Haida-style animal-shaped bowls

elementary: 28 grade 2 students between 6 and 8 years old | Willingdon elementary (Montreal) | September to December 2009

LESSON PLAN

Duration: 2 sessions of 40 minutes

Title: Haida-style Animal Bowls

Rationale: the students need to learn about Canadian Heritage and history relating to Indigenous people and rarely (if ever) have had an opportunity to experience the medium of clay.

Integration: this lesson is integrated with social sciences because of its relation to Haida art; the sculptures of a First Nations peoples.

Broad Areas of Learning: environmental awareness and consumer rights and responsibilities (by being aware of environment through learning about the Haida culture in Canada), citizenship and community life (by learning about the Haida culture as a community)

Cross-Curricular Competencies: Uses information (by learning about the Haida art, observing it, and being inspired by it to create a sculpture)

Visual Arts Competencies: Creates personal images (inspired by the Haida animal-shaped bowl), appreciates works of art and cultural objects from the world’s artistic heritage, personal images, and media images (by looking at Haida animal-shaped bowls, and by participating during the response).

Learning Objectives:

The students will demonstrate an understanding of the 3-dimensional form of a sculpture by making a sketch from 4 different angles of their ideas.

The students will then demonstrate their understanding of Haida art by creating sculptures inspired by the observation of Haida animal shaped-bowls.

Art Form: sculpture

Technique: pinching, carving

Materials, Tools, Equipment:

• Clay (air-dry is easier unless a kiln is available)
• Pencils
• Paper

Vocabulary: Haida, sculpture, carve, pinch, characteristics

Artistic and/or Cultural References:

• A book containing pictures of Haida animal-shaped bowls, for instance:

Duff, W. (1975). Images: stone: BC. Oxford University Press: Toronto, ON.

• or an animal-shaped bowl sculpture from the Haida

LESSON PHASES for part 1

Preparation: if you have a book, pick out ahead of time a few pages that describe or illustrate very well the concept of animal-shaped bowl

Motivation: Time allotted: 15 minutes

Procedure: Introduce the Haida people as First Nations living mostly on the west coast in BC. Just as people live in different cities and communities, the Haida were a community, some still are. The artworks they made were useful objects decorated depending on their owners and their uses. Look through the book with the students and examine the animal-shaped bowls. How can we tell they are bowl? How can we tell they are animals? What kinds of animals are they and how do you know? Look at their characteristics: their big rectangular lips, their almond eyes, their legs, hands, the designs on their bodies, etc. Explain to the students that they will be creating an animal-shaped bowl inspired from the Haidas’ art that they have seen in the book. Explain that sculptures are 3-dimensions which means that the students will have to think about what the front, back, sides, top and bottom are going to look like.

Development: Time allotted: 20 minutes

                        Procedure: The students will choose one animal and sketch what their animal-shaped bowl will look like from at least 4 different sides using paper and pencil. They must insert details and designs inspired by the Haida bowls.

Response: Time allotted: ongoing during the development

                        Procedure: ask questions such as what animals they chose and how they’ll represent it. Ask if they’ve thought about all sides of the sculpture and the designs that will be carved into them.

Clean-up: Time allotted: very short

                        Procedure: put away pencils and papers.

LESSON PHASES for part 2

Preparation: take out materials and display them for quick distribution

Motivation: Time allotted: 10 minutes

Procedure: Review part 1 and explain that they will be sculpting the animal-shaped bowl they have sketched. Show step by step the creation of an animal-shaped bowl (see development for details). Start with a ball of clay and dig your thumbs in to make a bowl-shape. Pinch the clay around the cavity to create arms, legs, tails, head, etc. The more you pinch, the thinner and longer the limb will be. Readjust the shape of your bowl cavity, the shapes of the limbs, and carve in details and designs with the tip of a pencil. Mistakes are easy to repair as clay will dry slowly and is malleable.

***NOTE*** if limbs are too thin they risk falling off or breaking during the drying process; instead, bring the limbs in against the body.

Development: Time allotted: 20 minutes

                        Procedure: Start with a ball of clay and dig your thumbs in to make a bowl-shape. Pinch the clay around the cavity to create arms, legs, tails, head, etc. The more you pinch, the thinner and longer the limb will be. Readjust the shape of your bowl cavity, the shapes of the limbs, and carve in details and designs with the tip of a pencil. Mistakes are easy to repair as clay will dry slowly and is malleable.

Response: Time allotted: 5 minutes

                        Procedure: after the sculptures are dry, ask the students what they liked about doing this activity, what they thought was difficult, and what they learned about the Haida people.

Clean-up: Time allotted: 5 minutes

                        Procedure: put away all leftover clay by storing it in an airtight plastic bag, place sculptures in drying area, and clean work surfaces with water.

Evaluation Rubric

Title:

Name of student:

Objectives:	Check whichever applies
The student has proven an understanding of 3-dimensional sculpture by sketching out his/her idea from at least 4 different angles	“        not at all “        only a bit (only 1-3 angles are present) “        yes, entirely “        expectations are exceeded
The student has demonstrated an understanding of Haida-style art by creating a sculpture inspired by their animal-shaped bowls	“        not at all “        unclear “        yes
The student’s sculpture contains a cavity which can be seen as a bowl	“        not at all “        yes
The student’s sculpture represent an animal (contains limb-like shapes)	“        not at all “        yes
The student has carved designs in his/her sculpture	“        not at all “        yes

Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What's in the Sky?

elementary: 28 grade 2 students between 6 and 8 years old | Willingdon elementary (Montreal) | September to December 2009

LESSON PLAN

Duration: 40 minutes

Title: Safe and Easy Stained Glass

Rationale: this lesson serves to teach children about the interaction of light in colors on semitransparent paper.

Integration: this lesson is integrated with science because it deals with the notion of transparency, translucency, and opacity.

Broad Areas of Learning: environmental awareness and consumer rights and responsibilities (by being aware of stained glass, opacity, transparency, and translucency in their environment)

Cross-Curricular Competencies: Uses information (by taking the concepts learned to create a work of art), uses creative thinking (by creating a personal figurative or non-figurative image).

Visual Arts Competencies: Creates personal images (by making a stained glass-like work of art), appreciates works of art and cultural objects from the world’s artistic heritage, personal images, and media images (by participating during the response)

Learning Objectives:

The students will demonstrate their understanding of the concepts of transparency, translucency, and opacity by creating a stained-glass inspired work of art.

Art Form: drawing

Technique: ‘stained glass’

Materials, Tools, Equipment:

• Paper
• Pencil
• Semitransparent Mylar (plastic-based) or vellum (paper-based) in approx. 6x6 or 8x8 inches
• (optional) acetate
• Scissors
• tape
• Wax crayons if using Mylar or markers if using vellum (markers do not dry on Mylar)
• Black Oil pastel (or, if appropriate, black permanent marker)
• (optional) black construction paper
• Glue (if using black construction paper)

Vocabulary: transparent, translucent, opaque, stained-glass

Artistic and/or Cultural References: (optional) bring in or bring the students to a stained-glass work, and/or a book with pictures of stained glass, for example:

Harris, H. (1996). 390 Traditional Stained Glass Designs. Dover Publications: New York, USA

LESSON PHASES

Motivation: Time allotted: 7 minutes

Procedure: Show them stained glass and ask them to describe what it is. Explain that the light goes through the color and that light is stopped by the black lines so that we see a separation between the pieces of glass. Let them know that something transparent is see-through, and lets light in completely, like calm water in a bath or a piece of acetate (show them the acetate in you have it). It is difficult to see through the colors of the stained glass but light still comes through so that makes the glass in a stained glass work translucent (show them a piece of the Mylar or vellum and ask if they can see through it (the answer should be ‘not very well’). Next, explain that the black lines in a stained glass piece stop the light completely, and it’s impossible to see through, like a piece of cardboard or their desks. The term for an object like this is opaque. Let the students in on what the activity will be: they will be making their own stained glass with Mylar or vellum that they will color to make the translucent glass and the opaque lines will be made using oil pastel (or permanent marker). If inspiration is needed, the students can create their stained glass based on what one would see in the sky; have a discussion about this to find ideas (planes, helicopters, UFOs, witches, birds, etc.)

Development: Time allotted: 25 minutes

                        Procedure:

• The students will draw a sketch of their stained glass on a paper with a pencil
• then tape Mylar or vellum over it so as to see the image underneath as guide.
• The students will color in their pictures using the wax crayons (or markers) provided,
• and add the opaque lines with the oil pastel (or permanent markers)
• the work will be cut out in the shape of their choice, and
• if desired, a frame can be cut out from black construction paper and glued onto the work.

***NOTE*** it may be a good idea depending on the group to do this activity step by step: explain step 1, hand out the appropriate materials for that step, then ask the students to come show you, then explain step 2 and distribute the materials for step 2. Repeat the process until all steps are completed.

Response: Time allotted: 5 minutes

                        Procedure: The response should be used to review what has been learned: what is transparency, is it present in our piece, and if so then where? What is translucency, where is it on your artwork? What is opacity and which part of your artwork is opaque? Can you think of other things in the classroom that are transparent, translucent, or opaque? Also, don’t forget to ask: was this lesson fun? What did you like (or dislike) about it? What was the hardest part?

Clean-up: Time allotted: 3 minutes

                        Procedure: recycle all paper scraps (or keep if in good condition), and put away all materials.

Evaluation Rubric

Title:

Name of student:

Objectives:	Check whichever applies
The student has made a stained-glass inspired artwork	“        no “        yes
The student has demonstrated an understanding of translucency by coloring the Mylar or vellum with wax crayons or markers	“        not at all “        only partially “        yes, entirely
The student has demonstrated an understanding of opacity by using oil pastel (or permanent marker) to make opaque lines	“        not at all “        only partially “        yes, entirely

Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Scary Shadows

elementary: 28 grade 2 students between 6 and 8 years old | Willingdon elementary (Montreal) | September to December 2009

LESSON PLAN

Duration: 40 minutes

Title: Whose Shadow?

Rationale: shape is an element of art, and can be found in many aspects of it, as well as of the everyday world; notably as the shadow. This lesson will serve to create links between the students’ line drawings, by viewing these same drawings as shapes. This will give the students the opportunity to explore a different point of view on how to construct a drawing.

Integration: this lesson is integrated with math because it deals with organic and geometric shapes

Broad Areas of Learning: environmental awareness and consumer rights and responsibilities. Focus of Development: Awareness of the environment.

Cross-Curricular Competencies: constructs his/her identity (by being open to surroundings)

Visual Arts Competencies: Creates personal images (by creating a character and its shadow), and appreciates works of art and cultural objects from the world’s artistic heritage, personal images, and media images (by sharing appreciation of the experience during the response period)

Learning Objectives:

Students will demonstrate an understanding of the difference between organic and geometric and apply them by creating a character using organic shapes and its shadow using geometric shapes

Art Form: drawing

Technique: tracing

Materials, Tools, Equipment:

• White paper
• Pencil
• Scissors
• Glue
• Black paper
• Overhead projector
• Magnetic clip, magnet, or tape
• (optional) big colored paper

Vocabulary: shadow, shape, organic, geometric

Artistic and/or Cultural References: none required, however making a model would help the students understand the concept even better

LESSON PHASES

Preparation: Set up the overhead projector station: make sure the projection is low enough for the students to reach and close enough to the wall for the light to fit inside the black papers.

Motivation: Time allotted: 10 minutes

Procedure: If possible, link current lesson with previous one. Introduce the concept of objects and figures as shapes. Make a cell phone from two rectangles and a cat from circles. Let the students define the difference between the geometric shapes of the cell phone and the organic shapes of the cat. Point out that cell phones can be made of round shapes and that a cat can be made of squares and rectangles too. Explain what a geometric shape and an organic shape are (let the students try to figure it out). Introduce the concept of a shadow. You can show them clips of the beginning of Disney’s Peter Pan (when Peter is looking for a way to reattach his shadow) or bring in a bright light and show them what a shadow is. Explain that the students will be creating characters and making the characters’ shadows too. The character must be formed from organic shapes whereas the shadow will be made of geometric shapes to show the difference between the two.

Development: Time allotted: 25 minutes

            Procedure: The students will draw a character from organic shapes on the white paper, then cut it out. Next, one student at a time, they will place their character on the overhead projector, creating a shadow on the wall (or the blackboard). That is where the black paper will be taped or held by a magnet, allowing the students to trace their characters’ shadow onto the black piece of paper using only geometric shapes this time. The students will go back to their seat, cut out their shadow, place it behind the character at an angle, and glue both the character and its shadow together. If desired, their works can be glued onto a bigger, more colourful piece of paper, a background can be added, etc.

Response: Time allotted: 5 minutes

         Procedure: The response should serve to review all that has been learned. Ask about their characters (they are more than likely to have a story accompanying them), ask them to identify the organic shapes in their character and their geometric shapes in the shadows. Ask if they had fun, what was their favourite part, what they didn’t like so much? Ask why.

Clean-up: Time allotted: 5 minutes

         Procedure: Place all scraps of paper in recycle bin (or keep them if in good condition) and hang up the art works.

Evaluation Rubric

Title:

Name of student:

Objectives:	Check whichever applies
The student has proven an understanding of the concept of organic shapes by creating a character using organic shapes	“        Yes (2 points)
The student has proven an understanding of the concept of organic shapes by tracing a shadow using geometric shapes	“        yes (2 points)
The student has correctly positioned the shadow behind (rather than beside or in front of) the character	“        yes (0.5 points)
The shadow is in contact with the character, not detached.	“        Yes (0.5 points)

Total:          /   5

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mr & Mrs Rubbing

elementary: 28 grade 2 students between 6 and 8 years old | Willingdon elementary (Montreal) | September to December 2009

LESSON PLAN

Duration: 40 minutes

Title: Mr. and Mrs. Rubbing

Rationale: texture is an element of art, and thus should not be overlooked- there is texture everywhere whether it is prominent of a seemingly smooth surface. This lesson serves to give a tactile aspect to “drawing” textures so as to give the students opportunity to transfer their knowledge of the world around them onto an art work by making rubbings.

Broad Areas of Learning: environmental awareness and consumer rights and responsibilities. Focus of Development: Awareness of the environment.

Cross-Curricular Competencies: constructs his/her identity (by being open to surroundings), communicates appropriately (by carrying out communication; proving an understanding of the concept by answering the question during the response)

Visual Arts Competencies: Creates personal images (by creating Mr. and Mrs. Rubbing out of rubbings) and appreciates works of art and cultural objects from the world’s artistic heritage, personal images, and media images (by sharing appreciation of the experience during the response period)

Learning Objectives:

Students will:

·         Become aware of the presence of texture in surroundings by reproducing the textures in their surroundings using the proper rubbing technique

·         Be able to describe orally the different textures of different objects by using words such as soft, hard, smooth, bumpy.

Art Form: drawing

Technique: rubbing

Materials, Tools, Equipment:

• paper
• wax crayons
• various objects with varying textures (ex: feathers, doilies, plastic netting, coins, corrugated cardboard, etc.) small enough to fit into the box. (enough to have some for at least half the class)
• small pieces of paper (enough to have some for at least half the class)

***NOTE*** within the objects chosen, some must have smooth textures and some must have rough textures so as to better be able to compare the two during the response phase

• a pen
• a box to put the various objects and small pieces of paper in

Vocabulary: texture, rubbing, smooth, bumpy, soft, hard

Artistic and/or Cultural References: none required, but a real painting may be brought in for the students to touch and feel the texture of the paint at the end of the response period to reinforce the link to art

LESSON PHASES

Preparation: Test the objects to know which ones make successful rubbings, then put all the objects in the box. Write down objects or specific surfaces in the classroom on the pieces of paper and put those pieces inside the box as well. For example, on a piece of paper, it could be written “underneath your shoe”, “on the seat of your chair” or even “on the wooden surface of the teacher’s desk”. Make sure you test them as well. It should not be difficult for the students to access this object nor to make a rubbing of it.

Motivation: Time allotted: 15 minutes

Procedure: If possible, link current lesson with previous one. Ask students what ‘touch’ is, start a discussion about how things feel and how to describe them. Make sure to emphasize the words texture, rough and smooth as this is an important aspect of the response. Next, ask them how one could transcribe texture that they feel onto a piece of paper, and introduce the technique of rubbing. Explain how it is done by demonstrating: pick out an example from your box using one of the papers you prepared earlier and an object. Place the object under the sheet of paper and tell them to use the side of the crayon as it distributes the pressure evenly on the object and the rubbings come out clearer. Show them to color in only the space that they want to.

***NOTE***One of the difficulties they will have is to put the object at the right place underneath their drawing. Show them how to use their hand as guide.

Development: Time allotted: 20 minutes

            Procedure: The students must draw Mr. and Mrs. Rubbing using only lines and making sure that the spaces are large enough to fill using rubbings (encourage the use of all the space on their papers). The teacher then passes out one object or piece of paper at random to each student. Depending on the comfort of the teacher, the students can either have a set amount of time with each object or paper before the teacher picks them back up and hands out a different one, or the teacher can let the students come up to the box and pick a new object or piece of paper each time they are finished with a previous one.

***NOTE***direct sharing of objects and papers is not encouraged because the students must each have an original final piece. The distribution of papers and objects must be done at random.

Response: Time allotted: 5 minutes

         Procedure: Here are some guiding questions to lead the response time: Did you have fun? What was fun about it? Did you think it was difficult and why? Some objects must have been easier to make rubbings of than others; some textures show up on paper more than others, why is that? Some objects are smooth, some are rough. Which ones made the most visible marks? The teacher then chooses two objects from the box and walk around the class to each student, asking them which one they think has the most texture and why. Let them touch and feel the objects to compare.

Clean-up: Time allotted: 5 minutes

         Procedure: Gather all papers and put away all crayons. Make sure all objects and papers are back in the box.

***NOTE***should be done before the response to limit distractions.

Evaluation Rubric

Title: Mr. and Mrs. Rubbing

Name of student:

Objectives:	Check whichever applies
The student has proved awareness of texture in his/ her environment by inserting them in the form of rubbings in his/her artwork	“        Not at all “        A little bit “        Yes “        Has exceeded expectations
The student has used the rubbing technique effectively and obviously in his/her artwork (an effect of texture is visible, the student has manipulated the crayon properly)	“        Not at all “        A little bit “        Yes “        Has exceeded expectations
The student has proven his/her understanding of the concept of texture by being able to differentiate between the rough and smooth texture shown during the response	“        Not at all “        A little bit “        Yes “        Has exceeded expectations
Other comments

Native Australian-style Dot Painting

elementary: 28 grade 2 students between 6 and 8 years old | Willingdon elementary (Montreal) | September to December 2009

LESSON PLAN

Duration: 2 sessions of 40 minutes

Title: Aboriginal Dot Painting

Rationale: Students need to be aware of art in other cultures, not only cultures across the oceans but also native cultures. The reason for this is so students can understand difference as a normal part of life and so they can recognize the similarities between different people.

Integration: This lesson is integrated with social sciences because its objective is for students to learn about art in other cultures while studying the materials they use for it and the environment they live in, which inspires the subjects for their works.

Broad Areas of Learning: personal and career planning (Focus of Development: adoption of strategies for plans and projects by making a sketch and explaining its use), environmental awareness and consumer rights and responsibilities (Focus of Development: awareness of environment by explaining what constitutes the environment of the Australian aboriginals and how they make use of it for art purposes), citizenship and community life (Focus of Development: culture of peace by learning about different cultures of the world we are advertising difference as normal therefore cultivating peace)

Cross-Curricular Competencies: Uses information (Focus: gathering information by learning about Australian aboriginals), constructs his/her identity (Focus: to be open to surroundings by learning of the use of unconventional materials available in their environment)

Visual Arts Competencies: Creates personal images (by using a specific technique to create an original artwork), appreciates works of art and cultural objects from the world’s artistic heritage, personal images, and media images (by observing and describing the art of Australian aboriginals, and creating a work of art using their dot technique, and by participating in the response)

Learning Objectives:

·                     Students will demonstrate an understanding of the Australian aboriginal dot painting technique by making an original artwork inspired by this technique through the use of dots and ochre tones on a wooden surface.

Art Form: painting

Technique: Australian aboriginal dot painting

Materials, Tools, Equipment:

• pencils
• paper
• cardboard pieces about the same size as the wooden boards
• wood: small panels or small masonite boards (about 5”x5”)
• 4 colors of paint: either tempera or acrylics, using shades of ochre as found in the soils of Australia (white, yellow, ochre, orange, red, brown)
• egg cartons (plastic is best because it doesn’t absorb the paint and you can wash and reuse them)
• rags or brown paper (anything that wipes)
• shish kabob sticks with their pointy ends cut or sawed off
• strong scissors or a small saw to take off the pointy ends of the sticks
• smocks (enough for every student)

Vocabulary: dot painting, aboriginal, ochre, masonite

Artistic and/or Cultural References:

“        a book with large color pictures of Australian Aboriginal Dot Paintings. For example:

Isaacs, J. (1989), Australian Aboriginal Paintings. Dutton Studio Books: New York.

National Museum of Women in the Arts, (2006) Dreaming Their Way: Australian Aboriginal Women Painters. Scala Publishers: London.

LESSON PHASES for part 1

Preparation: Bookmark several images in the books that are the most appropriate for the lesson.

Motivation: Time allotted: 20 minutes

Procedure: Link current lesson with previous one. Gather the students around as if to read them a story. Ask if they know about Australian Aboriginals. Show them where Australia is and discuss the weather, the type of environment there (rocks, deserts, water holes, jungle and forest, etc). Show the Dot paintings and let them observe it by asking them what they see by describing the pictures. Ask the students why they think the Australian aboriginals paint using dots. They used twigs and branches. It’s also a way of showing detail- that things aren’t flat, they have different textures and different colors in them. Ask them why there aren’t that many colors. Explain that they mix the sand with water (or other substances) and that there are different types of rocks that make different colors, but there are no purple rocks, for example, so purple can’t be made. What do you think they painted on? They used what was available: rock and tree bark. They use what’s in their environment as materials and as subjects too.

Development: Time allotted: 15 minutes

            Procedure: The students must make a painting using the dot technique presented during motivation They will first sketch out their ideas with paper and pencil. Part 2 will be about actually painting these on wooden surfaces, as the Australian aboriginals painted on bark. 

Response: Time allotted: ongoing

         Procedure: While the students are sketching, walk around asking questions such as “What are you making? What do you think your sketch is going to look like as a painting? Are you thinking about the colors you will use?” to make sure the students develop the self-reflection necessary in adding detail to and completing a piece.

Clean-up: Time allotted: 5 minutes

         Procedure: Gather all papers and put away all pencils.

         ***NOTE*** if you pick up all the sketches, make sure their names are written on them.

LESSON PHASES for part 2

Preparation: Gather all materials at one station. Cut the pointy ends off the shish kabob sticks to make them safer. Make sure there’s one for every student. Cut the egg cartons so each piece has 4 cupped sections (make sure to round out the corners for safety). Just before the lesson starts, pour small amounts of paint into the cups of the egg cartons: one color for each cup. You can let the students bring the materials on their own to their desks, or you can designate certain students to hand out the materials, whatever you are more comfortable with.

Motivation:    Time allotted: 5 minutes

Procedure: Make a short review of what the students learned and did in part 1. Explain that their drawing was a sketch to practice and to get ideas down. Explain what the materials are for:

“        every student should cover themselves with a smock

“        every student should have a rag (or wipe) – explain how to clean their sticks if they want to change colors: pinch the stick with the rag, twist as if using a screwdriver and pull the stick out of the rag.

“        Every student should have paint (or explain if they need to share paint)

“        Every student needs a stick and a masonite board

“        Every student needs a piece of cardboard. This will serve 2 purposes: to write their names on, and to practice the dot painting technique. Emphasize this second part. The students’ names should be written using the dot painting technique before making their painting on the masonite so they can get used to it.

Development: Time allotted: 20 minutes (or more if possible)

Procedure: the students must first write their names using the dot painting technique on the piece of cardboard as practice. Then, still using the technique, they may begin to paint on the masonite board whatever they chose to draw for part 1. Encourage the addition of details, borders, extras, and comment on the proximity, size, and shape of their dots.

            ***NOTE*** those who make a mistake will not be able to have a second masonite board. They therefore have 2 options to choose from: they can wipe and start over or build on their mistake- turn it into an integral element of the piece.

Response: Time allotted: ongoing during the development and 5 minutes with all students after clean-up.

         Procedure:

Here are some guiding questions to ask during the activity: what are you making? Are you finding it difficult that there aren’t many colors? Is it long to paint with the dot painting technique of the Australian aboriginals?

Here are some guiding questions to lead the response time after the activity: Did you have fun? What was fun about it? Did you think it was difficult and why? Do you think the Australian aboriginals think it’s hard? What kind of things did they paint? What kind of things did you paint? Do you think you did well? Why?

Clean-up:  Time allotted: 10 minutes

         Procedure: Place boards flat on drying area, place wiped sticks in a pile by the sink (keep them or throw them out), clean hands, desks, take off smocks, put away rags (or throw out wipes), and either place paint on designated table for you (the teacher) to scoop the leftover clean paint back into the proper containers or clean plastic egg cartons and leave in a designated area to dry (throw out the cardboard ones).

Evaluation Rubric

Title: Aboriginal Dot Painting

Name of student:

Circle the most appropriate number in each box, then add them up to a maximum of 9 points

The student used the dot painting technique appropriately (without use of continuous lines)	1-      Never 2-      Sometimes 3-      always
The student used the different colors available to denote different details about the main form and to distinguish it from the background (more than one color was used)	1-      Never 2-      Sometimes 3-      always
The student made clear shapes using a proper distance between the dots	1-      Never 2-      Sometimes 3-      always

Total points:                 / 9

Comments: