Lesson Plan:
Component of Unit with the Big Idea of Communication
Lesson Title:
Spots, Dots, Stencils and Stamps
Grade Level:
Multi-age
Time Frame (How many days in the lesson?)
1 day+
Goal of Lesson:
How can visual art be infused in speech/language acquisition program to target language deficits and impart art content through engaging interactive experiences?
Objectives (After the lesson the students will be able to _______)
Progress toward language goals including:
(1)Reduce final consonant deletion
(2)Produce r-colored vowels
(3)Increase vocabulary through text
(4)Verbal sequencing
(5)Following auditory directions
(6)Increase use of descriptive concepts
Create artwork using dots, stamping, and stenciling process.
Recognize BenDay dot painting of Roy Lichenstein and Spot paintings by Damien Hirst
Resources & Materials for Teacher (Cultural exemplar/Visual: Supplies and equipment; URLs)
Reynolds, P. (2003). The Dot.
https://www.youtube.com/watch?v=t5mGeR4AQdM
Pictures of Spot paintings by Damien Hirst and BenDay dot paintings by Roy Lichenstein.
Circle stamps
Liquid watercolor or paint
Dispensing bowls or trays
Drawing paper
Construction paper
Scissors; X-acto knives
Pencils
Paper towels
Instructional Sequence/Teaching Procedure
Introduction (__5__min.)
Show objectives on PPT and examples from Hirst and Lichenstein.
Read Book or have student read book.
Instructional Activities (_40__min.) Perceptual or studio activity; instruction/demonstration
1. Demonstrate printing stamp method and stenciling process. 2. Have students practice then create Hirst-type abstract expressionism with dots. 3. Encourage clinicians to cut stencil shape of choice and print interior, negative space with stamped dot shape using Lichenstein as inspiration. Remainder of background may be completed using dots or left open. Consider layering with multiple stencils.
Encourage students to discuss process and articulate sequencing of the steps for art making. Provide auditory directions as appropriate.
Closure (_10_ min.)
Ask students to reflect on the printing process and share what they know about the artists Lichenstein and Hirst.
Management/Cleanup Procedures (Any safety issues to consider?)
Throw away paper towels used as stamp pad. Return art materials. When cutting the stencil the outer edge of the construction paper should be intact.
Interdisciplinary Connections
History, Language arts
Arkansas Standards
Shapes, patterns, creative mark making, respond to visual arts of self and the global community
Examples of Visual Art Standards
VA.5.K.2 Kindergarten Investigate basic shapes.
VA.5.1.2 Grade 1 Recognize basic shapes
VA.5.2.2 Grade 2 Categorize geometric forms and organic shapes
VA.5.3.2 Grade 3 Describe ways shape combinations are used to communicate
VA.5.K.5 Kindergarten investigate patterns
VA.5.1.8 Grade 1 Recognize patterns
VA.5.2.8 Grade 2 Identify simple patterns
VA.6.4.1 Grade 4 Create detailed representational imaginary drawing using mark making with various wet and dry media
VA.7.4.5 Grade 4 Examine personal artwork and the works of others
Modifications/Enrichment
Use a smaller stamp for older ages and others who have fine motor dexterity. Project may be extended by creating additional projects on a larger scale.
Evaluation
Formative
Check for understanding by asking questions while students are working.
Observe if students are using a dot pattern in creating their artwork.
Summative
Completed project should illustrate stamped designs. Students should be able to articulate the sequencing involved in the process and use appropriate vocabulary. Students should be able to identify, compare and contrast dot paintings of Lichenstein and Hirst.
Component of Unit with the Big Idea of Communication
Lesson Title:
Spots, Dots, Stencils and Stamps
Grade Level:
Multi-age
Time Frame (How many days in the lesson?)
1 day+
Goal of Lesson:
How can visual art be infused in speech/language acquisition program to target language deficits and impart art content through engaging interactive experiences?
Objectives (After the lesson the students will be able to _______)
Progress toward language goals including:
(1)Reduce final consonant deletion
(2)Produce r-colored vowels
(3)Increase vocabulary through text
(4)Verbal sequencing
(5)Following auditory directions
(6)Increase use of descriptive concepts
Create artwork using dots, stamping, and stenciling process.
Recognize BenDay dot painting of Roy Lichenstein and Spot paintings by Damien Hirst
Resources & Materials for Teacher (Cultural exemplar/Visual: Supplies and equipment; URLs)
Reynolds, P. (2003). The Dot.
https://www.youtube.com/watch?v=t5mGeR4AQdM
Pictures of Spot paintings by Damien Hirst and BenDay dot paintings by Roy Lichenstein.
Circle stamps
Liquid watercolor or paint
Dispensing bowls or trays
Drawing paper
Construction paper
Scissors; X-acto knives
Pencils
Paper towels
Instructional Sequence/Teaching Procedure
Introduction (__5__min.)
Show objectives on PPT and examples from Hirst and Lichenstein.
Read Book or have student read book.
Instructional Activities (_40__min.) Perceptual or studio activity; instruction/demonstration
1. Demonstrate printing stamp method and stenciling process. 2. Have students practice then create Hirst-type abstract expressionism with dots. 3. Encourage clinicians to cut stencil shape of choice and print interior, negative space with stamped dot shape using Lichenstein as inspiration. Remainder of background may be completed using dots or left open. Consider layering with multiple stencils.
Encourage students to discuss process and articulate sequencing of the steps for art making. Provide auditory directions as appropriate.
Closure (_10_ min.)
Ask students to reflect on the printing process and share what they know about the artists Lichenstein and Hirst.
Management/Cleanup Procedures (Any safety issues to consider?)
Throw away paper towels used as stamp pad. Return art materials. When cutting the stencil the outer edge of the construction paper should be intact.
Interdisciplinary Connections
History, Language arts
Arkansas Standards
Shapes, patterns, creative mark making, respond to visual arts of self and the global community
Examples of Visual Art Standards
VA.5.K.2 Kindergarten Investigate basic shapes.
VA.5.1.2 Grade 1 Recognize basic shapes
VA.5.2.2 Grade 2 Categorize geometric forms and organic shapes
VA.5.3.2 Grade 3 Describe ways shape combinations are used to communicate
VA.5.K.5 Kindergarten investigate patterns
VA.5.1.8 Grade 1 Recognize patterns
VA.5.2.8 Grade 2 Identify simple patterns
VA.6.4.1 Grade 4 Create detailed representational imaginary drawing using mark making with various wet and dry media
VA.7.4.5 Grade 4 Examine personal artwork and the works of others
Modifications/Enrichment
Use a smaller stamp for older ages and others who have fine motor dexterity. Project may be extended by creating additional projects on a larger scale.
Evaluation
Formative
Check for understanding by asking questions while students are working.
Observe if students are using a dot pattern in creating their artwork.
Summative
Completed project should illustrate stamped designs. Students should be able to articulate the sequencing involved in the process and use appropriate vocabulary. Students should be able to identify, compare and contrast dot paintings of Lichenstein and Hirst.