Section 1: Art Lesson Plans

Transcription

1 Section 1: Art Lesson Plans AGES:1 5 To promote creativity To interact with an adult Using a can, lid, dried beans, tempera paint, spoons, cups, and paper, the child will experience a new art form. Can with a lid (if a can is not available, use an ice cream bucket with a lid) Dried beans Several colors of tempera paint Small cups (one for each color of paint) Spoons Water Paper Scissors Bean Shaker Painting 1. Put tempera paint in small cups. One color per cup. 2. Mix tempera paint with water to a watercolor consistency. 3. Cut paper to fit around the inside of the can. Cut at least one per child. 4. Place the paper in the can. 5. Put beans in each color of paint. 1. Using spoons, the child will pick up the beans. 2. With adult help if needed, the child will drain the excess paint off the spoons before dropping several beans of each color into the can. 3. Child puts the lid on the can and secures it with adult help. 4. Child shakes the can, moving the beans all around, leaving trails of paint. 5. Repeat steps 1 4 to add more color to the paper. SAFETY PRECAUTION: Watch young children closely when handling small objects such as beans. If children are unsupervised, the beans may present a choking hazard. 4

2 Coffee Ground Mosaic 1. Dry used coffee grounds on newspaper. Used grounds are fluffy. If you want a coarser texture, use the grounds straight from the coffee can. 2. Dilute white glue with water. 3. Place grounds in a bowl. 4. Set the bowl and diluted glue on the table. 1. Spread the glue across paper with a wide brush. 2. Sprinkle coffee grounds onto the glue. 3. Shake off the excess grounds. AGES: 2 5 To develop fine motor skills To provide sensory stimulation through the use of texture Using coffee grounds, diluted glue, a wide paintbrush, and paper, the child will create a coffee ground mosaic. Coffee grounds Bowl Glue Water Wide paintbrush Paper Newspaper 5

3 Crayon Wash AGES: 3 5 To foster creativity To enhance eyehand coordination Using newspaper, crayons, paper, brushes, and watercolors, the child will demonstrate how crayon resists watercolor. 1. Cut paper to accommodate the age and attention span of the children. Use a sheet of paper 5" by 7" for three- and four-yearolds. A five-year-old may have 9" by 7". 2. Place the paper on a couple pages of folded newspaper (helps the child to bear down harder). 1. The child will draw with crayons on the paper, bearing down to achieve a darker effect. 2. Child brushes over the crayon design with the watercolor. Note: The wax of the crayon resists the paint. The paint will adhere only to the blank paper. Newspaper Crayons Watercolor paint (set of watercolors or liquid watercolor) Brushes Paper 6

4 Fluffy Paint 1. Mix together one part tempera paint, two parts glue, and two parts shaving cream in a paint cup. Use a separate cup for each color. 2. Stir mixture well with a spoon. This will create a fluffy texture of paint. 3. Set mixture, brushes, and paper on the table. 1. Child uses a brush to paint the fluffy mixture on the paper. 2. Child may use additional colors. Use a separate brush for each color. AGES: 2 5 To develop creativity To promote small muscle development Using paper, brushes, and a mixture of glue, paint, and shaving cream, the child will create a fluffy painting. White glue Tempera paint Shaving cream Spoons Paint cups Brushes 7

5 Interlocking Block Prints AGES: 3 5 To follow directions To use small muscles Using a wooden block, tempera paint, brush, and interlocking block, the child will make prints. Wood Sandpaper Goggles Tempera paint Paint cups Foam plate or tray Dish soap Paper towel ADULT PREPARATION (DAY 1): 1. Wearing goggles to protect eyes, sand until smooth a block for each child. 2. Put red tempera paint into paint cup. 3. Add dish soap and mix well. 4. Set paint, brushes, and wooden blocks on the table. 1. Using a brush, the child will paint the block red. 2. Child may set the block on the shelf to dry. ADULT PREPARATION (DAY 2): 1. Create a paint blotter by pouring white tempera paint into a foam plate or tray. 2. Add dish soap to paint. Mix well. 3. Place a folded paper towel on top of paint and soap mixture. 4. Flip towel over. This creates a blotter that will limit the amount of paint the child uses. 5. Place the red block (from Day 1), white tempera paint blotter, and interlocking blocks on the table. 1. Child will dip the raised side of the interlocking block into the paint blotter. 2. Next child presses the block onto the wood. 3. Repeat steps 1 and 2, covering the block with prints. continued 8

6 Interlocking Block Prints continued EXTENSION: Child decorates a plastic egg by gluing or drawing facial features. Teacher hot-glues the egg to the top of the block, creating Humpty Dumpty. SAFETY PRECAUTION: If using small interlocking blocks, supervise children closely to prevent a choking hazard. 9

7 Jingle Bell Painting AGES: 4 5 To stimulate the sense of hearing To delight in movement and rhythm Using a box, tempera paint, spoons, and jingle bells, the child will create music while painting. Box Tempera paint Water Paint containers Spoons Jingle bells Paper Scissors 1. Cut paper to fit the box. 2. Pour tempera paint into containers, add water (two parts paint to one part water), and stir. Use a separate container for each color of paint. 3. Add two or three jingle bells to each container of paint. 4. Put paper into the box. 1. The child will spoon jingle bells into the box, first draining off the excess paint. 2. Child moves the pan from side to side allowing the jingle bells to roll around the paper. 3. Repeat using other colors. Note: This activity is suitable for one to three-year-olds if using a gallon ice cream bucket with a lid instead of the box. One-year-olds can shake the container by holding onto the handle. EXTENSION: Play favorite music during the activity. The child may shake the box to the rhythm of the music. SAFETY PRECAUTION: Supervise children closely when using small objects, such as jingle bells, to prevent a choking hazard. 10

8 Melted Crayon Drawing 1. Collect broken pieces of crayons. 2. Remove all paper from the crayons. 3. Surround the warming tray with towels to protect the children from the heat. 1. Children sort the crayons by colors. 2. Children place each separate color of crayon into a muffin cup. 3. Adult places the muffin pan onto the warming tray. 4. Once the crayons are melted children work individually. 5. Child uses a cotton swab and dips it into the melted crayon mixture. 6. Child draws with cotton swab on paper. Note: Typical warming trays do not have various heat settings. For electric skillets and warming trays with a heat setting, melt crayons on medium heat. Reduce to low heat when crayons have melted. SAFETY PRECAUTION: Supervise children closely when using heat. AGES: 3 5 To observe a transformation To stimulate eyehand coordination Using a warming tray, muffin pan, paper, cotton swabs, and crayons, the child will experience a new art form. Warming tray (an electric skillet may be used) Metal muffin pan Paper Cotton swabs Broken pieces of crayons Towels 11

9 Raised Glue Art AGES: 2 1 /2 5 To encourage fine motor control To develop eyehand coordination Using a squeeze bottle of white glue, tag board, watercolors, water, and brush, the child will create a glue resist project. White glue in small squeeze bottle White tag board Set of watercolor paints Water Cup Brush PROCEDURES (DAY 1): 1. The child uses a small glue bottle to squeeze glue onto construction paper. 2. Younger children will have a tendency to want to make a pool of glue. The adult needs to encourage the child to move the glue in lines and swirls across paper. 3. The child needs to put the glue on thickly to enable it to be raised above the paper when it dries. 4. When the child is finished gluing, put the paper in a spot where it may dry overnight undisturbed. ADULT PREPARATION (DAY 2): 1. Hold the paint tray of watercolors under running water to dampen the colors. 2. Put water in a cup; put the brush in the cup. 3. Set the watercolors, water cup, and brush on the table. PROCEDURES (DAY 2): 1. Give the child his or her sheet of tag board with the dried glue. 2. Child rubs brush in a single color of watercolor, then makes brush strokes across the paper, going over the raised glue. 3. Child may rinse the brush in the cup of water and choose another color to paint with. Note: The raised glue resists the watercolor and remains white. 12

10 Texture Painting 1. Pour tempera paint into paint containers. Use a separate container for each color. 2. Add salt, coffee grounds, sand, and glitter into separate paint cups. Mix well. 3. Mix dish soap into paint for easy cleanup. 4. Set paint, brushes, and heavy paper on table. 1. Child will use brushes to paint paper. 2. Set paper on shelf to dry. 3. When dry, ask the child to feel the different textures. AGES:1 5 To provide a sensory experience To promote creativity Using tempera paint, salt, coffee grounds, sand, glitter, and brushes, the child will create a textured painting. Tempera paint Paint containers Salt Coffee grounds Sand Glitter Dish soap Spoons Paintbrushes Heavy paper 13

11 Zipper Bag Painting AGES: 2 1 /2 5 To identify colors To mix two colors together to form a third color Using a zipper plastic bag, shaving cream, and food coloring, the child will mix colors. Zipper plastic bag (sturdy freezer style), sandwich- or quart-size Shaving cream Food coloring or liquid watercolor (red, blue, and yellow) Small squeeze bottles (one for each color) Masking tape 1. Put shaving cream in a zipper plastic bag. Fill it only one-half full. 2. If using liquid watercolor put the coloring in separate small squeeze bottles. 3. Set the bags of shaving cream and the liquid watercolor on the table. 1. Allow child to select two different bottles of liquid watercolor or food coloring. 2. As the adult holds the bag of shaving cream open, the child will squeeze several drops of two different colors into the bag. 3. The adult needs to seal the bag. Be careful not to seal in any air. The bag must lay flat. 4. The child will use his or her fingers to rub the bag. 5. As the colors emerge through the shaving cream, ask the child to identify the colors. 6. As the child rubs the bag the two colors will blend. 7. Continue rubbing until the bag is a solid color. 8. Ask the child, What is the color of the shaving cream now? 14