Your email*




Elementary [1st-5th] Lesson Plan

Art History Inspired Trees

Created on August 02, 2012 by KatieMorris

Students view a variety of trees from Art History to learn that they don't have to look the same to be "good" then make their own trees. The students paint with sticks, twigs, and fingers- no brushes allowed!

24 Keeps, 3 Likes, 0 Comments

THE PLAN
2 sessions; 40 minutes per session
1. The students will view and discuss a variety of tree images from Art History.
2. The students will use black tempera paint to "draw" a tree in the style of their choice with a twig, a popsicle stick, or both.
3. The students will use crayon to add color and texture to the background.
4. The students will use primary colored tempera paint to add color and details to their trees painting with one finger.
1. 8x10 inch white paper
2. Pencils and erasers (for names only, not for drawing)
3. Tempera paint- black, red, yellow, blue, white
4. Non paint brush tools- popsicle sticks and twigs
5. Crayons

Need these materials? Visit Blick!
1. Introduction
-Show examples of trees from Art History
-Discuss different media, styles, symbols, etc.
2. "Draw" Trees
-no pencils or paintbrushes
-with black tempera paint and a twig or popsicle stick, draw tree trunk and branches in style of choice
3. Add background color using crayon
4. Add foliage and details
-paint with ONE finger only
-start with primary colored tempera paint + white for mixing
Was the student on task and following directions?
http://www.thesmartteacher.com/exchange/resource/300/Art-History-Trees
http://artteacheradventures.blogspot.com/2012/07/1st-grade-art-history-inspired-trees.html
THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students describe how different materials, techniques, and processes cause different responses

Visual Arts Standard 2:
Using knowledge of structures and functions


[K-4] Students describe how different expressive features and organizational principles cause different responses

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas


[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[K-4] Students explore and understand prospective content for works of art

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures


[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others


[K-4] Students understand there are various purposes for creating works of visual art
[K-4] Students understand there are different responses to specific artworks
THE FEATURES
Marc Chagall, Paul Cézanne, Vincent van Gogh, Georgia O’Keeffe, Piet Mondrian, Pierre-Auguste Renoir
Abstract Expressionism, Expressionism, Impressionism, Realism, Symbolism
Emphasis, Form, Line, Movement, Shape, Texture, Unity/Harmony, Variety
Drawing, Painting, Tempera