Shapes!! ESOL/Adapatable Art Lesson

Author:              Lydia J. Gates,  BA in Art Education;  MA in Teaching (2013)

Title:                    Shapes, Shapes, Shapes!!

Grade Level:   2^nd-3rd grade ESOL/Adaptable for other grades

Objectives:       At the end of this lesson, students will have:

·         Listened, viewed, read and spoken in response to a videos/songs about shapes

·         Individually completed a Shapes Search by reading, writing and drawing

·         Created  objects using shapes with crayons and construction paper shapes

Concepts:     Shapes: Circle, triangle, square, and rectangle

                                 What and where shapes are through drawing and identifying them

                                 Creating an object(s) using shapes

Materials Needed:  Per student: **Copy of Shape Search (see note at end of lesson plan), pencil, Precut manila construction paper circles, squares, rectangles and triangles; white 12” x 18” drawing paper,  glue sticks, scissors, Computer, Projector, Teacher Example.

Kansas Visual Art Standards/National Art Standards:

Standard 1  Understanding and Applying Media, Techniques, and Processes

Benchmark 3: The student applies the characteristics of a variety of media, techniques, and processes to develop manipulative skills in two- and three-dimensional works.

1.    practice to understand qualities and characteristics of various media, techniques, and processes.

Standard 2:  Using Knowledge of the Elements of Art and the Principles of Design Basic

Benchmark 3: The student visually communicates by incorporating the elements and key principles* in works of art.

1. produce art works that focus on communicating through the use of elements of art.

2. produce art works that communicate through manipulation of elements and key principles.

Standard  3 : Creating Art Works Through Choice of Subjects, Symbols, and Ideas

Benchmark 2: The student selects and uses images, subjects, and ideas to express meaning through art.

1. develop and communicates intended ideas through use of personal sign/symbol schema.

2. create art work that reflects images, symbols, and ideas from other sources.

Procedures:   

Teacher will access the website, http://www.youtube.com/watch?v=dsR0h50BiFQ&feature=related . Pancake Manor (Shapes song for Kids). Students will view and listen, as the shapes are named on the video. Teacher will say the shape name and ask student to repeat after her.  Then, draw the shapes in the air with the video.
The next video covers all the shapes. (2D Shapes I Know /We Are the Shapes). http://www.youtube.com/watch?v=o4zDyxxf8Gs&feature=autoplay&list=PLC22D4081B3177870&playnext=2 . Students will view, read, listen and speak the shapes names. 

Next, students will then be given a **Shapes Search sheet and a pencil. Teacher will read the instructions on the sheet and demonstrate on the whiteboard or with document camera, an example:  Under circle, I will draw a button in the box. What is it?  Button. Where is it? On my shirt.  Students can hunt around the room, drawing and writing items that are circle, square, rectangle and triangle. Students will be asked to share one shape that they drew, what it is, and where they found it. 

The teacher will then explain that we can make fun things with the shapes.  Then will show a completed example.  Teacher will pass out one construction paper shape per student, drawing paper, glue sticks and crayons.  Teacher will demonstrate on construction paper circle and create a simple drawing with the crayons.  Ie. Ice cream cone, cat, etc., then glue it on the background paper. Teacher will add additional details.  Students will be asked to make something out of each of their shapes, too. 

Students will share their completed works with the class, naming the shapes and what they created.  

Adaptations for older grades:
Click on the following link to learn more about  Sonia Delaunay's Artwork.
Share with students. Provide rulers and circle, square, triangle and rectangle templates for students to trace on paper. Demonstrate overlapping shapes, and drawing only half the shape (like Sonia).  


Pass out primary colors in tempera paint for students to mix colors directly on the shapes; brushes, water cups, paper towels, and 12” x 18” drawing paper.  You might even want to do a compare and contrast  of Robert Delauny  (her husband) with the students. 

Credits:  Youtube  (videos); ** Shape Search is from page 23 and What is it? Creating with shapes page 24 in  How to Teach Art to Children (Grades 1-6) EMC 760 © 2001 by Evan-Moor Corp.  Here is the link about the book:  Art book           

Created 2012 by Lydia Gates

Respect: A self-portrait

Respect.  What is respect?  Everyone wants it, and when we don't get it, we feel upset. Just think how students feel when they think they aren't getting it from their peers.  This post has a simple message. To be respectful, treat others the way you want to be treated.  No student is too old to hear or read the story, The Golden Rule by  Ilene Cooper. Click on the link to learn more about this wonderful book.Talk about the book with the students. What is respect to them? A really fun and thought-provoking lesson on creating a Respect Self-Portrait follows.

To instruct students on creating their portrait, you need to teach them first how to use their hands to feel their face as they draw it on paper.  Make sure they have clean hands. Have them feel the shape of their facial parts  by moving their hands on their face. Students should try to draw and feel at the same time.  Use the following guide above to draw faint lines to mark where the nose and mouth will go. You may wish to draw a third line for the eyes.  Have students put their thumb on the bottom of their ear and touch their nose.  The topof the nose will be drawn on the first line; and the bottom of the nose half way betwen the two lines. The bottom of the ear will be draw on the outside of the face across from bottom of  the nose.  Have them extend their pinkie while still touching the bottom of their ear and nose, and feel their mouth. The mouth will be drawn ON the second line. Using their thumb and index finger, place thumb at top of the ear and extend their index finger. They should feel the eyebrows. Draw the eyebrows. Have them feel the shape of their eyes and how far apart they are from the side of the head. Draw the eyes on either side of the nose and just under the eyebrows. Have students feel their hair.  Have them draw on their hair. Every face is different so experiment on yourself before you try with students. Students should draw as they feel as much as possible to develop sensory perception.
Pass out glue sticks, scissors and magazines and/or newspapers.  Ask students to find words (or create words using letters) that define what they think RESPECT means and glue them on the face.  Words should appear for eyes, nose, mouth, ears, outline of face and hair.  When portraits are complete, ask student to write a paragraph about being respectful and attach it to the bottom of the portrait. Gently erase faint lines.

Note: This  post does not have an photo example because we are all look different and think differently. Respect may mean something different to you than me, or maybe not; however,  I hope you will respect me anyway since I am not posting one. Discover on your own this wonderful experience!
Lesson copyright  Lydia Gates 2012. 

Diversity in Art and People: A lesson for everyone!

“Diversity-It’s Right for People; It’s Right for Business”. This slogan  was on the covered coffee mug I bought at a junk store because I forgot my regular one for class one Monday night. (I normally fill a mug with coffee, and sip it during class.)   This mug seemed  to  jump off the shelf at me with its words and green, inviting color. Who would carry this—man or woman? Does it matter? Not particularly. I chose it because of what the message meant and what I wanted to promote not only in my class, but at our art  group: New ideas, new people, new name, changes, positive happenings, places, and a lot of diversity.  

Tonight was the best art meeting ever that I presided over as president!  Our  art group is made up  of  artists.  Our diversity lies in the fact that some paint in watercolor or acrylic, others use pastels, some draw, some create collages, and others do whatever. But we all have various viewpoints.  Everyone is different. We are all people, but may like/do similar or different things, but what makes us work is our diversity.  We welcomed two new members tonight--yeah!  More members means more ideas, more art to share, and more learning.  

While we are on the topic of diversity, I wanted to share a lesson plan on teaching diversity.  It is geared for young art students, yet, as adults, anyone can learn from the message.  You might even want to try it yourself!!  What fun name would you call your skin color?

                                                     

                              Celebrating our Similarities and Differences 

Ask students to read and think about the question (have it written  on the white board): “Does skin color matter to you when it comes to friendship?” Teacher will ask students to popcorn out answers, then state that the correct answer should be: “No matter our skin color, we are all the same:  because we are people.We may like/do similar or different things and that’s OK! We can still be friends.” 

         Read the book, The Color of Us by Karen Katz. As the story is  read  talk about how people were mistreated because of their skin color in history, and various other important facts.

       Ask students  to compare their skin color with a student next to them in the group. Ask them to think of a color that would describe their skin color.  Read from a list of colors  (you have already written on the whiteboard). Color names might be: gingerbread, glazed doughnut, butter cake, lemon ice, vanilla taffy, coffee with milk, cafe-o- lait, coyote fur, chestnut, black-as-night, soft peach, sand, cinnamon, peanut butter, etc.

Lydia's Peachy Punch Skin Color Hand (Teacher Example)

        Explain that like the girl in the story, skin color is different on everyone because we are unique.   Ask a volunteer to help you in the demonstration of tracing your hand and mixing a skin color. Review with students the primary and secondary colors.  

Ask students  to work together to trace each other’s hands on 12" x 18" drawing paper in pencil. Then pass out primary colors in paint for students  to mix a color which is closest to their own skin color on their hand. They might even try the color by painting their own hand. Students will fill in their traced hand  on the paper with the skin colored paint. 

       After the paint dries,  explain students will create the “collage” part of the project. A collage is simply gluing pieces of paper in a creative way onto another piece of paper.  Give  out scissors, glue and 9” x 12” black construction paper.  Have students  cut out the painted hand and glue it to the black paper, leaving room for the next step.   

      Using newspapers and magazines, find letters to spell their name, and the color name they think is representative of their skin color. These will be glued on 1 ½”  x 9” (size may be cut down if needed) skin color papers in brown, manila or pink, and glued on to the background paper with the painted hand.  

 Lesson copyright Lydia Gates 2012

Note: this project was done with a 3-4^th split grade class. It was very successful!!!!