork back after it is taken down.  It is important that you put your name on the front and your teacher’s name on the back.
Line is one of the elements of design.  We are going to be studying different elements and principles of design this year.  We are not going to discuss the others today, but will be learning about them as the year goes on.  Let’s talk a little about line.  Who can tell me something about a line?  Raise your hand if you can tell me something about line.  (Lines are straight.  They can be wiggly, jagged, crooked, etc.  A line has a beginning and an end.  Draw two dots on the board about a foot or so apart.)  What is the shortest way to get from one of these dots to the other?  (A straight line.)  You can still get from one to the other with other kinds of lines.  (Demonstrate.)  We will be connecting one set of dots to another set of dots in our project today.  You can make any type of line you want.  We will color in between the lines after they are drawn.
Show paper used in this project.  Point out marks made for registration (matching).  Draw lines with marker (all types of lines are acceptable) making sure that each line starts at a mark and ends at a mark on another edge of the paper, using only two edges.  Show how different sections can match up.  Sections can be turned in either direction.  (Go around making sure that dots are visible.  Mark dots if necessary.)  Add color between lines with crayon.  (Optional:  Demonstrate various crayon techniques: color bumping, shading, layering.  Areas can be divided into sections.  Pattern can be used to fill some areas.  Marker lines can be edged with pattern.)  It is important to leave areas outside marker lines white for better definition in final product.
If students are working well and/or are almost finished, read the book, Lines and Shapes (the section about line).
Make sure student name is on the front of artwork and teacher name is on the back.  Have students turn in work.  Keep in class piles.  Have students straighten work area.  Dismiss by table as it is straight.  No “Artist of the Day” today.  Everyone’s work will be displayed.  We will start next art time with “Artist of the Day”.  Be sure to note any behavior problems so that I can address them when I return.

VOCABULARY:  line 

MATERIALS:
12”x18” colored construction paper (one sheet per student)
9”x12” colored construction paper (two different colored sheets per student)
black markers
scissors
scrap box.
glue
visuals

OBJECTIVES: Students will...
use line to create shapes.
draw both geometric and organic shapes.
develop cutting and gluing skills.
see examples of how other artists use shapes.

PROCEDURE:
Today we are going to learn how we can use line to make a shape.  In our last art class, we learned that a line has a beginning and an end.  To make a shape with a line, the beginning of the line is the same place as the ending.  The line encloses a space and forms a shape.  The are many different kinds of shapes.  Raise your hand if you can name a shape.  (circle, oval, square, rectangle, triangle, any polygonal shape such as octagon, hexagon, pentagon, etc.)  These are all called geometric shapes.  Geometric shape have straight sides or regularly shaped curves.  There are also other shapes that are not so regular.  We find these shapes in nature or they are free-form.  These are called organic shapes.  Raise your hand if you can give an example of an organic shape.
We are going to draw some shapes.  On one sheet of paper, we will draw geometric shapes.  On another sheet of paper, we will draw organic shapes.  Then we will cut out the shapes and arrange them on a large sheet of paper.  You can create a design or make something out of your shapes.  Keep adding shapes to complete your picture.
When I call your table, come up to my table and choose two different colors of small construction paper and a third color of large construction paper.  As soon as you get your paper, use the marker to draw geometric shapes on one of the small sheets of construction paper.  Make some shapes large and some shapes small.  On the other small sheet, draw organic shapes, some large and some small.  When you fill both pages with shapes, cut out the shapes with the scissors.  Arrange the shapes on the large sheet of construction paper.  If you need more shapes, use the scrap box.  The shapes may overlap.  You can create a design with the shapes, or you can make a picture of something real.  Add details with scrap paper or the marker.
Write your name on the front of your paper.  Write your teacher’s name on the back.  I will choose artist of the day today.  Be sure to clean up all the scraps.  Put large scraps in the scrap box.  Throw away small or crumpled scraps.  Wipe up any glue that is on the table.  Close the glue bottle.

VOCABULARY:  shape, geometric, organic 

MATERIALS:
(1)9”x 12” and (3)6”x 6”construction paper
templates
black fine line markers
scissors
glue

OBJECTIVES:  Students will...
trace around shapes.
reduce and enlarge shapes.
draw lines to create foreground, middle ground, and a horizon.
arrange shapes to show simple perspective.
overlap shapes to illustrate space.
glue shapes to paper.

PROCEDURE:
Review previous lessons.  Today we are going to use shapes to show distance.  Real space has height and width and depth.  You can move around in real space.  An artist has to show real space on a flat piece of paper.  The artist can do this in several different ways.  We are going to use a couple of these ways today.  Look out into the world and notice that objects that are farther away look smaller than the same objects up close.  We know the object that is far away looks small, but that it is actually the same size it would be if we were close to it.  In a picture, it is the same way.
Look at the painting by Georges Seurat called “The Bathers”.  It is a picture of people swimming and sunning at a park.  Which person is closest to you?  What did the artist do to make the person look closer?  He is larger than the others, and he is lower down in the picture.  Find a person who is far away in the picture.  What did the artist do to make the person look far away?  He is smaller and higher in the picture.  Notice where the artist used overlapping.  The objects or people closest to you overlap the objects or people farther away.  So, artists make objects larger and lower down in the picture to show that they are closer.  Objects that are far away, artists will make smaller and higher up in the picture..  Overlapping is also used to make objects appear closer or far away.  These are a few ways to show space and distance in a picture.  It is called simple perspective.
Choose three small sheets of paper and one large sheet.  Each sheet should be a different color.  When you return to your table, choose an object pattern.  You can create your own shape if you would rather.  It needs to be about as large as your hand.  Trace the pattern three times, once on each sheet of small paper.  Put away the pattern.  On one of the traced shapes, make a smaller copy of the shape by drawing a “copycat line” inside the shape.  On another of the shapes, make a copycat line around it to make a larger shape.  Do nothing to the third shape.  Cut out each shape on the correct line.  You should have 3 different sized shapes: small, medium, and large.
Next, we are going to create an interesting background for our picture.  Use the large sheet of construction paper for the background.  This page is called a picture plane.  With the marker draw a line horizontally about 2” from the bottom of your large sheet.  This line represents the foreground.  Draw a line a couple of inches above the first line.  This area in the center is the middle ground.  Finally, draw a line halfway between the middle ground line and the top of the paper.  This last line is the horizon.  The open area at the top is the “sky”.  Add details to make this an interesting space for your shapes.
Arrange the shapes on your background.  Look to see what difference it makes when a larger shape is placed higher or lower on the page.  Try putting a larger shape behind a smaller shape.  What effect does that have?  Usually to make an object appear closer, make it larger and place it lower on the picture plane.  To make an object appear farther away, make it smaller and place it higher on the picture plane.  Overlapping can also distinguish distance.  Objects which are closer will be “on top” of those farther away.  Begin with the smallest shape.  Glue near the horizon line.  Glue the medium shape in the middle ground and the largest shape in the foreground.  Overlap, if you want.
If all the above is completed, students may use the marker to add details to the shapes and background.

VOCABULARY:  simple perspective, picture plane, foreground, middle ground, horizon, overlapping 

MATERIALS:
12”x 12” tagboard
templates
pencil
scissors
paint(white plus choice of one color)
brush
mixing cup
“The White Rooster”(1947) by Milton Avery (or similar painting with values of the same color)
finished examples

OBJECTIVES: Students will...
discuss how value can be used to sow space and shadows in a painting.
fold a shape into quarters.
cut straight or curved lines through several layers.
produce a lighter value of a color by mixing with white.
use proper painting techniques.
fold a flat shape into a three-dimensional shape (next time).

PROCEDURE:
So far in our lessons about the elements of art:  We have learned about lines that they can be straight or curvy, and they have a beginning and an end.  We have learned to make geometric shapes from straight lines and organic shapes from curvy lines.  We have learned to create space by making objects larger and lower in the picture to make them appear closer and making objects smaller and higher in the picture to make them appear farther away.  We can also use overlapping to create space.  Today we are going to learn about the element called value.  Value is the lightness or darkness of a color.  Today we are going to create a lighter value of a color by adding white.
Let’s look at this painting, “The White Rooster” by Milton Avery.  Milton Avery was a black American artist who painted this painting in 1947.  Raise your hand if you can tell me where Mr. Avery used a lighter and darker value of the same color.  (As the areas of value are pointed out, discuss what the artist accomplished by using these values, such as showing space and shadows.)
First, we are going to create an interesting shape on which to paint our color.  (Hand out tagboard.)  (Demonstrate each step as you go.)  Fold the paper in half, side to side for squares and circles, corner to corner for diamonds.  Crease well.  The scissors handle can be used to do this..  Fold in half again.  Crease well.  Choose the appropriate pattern.  Place the taped side on the single fold.  Let me check the pattern before you trace or cut.  Trace the three lines in the grooves.  For the circle, also trace the curved edge.  Cut on the lines.  Be sure to stop where the line stops.  Open up the shape.  Backfold to make it lay flat.
As soon as you finish your shape, put on your paint shirt, backwards.  Button or snap only one button or snap.  Get a newspaper and place it under your shape.  (After everyone finishes these steps, demonstrate the next step.)  As I call your table, come up and choose a jar of paint and get a brush.  The paint in these jars are called “pure colors” because there is no white added to them.  Take the jar of paint and a brush to your table and place them on the newspaper.  Paint one side of your shape with the pure color.  When the first person finishes painting with the pure color, I’ll stop everyone to give instructions for the next step.  I’ll count down from 3, and I expect everyone to stop painting and lay down their brushes.  If you do not lay down your brush by the time I get to zero, I will give you a checkmark, and you will have to complete your project with crayon instead of paint.  (Call up tables.)  If anyone misbehaves with the paint,  I will give them a checkmark, and they will not be able to paint anymore today.
(When first person completes the side of pure color stop painting and demonstrate the next step.)  As soon as you finish painting the side of pure color, leave your brush on the newspaper, return the jar of paint to the basket, and get a cup of white paint.  Take the cup back to your table and place it on the newspaper.  There will still be some paint of the pure color on your brush.  Dip the brush into the bottom of the white paint and stir 30 times.  The white will become a lighter value of the pure color.  Turn your shape over and paint the other side with this lighter value.  When the first person finishes, I will stop you again to give you clean-up instructions.
When you finish painting both sides, drop the cup of paint into the trash can.  Do not throw it, squeeze it, or pour it.  Just drop it.  Place the brush in the can of water.  Do not rinse or stir it in the water.  Write your name in pencil on the edge of the lighter side.  After all that is done your may wash your hands and take off your paint shirt and hang it on the back of your chair.
Next time you come to art, we will fold it into a three-dimensional shape.  I will also choose artist of the day next time.  (Go around and check names.  Fold the newspaper and place the shape on top.  Move shape on newspaper to counter to dry.)

VOCABULARY:  value, pure color 

MATERIALS:
12”x 18” white drawing paper
templates
pencils
paintbrushes
red, yellow, and blue tempera paint
water
newspapers
color wheel poster

OBJECTIVES: Students will...
name primary colors.
learn secondary colors.
mix primary colors to make secondary colors.

PROCEDURE:
Today we are going to mix colors.  Primary means first.  The primary colors are red, yellow, and blue.  They are the first colors because you cannot mix any colors to get these…they just are.  You cannot mix any colors together to get red…it just is.  You cannot mix any colors together to get yellow…it just is.  The same is true of blue.  You can mix any two of the primary colors and get another color.  These colors are called secondary colors.  The secondary colors are orange, green and violet or purple.  When the primary colors yellow and red are mixed, you get the secondary color, orange.  When the primary colors yellow and blue are mixed, you get the secondary color, green.  When the primary colors blue and red are mixed, you get the secondary color, purple or violet.
We are going to mix these colors on the paper like this.  (Show example.)  Next time, we are going to use the paper to draw fruit on and cut out to create a collage still life.  I have some templates or patterns to help you divide your paper correctly.*  When I call your table, come up and get a pencil, paper, and pattern.  Place the pattern on the paper and trace the three lines.  Fold your paper in half to mark the center.  Draw a line with the pencil on the fold line.  Write your name and your teacher’s code on the back of your paper.  When your are finished dividing your paper, return the pattern and pencil to my table and get a brush and a sheet of newspaper.  Do not paint or use the brush until I give instructions.
First, paint the half of the paper which has the square and rectangle with yellow.  Do not use water.  Dip the brush in the yellow as often as you need to cover this area.  When the first person finishes, I will stop everyone and give the next instruction.  I will do a countdown, and I expect you to lay down your brush on the newspaper and sit to listen to the instruction.  Paint the square and rectangle half yellow.
Next, rinse your brush and pinch out the water, and add 1 brush of red to the yellow square to make orange.  Leave the rectangle yellow.  If you run out of paint, do not add more paint.  Instead, dip the brush in the water and add a little water to spread and mix the paint.
Rinse the brush thoroughly.  Paint one of the rectangles on the other side yellow. Do not use any water.  Rinse.  Add ½ brush of blue and mix to make green.  Rinse.  Paint the next rectangle blue.  Rinse.  Add ½ brush red and mix to make purple.  Rinse.  Paint the last rectangle red.
When you are finished, leave the brush in the water bucket.  Take your painting on the newspaper to the counter.  Take off your paint shirt and hang it on the back of your chair.  Wash your hands.  When everyone is finished using the water, take the bucket and place it on the counter next to the sink.
*Paper is divided as follows: in half 9”x 12”.  Each half is as follows: three 4”x 9” rectangles and an 9”x 9” square topped by a 3”x 9” rectangle.

VOCABULARY:  primary, secondary 

MATERIALS:
12”x 18” colored construction paper
4” x18” colored construction paper
glue
crayons
painted paper from last lesson
     or red, yellow, orange, purple, and green construction paper
fruit templates
finished examples

OBJECTIVES: Students will...
use line to create background and tablecloth.
trace and cut out shapes.
use value for shading and highlighting.
overlap shapes to create space.

PROCEDURE:
Today’s lesson is a review of all our elements of art studied so far this year.  We will use line, shape, value, space, and color.  We will use line to create our background, shapes for our fruit, the colors we created last time, value to make shadows and highlights, and overlapping and placement on the page to create space.  (Show examples of each step during the summary above.)
We will begin by choosing our paper for the background.  When I call your table, come up and get a large sheet of paper from this box and a strip of paper from this box.  (Point to boxes.)  The paper must be two different colors.  When you get back to your table, glue the strip to the bottom of the large sheet using a thin line of glue around the edges of the strip.  Use crayon to design your background and tablecloth.  You can make wallpaper or a scene, indoors or outdoors.  Put your name on the front at the bottom of the page.  Put your teacher’s code on the back.  Any questions about this part?  I will stop you when people start to finish this step and give you instructions for the next step.  (Call up tables.  Cruise room, make comments, and keep students on task.)
Everyone put down their crayons.  I am going to give instructions for the last part of our project.  If I see you holding or using a crayon during instruction, you will get a checkmark.  I am going to give your painted paper back from our last lesson.  You can use the patterns or draw your own fruit.  Look at the example to see which fruit goes where.  Trace or draw the fruit with a dark color crayon.  Blue or purple works well on all the fruit except the grapes.  Use white or silver on the grapes.  Add details:  lines on the pumpkin and banana and circles for the grapes.  Add stems to the apple, pear, grapes, and pumpkin.  Use the green scraps to draw and cut out leaves for the pear, apple, and grapes.  Use other scraps for anything else you’d like.  After you finish tracing and adding details, you can shade one side of the fruits with a dark value.  Add a highlight where the light reflects on the top surface of the fruit using a white crayon.  (Show examples.)  After shading and highlighting the fruit, you can cut it out.  Glue the pumpkin on the table first.  Why?  (It’s the biggest.)  Spread out the rest of the fruit on the table, overlapping and placing lower on the page to show space.
Choose artist of the day.  Choose one girl and one boy.  Make sure their name is on the front of their paper and the teacher code is on the back.  Let them choose a large sheet of paper and a strip.  Give them the construction paper fruit that is already traced.
Clean up:  Make sure all glue bottles and scissors are standing up in the white baskets.  Put the patterns in the green baskets.  All crayons go in the brown trays.  Throw away all scraps from table, trays, and floor.   Wipe up any glue with a dry paper towel.  Dismiss tables to line up as tables are clean.  At the end of the day, put all trays on counter.

VOCABULARY:  line, shape, color, value, space, shade, highlight 

MATERIALS:
9"x 12" white tagboard
newspaper pads
crayons
black tempera, thinned with a little soap added
large sponge brush
sharpened 3/16" dowels or toothpicks
examples

OBJECTIVES:  Students will...
cover tagboard with heavy crayon.
draw into painted scratchboard.
use as many elements and principles as possible.

PROCEDURE:  The first part of the crayon scratchboard project is covering the tagboard with heavy crayon.  The paper should be covered completely with no white spots or lightly colored areas.  (This is important because when the black paint is applied it should not get on the paper.  It should only get on the crayon in order for the second part of the drawing to work successfully.)  Any colors may be used except for black and white.  Any design may be used except things indicated on the "no-no" chart.  The crayon should be applied heavy and waxy.  (Note:  Most students were unable to apply the crayon correctly.  To insure success of the project, I had to check and correct improper crayon application.  Perhaps smaller paper could be used or buy the ready made scratchboard.)
(I applied the paint to the scratchboard using a large sponge brush.  This was fairly successful.  There were still some spots and see-through areas.  It takes at least an hour or more for the paint to dry enough to stack the pieces.)
The second part of the crayon scratchboard will be completed today.  You will draw on the black paint with a stick that has a sharpened end.  Wherever you draw with the stick the colors of the crayon will show through.  If you make a mistake, you can use the black crayon to cover over the mistake.  It will not work too well for large mistakes.  Start by drawing a border or frame around the outside of the paper.  Add a pattern in the frame.  If you do this first, it is good practice to get used to using the stick and understand the process.  After the frame is completed, you may begin drawing your design or picture.  You may draw whatever you want except what is on the "no-no" chart (which includes words and letters).  You may not draw weapons or violence in your pictures either.  There are some patterns in the tray.  You may use one of these if you want to.  You may use only one and repeat it as many times as you like.  You may not use more than one pattern.  You do not have to use a pattern at all.  You may do your own design or drawing.  Be sure to use lots of lines.  DO NOT SCRIBBLE.  Each line should be made carefully and deliberately.  You can make a line thicker to make it show up better.  Make some lines thick and some lines thin.  Make some straight and some curvy.  You may scratch out some areas completely.  Do not scratch out really large areas.  Do not leave large areas black.  Every space should be activated with lines.  There is a sheet in your tray that shows different ways to use lines in the spaces.  If you cannot think of something to draw…think LINES!
There will be no artist of the day today.  (Unless someone has not been chosen at all yet - no * by the name.  In that case, only the students not chosen at all yet will be the artists of the day and will get a piece of tagboard to take home.  Do not keep the artwork as this is the last lesson.)  This is our last art class for the year.  Mrs. Dixon will be returning the artwork that she has kept from the artists of the day later this week for you to take home.  She will also come to your room and give a treat to those students who have not had a checkmark all year.
If students finish early, there is paper and black markers that they may use to draw with.  Make sure they turn the markers in before leaving class.  Clean-up consists of putting all drawing sticks in the trays, all patterns, line sheets, and black crayons in the trays as well.  Students take work with them to class.

VOCABULARY:  scratchboard 

MATERIALS:
12”x 18” colored construction paper
6”x 6” colored construction paper
3”x 3” colored construction paper
white bond paper with 3”x 3” outlined squares for rubbings
crayons
texture boards
wallpaper
3”x 3” templates
fine line black markers
scissors
glue
heart templates to fit 3”x 3” squares

OBJECTIVES: Students will...

PROCEDURE:
Texture is the way things feel when you touch them.  There are smooth textures and rough textures.  Some are soft and some are hard.  What are some other ways to describe different textures?  Everything you touch has some sort of texture.
Texture is one of the elements of design.  There are two types of texture in art.  Texture that you can feel is real or actual texture.  Texture that you can see is implied or visual texture.  Actual texture is obvious in most sculpture and weaving.  Paintings can have actual texture as well.  An artist can use very thick paint which produces a texture.  Most of the time an artist will have to produce visual texture.  Visual texture looks like a real texture but is actually smooth.  When an artist draws a tree trunk, he can make the bark look like it feels by the way he uses value, line, and pattern.  The bark looks rough but the paper is still smooth.  We are going to use both actual texture and visual texture in making our quilts.  We will make rubbings also.  A rubbing is one way to change an actual texture into a visual texture.
One group will come up and choose wallpaper.  Use the template to trace a square on the back of the wallpaper with the marker.  Cut out the square.  Put the leftovers that are large enough to make another square back in the box.  Throw away the smaller pieces.
Another group will choose construction paper squares and get paper with marked squares for the rubbings.  Choose one texture board to make a rubbing.  When you finish with that board, swap it for another.
When the first group completes the wallpaper squares, they may choose the construction paper and do the rubbings.  The other group will choose wallpaper when they are finished.  When all squares are chosen and completed, each student arranges the squares into a quilt pattern and glued onto a large sheet of construction paper.  It is very important to use proper gluing technique - a thin line around the edges and especially into the corners - to get the squares to lay flat.  Cut-out hearts or other shapes may be added to the quilt.  "Stitch" marks may be added with the markers.

VOCABULARY:  texture, actual texture, visual texture, rubbing 

MATERIALS:
9"x 12" black construction paper
9"x 12" colored tissue paper
pencils
white crayons
scissors
hole punch
glue

OBJECTIVES: Students will...
learn how stained glass designs are made.
create a symmetrical design.
use black line to create unity.
develop cutting and gluing skills.

PROCEDURE:
Discuss where stained glass is used.  Originally used in churches to tell Bible stories to those who could not read.  Still used in churches, also, public buildings, stores, restaurants, and homes.  Discuss and illustrate the difference between transparent and translucent.  Stained glass is translucent.  Design is drawn on full size "cartoon" or template.  Each section is traced onto colored glass and cut with a glass cutter.  The pieces are fitted together with lead came, a strip of lead with channels in both sides into which the glass fits.  The lead pieces are soldered, or melted, together.  The whole window is framed for strength.
Fold black paper in half.  With fold on left hand side, begin at fold and draw a frame 1/2" to 3/4" from edge of paper to right, down, and left, back to fold.  Draw half of the desired design, extending to top. side, and bottom of frame.  With white crayon, outline all spaces to be cut out for "glass" areas.  Use a hole punch to make a starter hole in all areas not lying on the fold.  Cut out "glass" areas with scissors.  Be careful to leave "lead" lines uncut.  Open cut design and flatten.  With crayon side up apply glue in thin lines or dots.  Place tissue paper, beginning at one end and smoothing toward the other end.

VOCABULARY: stained glass, transparent, translucent 

MATERIALS:
12"x 18" assorted construction paper (except green)
9"x 12" green construction paper
6"x 9" assorted construction paper
scissors
scrap box (optional)
visuals, reproductions, and examples

OBJECTIVES: Students will...
learn about the artist Henri Matisse.
recognize Henri Matisse's cut-out style.
cut freehand shapes with scissors.
use positive and negative shapes.
arrange shapes in a pleasing composition.
glue shapes onto paper using proper gluing technique.

PROCEDURE:
Discuss Henri Matisse.  Born in France in 1869.  Liked to paint dishes and make hats as a child.  Studied and became a lawyer.  Married and had children.  At about age 20, turned to art as a profession.  By age 40, internationally recognized artist, known for bold use of color and pattern.  Associated with group of artists known as "fauves" or "wild beasts".  At age 70, diagnosed with intestinal cancer.  Had surgery, but never fully recovered.  Confined to wheelchair and bed.  Unable to stand for even an hour.  Painting was nearly impossible.  Mixed colors with gouache.  Assistants painted large sheets of paper with color.  Matisse "drew" shapes with his scissors, arranged them, and glued them in place.  Show examples of work.  Shapes do not necessarily look exactly like what they represent but have qualities which make us think about what they represent.  Point out use of positive and negative shapes.  He used the shape he cut out as well as the scraps in many cases.  Matisse died in 1954 at nearly 85 years of age.

First we will choose our paper, then I will show you how to draw with your scissors.  When I call your table, come up and get your paper.  Choose one medium sized green sheet of paper,  one large sheet, any color, and one small sheet any color.  When everyone has their paper, I will show you how to cut a curvy, leaf shape out of the green paper like the ones Matisse enjoyed making.  We will then glue the shape and the scrap onto the large sheet.  With the third sheet of paper you can cut out any shape or shapes that you want to add to your picture.  (Call up by tables to choose paper.)
I am going to show you how to draw with your scissors.  You already know you can draw with a pencil or marker.  When you draw you make lines.  Connect the lines and you make a shape.  When you cut with scissors, you also make a line.  It’s a little different because you have to use both hands, one to cut and one to steer the paper.  To make a curved turn, open the scissors wide and turn the paper as you close your scissors.
Pass out green paper.  We want to cut out a leaf shape like the ones used often by Matisse.  Show students how they can draw with their scissors.  Usually we cut following a line.  Today we have to imagine the line in our mind as we cut.  Keep the cutting hand still (except for the cutting motion) and move the paper with the other hand.  Cut out toward the edge, turn and cut to the middle of the page, turn and cut back out toward the edge, turn etc.  Look both at your leaf (the positive shape) and the scrap (the negative shape).  We can still see the leaf shape in the scrap because the space surrounding the leaf is left.  Pass out the large paper.  Arrange these shapes on the large paper.
Glue the pieces down with proper gluing technique.  Hold the bottle in one hand.  Hold the paper being glued with the other hand.  Touch the orange nozzle of the bottle to the paper.  Squeeze very softly until the glue just barely comes out.  Draw a skinny line with the glue near the edge of the shape.  Turn over and smooth down in place.
Pass out the small paper.  Use this paper to cut out any shapes that you want.  Try to use shapes like Matisse used.  Use scraps or swap colors for more colors.  Arrange the shapes on the page.  Glue in place.  Write student's name on the back of paper.  Critique work.
Choose Artist of the Day.  Choose one girl and one boy.  Mark your selection on the seating chart with an asterisk *.  Be sure to write the teacher’s name on the back of the artwork.  Have students clean up and put supplies away neatly.  Dismiss by tables to line up.  Students should push their chairs in as they leave the table.
(At the end of the day, please return all supplies to the counter and leave tables clear for extended day.)

VOCABULARY: Henri Matisse, cut-out art, positive/negative 

MATERIALS:
12”x 18” white drawing paper
newspaper pads
stamps (made from wooden building blocks and sticky foam)
black stamp pads
crayons
examples of finished work

OBJECTIVES: Students will...
learn about repetition and pattern as principles of design.
use repetition and pattern in a design.
create a design using block stamps.
add color with crayons.

PROCEDURE:
Discussion:  Today we are going learn about repetition and pattern as two of the principles of art.  We have learned the elements of design to be LINE, SHAPE, SPACE, VALUE, COLOR, TEXTURE, and FORM.  Remember these elements are like ingredients in the recipe to make art.  The ways that we can use these ingredients are called the principles of design.  Two of the principles of design are repetition and pattern.
What does it mean to repeat something?  (It means to do something over and over again.)How do you make a pattern?  (Use or place things in a certain order over and over again.)  We can repeat any of the elements of design to make better art.  Let’s look at some art to see how the artist used repetition and pattern to create his art.

Come up around my table and I’ll show you how to use the stamps.  Each tray of stamps has a laminated sheet in the bottom which shows the twelve different shapes of stamps.  Each time you use a stamp replace it on the matching shape.  Each stamp has a number on the top.  The numbers are all the same and match the number on your table.  First, you need a pad of newspaper to put under your work.  This will help the stamps to print better, make your crayon go on smoother, and keep the table clean.  To ink the stamp, tap it gently several times on the stamp pad.  Place the stamp where you want it on your paper and press firmly.  You want the stamped area to be gray, not black, so you can add color with crayon later.  Notice the different ways the stamp can be used.  The square stamps can be turned to make diamonds.  The long triangles can be turned and combined several ways to make different designs.  (Demonstrate.)  Create a border, if you like.  Make any sort of picture or design.  Use the stamps for most of the picture.  Add only details and fill in with the crayons.
When you’re through stamping, close your stamp pad and make sure all the stamps are on their matching shapes in the tray.
Use crayon to complete your picture.  Add a background.  Color in the stamped shapes and the spaces.  Color hard and dark in some places.  Color lightly in other places.  Add copycat rainbow lines around the shapes if you want.  The whole page should be colored with crayon.  Write your name at the bottom of the page on the front.

Choose Artists of the Day.  Choose one girl and one boy.  Choose students who do not have an asterisk (*) by their name.  Be sure to mark your selection on the seating chart with an asterisk (*).  Keep only the work of the Artists of the Day.  Be sure to write the teacher’s name on the back of the artwork.  Give the Artists of the Day an extra sheet of paper to take with them.  Have students clean up and put supplies away neatly.  Check that all stamps are in the trays and stamp pads are closed.  Dismiss by tables to line up.  Students should push their chairs in as they leave the table.  All students should have artwork in hand as they leave the artroom.

VOCABULARY:  repetition, pattern 

MATERIALS:
tempera paint set-up
12" x 18" manila paper or white drawing paper
visual examples
chart of warm and cool colors

OBJECTIVES: Students will...
learn the suffix "scape" as meaning "a view of".
discuss types of landforms.
discuss contrast and warm and cool colors.
draw horizon line, foreground, and middle ground with the paint.
use warm and cool colors to show contrast between the sky and the land.
mix colors directly on the paper.

PROCEDURE:
Today we are going to paint a landscape - an alien landscape.  The suffix "scape" means "a view of" whatever the first part of the word is.  So, landscape means a view of the land.  Name some natural features of the land, such as mountains and lakes, that you can think of (desert, river, field, rock, canyon, mesa, cliff, waterfall, volcano, path or road, etc.)  You will make the sky and land very different colors, because an alien world the colors may be very different from our world.  Use warm colors for the sky or land and use cool colors for the other.  We are using warm and cool colors because they are very different from each other.  Things that are different from each other are sometimes called “opposites”.  Things that are opposite contrast with each other.  Contrast is one of our principles of art.  The elements of art can be used to show contrast.  Lines can be straight or curvy.  Shapes can be organic (curved) or geometric (straight).  Textures can be rough or smooth.  Spaces can be large or small, near or far.  Values can be light and dark.  Forms can be rounded or angular.  Colors can be bright or dull, warm or cool.
Warm colors are colors like red, orange, and yellow.  Cool colors are colors like blue, green, and violet.  Warm colors are like fire.  Cool colors are like water.  They are opposites.  They contrast with each other.  Usually the sky is blue or a cool color.  On your alien world it could be a different cool color like green or purple.  If you did that, then the land should be warm colors.  If you make the sky warm like orange or red or yellow, make the land a cool color.  Make the sky and the land contrast with one another.

Demonstration:  Paper can be turned either vertically or horizontally.  Use only one color of paint to draw.  This will help to unify your painting.  Begin with a horizon line - where the land and sky appear to meet.  Divide the land into its natural features.  Create a foreground - that part which is closest to you.  It will be at the bottom of the page.  Then draw the area between the foreground and horizon line.  This is called the middle ground.  Now fill in the areas with paint.  Try mixing colors.  Remember to put the first color in the area then rinse your brush and add the second color.  Mix together right on the paper.  If you need to add more color, be sure to rinse your brush.  Try to balance your picture with color.  If you make an area of light purple on one side of your painting, make another area of the same color on the other side.
Review rules for using the paint.  Any misbehavior with any art supplies is an automatic time-out for the rest of class.  Rinse the brush every time you change colors.  Never mix colors in the jars.  Colors may be mixed on your art paper only, being sure to rinse between each color and after mixing.  When rinsing the brush, be sure to rinse thoroughly, removing all the paint from the brush.  Do this without sloshing, banging, or splashing.  After rinsing thoroughly, use your finger(s) and thumb to squeeze out any excess water.  Do not twist or pull on the bristles.  Excess water must be removed to prevent the paint from being too runny.  Do not shake, tap, or wipe the brush to remove water.  Those methods will not remove enough water, plus they are potentially messy and noisy.  After rinsing and removing the water from the brush, dip into the color you wish to use.  Wipe the drips off on the inside edge of the jar of paint.  Do not dip the brush into the paint and move directly to your paper.  Be sure to wipe the drips off first.
Move students to as few tables as possible (four students per table).  This saves on water and clean-up time.  Hand out paper and brushes.  If you have long sleeves roll them up to your elbows.  If you wish to stand up to paint, be sure to scoot your chair under the table.  Standing up to paint allows you to reach and see the paint better.  Rinse your brush and squeeze out the water.  Choose any color to draw with.  You will use this color to lay out your painting.  Do not rinse or change color until the drawing is finished and it is time to fill in the colors.
Students work on their own with help as needed.
Clean-up:  Put all the brushes at the table into the water can.  Do not bring up the dirty water until every at the table is finished and has put their brush into the can.  Bring the can to the cart.  Leave the brushes in the dirty water can.  Get a clean can of water to put on your table for the next class to use.

VOCABULARY:  landscape, horizon, foreground, middle ground, warm colors, cool colors, contrast Back to Lessons Page