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Title: Fruit & Vegetable Collages and Action Silhouettes

Curriculum Theme: Mind, Body, and He-Art!

Lesson Plan Number: 2

Teaching Assistant: Susie Lee

Student Teachers: Meredith Pyle

Grade Level: 3rd

and 4th

Date Taught: September 19, 2009

Aim/Goal of the 5-wk Curriculum:

• Third and Fourth grade students will participate in a curriculum that revolves

around the mind, body, soul, and health. They will focus on different emotions

that are evoked from music/images and how those moods are connected to their

day-to-day routines. They will be able to express what they feel through art

processes and discussion. We will also explore the idea of health, both mental and

physical. We will begin to explore the surface of these issues and dig deeper.

What kinds of activities are good for us? What foods are healthy? What kinds of

moods are good to us?

State Fine Art Goals met by the Lesson Objectives:

• 25.A.2d Identify and describe the elements of 2- and 3-dimensional space,

figure ground, value and form; the principles of rhythm, size, proportion and

composition; and the expressive qualities of symbol and story.

• 25.B.2 Understand how elements and principles combine within art form to

express ideas.

• 26.B.2d Demonstrate knowledge and skills to create works of visual art using

problem solving, observing, designing, sketching, and constructing.

Objectives - Students will be able to:

• Gain knowledge of what living a healthy lifestyle means and why it is important.

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• Participate in a classroom discussion about health, eating right, and physical

activity.

• Brainstorm their ideas using a sketchbook to help make decisions and plan

projects.

• Differentiate between warm and cool colors, describe complimentary colors, and

utilize these principles in their project.

• Create and describe a healthy fruit and vegetable collage: utilizing torn colored

tissue paper to portray different fruits and vegetables.

Vocabulary:

• Silhouette: a 2 dimensional outline of an object.

• Symbol: an object, letter, character, figure, or other mark used to represent

something else.

• Abstract: of or pertaining to the formal aspect of art, emphasizing lines, colors,

generalized or geometrical forms, etc., esp. with reference to their relationship to

one another.

• Composition: the organization or grouping of the different parts of a work of art

so as to achieve a unified whole.

• Collage: a technique of composing a work of art by pasting on a single surface

various materials not normally associated with one another, as newspaper

clippings, parts of photographs, theater tickets, and fragments of an envelope.

• Physical: of or pertaining to the body: physical exercise.

• Health: the general condition of the body or mind with reference to soundness and

vior: good health; poor health.

• Mixed Media: artistic media, as pen and ink, chalk, and graphite, used in

combination.

• Mosaic: a picture or decoration made of small, usually colored pieces of inlaid,

glass, etc.

• Warm colors: reds, oranges, yellows.

• Cool colors: blues, purples, greens.

• Value: degree of lightness or darkness in color.

• Contrast: to compare in order to show unlikeness or differences

• Complimentary colors: the complimentary color scheme is made of two colors

that are opposite each other on the color wheel. This scheme looks best when you

put a warm color against a cool color, for example, red versus green-blue.

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Materials:

Teacher Materials:

• Laptop

• LCD Projector

• Extension Cord

• Digital Camera with charger

• Paper Towels

• First Aid Kit

• Ziploc Bags

• Garbage Bags

• Drying Rack

• Sponges

• Poster of Rules/Expectations

• Front Door Poster

• Classroom Rug

• Bins for scrap tissue paper

• Disposable cups

• Paintbrushes

• Bucket for dirty paintbrushes

• Large paper to cover tables

• Teacher made exemplar: fruit

and vegetable collage

• Multicultural/Historical

exemplars

Demo Materials:

• 2 12x15” water color paper (one for each demo)

• Variety of cool colored tissue paper for background (blues, greens, etc.)

• Variety of red colored tissue paper (apple) and variety of yellow colored tissue

paper (banana).

• Bottled Glue + glue that is poured into disposable cup

• Paintbrush

• Paper Towels

• Exemplars: one collage where background has warm colors and foreground has

cool colors and the opposite for the second collage

Learner Materials (Number of Students: 16 & 7)

• Sketchbooks

• Nametags

• Pencil/Eraser

• Colored Pencils, Crayons,

Markers

• 12x15” watercolor paper

• Bottled Glue- 1 per student

• Variety of colored tissue paper-

placed in bins

• 1 Disposable cup per 2 students

• Paintbrushes

Motivation/Activities and Prompts:

• PowerPoint Presentation: Discuss with students what it means to be healthy and

why it is important.

o Include images showing healthy vs. non-healthy food comparisons and

physical activity vs. no activity comparisons.

o Introduce students to Archimboldo’s Season Fruit Faces: L’ete and

L’automne (incorporating healthy food), Oldenberg’s 2 Cheeseburgers

(incorporating unhealthy food), and Rugolo’s Mural of Sports (incorporating

physical activity).

o Introduce step one of project for LP#3 [printing over action silhouettes].

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o What is a silhouette? Ask students to brainstorm how they want to position

their own silhouette to express healthy, physical activity. Include a clip art

example of a silhouette playing football.

o Introduce today’s project. We are going to make fruit and vegetable collages

using tissue paper. Ask students to keep in mind some of their favorite fruits

and/or vegetables.

• Teacher exemplars

o Fruit/Vegetable collage

• Demonstration of collage techniques

• Historical/Multicultural exemplars

o Wood Manikins: to help students understand body form and movement,

incorporating silhouettes and physical activity.

o Pirouette and Free Form Ballet Dancer (iron sculptures): to help students

understand body form and movement, incorporating silhouettes and physical

activity.

o L’ete and L’automne (2 posters), Archimboldo: Portray portraits created

from different fruits and vegetables, incorporating food & health.

o Night Baseball (poster), Marjorie Phillips: Portrays a baseball game,

incorporating physical activity.

o Rothko: several poster prints of paintings that display the ways in which

color can evoke different emotions.

o 2 Cheeseburgers, Claes Oldenberg: Portrays unhealthy food.

o Mural of Sports, Joseph Rugolo: Portrays numerous physical activities.

Classroom Layout/Physical Set-up:

• Wall Postings:

o 3rd

/4th

Grade Entrance Door Poster

o Rules poster posted on chalk board in front of class

o Time schedule posted on chalk board in front of class underneath clock

o Posters and objects from resource center placed around the room: Wood

manikins, ballet dancers, Archimboldo, Phillips, Rothko, Oldenberg, and

Rugolo posters.

• Materials Distribution Area:

o Learner materials

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! Sketchbooks

! Nametags

! Pencil/Eraser

! Colored Pencils,

Crayons, Markers

! Bottled Glue

! 12x15” water-

color paper

! Disposable cups

! Paintbrushes

! Variety of colored tissue paper- placed in bins

• Demonstration Area:

o Variety of cool colored tissue paper for background (blues, greens, etc.)

o Variety of red colored tissue paper (apple) and variety of yellow colored

tissue paper (banana).

o Bottled Glue: pour some into disposable cup, supply paintbrushes to spread

o 12”x15” watercolor paper

o Paper towels

o Pencil

• Clean-Up/Sink Area:

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o Make sure garbage can is handy, several trash cans will be located around

the room.

o Sinks are located close to the door, to the right as students walk in.

o A bucket will be placed at the sink for dirty paintbrushes.

• Table Formation

o Tables will be grouped together around the room.

o A rug and the demo table will be placed at the front of the classroom.

o A visual resource center will be in the front corner of the classroom.

o The sign in sheet, sketchbook, and materials will be to set alongside the wall to

the left as one enters the room.

o Drying racks will be available alongside the sink.

o Posters/paintings will be displayed around the room.

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Procedures:

• Sketchbook Time – 10 minutes

o Students should find their sketchbook and put on their nametags as they

walk in.

o Parents sign in on the sign-in sheet.

o Students will grab some materials and work on their sketchbooks on the rug.

o Prompt: Draw your favorite sport or activity. If you do not enjoy sports,

what do you view to be a physical activity?

! Students should hold onto sketchbooks for later activity.

• Discussion/PowerPoint – 10 minutes

• Note: Students will remain at the rug during discussion/PowerPoint presentation.

o What does it mean to be healthy? Or what can we do to be healthy?

o Why is it important to be healthy?

o Make comparisons with pictures: apple vs. pizza, playing soccer vs. sitting

on couch, etc.

o What are some of your favorite fruits and/or vegetables?

! “Keep these ideas in mind, once we complete our first activity we

will be creating a collage incorporating our favorite

fruits/vegetables.”

o Introduce Archimboldo, Oldenberg, and Rugolo’s work and techniques.

! Archimboldo and Oldenberg’s work depicts healthy/unhealthy

foods.

! Rugolo’s work demonstrates physical activities.

o To begin our first activity: What is a silhouette? Can we use a silhouette to

portray physical activity? How?

! Students will be asked to answer/discuss such questions

o “For our first activity, we will be creating our own active silhouettes by

posing in a position that portrays your favorite, or any one physical activity.

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Brainstorm about how you want to pose and why. If someone saw you in

this pose, would they be able to guess what you were doing? When you

have your idea of your final pose, come have your picture taken.

o Once your picture has been taken, sit at your table with your sketchbook and

draw 5 or 6 of your favorite fruits and/or vegetables.”

• Work Session-15 minutes

o Students should sit at a table of their choice: marked by numbers 1, 2, and 3

o Student will work in their sketchbooks briefly, brainstorming actions that

they can portray in order to create a silhouette.

o Students will then have their picture taken by teacher/assistants in the pose

of their choice. Photos should be taken in front of a solid, plain colored

wall.

o Students will resume working on their sketchbooks until all students have

had their picture taken.

! Prompt: What are some of your favorite fruits and/or vegetables?

Draw 5 to 6 different healthy fruits/vegetables.

• Demonstration– 10 minutes

o Students will gather around the demonstration table after working in their

sketchbooks.

o Make sure all students can see.

o Demonstrate tearing and gluing procedure. Tear larger pieces about the size

of your hand or a little bigger for the background. Follow a color scheme,

using either warm or cool colors for the background. For example, my

background is blue and green. Therefore I will have to make warm colored

fruits and vegetables like a red apple, banana, or corn.

! Cover a small area with glue to begin creating the background, use

paintbrush to spread the glue

! Make sure not to use too much glue

! Place larger torn pieces of tissue paper onto area of glue

! Repeat until 12”x15” watercolor paper is covered

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! Note: If tissue paper goes off the edge of the 12”x15” piece, it can

be trimmed later once the glue is dried.

! Begin creating fruit/vegetable forms on top of the background

• Scrunch smaller pieces of tissue paper and use bottle of

glue to adhere to background. These scrunched pieces of

tissue paper should be the size of a pea or marble.

• Make sure that one particular fruit/vegetable contains value

- students should use different shades of that one particular

color. For example, light blue, blue, dark blue, and maybe

even purple for blue berries.

• If the background was created with cool colors, the fruits

must be made of warm colors and vise versa.

• Create volume with your food. We want the food to be

more 3-dimensional compared to the flat background.

o Explain and demonstrate what types of healthy fruits/vegetables can be

incorporated into the collage. Warm fruits and vegetables: red apple, orange

pepper, corn, banana, strawberries, tomatoes, squash, etc. Cool fruits and

vegetables: blueberries, broccoli, cucumber, kiwi, asparagus, grapes,

eggplant, etc.

o Explain what composition means in terms of this project.

! Students should take into consideration the color and placement of

each individually torn and/or scrunched piece of tissue paper. If

you have a big patch of orange tissue paper in the background than

placing blueberries in the foreground will create visual interest,

because orange and blue are complimentary colors. Also, students

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shouldn’t choose broccoli, asparagus, and zucchini because they

are all green. Vary the colors that are next to each other. Place

large food next to small food.

o Show teacher example

• Work Session – 35 minutes

o Students will sit at a table of their choice: marked by numbers.

o Bottled glue, (as well as glue distributed into disposable cups), paintbrushes,

bins of colored tissue paper, and 12x15” watercolor paper will be set out at

each table.

o Students should write their names on the back of their watercolor paper.

o Prompt students to begin work.

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o Students will spend time creating a fruit/vegetable collage on a piece of

watercolor paper. They will utilize the different colors of tissue paper to

create a warm or cool colored background and then the opposite for their

fruits and vegetables.

! Students will cover their background with tissue paper torn to

about the size of their hand. All warm colors or all cool colors.

! Then student will decide 3-4 fruits and/vegetables to place on top

of their background. If the background is warm colors they will

choose cool colored food and vise versa.

• To do this, students will scrunch smaller pieces of tissue

paper to the size of a pea or marble. Use different shades of

one color to create tone/highlights/shadows in food. Put

glue on the back of scrunched paper then place on picture,

repeating until a food is formed. The foods should be

somewhat 3-dimensional compared to the flat background.

Vary size, shape, and color of foods placed next to each

other.

o Circulate room offering assistance if needed.

• Clean-Up – 5 minutes

o Announce clean up time

o Pick one volunteer from each table to collect scraps and throw them out and

to place used paintbrushes into the bucket next to the sink.

! Ask students to make sure that larger scraps make it back into the

tissue paper bins placed at each table and that cups and bottles of

glue are placed neatly in the center of the table (first session) or

back on the materials table (second session).

o Call 2 tables at a time to bring their collage up to the drying rack.

o Ask students to wash hands with soap.

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o Note: After class is over, the large paper covering each table can either be

thrown out or saved.

• Closure – 5 minutes

o Note: Students will gather around front on the rug. Make sure to collect all

nametags.

o “What did we learn in class today?” (call on 3 students)

! We discussed what it means to be healthy and why it is important.

! We created a fruit/vegetable collage.

! We discussed ways in which we can portray physical activity

through silhouettes.

! We looked at the work of Archimboldo, Oldenberg, and Rugalo.

o Over the next week, think about ways in which you can live a healthy

lifestyle. What kind of physical activity do you participate in day-to-day?

Remember the pose you chose for your silhouette and think of symbols that

may relate to your pose. For example, if you are kicking a soccer ball you

may want to include grass, sun, a soccer ball, water, soccer shoes, juice

boxes, healthy snacks, etc.

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Timetables:

Time allotted for lesson (90 minutes total):

Activity Minutes

Discussion 10 mins.

Demonstrations 10 mins.

Design/Work Session 60 mins.

Clean-up 5 mins.

Closure 5 mins.

TOTAL 90 mins.

Preparation Time:

Activity Time

Writing lesson 5 hours

Revising lesson 5 hours

Gathering materials/resources 2 hours

Set-up (before classes) 3 hours

Making an example/board 2 hour

TOTAL 17 hours