Lesson Title: Bringing The Seasons Of The Year Together

Grade Level/Cycle: Grade One (Cycle One)Time Frame: Approximately 4 ClassesRATIONALE – Why is this lesson important for your students?

- This lesson is important for the students, because it is through this lesson where students apply a combination of what they have learned in the previous lessons in this unit. Students will be introduced to various elements of art, and they will be able to identify particular characteristics identified with each season. This lesson enables students to showcase their creativity using a variety of art-making methods and materials. This lesson also encourages students to share their work with their peers and respect the work of others.

PedagogicalObjectives

Learning objectives are what the learners will know (concepts) and know how to do (skills) at the end of the art lesson.

- Students will use knowledge about particular elements of art previously learned in the winter, spring, summer and fall lessons.

- Students will be able to identify particular and/or exclusive characteristics associated with each season.

- Students will create a collage encompassing the four seasons of the year.- Students will use a variety of art media and materials.- Students will participate and share their artwork with their peers.- Students will appreciate and respect the work of their peers.

Art MakingMethod/Media

The art making method being taught will be primarily collage with the objective of using a variety to materials to articulate one complete and unified piece. The various materials will help students utilize and understand the elements of art, such as line shape, color, and texture in their individual pieces.

Art MaterialsEquipment

The art materials, tools and equipment required for this lesson are:- Mixed Objects (dried leaves, cotton balls, branches, feathers, etc).- Oil Pastels, Markers, Wax & Pencil Crayons.- Scissors, Glue, Construction Paper, Magazines.- Acrylic Paint, Paintbrushes.- Internet Link of Gloria March’s “Four Seasons” painting.- YouTube Video of Vivaldi’s “Four Seasons”

Prototype/Process

EDEA 332/003 – Fall 2016Art Project/Lesson Plan Template

MEQ Visual ArtsCompetencies

Competency 1: To produce individual works of art in the visual arts.- Students create their own individual collage incorporating each of the

four seasons in a collective piece using a variety of art-making elements, methods, media, and material.

Competency 3: To appreciate works of art, traditional artistic objects, media images, personal productions and those of their classmates.

- Students will be shown examples of works of art and audio encompassing the four seasons by artists and student examples, fostering appreciation and respect for the work of others.

Vocabulary/Concepts

Vocabulary and concepts that will be reviewed in this lesson are:- Color: color mixing and the various hues of each color.- Elements Of Art: line, color, shape, texture, perspective.

Line - contour, outline, thick, thin, straight, curved. Color - darker and lighter shades, secondary and tertiary colors. Shape - simple shapes, large, medium, and small sizes. Texture - the use of layers, tactile art materials. Perspective - foreground, middle ground, background.

- Collage: a combination or collection of various materials of the same or different source that projects a message.

ACTIVITY PROCESSES TIME

MotivationIn order to inspire and motivate students to create their artwork I will show examples of artists work that encompasses the four seasons of the year in one collective piece.

a) I will show a painting entitled “Four Seasons” by Gloria Malouf March. She drew the four seasons represented in the tree of life. Her inspiration came from cultivation in traditional Chinese medicine.

Each season tells a story. Question: What emotions do you feel when you

look at the different seasons in the painting?

b) I will play Vivaldi’s “Four Seasons” on Youtube for the

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students to hear the different tempos Vivaldi wishes to represent each season in his vision.

Each season has a musical representation. Composed of fast and slow tempos. Music used as a tool for exploring art. Question #1: How do the sounds you hear in each

season make you fell? Question #2: How would you represent these

emotions visually?

c) I will show a multitude of student examples found online of the four seasons created in one piece. Examples will showcase that a variety of materials can be used, and there is no wrong way to represent the seasons, because every student is different. By looking at the different styles of artwork, students can become stimulated and inspired.

Media Exploration

Materials provided in this lesson were previously introduced and utilized in the past lessons of this unit. Students were taken through a progression of materials, and this last lesson requires the students to choose which material(s) they would like to use in order to advocate and present their final collage.

Students can decide for themselves which art materials work for them and which do not.

Exploration of art and brainstorming of ideas will occur when I show the students Gloria Malouf March’s painting, Vivaldi’s concerti, and the additional student made examples found online.

Students will begin to think about how the different forms of art representing the four seasons makes them feel.

If students need assistance in remembering certain art making methods done in the previous lessons, I will gladly refresh the students with a demonstration. Materials will be distributed evenly throughout the classroom in designated stations, and students will work on desks in groups of 4-6 students.

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Art Making

Students will learn from memory, observation and imagination:- Students will learn from memory of art elements,

techniques and art making methods previously introduced and taught in the past lessons of this unit.

- Students will work from observation through the analysis of the artwork of other artists.

- Students will work from their imagination when creating their individual collages, because everyone is unique and influenced by their interests and personal experiences.

Students will work individually on their collage, but students may help each other with brainstorming ideas.

The steps in the procedure are:

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Procedure

1. Each student will receive a white Bristol board.2. The Bristol board will be split into 4 equal squares by

drawing a horizontal and vertical line in the middle. - Each square will represent each of the four seasons.

3. Students are free to start with any season; there is no required order.

4. Students will be making a collage composed of 4 separate sections, all come together to make a collective collage.

5. Students are given freedom to compose the collage in how they see fit (tree of life, scenery, characteristic etc).

6. Students are encouraged to use a variety of materials to showcase the elements of art (color, shape, texture) that were previously taught in past lessons.

“Fast Finishers”- Students could help their peers or help with cleaning up.- Students can work in their “Art Exploration Book”

Strategies to re-motivate students are by asking questions that link to their interests and personal experiences:

- What happy memories that you remember have happened in spring, summer, fall and winter?

- What is the first picture/smell/emotion you have when you think of spring, summer, fall and winter?

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Response to Art In addition to responding to the art shown at the beginning of this lesson, work by Gloria Malouf March, Vivaldi and student examples, students will respond to their own work and the work of their peers by observing and self-reflecting:

a) Students will be asked to compare their work with the work of their peers: What is different? What is the same? Why did you choose to present the season in that

way? Looking at the collage of your peer(s) what part do

you like and why?

b) Questions regarding the elements of art? What colors did you use to represent each season? What textures did you choose to display? What kinds of lines and shapes did you use?

c) Additional Questions: What was your inspiration in the process of creating

your individual collage? Describe why you chose the art-making method and

material used in your collage. What emotions are showcased in your collage?

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Four Seasons by Gloria Malouf-March

Studio Etiquette

In regards to studio etiquette, desks will be organized in groups of 4-6 students to ensure that students can work efficiently and comfortably. In addition, by splitting a large class into smaller groups, this gives the opportunity for proper spacing.

- All desks will be covered with newspaper/plastic.- Scissors, glue and drawing materials will be on their desks

Due to the abundant selection of materials being provided, there will be designated stations. Designated stations ensure that materials are grouped and organized, therefore providing a smooth classroom flow:

- Paint station (teacher will provide the amount of paint).- Magazine and paper station.- Mixed media/objects station.- Recycling and garbage station.

Students will bring their chosen materials to their desks.

Closure

At the end of this lesson, students:- Are knowledgeable about particular elements of art.- Demonstrate their understanding through interacting with

various art media and displaying elements in their collage.- Students reflect on their process and outcome through

making connections and patterns between art and the four seasons of the year.

Students are encouraged to share their artwork with their peers, teachers and parents because every individual has a different vision, perspective, and worldview based on their interests and personal experiences. By sharing work we:

- Understand and respect one another.- Gain insight and are exposed to new ideas.- Are proud of the work we make.

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BIBLIOGRAPHY / RESOURCES

AnAmericanComposer. (2011). Four Seasons – Vivaldi [Video file]. Retrieved from https://www.youtube.com/watch?v=GRxofEmo3HA

March, Gloria. (2016). Four seasons. Mixed Media Art. Retrieved from http://www.mixedmediaart.net/mixed-media-painting/four-seasons

REFLECTIONS/ASSESSMENTThe students will be assessed using a teacher evaluated rubric:- The students will not be assessed on how the final collage was completed.- Students are expected to apple at least 1 element of art in their final collage.- Students will be primarily assessed on participation, attentiveness and the explanation of their work.- Students will be graded using a point system and will be given feedback.- Please refer to the attached rubric for a visual example.

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