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9/16/23, 11:10 AM My Art Portfolio

https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=1891219&idCourse=150804&idWebuser=5378938 1/192
9/16/23, 11:10 AM My Art Portfolio

05180 Art K
Course Summary

In this course, the student will explore color, line, and shape. A combination of interactive and
hands-on studio projects encourages the student to create art, sharpen fine motor skills, and
explore areas of interest in art. Artistic modes include drawing, painting, assembling, and sculpting.

Course Directions and Tips

The kindergarten program aims to develop proficiency using a wide range of skills. The
instructional sequence of each lesson in this course is Ready, Learn, Do. The final Do activity in a
lesson may be an assessment. This course includes the following types of assessments:

Portfolio: These assessments are submitted to the teacher online through the Drop Box.
Show What You Know: These assessments align with the lesson’s objectives.
Skills Check: These assessments may or may not be cumulative. For these
assessments, you will assess your student’s ability to perform skills correctly and report
your student’s progress to the teacher. Skills Checks may ask you to evaluate activities
completed earlier in the lesson or to observe new activities.
Quiz: These cumulative assessments align with the lesson’s objectives as well as
preceding lessons’ objectives.

Assessments may include the use of the audio tool. This tool allows your student to make an
audio recording up to 10 minutes long. The recording will be submitted to your student’s teacher.
Then the teacher will listen to and grade the recording. Additional directions about using the audio
tool are included in the course guide.

There is a lesson guide, or coaching guide, for every lesson in the course, which contains the most
up-to-date information. The user can view the lesson guide content at the bottom of each lesson
page in Connexus® or by selecting the Open in New Window button that appears at the top of the
lesson guide content. Preview the lesson guide information before your student completes the
corresponding lesson.

The course guide also contains the resource packet and answer keys for the course. The resource
packet contains valuable ancillary materials such as worksheets and graphic organizers. You can
access the resource packet and answer keys for each unit at any time by visiting the Web Links
section under the backpack icon.

Because each student's progress will vary, your student may benefit from more practice with a
particular skill. In this case, please see the activities listed in each lesson’s Do section or assign
additional activities including the extension activities noted in the course guide. You may also find
that your student has mastered a given skill and does not require further practice. If this is the
case, it is not essential for your student to complete each activity in a lesson.

Please note that there are materials you will need to supply in order to complete some of the
activities in this course. You can visit the resources section under the backpack icon to view the
general materials that are required at the lesson, unit, and course level. You can view the specific
materials for each lesson at any time by visiting the Web Links section under the backpack icon.

Grading

Suggested Grading: Completion

Credits: 0.5

Units

1. Art Is Everywhere

2. Coloring the Season

3. Winter Is Taking Shape

4. Art Forms

5. Springtime Painting

6. Summertime Art

Key

Portfolio Item: This lesson has a Portfolio Item. Quiz: This lesson has a Quiz.
Quick Check: This lesson has a Quick Check.

Resource Packet: This unit has a Resource Packet,

which includes materials to support and

supplement assessments.

Skills Check: This lesson has a Skills Check.

© Connections Education LLC. This content is protected by copyright and owned by Connections
Education LLC, and/or owned by, and used with permission from third party content owners. It
cannot be used, reproduced, in whole or in part, without express consent of the owner. Users
cannot modify, publish, participate in the transfer or sale of, distribute, sub-license, rent, reproduce
or transmit in any form or means, create derivative works from, copy, reproduce, display or in any
way exploit any of the content, in whole or in part without permission in writing from the owner.
For permissions and owner information, send an email to [email protected]. The
Connections Education name and logo are registered trademarks of Connections Education LLC.
Any use of these marks without the express written consent of the owner of the mark is strictly
prohibited. All rights reserved.

Unit 1: Art Is Everywhere

05180 Art K

Unit Summary

Everything in the world is made up of five basic elements of shape: circle, dot, angle line, curved
line, and straight line. In this unit, your student will learn to recognize these elements of shape in
his environment and in presented artworks. He will apply these elements to create original
artworks using a variety of media, including crayons, finger paints, and watercolors; he will also
use techniques that include cutting and pasting, finger painting, and drawing.

Art is a way for people to record what happens around the world. Your student will create sidewalk
art inspired by the Diwali Festival in India, which celebrates the fall season. As a portfolio
assessment, your student will create a mixed-media collage using the five elements of shape.

Heads-Up

Quizzes throughout Kindergarten Art include cumulative content. Though quiz titles correspond
with lesson titles, content from prior lessons will also be assessed in quizzes. Please note that
quizzes are used as unit assessments in Art. There are no unit tests.

Before beginning Lesson 3, draw and cut out many different colors, and sizes of dots using
construction paper, tissue paper, and other kinds of paper as desired.

Objectives Materials

Identify and create the elements of shape Chalk, assorted colors (1 pack)*

Apply the five elements of shape to Crayons (24 pack)*

original works of art Finger Paint*

Describe how other cultures use art to Glue (1 bottle)*

celebrate holidays and traditions Kindergarten Art Kit

Create mixed-media and collage art Markers (1 pack)*

Lessons Pencils (1 pack)*

Round objects, various sizes (buttons,

1. Art Is Everywhere!
coins, cut paper, etc.)*
2. Let’s Draw Lines
Ruler*

3. Lots and Lots of Dots Smock (or paint safe shirt)*

4. Art Around the World * You need to supply

5. Learning to See and Draw Like an Artist

6. Elements of Art

Lesson 1: Art Is Everywhere! Connections Education

05180 Art K Unit 1: Art Is Everywhere

Objectives: Identify and describe the five elements of shape in the environment and in artworks; Illustrate the five elements of

shape using finger paints

Materials: Crayons (24 pack), Finger Paint, Kindergarten Art Kit, Markers (1 pack), Smock (or paint safe shirt)

What are the five elements of shape?

1. Talk about where you find art.

2. Find art in your house.

Identify and describe the five elements of shape in the

environment and in artworks

Illustrate the five elements of shape using finger paints

angle line

artworks

circle

curved line

dot

elements of shape

finger painting

shape
straight line

Lesson Guide (Coaching Guide) Open in New Window

Tip: Throughout this course, you will see references to helping your student complete his or her
artwork. When you see these references, please guide the student in completing the artwork,
such as helping the student cut out shapes if he or she struggles with scissors, or helping the
student add glue to the backs of shapes if he or she usually adds too much. The purpose of art is
for the student to develop creativity and problem-solving skills. Please allow the student to
complete the discovery process to gain these skills.

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Discuss with your student how art is found all around.

Ask: What makes something art? Possible responses: a picture or image that gets put on the
wall.Can you find an example of art in the house?Possible responses: wall art; sculptures;
photos; pottery; dolls; dishes; glasses; bathroom tiles; furniture; lamps; clothing; and
bedsheets

2. Help your student find examples of several types of artwork around the house.

1. Learn about key words.

Glossary

2. Look at the picture.

3. Watch as Zebra tells you about the elements of shape.

4. Find the five elements of shape around you.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are angle line, artworks, circle, curved line, dot,
elements of shape, finger painting, shape, and straight line.
Explain that the five elements of shape, which include circles, dots, curved lines, straight
lines, and angle lines, make up all art. Discuss the definition and characteristic of each
element of shape.

2. Say: Look at the picture on the screen. What elements of shape do you see in the picture?
Possible response: dots inside the triangles; circles inside the triangles; straight lines moving

across the page; curved white lines, which are kind of hard to see; angle lines if you trace
your finger on one straight line, and then change directions on another straight line

3. Have your student watch the animation.

4. Help your student find examples of the five elements in the room. Possible response: Doors
have straight lines; Plants have curved and angle lines; Doorknobs are dots; The top of a cup
is a circle.

1. Review the
elements of
shape.

Glossary

2. Paint
the five
elements of
shape. Materials Sample Artwork

Step 1:
Select your finger paints.

Step 2: Dab your finger.

Step 3: Paint the elements of shape.

3. Share how you made each element.

Lesson Guide (Coaching Guide) Open in New Window

1. Have your student review the five elements of shape, circle, dot, straight line, curved line,
and angle line, using the glossary. Have your student trace the elements with his finger.

2. Guide your student while he creates the five elements of shape.

Step 1: Help your student select the colors of finger paint he will use. Place each
color in a bowl or on a plate.
Step 2: Have your student dab his finger in the desired color. Step 3: Have your
student paint the elements of shape on the paper.

As your student recreates the elements of shape, remind him to include dots, circles, curved
lines, angle lines, and straight lines.

Modification

If your student does not have finger paints, or does not want to cover his fingers in paint,
have him use crayons or watercolors to complete his painting.
3. Discuss with your student how he created each of the five elements of shape. Once your
student's painting dries, say: Point to each element and tell me its name. Label each
element with a black marker.

Modification

Involve your student in labeling the elements. Have your student write the letters as you
dictate or write an example and allow your student to copy.

Extension

Have your student practice seeing like an artist. Play an I Spy the Elements game. Play
while running errands, taking a walk, or sitting at home.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

Art Is Everywhere!

© Connections Education LLC.

Lesson 2: Let’s Draw Lines Connections Education

05180 Art K Unit 1: Art Is Everywhere

Objectives: Draw variations of lines; Draw straight lines using a ruler; Create art using crayons, markers, and lines

Materials: Crayons (24 pack), Kindergarten Art Kit, Markers (1 pack), Ruler

What are the five elements of shape?

1. Review the elements of shape.

2. Listen to a jazz song. Move your body. Create different lines

with your body.

Draw variations of lines

Draw straight lines using a ruler

Create art using crayons, markers, and lines

angle line

creativity

curved line

imagination

ruler

straight line

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Remind your student that in the previous lesson he learned about the five elements of
shape. Review the five elements of shape: dots, circles, angle lines, curved lines, and straight
lines.
Tell your student that he will be taking a closer look at lines in this lesson.

2. Research jazz music on the Internet with your student. Find a jazz song available to stream
using your favorite search engine. Have your student select the Play button to start the song
once found.
Invite your student to move creatively as he listens to the song, making straight lines, angle
lines, and curved lines using just his arms. Then ask him to make lines using just his legs.
Finally, challenge him to use his entire body to make lines. Encourage him to make up dance
moves while making lines with his body.

1. Learn about key words.

Glossary

2. Look at art that uses the three kinds of lines.

sunbeam poster butterfly Old Street in Vitebsk

Select the link and look at The Bedroom by Vincent van Gogh.
The Bedroom by Vincent van Gogh

3. Watch a movie about Georgia O’Keeffe.

Georgia O'Keeffe

4. Do the activity.
Dot to Dot

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are angle line, creativity, curved line,
imagination, ruler, and straight line.
Have your student recall the three types of lines he learned about in the previous lesson.
Discuss the definition and characteristics of each type of line.

2. Have your student view the poster that shows the sun. Say: In this image, the artist used
straight lines. What is this a picture of? Do you know for sure or are you using your
imagination? Possible response: The picture looks like the rays of the sun; I am using my
imagination.
Have your student view the drawing of the butterfly. Say: Look at the drawing. What types
of lines make up the butterfly's wings? curved lines. Where else did the artist use curved
lines? Possible responses: the butterfly's head; the butterfly's antennas; the decoration
inside the butterfly's wings

Have your student view Old Street in Vietbsk. Say: In this painting, the artist used angle
lines. What did he make with the angle lines? Possible answers: the tops of the houses; the
tree branches

Have your student select the link to view the artwork The Bedroom by Vincent van Gogh.
Say: The artist who made this painting used many angle lines. What did he make with angle
lines? Possible responses: bed; dresser; window; chairs

3. Have your student watch the “Georgia O’Keeffe” BrainPOP® Jr. movie. Say: How did
Georgia O’Keeffe see things in nature differently? Explain to your student the concepts of
creativity and imagination, using O’Keeffe’s point of view and work as talking points. Talk to
your student about the role of creativity in making art. Discuss how he can use his
imagination while making art.

4. Guide your student in completing the activity.

1. Practice making different lines.

2. Make art using lines.

Materials Step 1: Select colors.

Step 2: Draw different lines. Sample Artwork

Lesson Guide (Coaching Guide) Open in New Window

1. Tell your student he is going to make his own art using three different types of lines.
Have him practice first. Guide your student in making skinny and fat lines. Then have your
student make lines that are made without lifting the marker or crayon (e.g., zigzags and
swirls). Have him use a ruler to create straight lines, and then have him try to make straight
lines without a ruler.

2. Guide your student while he creates his line drawing.

Step 1: Have your student select the crayons and/or markers he would like to use.
Have him think about whether he would like to use specific colors or all of them.

Step 2: Encourage your student to fill the space, allowing lines to overlap.
Encourage him to draw variations of angle, curved, and straight lines.

Have your student create art using the three different types of lines. Your student should
include angle lines, curved lines, and straight lines.

Tip

Provide enough guidance throughout the lesson to build your student’s confidence. The task
should be more fun than challenging.

Hold the artwork up to your student and rotate it slowly. Ask him what it looks like from each
angle. You may want to remind him about how Georgia O’Keeffe looked at things from many
different angles to see something new.

Have your student choose the orientation he likes best. Have him give his artwork a title.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.Do the skills check with your Learning Coach.

Take the assessment.

Let's Draw Lines

© Connections Education LLC.

Lesson 3: Lots and Lots of Dots Connections Education

05180 Art K Unit 1: Art Is Everywhere

Objective: Create a mixed-media collage using cut-out paper dots and dot-shaped objects

Materials: Glue (1 bottle), Kindergarten Art Kit, Round objects, various sizes (buttons, coins, cut paper, etc.)

What are the five elements of shape?

1. Review the elements of shape.

2. Talk about dots.

Create a mixed-media collage using cut-out paper dots and dot-

shaped objects

collage

dot

dot variations

mixed media art

Lesson Guide (Coaching Guide) Open in New Window

Tip

If you haven’t done so already, draw and cut out many different colors, and sizes of dots using
construction paper, tissue paper, and other kinds of paper as desired.

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Remind your student about the five elements of shape. Review the five elements of shape:
dots, circles, angle lines, curved lines, and straight lines. Tell your student that he will be
focusing on dots in this lesson.

2. Discuss the definition and characteristics of a dot: a round image that includes color on the
inside.
As you describe to your student what a dot is, use a marker to illustrate your verbal
description by drawing a circle and then filling it in.

1. Learn about key words.

Glossary

2. Do the activity.
Sharpen a Picture

3. Select the link and look at Ivy in Flower. Talk about art that uses dots.

Ivy in Flower

4. Look at a picture. This man created the artwork.

5. Talk about collage and mixed media.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are collage, dot, dot variations, and mixed
media art.

2. Guide your student in completing the activity.

3. Have your student view the artwork Ivy in Flower by Henri Matisse. Talk about the dots he
used in this collage. There are small, medium, and large dots; dots of different colors; and
dots of different shapes.

4. Share with your student the Art Background information for Ivy in Flower:

Say: Henry Matisse (1869–1954) created this large artwork about a year before he died.
Confined to his bed during this period of his life, he was unable to paint and so he turned to
drawing and then to cut-paper artworks called collages. Sometimes he spent days arranging
and rearranging the shapes in an artwork.

As you discuss Henri Matisse, have your student view the Henri Matisse photograph.

5. Have your student view Ivy in Flower from the Dallas Museum of Art website.

Tell your student that Ivy in Flower is an example of a collage using cut-paper. Tell your
student that a collage doesn’t have to be made from only paper. A collage is made by gluing
different materials to a flat surface. Ask: What kind of materials do you think you could use
to make a collage? Possible responses: paper; flowers; glitter; stickers; fabric; newspaper;
coins

Say: A collage is an example of mixed-media art. When an artist creates mixed-media art,
he or she uses different types of material in one piece of artwork.

Make a
collage
featuring
dots.

Step 1:
Pick
shapes
and
objects.

Step 2:
Materials Sample Artwork
Add glue.

Step 3: Press shape.

Step 4: Repeat with another dot.

Lesson Guide (Coaching Guide) Open in New Window

Tell your student he is going to make a collage featuring dots, using a piece of construction paper
as the base.

Guide your student while he creates his dot collage.

Step 1: Have your student pick the shapes and objects he would like to use. He may wish to
pick a few before beginning the project, and he should continue picking additional materials as
he completes the project.

Step 2: Model for your student how to apply the glue or paste to the shapes and objects rather
than to the paper. Remind him to use as little glue/paste as possible.

Step 3: Have your student press his materials onto the construction paper. Tell him that the
materials will be hard to move once they are placed, so he may wish to plan out where they
will go before gluing them down.

Step 4: Have your student continue to choose and place shapes and objects until he is happy
with his collage.

Have your student create a collage by gluing the shapes and objects onto the piece of
construction paper. Encourage him to build up multiple layers.

Have your student give his artwork a title. Write the title on the back of the collage.

Take the Lots and Lots of Dots Quiz.

Take the assessment.

Lots and Lots of Dots Quiz

Lesson Guide (Coaching Guide) Open in New Window

Have your student take the Lots and Lots of Dots Quiz. Read the questions aloud to your student
as needed.

© Connections Education LLC.

Lesson 4: Art Around the World Connections Education

05180 Art K Unit 1: Art Is Everywhere

Objectives: Create a Diwali pattern using chalk; Describe a family tradition

Materials: Chalk, assorted colors (1 pack), Kindergarten Art Kit

Why do people create art?

1. Talk about traditions.

2. Look at the map and the pictures.

3. Watch Zebra and Hippo discuss art in India.

4. Look at the pictures.

5. Talk about Diwali. What are your family traditions?

Create a Diwali pattern using chalk

Describe a family tradition

design

pattern

tradition

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Define tradition for your student. Ask for an example of a tradition he has in his family.
Possible responses: holiday dinners; family game night; weekly meals like Wednesday taco
night. Anything that the family does together that becomes a tradition can help illustrate the
definition.

2. Tell your student that he is going to take a virtual trip to India in this lesson. Point out India
on the map on the slide. Tell your student that Diwali is a traditional celebration that
welcomes the fall season and celebrates hope and happiness. Show your student the
images on the slide: a family celebrating Diwali and traditional Diwali decorations. Talk
about what he sees in the images. You might discuss the bright colors and the emphasis on
light shown by the sparklers and candles.

3. Have your student watch the animation.

4. Explain to your student that during the celebration of Diwali, people wear special clothes,
make special food, give gifts, and make beautiful decorations. Have your student look at the
pictures. Discuss the different types of artwork and traditions the students see in the
pictures.

5. Discuss with your student what he saw in the pictures and video. Ask him if the celebrations
and decorations he saw remind him of any traditional celebrations in which his family
participates. Talk about how the family celebrates holidays and other traditions.

1. Learn about key words.

Glossary

2. Review the five elements of shape.

3. Find the five elements of shape in Diwali designs.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are design, pattern, and tradition.

2. Review with your student the five elements of shape: dots, circles, angle lines, curved lines,
and straight lines. Tell him that he will use these elements to create a Diwali decoration later
in the lesson. Tell him he will look at several images for inspiration first.

3. Have your student view the Diwali designs. Say: Show me where you see the five elements
of shape in these designs. Your student should be able to point out examples of all five
elements in the designs.

1. Use the pattern to plan your Diwali design.

Diwali Design

2. Make a Diwali design using sidewalk chalk.

Materials Sample Artwork (Outdoors) Sample Artwork (Indoors)

Lesson Guide (Coaching Guide) Open in New Window

1. Have your student use the Diwali Design worksheet to plan a design using the five elements
of shape. Have him refer to the designs on the Learn slide for inspiration if needed.

2. Tell your student that the people of India traditionally draw large Diwali designs outside their
homes to invite hope and happiness into the home. Say: Let’s go outside and make our own
Diwali design. Take the completed Diwali pattern outside so your student may use it as a
guide.

Use chalk to draw the circular guidelines in your student’s work area outside. Then invite him
to use chalk to transfer his planned Diwali design to the sidewalk/driveway. Encourage him
to use a variety of colors in his design.

Modification

If you are unable to conduct this activity outdoors, have your student create a Diwali
decoration using chalk and black construction paper.

Take the Art Around the World Quiz.

If the audio tool does not work. Open the quiz using Internet Explorer or

Firefox.

Take the assessment.

Art Around the World Quiz

Lesson Guide (Coaching Guide) Open in New Window

In this assessment, your student will record his knowledge about Diwali and family traditions.

Read the questions to your student:

1. How do the people of India use art to celebrate the Diwali holiday? Give at least three
details of how they celebrate.

2. How does your family use art to celebrate a holiday or tradition? Give at least one detail
about how you celebrate.

Help your student use the audio tool to record answers to the questions. This tool allows your
student to make a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Tip: If the audio tool does not open properly, try the following options.

1. Ensure your computer has the most recent version of Flash.

2. If the audio tool is still not functioning properly, try a different browser such as Internet
Explorer or Firefox.

© Connections Education LLC.

Lesson 5: Learning to See and Draw Like an Artist Connections Education

05180 Art K Unit 1: Art Is Everywhere

Objectives: Observe and recreate elements of shape using a pencil; Create original collage by hand using the lesson video as

guidance; Demonstrate creativity and knowledge of elements of shape in a collage

Materials: Crayons (24 pack), Kindergarten Art Kit, Pencils (1 pack)

How can you use the five elements of shape?

1. Talk about practicing drawing.

2. Do the activity.

Draw a line from each photograph to the drawing that T

matches it.

3. Learn about key words.

Glossary

Observe and recreate elements of shape using a pencil

Create original collage by hand using the lesson video as guidance

Demonstrate creativity and knowledge of elements of shape in a

collage

observation

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Ask: How can you become a better artist? Possible answers: practicing every day; trying out
different materials; looking at other people’s art. Say: Today you are going to practice your
art skills so that you can become a better artist. First, you’ll practice drawing. Then you will
create collage art in an online activity.

2. Guide your student in completing the activity.

3. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are collage and observation.

1. Picture the five elements of shape.

2. Draw the pictures.

Recreating Art 1

3. Practice drawing the elements of shape

with duplication exercises.

Lesson Guide (Coaching Guide) Open in New Window

1. Review with your student the five elements of shape: dots, circles, angle lines, curved lines,
and straight lines. Have your student practice using his artist’s eye. Say: Close your eyes
and put your hands over your eyes. Rest your elbows on the table and relax.

Have your student work with empty space. Say: Look at the blank space in your mind. Think
about filling up the blank space with art.

Guide your student through a visualization activity. Say: Let’s practice filling up the space in
our mind with art. Picture a blue dot in your mind. Ask: Can you see the blue dot in your
mind? Wait for your student to respond. Say: Let’s try another piece of art. Picture a red line

in your mind. Ask: Can you see a red line in your mind? Wait for your student to respond.
Say: Picture a green circle in your mind. Ask: Can you see a green circle in your mind? Wait
for your student to respond. Say: Picture a yellow curve in your mind. Ask: Can you see a
yellow curve in your mind? Wait for your student to respond.

2. Have your student view the duplication exercise on the Recreating Art 1 worksheet.
Ask him to observe carefully and tell you what elements of shape he sees in each drawing.

3. Have your student use a pencil and paper to duplicate each of the four drawings.

Tip

Stay aware of your student’s attention to the activity. If he becomes distracted, try the
preparation process again. Respect his attention limit.

1. Watch a movie about collage art.

Collage

2. Create a collage

3. Look at the Collage rubric.

Collage Rubric

Lesson Guide (Coaching Guide) Open in New Window

1. Have your student watch the “Collage” BrainPOP Jr.® movie to explore collage art.

2. Tell your student that he is going to create his own collage art. Allow your student to use his
creativity to create his collage.

He may create as many collages as he would like, as time allows. Save each collage he
creates so he may choose which one he would like to submit for grading. Ask him to use all

the elements of shape: dots, circles, angle lines, curved lines, and straight lines. Encourage
him to experiment with different shapes, colors, and textures.

3. Review the Collage rubric with your student. Then have your student select one of his
collages to submit as a portfolio item.

Complete this portfolio item. When you are finished, your Learning Coach

will help you send your work to your teacher.

You must successfully complete the following activities before viewing this item:

Art Around the World

Lesson Guide (Coaching Guide) Open in New Window

This is a portfolio item. When your student is finished, please help him submit the assessment to
his teacher by following the steps below:

1. Select the link in the Drop Box section.

2. Select the Delivery Method your student will use to submit the portfolio item.

Online: Select the Browse button to select and submit the appropriate file. You may scan your
student’s collage or take a digital photo in order to create an electronic version of the collage.

Offline: Mail the portfolio item to your student's teacher. This item will appear on your student's
assessments to be submitted list until the teacher has recorded a grade in the Grade Book.

© Connections Education LLC.

Lesson 6: Elements of Art Connections Education

05180 Art K Unit 1: Art Is Everywhere

Objectives: Create original artwork using the five elements of shape; Select and use a variety of media to create art; Use the

numbers 1–5 in original artwork

Materials: Crayons (24 pack), Kindergarten Art Kit, Markers (1 pack), Round objects, various sizes (buttons, coins, cut paper, etc.)

What can you use to make art?

Watch Zebra and Ladybug talk about art and math.

Create original artwork using the five elements of shape

Select and use a variety of media to create art

Use the numbers 1–5 in original artwork

angle line

circle

collage

curved line

dot

media

pattern

straight line

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

Have your student watch the animation.

Say: Today, you will use the five elements of shape to create art related to math.

1. Use objects around the house to count

to five.

2. Look at the objects you will use to create art

about math.

Objects for Counting to Five

Lesson Guide (Coaching Guide) Open in New Window

1. Say: Let’s count to five! In math, you can show numbers with objects. Using objects around
the house, demonstrate the numbers 1–5. For example, you might show one book, a pair of
shoes, three forks, four cups, five carrots, etc.

2. Tell your student he is going to use art to illustrate the numbers 1–5. Have your student
access the Objects for Counting to Five worksheet. Ask him to count each set of objects. Tell
him he is going to use these images to create his own art illustrating the numbers.

1. Look at the objects you will use to create art about math.

Materials Sample Artwork

Objects for Counting to Five

2. Talk about materials you use in art.

3. Create art with numbers 1 to 5.

4. Review Unit 1.

5. Learn about key words.

Glossary

6. Do the activity.
Elements of a Zebra

Lesson Guide (Coaching Guide) Open in New Window

1. Have your student look again at the Objects for Counting to Five worksheet.

2. Talk about the materials he might want to use to create his own images of the objects. Offer
some suggestions, such as crayons, markers, chalk, paints, paper cutouts, glue/paste, etc.
Help your student gather his materials.

3. Have your student draw or otherwise create artwork for each of the objects representing the
numbers 1–5. Remind him that the objects should help him count to five (e.g., one tree, two
bears, and so on). Remind your student that art is unique to each artist; therefore, his
artwork will not necessarily look exactly like the examples. Allow your student to create
freely, offering guidance when needed.

4. As a wrap-up, review the activities your student has completed throughout the unit and
ask him to talk about what he has learned. Ask him to draw or identify somewhere in his
surroundings each of the five elements of shape: straight line, angle line, curved line, dot,
and circle. Be sure to talk about the different media and techniques he has used, including
collage, abstract art, paints, crayons, markers, chalk, and glue/paste. Finally, congratulate
your budding artist on all he has accomplished thus far!

5. Work with your student to review the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are angle line, circle, collage, curved line, dot,
media, pattern, and straight line.

6. Guide your student in completing the activity.

Take the Elements of Art Quiz.

Take the assessment.

Elements of Art Quiz

Lesson Guide (Coaching Guide) Open in New Window

Today your student will take the Elements of Art Quiz.

Read the questions to your student. Have your student answer the questions to complete the
quiz.

© Connections Education LLC.

Unit 2: Coloring the Season

05180 Art K

Unit Summary

In this unit, your student will build on her knowledge of art elements and begin to explore the color
wheel. She will use various art techniques, including watercolor painting and crayon resist, and will
use a variety of media including crayons, pencil, watercolors, and objects from nature. She will
create original artworks inspired by the season and a Monarch butterfly watercolor painting
inspired by the annual migration of Monarch butterflies. As a portfolio assessment, your student
will create a fall-themed painting.

Heads-Up

Objectives Materials

Identify and describe warm and cool Bowl (optional)*

colors and use them in creating art Crayons (24 pack)*

Describe migration and why animals Glue (1 bottle)*

migrate Kindergarten Art Kit

Describe how art is used in everyday life Markers (1 pack)*

Respond to and make judgments about Nature items (leaves, twigs, blades of

artwork grass, etc.)*

Demonstrate emerging awareness of Paint, tempera or poster, assorted colors (1

balance and space in artwork set)*

Lessons Paper bag, small*

Pencils (1 pack)*
1. Colors All Around Us
Smock (or paint safe shirt)*
2. Fluttering Colors
* You need to supply
3. See and Draw Like an Artist

4. Autumn Arrangement

5. Painting the Seasons

Lesson 1: Colors All Around Us Connections Education

05180 Art K Unit 2: Coloring the Season

Objectives: Identify warm and cool colors; Identify primary and secondary colors; Identify opposite colors; Create original artwork

using warm and cool colors

Materials: Crayons (24 pack), Kindergarten Art Kit, Markers (1 pack), Paper bag, small

What are warm and cool colors?

1. Play a game of “I Spy.”

2. Watch as Zebra tells about warm and cool colors.

3. Find warm and cool colors.

Identify warm and cool colors

Identify primary and secondary colors

Identify opposite colors

Create original artwork using warm and cool colors

color wheel

cool colors

opposites

warm colors

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.
https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=1891219&idCourse=150804&idWebuser=5378938 37/192
9/16/23, 11:10 AM My Art Portfolio

1. Invite your student to play a game of I Spy. Look around the room. Say: I spy something
[name color]. Your student should be able to identify the object in the room that is that color.
Trade places with your student, allowing her to select objects of different colors and have
you guess what she “spies.”

2. Tell your student that she will be learning about colors in this lesson.

Have your student watch the animation.

3. Explain to your student that cool colors include blues, greens, and purples. Warm colors
include reds, yellows, and oranges. Have your student point out warm and cool colors in the
image.

1. Learn about key words.

Glossary

2. Watch the movie.

Colors

3. Select the link and look at opposite colors in

"Color Terms" on the Artyfactory website. Scroll
down to the wheels titled Primary Colors,
Secondary Colors, and Tertiary Colors.

Color Terms

4. Play a game to learn about colors.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are color wheel, cool colors, opposites, and
warm colors.

2. Have your student watch the “Colors” BrainPOP Jr®. movie. Review with your student the
difference between primary and secondary colors (you cannot create primary colors by

mixing other colors, but you can create secondary colors by mixing primary colors). Say:
How can you make even more colors? Possible response: by mixing primary and secondary
colors. Discuss any questions your student has about the movie.

3. Look with your student at the color wheel on the Artyfactory website. Scroll down to the
wheels titled Primary Colors, Secondary Colors, and Tertiary Colors. Review with your
student what she saw in the animation using the color wheel. Point out how the color wheel
shows relationships between and among colors, including what colors are opposites. Using
the “Opposite and Complementary Color” section of the Artyfactory website, point out
colors that are opposite.

4. Out of your student’s view, place several objects, each of a different single color, in bags
(one object per bag). Label each bag with the color of the object.

One by one, present the bags to your student. Read the label with her, and have her guess
what object of that color might be inside the bag. Reveal the objects as she guesses.

Ask: Which objects are a cool color? Possible responses: the objects that are blue, green, or
purple. Which objects are a warm color? Possible responses: the objects that are red, yellow,
or orange. Which object is your favorite color? Share your favorite color with her, too. What
color is the opposite of your favorite color? Responses will vary but should indicate a color
on the opposite side of the color wheel.
Make art using warm and cool colors.

Materials Step 1: Select a warm-colored object. Step 2: Select crayons.

Step 4: Repeat with a cool-colored object. Step 5: Draw any other object. Sample Artwork

Lesson Guide (Coaching Guide) Open in New Window

Guide your student while she creates a crayon drawing.Have your student create a crayon
drawing of one or more of the objects from the bags.

Step 1: Have your student select a warm-colored object from one of the bags.

Step 2: Have your student choose the appropriate crayon(s) for drawing that object.

Step 3: Have your student draw the object on newsprint.

Step 4: Have your student repeat the activity with a cool-colored object.

Step 5: Invite your student to repeat the activity with as many objects as she would like to
create.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

Colors All Around Us

© Connections Education LLC.

Lesson 2: Fluttering Colors Connections Education

05180 Art K Unit 2: Coloring the Season

Objectives: Demonstrate beginning awareness of the concept of symmetry as a mirror image; Describe migration and why

monarch butterflies migrate; Create a watercolor painting of a monarch butterfly

Materials: Glue (1 bottle), Kindergarten Art Kit, Paint, tempera or poster, assorted colors (1 set), Pencils (1 pack), Smock (or paint safe

shirt)

What is symmetry?

1. Look at the picture. Talk about monarch butterflies.

2. Look at the map.

Demonstrate beginning awareness of the concept of symmetry as

a mirror image

Describe migration and why monarch butterflies migrate

Create a watercolor painting of a monarch butterfly

migration

non-symmetry

symmetry

watercolor paints

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Have your student look at the image of monarch butterfly. Have your student point out the
warm and cool colors in the image.

2. Say: Each year in October, these butterflies migrate south to warmer places to avoid cold
weather. View the map from the United States Department of Agriculture. Use it to point out
where monarch butterflies migrate. Say: Trace the migration path of Monarch Butterflies.
Can you name other animals that migrate? Possible responses: birds

Tell your student that today she is going to make a beautiful monarch butterfly using
watercolors.

1. Learn about key words.

Glossary

2. Watch a movie about butterflies and symmetry.

Identifying Symmetrical Figures

Identifying Symmetrical Figures Transcript

3. Talk about symmetry.

4. Play a mirroring game.

5. Talk about colors and symmetry in Monarch butterflies.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are migration, symmetry, non-symmetry, and
watercolor paints.

2. Have your student watch the “Identifying Symmetrical Figures” video from the Khan
Academy website. Have the student watch from 0:00 to 2:29. Talk with your student about
the difference between symmetry and non-symmetry.

3. Have your student look at the tiger and bird images. Say: Which image shows symmetry?
Possible response: the tiger. How do you know? Possible response: The two sides are mirror
images of each other. Which image shows non-symmetry? Possible response: the bird. How
do you know? Possible response: It can’t be split into mirror images.

4. Tell your student you are going to practice making mirror images. Stand opposite her. Take
turns mirroring each other. Then, stand in front of a mirror and practice making mirror
images with your hands.

5. Have your student look at the photo of the monarch butterfly. Say: Show me the mirror
images in this butterfly. Your student should point to the wings, as they are mirror images of
each other. Do you see warm or cool colors in the butterfly? Possible response: warm colors

1. Do the activity.

Drag and drop each picture into the symmetrical or not T

symmetrical box.
symmetrical not symmetrical

2. Make a symmetrical butterfly using watercolors.

Step 2: Use a pencil to draw half a butterfly on the

Materials Step 1: Fold paper in half.
fold.

Step 5: Fold the page. Unfold it—you made

Step 4: Trace the pencil line with the glue. Step 6: Paint the butterfly’s wings.
a whole butterfly shape! Let the glue dry.

Lesson Guide (Coaching Guide) Open in New Window

1. Guide your student in completing the activity.

2. Say: Today, you are going to create your own symmetrical monarch butterfly using
watercolors. Have your student look at the image of the butterfly and point out the line of
symmetry down the middle of the butterfly’s body.

Guide your student while she creates a watercolor butterfly.

Step 1: Have your student fold a piece of white construction paper in half.

Step 2: Have your student use pencil to draw half of the butterfly on one side of the fold.

Step 3: Help your student mix black paint and glue to create black glue.

Step 4: Have your student use the glue to trace the pencil line.

Step 5: Have your student fold the paper carefully in half along the original fold line to
transfer the glue to the other side of the paper. This will create the mirror image. Unfold
the paper and allow it to dry.

Step 6: Once the paper is dry, have your student use watercolor paints to color the
butterfly’s wings.

Tip

Since this is the first time your student is working with watercolor paints, guide her in using
enough water to activate the paint but not so much that it saturates the page.

Modification

Avoid frustration, as this takes the fun out of creating art. Guide your student as much as is
needed to create a symmetrical butterfly image.

Take the Fluttering Colors Quiz.

If the audio tool does not work. Open the quiz using Internet Explorer or

Firefox.

Take the assessment.

Fluttering Colors Quiz

Lesson Guide (Coaching Guide) Open in New Window

In this assessment, your student will record her knowledge about symmetry and migration.

Help your student use the audio tool to record answers to the questions. This tool allows your
student to make a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Tip: If the audio tool does not open properly, try the following options.

1. Ensure your computer has the most recent version of Flash.

2. If the audio tool is still not functioning properly, try a different browser such as Internet
Explorer or Firefox.

© Connections Education LLC.

Lesson 3: See and Draw Like an Artist Connections Education

05180 Art K Unit 2: Coloring the Season

Objectives: Observe and recreate the elements of shape and mirror images using pencil; Create a still life arrangement which

demonstrates emerging awareness of balance and space

Materials: Crayons (24 pack), Kindergarten Art Kit, Pencils (1 pack)

How can you use the five elements of shape?

1. Find the elements.

2. Talk about practicing drawing.

Observe and recreate the elements of shape and mirror images

using pencil

Create a still life arrangement which demonstrates emerging

awareness of balance and space

observation

still life

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Say: Let’s review the elements of shape. Can you find the five elements of shape around the
house? Possible responses: a curved line seen in a banana, a dot seen in a pattern on a rug

2. Say: Today you are going to practice your art skills. First, you’ll practice drawing. Then you’ll
explore still life art and go online to create your own still life art.

1. Learn about key words.

Glossary

2. Picture the five elements of shape.

3. Practice drawing.

Recreating Art 2

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are observation and still life.

2. Review with your student the five elements of shape: dots, circles, angle lines, curved lines,
and straight lines. Have your student practice using her artist’s eye. Say: Close your eyes
and put your hands over your eyes. Rest your elbows on the table and relax.

Have your student work with empty space. Say: Look at the blank space in your mind. Think
about filling up the blank space with art.

Guide your student through a visualization activity. Say: Let’s practice filling up the space in
our mind with art. Picture two curved lines that make a c-shape in your mind. Ask: Can you
see the c-shape in your mind? Wait for your student to respond. Say: Let’s try another piece
of art. Picture a blue circle with a red dot in the middle in your mind. Ask: Can you see a
blue circle with a red dot in the middle in your mind? Wait for your student to respond. Say:
Picture a green dot on top of an orange dot with a straight line coming out of the green dot
in your mind. Ask: Can you see a green dot on top of an orange dot with a straight line
coming out of the green dot in your mind? Wait for your student to respond. Say: Picture a
black curved line around a blue square in your mind. Ask: Can you see a black curved line
around a blue square in your mind? Wait for your student to respond.

3. Have your student view the duplication exercises on the Recreate Art 2. Ask her to observe
carefully and tell you what elements of shape she sees in each drawing.

Have your student use a pencil and paper to duplicate each of the four drawings. Your
student can complete the mirror images on the blank halves of the pages.

Tip

Stay aware of your student’s attention to the activity. If she becomes distracted, try the
preparation process again. Respect her attention limit.

1. Watch a movie about Vincent van Gogh.

Vincent van Gogh

2. Look at samples of still life artwork.

Courtesy National Gallery of Art, Washington Courtesy National Gallery of Art, Washington

Image created with Still Life, an interactive program

in the National Gallery of Art's NGAkids ART ZONE

3. Do the activity.

Still Life Memory

4. Create your own still life artwork.

Create Your Own Still Life

Create Your Own Still Life Text Version

Lesson Guide (Coaching Guide) Open in New Window

1. Have your student watch the “Vincent van Gogh” BrainPOP® Jr. movie. Say: How did
Vincent Van Gogh become an artist? Possible response: He sketched images of things and
people around him; he practiced; he tried different techniques. Answer any questions your
student has about the movie.

2. Say: Still life is a kind of art that shows an arrangement of objects. These can be everyday
objects like fruits, bowls, flowers, and other things you might see around the house. Have
your student look at the examples of still life art from the National Gallery of Art. Talk about
the elements of shape and colors used in the paintings. Ask: Which elements of shape do
you see? What colors do you see?

3. Guide your student in completing the activity.

4. Tell your student that she is going to create her own still life art in an online activity. Keep in
mind that this activity should only be guided as necessary to help your student use the
online tool. Guide your student in using the Create Your Own Still Life interactive activity by
dragging objects onto the background and adjusting their size as needed. She may create as

many still life arrangements as time allows. She should focus on creating a balanced
composition. Alternatively, you can help your student create a still life using found objects
around your house. Your student should arrange the items to try to create a balanced
picture. If time allows, your student can draw the still life she created.

Tip

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

See and Draw Like an Artist

Create Your Own Still Life Text Version

Create your own still life.

There are six different objects shown next to a tabletop. The images include an apple, a bunch of
grapes, a pear, a wooden bowl, a flower in a round vase, and a bunch of flowers in a tall vase.

© Connections Education LLC.

Lesson 4: Autumn Arrangement Connections Education

05180 Art K Unit 2: Coloring the Season

Objectives: Create a fall-themed table centerpiece using objects found in nature and around the house; Demonstrate emerging

awareness of balance and space in an artwork

Materials: Bowl (optional), Glue (1 bottle), Kindergarten Art Kit, Nature items (leaves, twigs, blades of grass, etc.)

What is three-dimensional art?

Go on a nature walk to collect materials for artwork.

Create a fall-themed table centerpiece using objects found in

nature and around the house

Demonstrate emerging awareness of balance and space in an

artwork

3-D art

balance

sculpture

space

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

Say: Today, you are going to create an artwork from things found in nature. This artwork will be a
three-dimensional sculpture, meaning you will build it and then be able to move around it and see
it from different angles. We can use your artwork as a table centerpiece. Let’s take a nature walk

to gather our materials.

Take your student on a nature walk. Gather twigs, leaves, pinecones, acorns, wild berries, and
any other materials you may find. You may also choose to add seasonal squash, gourds, or fresh
flowers to your arrangement.

Tip

If you have not already done so, gather or purchase fall-themed items prior to the Do slide.

1. Learn about key words.

Glossary

2. Look at pictures to get inspiration for your artwork.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are balance, sculpture, space, and 3-D art.

2. Have your student look at the images for inspiration for her three-dimensional art. Talk
about the colors and textures she sees in the images. Discuss the definitions of the key
words balance and space as they relate to the images.

Create 3-D artwork to use as a table centerpiece.

Materials Step 1: Lay out your materials. Step 2: Select your base. Step 3: Place items.

Step 4: Think about space and

Step 5: Glue items. Sample Artwork
balance.

Lesson Guide (Coaching Guide) Open in New Window

Guide your student while she creates a 3-D artwork as a fall themed centerpiece.

Step 1: Lay out all of the materials you and your student gathered. Have your student identify
each material.

Step 2: Have your student select either construction paper or a container as a base of her fall-
themed centerpiece. If possible, allow your student to make a choice between several options.

Tip

Your student may choose to use a glass vase or bowl, a pail, a wooden box, or a similar
container.

Step 3: Have your student begin arranging her materials on a sheet of construction paper.

Step 4: Encourage her to think about space and balance as she experiments with different
placements of her materials.

Step 5: If she creates the centerpiece on a sheet of paper, have her use glue to attach the
objects together and build up the sculpture.

Take the Autumn Arrangement Quiz.

If the audio tool does not work, open the quiz using Internet Explorer or

Firefox.

Take the assessment.

Autumn Arrangement Quiz

Lesson Guide (Coaching Guide) Open in New Window

In this assessment, your student will record her knowledge about creating and arranging a
centerpiece.Help your student use the audio tool to record an answer to the question. This tool
allows your student to make a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Tip: If the audio tool does not open properly, try the following options.

1. Ensure your computer has the most recent version of Flash.

2. If the audio tool is still not functioning properly, try a different browser such as Internet
Explorer or Firefox.

© Connections Education LLC.

Lesson 5: Painting the Seasons Connections Education

05180 Art K Unit 2: Coloring the Season

Objectives: Paint a fall scene using watercolors and crayons; Demonstrate emerging awareness of space and balance within an

artwork; Demonstrate understanding of warm and cool colors by utilizing them appropriately within an artwork; Demonstrate

emerging awareness of a horizon line

Materials: Crayons (24 pack), Kindergarten Art Kit, Pencils (1 pack)

How can you use art to show changing seasons?

1. Watch as Zebra and Gator talk about the changing seasons.

2. Discuss how the seasons are special.

Paint a fall scene using watercolors and crayons

Demonstrate emerging awareness of space and balance within an

artwork

Demonstrate understanding of warm and cool colors by utilizing

them appropriately within an artwork

Demonstrate emerging awareness of a horizon line

horizon line

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Have your student watch the animation.

2. Say: What is special about how it looks outside during the summer? Possible response: The
sun shines brightly and our garden is full of vegetables. What is special about how it looks
outside during spring? Possible response: Trees are budding and afternoons are rainy. What
is special about how it looks outside during winter? Possible response: There is snow on the
ground and the trees are bare. What is special about how it looks outside during the fall?
Possible response: The leaves turn red and yellow and fall on the ground.

Say: Today you are going to create a painting showing that it’s fall outside. What might you
show in your painting? Possible responses: leaves changing color; falling leaves; rain; etc.

1. Learn about key words.

Glossary

2. Look at horizon lines.

3. Look at pictures of the fall.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key word for this lesson is horizon line.

2. Have your student look at the images of horizon lines. Point out the horizon line. Say: What
does this line divide in the image? Possible response: It shows where the sky and land are
divided. Explain that a horizon line shows where the sky meets the land or sea.

3. Have your student look at the images of fall scenes. Say: Do you see mostly warm colors or
mostly cool colors in these pictures? Possible response: mostly warm colors

1. Do the activity.

Select the horizon in each of the four pictures. T

2. Paint a fall scene.

Tree

Leaves

Materials Step 1: Draw a horizon line. Step 2: Draw trees and leaves.

Step 3: Add animals to your fall scene. Step 4: Paint your scene. Sample Artwork

Fall Horizon Painting Rubric

Lesson Guide (Coaching Guide) Open in New Window

Guide your student while she creates a fall watercolor.

1. Guide your student while completing the activity.

2. Tell your student she is going to use crayons and watercolors to paint a fall scene.
Guide your student in creating her fall scene:

Step 1: Have your student draw a horizon line on her paper.

Step 2: Have your student outline trees and leaves with crayons to create an autumn
scene.

Step 3: Have your student add animals and anything else she observed in your
discussions about fall images.

Step 4: Have your student fill in and complete her autumn scene using watercolor paints.
Guide your student to use warm colors for the leaves.

Your student's Fall Horizon Painting is a Portfolio Item. Review the Fall Horizon Painting
Rubric prior to submitting your student's artwork.

Your student will submit this portfolio on the last slide of this lesson.

To wrap up, review the activities your student has completed throughout the unit. Ask her to
talk about what she’s learned. Be sure to discuss the different media and techniques she
has used, including watercolors, crayons, objects from nature, and glue/paste. Finally,
congratulate your budding artist on all she’s accomplished thus far.

Complete this portfolio item. When you are finished, your Learning Coach

will help you send your work to your teacher.

You must successfully complete the following activities before viewing this item:

Art Around the World

Learning to See and Draw Like an Artist
Elements of Art
Colors All Around Us
Fluttering Colors
See and Draw Like an Artist
Autumn Arrangement

Lesson Guide (Coaching Guide) Open in New Window

This is a portfolio item. When your student is finished, please help her submit the assessment
to her teacher by following the steps below:

1. Select the link in the Drop Box section.

2. Select the Delivery Method your student will use to submit the portfolio item.

Online: Select the Browse button to select and submit the appropriate file(s). You may scan your
student's handwritten assessment to create an electronic version of the assessment.

Offline: Mail the portfolio item to your student's teacher. This item will appear on your student's
assessments to be submitted list until the teacher has recorded a grade in the Grade Book.

© Connections Education LLC.

Unit 3: Winter Is Taking Shape

05180 Art K

Unit Summary

In this unit, your student will continue to build on his knowledge of art elements and colors and
begin to explore shapes, texture, and pattern in artworks. He will create original artworks inspired
by the season. As a portfolio assessment, your student will use shapes, texture, and pattern to
make a kite inspired by those made traditionally during the Korean Lunar New Year.

Heads-Up

Objectives Materials

Identify and describe basic shapes in Coffee filters, white (1 pack)*

artworks and use them in creating art Crayons (24 pack)*

Relate art to personal experiences and the Fabric*

experiences of others Glue (1 bottle)*

Identify subject, texture, and pattern in Kindergarten Art Kit

artworks Markers (1 pack)*

Respond to and make judgments about Paint, tempera or poster, assorted colors (1

artworks set)*

Demonstrate emerging awareness of Paper bag, large*

balance and space in artwork Pencils (1 pack)*

Lessons Round objects, various sizes (buttons,

coins, cut paper, etc.)*

1. Shapes in Art
Spray bottle*
2. Snowflakes
Sticks or twigs (various sizes)*

3. It's Wintertime! Toothpicks (1 box)*

4. See and Draw Like an Artist * You need to supply

5. Art Around the World

Lesson 1: Shapes in Art Connections Education

05180 Art K Unit 3: Winter Is Taking Shape

Objectives: Identify and draw basic shapes: circle, oval, triangle, square, and rectangle; Create a mosaic design using crayons and

black marker

Materials: Crayons (24 pack), Kindergarten Art Kit, Markers (1 pack), Pencils (1 pack)

How are the five elements used to make shapes?

Talk about the pictures.

Identify and draw basic shapes: circle, oval, triangle, square, and

rectangle

Create a mosaic design using crayons and black marker

circle

media

mosaic

oval

rectangle

shape

square

subject

triangle

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

Ask your student to look at the images on the slide. Have him describe what he sees. Say: This is
an example of a mosaic and today you are going to create an original mosaic design. A mosaic is
a decoration made with small tiles or panels of different colors. Can you see how the small
pieces come together to make a larger image? This is similar to a puzzle.

1. Learn about key words.

Glossary

2. Discuss mosaics.

3. Look at the pictures.

4. Draw shapes.

Shape Mosaic

Shape Mosaic Text Version

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are circle, media, mosaic, oval, rectangle,
shape, square, subject, and triangle.

Have your student review the pictures of each shape using the Glossary. Talk about the
kinds of lines that are used to make each shape: curved lines make circles and ovals;
straight lines and angle lines make squares, rectangles, and triangles.

2. Say: Mosaics are artworks that contain small pieces, such as pebbles, glass, or beads.
Artists combine these pieces to create a picture. First the artist will glue the items down in
the desired pattern. Then the artist covers it with grout to hold all the pieces in place. The
first artists to create mosaics were the Greeks and Romans, more than 4,000 years ago. You
can find mosaics on the floors of buildings, and even in some dishes.

3. Show the mosaic example. Ask your student to point out the different elements of shape he
sees in the mosaic. Say: Say: Many times, mosaic designs are made using different colored
tiles of many shapes and sizes. Today you will make a mosaic design using pen and paper
to show the shapes you are learning about.

4. Tell your student that the subject of his mosaic is going to be shapes: circles, ovals, triangles,
squares, and rectangles. Tell him he is going to learn about how the elements of shape come
together to create shapes. Have your student access and experiment with the Shape Mosaic

tool. Say: his tool will help you learn about shapes. It will help you get ideas for your mosaic
art. Guide your student in dragging shapes onto the background and adjusting their sizes by
dragging the corners of each shape.

1. Make mosaic art.

Materials Step 1: Draw shapes. Step 2: Fill the page with shapes.

Step 4: Color the “empty” spaces with your black

Step 3: Color each shape. Sample Artwork
marker.

2. Talk about the mosaic you created.

Lesson Guide (Coaching Guide) Open in New Window

1. Tell your student he is going to create a mosaic using the shapes he learned about in this
lesson.

Guide your student in creating his mosaic.

Step 1: Have your student draw shapes on a piece of newsprint paper. Say: Start in the
center of the sheet of paper and work your way out to the edges. Make sure that each
shape touches another shape.

Tip

If your student is concerned about making a mistake have him draw his shapes with a
pencil and then trace each shape with a black marker after he fills the page. Step 2: Look
to see if there are spaces where he can draw another shape. Have him fill the page with
shapes. Step 3: Have your student choose either warm- or cool-colored crayons. Review
warm and cool colors if needed. Then have him color in each shape. Have him change
colors with each touching shape. Step 4: Have your student color in the “empty” spaces
between shapes with the black marker. Remind him to be careful and not to cross over
the lines.

Modification

To model the steps, you may choose to complete the activity along with your student on
a separate piece of paper. He will learn from your work, and you can encourage him to
experiment on his own.

2. To wrap up, have your student look a5 his mosaic design and talk about what he likes about
it. Ask him to describe the shapes he made and explain how he used warm or cool colors.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

Shapes in Art

Shape Mosaic Text Version

Use circles, squares, rectangles, and/or triangles to create your own mosaic.

© Connections Education LLC.

Lesson 2: Snowflakes Connections Education

05180 Art K Unit 3: Winter Is Taking Shape

Objectives: Create snowflakes by cutting shapes into coffee filters; Identify and create patterns

Materials: Coffee filters, white (1 pack), Crayons (24 pack), Kindergarten Art Kit, Markers (1 pack), Spray bottle

What are subject, texture, and pattern in artwork?

Talk about snowflakes and patterns.

Create snowflakes by cutting shapes into coffee filters

Identify and create patterns

pattern

shape

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

Ask your student to identify what he sees in the image on the slide. Talk about the time of year
that snow falls. Say: Do you live in a place where it snows? Answers will vary. If your student
does not live in a place where it snows, talk about other places where he has seen snow (on trips,
in movies, etc.).

Tell your student that he is going to make snowflakes and learn about patterns.

1. Learn about key words.

Glossary

2. Do the activity.

Shapes in a Snowflake

3. Talk about patterns.

4. Create patterns.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are pattern and shape.

2. Guide your student in completing the activity.

3. Say: You used shapes in the mosaic you created in the previous lesson. These same shapes
made patterns in the snowflakes. A pattern is a repeated design. Do you remember any
patterns in the snowflakes? Possible response: The rectangles made the pattern of small,
large, small, small, large, small. You can also make a pattern in a straight line. Use crayons
and newsprint to draw a simple pattern using three shapes (square, triangle, circle). Repeat
the pattern several times. Explain to your student why this is an example of a pattern.

4. Have your student practice creating patterns with shapes using crayons and newsprint. Say:
Today, you will use shapes and patterns to create beautiful snowflakes!

1. Review shapes.

Shapes Review

2. Make snowflakes.

Materials Step 1: Color. Step 2: Spray with water. Let them dry. S

Step 4: Cut shapes out. Step 5: Unfold and look at your snowflake! Sample Artwork

3. Talk about your snowflake.

Lesson Guide (Coaching Guide) Open in New Window

1. Have your student look at the Shapes Review. Ask your student to point to each of the
shapes as you name them.

2. Tell your student he is going to create snowflakes by cutting shapes into coffee filters.

Guide your student in creating his snowflake.

Step 1: Have your student color the coffee filters with washable markers.
Step 2: Help your student spray the colored coffee filters with water using the spray
bottle. Let the coffee filters dry. Step 3: Have your student fold the coffee filters in
half. Fold them in half a second and third time. Step 4: Help your student use
scissors to cut shapes along the edges of the coffee filters. Tell your student to cut
out circles, squares, rectangles, and triangles only. Step 5: Have your student unfold

the coffee filter and take a look at the snowflake! Tip

You may choose to fold the coffee filter for your student and allow him to do the
cutting. You may also choose to make some colored snowflakes and some white
ones.

3. Look at the completed snowflakes with your student. Ask him to identify the shapes he
used. Ask him to explain how the snowflakes show examples of patterns.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

Snowflakes

© Connections Education LLC.

Lesson 3: It's Wintertime! Connections Education

05180 Art K Unit 3: Winter Is Taking Shape

Objectives: Create a mixed-media snowman using paint, objects, and glue; Identify and use texture in an original artwork

Materials: Fabric, Glue (1 bottle), Markers (1 pack), Paint, tempera or poster, assorted colors (1 set), Paper bag, large, Pencils (1 pack),

Round objects, various sizes (buttons, coins, cut paper, etc.), Sticks or twigs (various sizes)

What changes happen outside during winter?

1. Talk about winter.

2. Look at the picture.

Create a mixed-media snowman using paint, objects, and glue

Identify and use texture in an original artwork

mixed-media art

texture

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Talk to your student about what happens during winter. Ask him what it looks like outside
and what changes he notices in the weather. You might talk about the trees being bare, the
air being cold, snow falling, and other aspects of winter.

2. Ask your student to identify what he sees in the image. Say: What do you think this family is
doing with the big snowballs they have made? Possible response: building a snowman. Say:
In parts of the world where it snows, kids of all ages enjoy building snowmen. Today, you
are going to make your own snowman art. You won’t be using snow, though. You will be
using many different art supplies to make mixed-media artwork!

1. Learn about key words.

Glossary

2. Talk about mixed-media art.

3. Look at the pictures .

4. Look at this picture.

5. Do the activity.

Drag and drop each object into the smooth or rough box, T
based on its texture.
smooth rough

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are mixed-media art and texture.

2. Explain to your student that mixed-media art uses different materials in one piece of
artwork. Remind him that he created his own mixed-media art when he made a dot collage
in Unit 1. (You may choose to display his collage as an example of mixed-media art.)

3. Have your student look at the pictures. Talk about how the art your student has viewed so
far has been made with one medium, such as crayons, paints, or markers. Point out that the
images show art that uses a variety of media in a single work, such as paint and markers, or
markers and buttons. Explain that these are examples of mixed-media art, having two or
more materials (or media). Ask: What media do you see in the images? Possible responses:
paints and leaves; leaves and rocks; paint and paper. What do you like about these
paintings? Answers will vary.

4. Have your student look at the picture. Ask him what he thinks the painting might feel like if
he could touch it. Explain that texture is the way something feels. <

5. Guide your student in completing the activity.

1. Make mixed-media artwork showing a snowman.

Materials Step 1: Draw circles. Step 2: Paint the circles. Let it dry.

Step 3: Plan. Step 4: Glue objects on snowman. Sample Artwork

2. Discuss the snowman you created.

Lesson Guide (Coaching Guide) Open in New Window

1. Say: Today you will make your own snowman using mixed media. That means you’ll use
different materials to create your artwork. You will use paint, and you will also glue objects
to the artwork. The objects will add texture to your artwork. What shapes will you use to
draw your snowman? Possible response: Circles. What other items do you think you might
want to glue to your snowman? Why? Possible responses: Twigs can be used for arms;
Fabric can be used for a scarf; Beads can be used for eyes.

Guide your student in creating his mixed-media snowman.

Step 1: Lay out the cut-open brown paper bag and the materials you have gathered for
the artwork. Tell your student that the bag is his canvas. Have your student use a
pencil to draw circles for the body of the snowman. Remind your student that the
circles need to be large and fill almost the whole space of the canvas.

Step 2: Have your student paint the body of the snowman white. Let it dry.

Step 3: Have your student plan how he will use the objects gathered to add texture to
his painting.

Step 4: Have your student use glue to add objects for the snowman’s facial features,
clothing, and anything else your student wishes to add.

Tip

You may choose to complete the activity alongside your student to model the steps. If
your student has trouble getting started, use a pencil to sketch the body of the
snowman for him.
Advanced students may wish to add a background to the snowman scene. Have your
student draw a horizon line and then add trees, bushes, and other scenery.

2. Talk with your student about the experience of creating his artwork. Ask what he enjoyed
most and what his favorite materials were.

Take the It’s Wintertime! Quiz

If the audio tool does not work. Open the quiz using Internet Explorer or

Firefox.

Take the assessment.

It’s Wintertime! Quiz

Lesson Guide (Coaching Guide) Open in New Window

In this assessment, your student will record his knowledge about creating mixed-media art,
including texture.

Help your student use the audio tool record his answer to the question. This tool allows your
student to make a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Tip: If the audio tool does not open properly, try the following options.

1. Ensure your computer has the most recent version of Flash.

2. If the audio tool is still not functioning properly, try a different browser such as Internet
Explorer or Firefox.

© Connections Education LLC.

Lesson 4: See and Draw Like an Artist Connections Education

05180 Art K Unit 3: Winter Is Taking Shape

Objectives: Observe and recreate the elements of shape using pencil; Create patterns with shape

Materials: Crayons (24 pack), Kindergarten Art Kit, Pencils (1 pack)

How can you use shapes to make a pattern?

1. Look at the picture.

2. Talk about practicing drawing.

Observe and recreate the elements of shape using pencil

Create patterns with shape

observation

pattern

shape

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Say: Look at the image. What shape are the children making? Possible response: circle

2. Say: Today you are going to practice your art skills so that you can become a better artist.
Practicing your art skills will help you learn how to use art tools to create images you see in
your mind or around you. What are other skills you have to practice? Possible responses:
throwing a ball; doing a cartwheel. Practicing drawing is just like practicing any other skill—
you have to do it many times to get good at it! First, you’ll practice your drawing skills. Then
you’ll do an outline activity to explore more shapes.

1. Learn about key words.

Glossary

2. Picture the five elements of shape.

3. Draw the pictures.

Recreating Art 3

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are observation, pattern, and shape.

2. Review with your student the five elements of shape: dots, circles, angle lines, curve lines,
and straight lines. Also review the shapes he has learned about in this unit: circle, oval,
square, rectangle, and triangle. Tell your student he is going to practice visualizing these
elements to help him prepare to “see” like an artist. Have your student practice using his
artist’s eye. Say: Close your eyes and put your hands over your eyes. Rest your elbows on
the table and relax.
Have your student work with empty space. Say: Look at the blank space in your mind. Think
about filling up the blank space with art. Guide your student through a visualization activity.
Say: Let’s practice filling up the space in our mind with art. Picture an orange triangle filled

in with purple and an orange circle filled in with green inside of the triangle in your mind.
Ask: Can you see an orange triangle filled in with purple and an orange circle filled in with
green inside of the triangle in your mind? Wait for your student to respond. Say: Let’s try
another piece of art. Picture a green leaf in your mind. Ask: Can you see green leaf in your
mind? Wait for your student to respond. Say: Picture a pattern, or repeated design, showing
a red circle, red rectangle, red circle, and red rectangle in your mind. Ask: Can you see a
pattern showing a red circle, red rectangle, red circle, and red rectangle in your mind? Wait
for your student to respond. Say: Picture a pattern showing two straight lines, two triangles
on top of each other, two straight lines, two triangles on top of each other, and two straight
lines in your mind. Ask: Can you see a pattern showing two straight lines, two triangles on
top of each other, two straight lines, two triangles on top of each other, and two straight
lines in your mind? Wait for your student to respond.

3. Have your student view the duplication exercises on the Recreating Art 3 worksheet. Ask him
to observe carefully and tell you what elements of shape he sees in each drawing.

Have your student use a pencil and paper to duplicate each of the four drawings.

Tip

Stay aware of your student’s attention to the activity. If he becomes distracted, try the
preparation process again. Respect his attention limit.

1. Do the activity.

Image created with Wallovers, an interactive program in the

National Gallery of Art's NGAkids ART ZONE.

Select the bead from the pile that continues the pattern. T

2. Look at the picture.

3. Create patterns.

4. Look at the Patterns rubric.

Patterns Rubric

Lesson Guide (Coaching Guide) Open in New Window

1. Guide your student in completing the activity.

2. Have your student look at the image. Say: How do you know this is a pattern? Possible
response: The design repeats.

3. Tell your student he is going to use markers and construction paper to create three different
artworks that show three different patterns. Remember the pattern should fill the page,
similar to the image on this page.

Modification

If your student has difficulty drawing shapes, you can cut out different shapes and have
him arrange them on the page. Then help your student glue down the shapes in his favorite
pattern.

4. Review the Patterns rubric with your student. Then have your student select one of his
patterns to submit as a portfolio item.

Your student will submit the Patterns Portfolio item on the last slide of this lesson.

Complete this portfolio item. When you are finished, your Learning Coach

will help you send your work to your teacher.

You must successfully complete the following activities before viewing this item:

Art Around the World

Learning to See and Draw Like an Artist
Elements of Art
Colors All Around Us
Fluttering Colors
See and Draw Like an Artist
Autumn Arrangement
Painting the Seasons

Shapes in Art
Snowflakes
It's Wintertime!

Lesson Guide (Coaching Guide) Open in New Window

This is a portfolio item. When your student is finished, please help him submit the assessment to
his teacher by following the steps below:

1. Select the link in the Drop Box section.

2. Select the Delivery Method your student will use to submit the portfolio item.

Online: Select the Browse button to select and submit the appropriate file(s). You may scan your
student's handwritten assessment to create an electronic version of the assessmen

Offline: Mail the portfolio item to your student's teacher. This item will appear on your student's
assessments to be submitted list until the teacher has recorded a grade in the Grade Book.

© Connections Education LLC.

Lesson 5: Art Around the World Connections Education

05180 Art K Unit 3: Winter Is Taking Shape

Objectives: Create a kite that shows shapes, pattern, and balance; Demonstrate understanding of mixed media, texture, pattern,

and basic shapes

Materials: Crayons (24 pack), Glue (1 bottle), Kindergarten Art Kit, Markers (1 pack), Pencils (1 pack), Toothpicks (1 box)

How are shapes, pattern, and balance used to create art?

1. Find North Korea and South Korea.

2. Look at the pictures.

3. Talk about traditions.

Create a kite that shows shapes, pattern, and balance

Demonstrate understanding of mixed media, texture, pattern, and

basic shapes

balance

pattern

shape

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Say: Today we are going to take an imaginary trip to Korea to celebrate the Lunar New
Year! Have your student find North Korea and South Korea.

2. Look at the images. Explain that the images show traditional Korean dress and objects used
to celebrate the Lunar New Year. Say: These lanterns and kites are used to celebrate an
important holiday in Korean culture.

3. Review the concept of tradition with your student. Relate it to something your family does
together to celebrate a special day or occasion. Say: As a tradition, children in Korea make
rectangular kites that are decorated and then flown. Today you will design your own kite for
the Lunar New Year! You will also learn more about the Lunar New Year. The kite you make
will be for decoration.

1. Learn about key words.

Glossary

2. Talk about the Korean Lunar New Year.

3. Talk about balance in art.

4. Do the activity.

Which image could you add one more fish to bring T

balance to the picture?

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are balance, pattern, and shape.

2. Say: In Korea, people celebrate the New Year the same way people do in the United States.
In Korea, though, people also celebrate the Lunar New Year. The holiday is based on their
special calendar, which follows the cycles of the moon. The Lunar New Year is usually a day
in January or February. In Korea, the Lunar New Year is the most important holiday. People
celebrate for three days. During those three days, they visit family and play games and eat
special food.

3. Review the concept of balance with your student. Explain that a balanced arrangement in
art is orderly and artistic. You may want to use pen and paper to show examples of balance
in art. Draw a pattern that fills a page and a pattern that clumps the elements in one corner.

Ask: Which picture has better balance? Why? Possible response: the image that fills the
page because the artwork uses the entire page.

4. Guide your student in completing the activity.

1. Look at the pictures.

2. Create a kite

Materials Step 1: Fold the paper two times. Step 2: Cut out a circle. St

Step 4: Decorate the kite. Step 5: Glue toothpicks. Step 6: Add strips of paper. Sa

3. Talk about the balance in your kite.

4. Review Unit 3.

Lesson Guide (Coaching Guide) Open in New Window

1. Say: Today you are going to create a kite based the traditional Lunar New Year kite from
Korea. Have your student look at the image of the traditional Lunar New Year kite. What
shapes do you see in the kite? Possible responses: circles; squares. What elements of shape
do you see in the kite? Possible responses: straight lines; curved lines; circles; dots. Does the
kite have balance? Yes. Why do you think it has balance? Possible response: because it has
an equal number of shapes on either side of the kite.

2. Guide your student in creating his Korean kite.

Step 1: Have your student choose a color of construction paper. Have your student fold
the construction paper in half twice, first with a “hot dog” fold and then with a
“hamburger” fold.

Step 2: Have your student cut out the round hole in the middle of the kite. Assist your
student by holding the sheet near the folded point. Help your student cut a curved line
from one edge to the other.

Step 3: Have your student unfold the piece you have cut off. It will be a dot. Have your
student unfold the sheet.

Step 4: Have your student create patterns using shapes on the unfolded sheet. Your
student can use crayons, markers, and/or watercolor paints to create his patterns. Assist
your student with showing balance among the four segments of the kite.

Step 5: Have your student glue or tape toothpicks around the hole in the center.

Step 6: Assist your student as he cuts three long strips of different-colored construction
paper. Help your student attach the strips to the bottom of the kite, evenly spaced.

3. Have your student explain how he created balance in his kite. Look with your student at the
kite and talk about how the four sections relate to each other. Is one side fuller than the
other sides, or are they balanced?

4. To wrap up, review the activities your student has completed throughout the unit. Ask him to
talk about what he’s learned. Review the shapes your student has learned about in the unit.
Be sure to talk about the different media he has used, including paint, markers, construction
paper, glue, coffee filters, and so on. Talk about the design principles he practiced, including
mixed media, balance, texture, and pattern. Finally, congratulate your budding artist on all
he’s accomplished thus far!
Take the Art Around the World Quiz.

Take the assessment.

Art Around the World Quiz

Lesson Guide (Coaching Guide) Open in New Window

Today your student will take the Art Around the World Quiz.

Read the questions to your student. Have your student answer the questions to complete the
quiz.

© Connections Education LLC.

Unit 4: Art Forms

05180 Art K

Unit Summary

In this unit, your student will continue to build on her knowledge of art elements and principles of
design, exploring balance and symmetry. She will begin to explore art as form, or sculpture, and
use various media, such as clay, yarn, and other arts and crafts materials to create art forms. She
will create original artworks inspired by animals, a mask inspired by the Mardi Gras celebration,
and a tree sculpture inspired by a Bulgarian tradition. In a cross-curricular activity, she will paint a
mural inspired by the book, Abuela. As a portfolio assessment, your student will create a clay
sculpture of a playground.

Heads-Up

Objectives Materials

Identify and describe form in artworks Canvas, medium-sized (optional)*

Relate art to personal experiences and Craft sticks, wooden (optional, 1 box)*

others’ experiences Crayons (24 pack)*

Use a variety of media types to create Glue (1 bottle)*

works of art Kindergarten Art Kit

Respond to and make judgments about Markers (1 pack)*

artwork Mixed media (buttons, tissue paper, pom

Demonstrate emerging awareness of poms, beads, etc.)*

balance and space in artwork Modeling clay, assorted colors (1 pack)*

Lessons Paint, tempera or poster, assorted colors (1

set)*
1. Clay Animals
Pencils (1 pack)*
2. Carnival Mask
Ruler*

3. Learning to See and Draw Like an Artist Sticks or twigs (various sizes)*

Tape (1 roll)*

Yarn, red (1 ball)*

4. Art Around the World
Yarn, white (1 ball)*
5. Painting a Mural
* You need to supply
6. Art All Around Us

Lesson 1: Clay Animals Connections Education

05180 Art K Unit 4: Art Forms

Objectives: Identify elements of shape in sculptures; Relate sculptures to history and cultures; Create an animal sculpture using

clay and the elements of shape

Materials: Kindergarten Art Kit, Modeling clay, assorted colors (1 pack), Pencils (1 pack)

How is art related to history?

1. Talk about your favorite animal.

2. Draw a picture of your favorite animal.

Identify elements of shape in sculptures

Relate sculptures to history and cultures

Create an animal sculpture using clay and the elements of shape

art form

clay

history

mold

sculpture

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Tell your student that she will be making a sculpture of her favorite animal. Say: Today you
are going to make a sculpture of your favorite animal. Imagining what this animal looks like
will help you create your artwork.

Have your student describe the characteristics of her favorite animal. Say: Close your eyes
and imagine your favorite animal.

Ask: What does your favorite animal look like? Possible response: It has green scales, four
legs, and brown fur. How does your animal move? Possible responses: It walks on four legs;
it crawls on the ground. What does your favorite animal’s face look like? Possible response:
It has a long nose, a wide mouth, and very small eyes. What shape is the body of the
animal? Possible responses: It is round; it is the shape of an egg. How is a drawing different
from the real animal? Possible responses: The drawing is flat; I can hold a real animal.

2. Help your student draw a picture of her favorite animal.

1. Learn about key words.

Glossary

2. Watch as Zebra and Hippo talk about sculpture.

3. Talk about art from the past.

4. Look at the picture of sculpture.

5. Look at the drawing of your favorite animal.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are art form, clay, history, mold, and sculpture.

2. Have your student watch the animation.

3. Explain to your student that an art form is a kind of art that takes up space and that you
can move around. Tell your student that art forms from the past tell us about the lives of
people who lived then. Discuss with your student what art can tell about the lives of these
people.

4. Have your student look at the image of an ancient Egyptian cat. Help your student make a
connection between the animation she just viewed and the Egyptian cat. Say: This is an old
artwork. It is like the artwork Hippo thought he found. Ask: What do you see when you look
at this art form? Possible responses: I see a cat; The cat is black; It is wearing a colorful
collar.

Explain that the cat is an example of an art form called sculpture. Say: This kind of art form
is called sculpture. A sculpture is an artwork that you can see and feel, like a statue. Ask:
What shapes do you see in this sculpture? Possible responses: The ears are triangles; The
earring is a circle; The legs are straight lines.

5. Have your student look at her drawing of her favorite animal. Say: Look at your drawing of
your favorite animal. You are going to use clay to make a sculpture of your favorite animal.

1. Create a clay sculpture of your favorite animal.

Materials Step 1: Flatten the clay. Step 2: Make your animal’s body.

Step 3: Make the eyes, ears, arms, and legs of your

Step 4: Add the small pieces to the body. Sample artwork
animal.

2. Describe your sculpture.

Lesson Guide (Coaching Guide) Open in New Window

1. Say: Clay sculptures start as a lump of clay that artists get to shape into a sculpture.

Guide your student while she creates an animal sculpture.

Step 1: Have your student start by pushing her clay flat to make it soft to work with.
Step 2: Have your student squeeze and push her clay into the shape she would like
for the body of her animal.

Step 3: Have your student roll smaller pieces of clay to make legs, ears, eyes, and a
nose.

Step 4: Have your student push the smaller pieces into the body piece.

Modification

If your student does not have modeling clay, you can use a recipe for homemade air-dry
clay. Make sure to create different colors of clay to give your student artistic choices.
Alternatively, your student can also use any readily available children's modeling compound
(usually found in various colors) as well.

Homemade Modeling Clay

2. Have your student identify the elements of shape found in her newly created sculpture. Say:
Point to a circle on your sculpture. Point to a line on your sculpture. Continue the process
with the remaining elements of art.

Modification

For beginners, working with the smaller elements in the sculpture (legs, head, eyes)
may be difficult. You may choose to shape these elements and attach them to the
body for your student.
For advanced students, you can have your student work with the clay to show motion.
Once her initial sculpture is complete, have your student change her animal’s pose into
a pose that shows motion, such as running, climbing, swinging, etc.

Extension

Have your student create a home for her animal. Have your student paint or draw a
picture of where her animal would live or have her create a sculpture of the animal’s
habitat.
Have your student use her body to create a live sculpture. Say: Did you know that you
could create art with your body? While dancing, your body makes many different
shapes, and when you freeze, your body becomes a statue. Try to create several
different statues using different shapes with your body. Have your student make
shapes with her body. Ask: How are you an art form? Possible answer: I can use my
body to dance or pretend to be a statue.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

Clay Animals

© Connections Education LLC.

Lesson 2: Carnival Mask Connections Education

05180 Art K Unit 4: Art Forms

Objectives: Create an animal mask using mixed media; Describe a mixed-media artwork

Materials: Craft sticks, wooden (optional, 1 box), Glue (1 bottle), Kindergarten Art Kit, Mixed media (buttons, tissue paper, pom poms,

beads, etc.)

How is art related to culture?

1. Look at the picture of a mask.

2. Talk about why people wear masks.

Create an animal mask using mixed media

Describe a mixed-media artwork

carnival

celebration

Mardi Gras

mask

mixed-media art

tradition

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Have your student look at the image of the child wearing a tiger mask. Say: Look at this
photo of a little boy. He is wearing a mask. A mask is a disguise that covers the face of the
person wearing it. Ask: What kind of mask is the boy wearing? Possible answers: animal
mask; tiger mask.

2. Ask: If you could be an animal, which would you choose? Answers will vary. Discuss reasons
why people wear masks with your student. Say: People all around the world wear animal
masks for parades, parties, and celebrations. In America, people make special animal masks
for a celebration called Mardi Gras. Today, you are going to make your own animal mask!

1. Learn about key words.

Glossary

2. Talk about Mardi Gras celebrations.

3. Find Louisiana on a map.

4. Look at a picture of a Mardi Gras costume.

5. Do the activity.

Draw a line from each animal to the mask that matches T

the animal.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are carnival, celebration, Mardi Gras, mask,
mixed-media art, and tradition.

2. Discuss carnival and Mardi Gras with your student. Say: A carnival is a festival. Mardi Gras
is one kind of carnival. It is a tradition celebrated around the world. A tradition is a special
event or activity that people share every year. During Mardi Gras, people listen to music,
sing, dance, and join in parades. In our country, the biggest Mardi Gras celebration takes
place in New Orleans, Louisiana.

3. Help your student locate Louisiana on the map of the United States. Say: This is the state of
Louisiana. New Orleans is a city in this state.

4. Have your student look at an image of a Mardi Gras mask. Say: During Mardi Gras, people
wear masks and costumes. Here is a picture of a woman wearing a Mardi Gras

costume. What do you see in this picture? Possible answers: A lady wearing a costume,
feathers of different colors, beads.

Review the concept of mixed-media artwork with your student. Say: When people make
masks for Mardi Gras, they use many different materials. Just like in the picture we looked
at, masks can be made with feathers, beads, glitter, wood, paper, and paint. When we
create an artwork using different kinds of materials, we are using mixed-media art.

5. Guide your student while completing the activity.

1. Make a Mardi Gras mask.

Materials Step 1: Fold paper. Step 2: Cut out eyeholes, nose, and mouth

Step 3: Decorate Sample artwork

2. Pretend to be in a Mardi Gras parade.

Lesson Guide (Coaching Guide) Open in New Window

1. Say: You are going to make an animal mask, just like the ones people wear to celebrate
Mardi Gras. Because you will be using all different materials to make your mask, we can
say we are making a mixed-media artwork

Guide your student while she creates a paper mask.

Step 1: Have your student fold a sheet of construction paper in half.

Step 2: Have your student draw half a circle on the paper. Help your student cut out a
hole for the eyes, nose, and mouth. Help your student cut around the outside of the
circle. Have your student unfold the paper. Assist your student as needed. Step 3: Have
your student use feathers, beads, buttons, markers, crayons, and glue to decorate your
mask like a Mardi Gras animal. Then, help your student glue an unsharpened pencil or
craft stick to the bottom of her mask.

Modification

For beginners, have the mask shape, as well as the eye and mouth holes pre-cut. This
will allow your student to focus on adding mixed media art items to the mask.
For advanced students, use a drawing of an animal as the foundation of the mask,
rather than a sheet of paper. Have your student draw and cut out an image of the face
of her favorite animal. Then, have her decorate the mask according to the instructions.

2. Have you student wear her mask and pretend she is in a Mardi Gras parade. Play music and
allow her to march around the room while holding up her mask.

Extension

Have your student discuss some of her family traditions. Provide prompts, asking her about
holidays, birthdays, and special family events. Help your student write a short story about one of
her favorite family traditions.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

Carnival Mask

© Connections Education LLC.

Lesson 3: Learning to See and Draw Like an Artist Connections Education

05180 Art K Unit 4: Art Forms

Objectives: Use mental imagery to visualize artwork; Observe and recreate the elements of shape using pencil; Demonstrate

balance and space in an artwork composition

Materials: Crayons (24 pack), Kindergarten Art Kit, Markers (1 pack), Pencils (1 pack)

How can you use the five elements of shape?

Talk about practicing art skills.

Use mental imagery to visualize artwork

Observe and recreate the elements of shape using pencil

Demonstrate balance and space in an artwork composition

balance

space

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

Tell your student she is going to practice drawing. Say: Today, we are going to practice
our art skills so that we can become better artists. Many great artists studied to become
artists, and we will, too! Can you think of an art skill you need to practice? Answers will
vary.

Tell your student what she will be completing during the lesson. Say: First, you’ll practice
your drawing skills. Then, you’ll create jungle scenes on the computer!

1. Learn about key words.

Glossary

2. Talk about how to see pictures in your

mind.

3. Close your eyes and think about different

kinds of art.

4. Look at a piece of artwork and draw your own just like it.

Recreating Art 4

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are balance and space.

2. Insert discussion about mind’s eye. Say: You can use your mind to imagine how a piece of
art will look.

3. Have your student practice using her artist’s eye. Say: Close your eyes and put your hands
over your eyes. Rest your elbows on the table and relax.

Have your student work with the empty space in an artwork. Say: Look at the blank space in
your mind. Think about filling up the blank space with art.

Guide your student through a visualization activity. Say: Let’s practice filling up the space in
our mind with art. Picture a smiley face in your mind. Can you see the smiley face in your
mind? Wait for your student to respond. Say: Let’s try another piece of art. Picture a
lightning bolt in your mind. Can you see a lightning bolt in your mind? Wait for your student
to respond. Say: Picture straight lines and curved lines in your mind. Can you see straight
lines and curved lines in your mind? Wait for your student to respond. Say: Picture a sun
made out of triangles and a circle in your mind. Can you see a sun made out of triangles
and a circle in your mind? Wait for your student to respond.

4. Have your student look at the Recreating Art 4 worksheet. Say: Open your eyes. Look
closely at these pictures. They show all the kinds of art that you just saw in your mind. Let’s
draw these pictures!

Help your student draw a picture of the four elements of art included on the Recreating Art
4 worksheet.

Tip

Watch your student’s attention to the activity. If she becomes distracted during the drawing
exercise, try the preparation process again. Respect her attention span.

1. Do the activity.

Using Your Artist's Eye

2. Make a jungle picture.

3. Look at the Jungle Rubric.

Jungle Rubric

Image created with Jungle, an interactive program in the

National Gallery of Art's NGAkids ART ZONE.

Lesson Guide (Coaching Guide) Open in New Window

1. Guide your student while completing the activity.

2. Say: Now, you can practice using your artist’s eye by making your own jungle scene.

Have the student draw a jungle scene using pencil, markers, and paper. Have her
identify one example of each of the five elements of art in her drawing.

Have your student describe her jungle scene to you. Say: Tell me about your jungle scene.
Ask: Which animals did you put in your jungle scene? Possible responses: I put a tiger in my
jungle scene; I put an elephant in my jungle scene. What colors can you see in your jungle
scene? Possible responses: I can see green, blue, red, and yellow. Do you remember what
balance is? Possible response: When an equal number of items are on both sides of a
picture. How can you make sure there is balance in your jungle scene? Possible response:
Add animals to both sides of the screen.

Modification

For beginners, provide guidance throughout the activity, modeling and

assisting your student as much as needed.
For advanced students, have your student create multiple jungle scenes,
discussing the five elements of art in each. Ask her to show you where she
sees a line, a dot, an angle, a curve, and a circle.

3. Review the Jungle rubric with your student. Then have your student select one of her
favorite Jungle scenes to submit as a portfolio item.

Complete this portfolio item. When you are finished, your Learning Coach

will help you send your work to your teacher.

You must successfully complete the following activities before viewing this item:

Art Around the World

Learning to See and Draw Like an Artist
Elements of Art
Colors All Around Us
Fluttering Colors
See and Draw Like an Artist

Autumn Arrangement
Painting the Seasons
Shapes in Art
Snowflakes
It's Wintertime!
See and Draw Like an Artist
Art Around the World
Clay Animals
Carnival Mask

Lesson Guide (Coaching Guide) Open in New Window

This is a portfolio item. When your student is finished, please help her submit the assessment
to her teacher by following the steps below:

1. Select the link in the Drop Box section.

2. Select the Delivery Method your student will use to submit the portfolio item.

Online: Select the Browse button to select and submit the appropriate file(s). You may scan your
student's handwritten assessment to create an electronic version of the assessment.

Offline: Mail the portfolio item to your student's teacher. This item will appear on your student's
assessments to be submitted list until the teacher has recorded a grade in the Grade Book.

© Connections Education LLC.

Lesson 4: Art Around the World

05180 Art K Unit 4: Art Forms

Objectives: Create an artwork using twigs, yarn, and glue; Describe the traditions of the Bulgarian “Baba Marta” celebration;

Identify the elements within artworks

Materials: Glue (1 bottle), Sticks or twigs (various sizes), Yarn, red (1 ball), Yarn, white (1 ball)

How is art related to culture?

1. Look at the picture of different kinds of Martenitsas.

2. Talk about traditions and celebrations.

Create an artwork using twigs, yarn, and glue

Describe the traditions of the Bulgarian “Baba Marta” celebration

Identify the elements within artworks

art form

Baba Marta

celebration

Martenitsa

tradition

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Have your student look at the image of different kinds of Martenitsas. Say: Look at this
photo of artwork. The pieces of art in this picture are from Bulgaria, a country in Europe.
These artworks are called Martenitsas. Ask: What do you see in this picture of different
Martenitsas? Possible answers: I see red and white yarn. I see black yarn. I see yarn twisted
together.

2. Say: In Bulgaria, Martenitsas are a part of a special holiday celebration, or party. Ask: Can
you think of any special holidays that you celebrate with your friends and family? Possible
answers: I like to celebrate Thanksgiving. Then say: The way you celebrate a holiday is
called a tradition. In Bulgaria, a country in Europe, people celebrate a holiday called Baba
Marta. They celebrate by giving each other special gifts called Martenitsas. Today, you are
going to make your own Martenitsa!

1. Learn about key words.

Glossary

2. Talk about traditions and celebrations.

3. Find Bulgaria on a map.

4. Learn about Baba Marta celebrations.

5. Do the activity.

Drag and drop each piece of yarn into the Martenitsa T

colors or other colors box.
Martenitsa Colors other colors

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are art form, Baba Marta, celebration,
Martenitsa, and tradition.

2. Review cultural traditions, art for celebrations, and reasons for celebrations with your
student. Say: People all around the world have celebrations for many reasons, such as
birthdays, special holidays, sporting events, and even family visits. Sometimes, people in
different cultures celebrate by giving gifts or making special kinds of art.

3. Help your student locate Bulgaria on the map of Europe. Say: This is the country of Bulgaria.
Bulgaria is a country in Europe. In Bulgaria the people celebrate a holiday called Baba
Marta Day.

4. Discuss Baba Marta Day with your student. Say: Baba Marta Day is a tradition in Bulgaria;
a tradition is a special event or activity that people share every year. “Baba Marta” means

“Grandma March.” In Bulgaria, Baba Marta comes at the end of winter. “Grandma March”
brings the springtime with her. People celebrate the end of winter and the beginning of
spring on March 1.

Have your student look at an image of a Martenitsa. Say: During Baba Marta, people make
red and white Martenitsas. Martenitsas are a kind of artwork that people give to one
another as gifts for Baba Marta. When someone gives you a Martenitsa, you are supposed
to hang it on a tree for spring.
5. Guide your student in completing the activity.

Make a Martenitsa.

Materials Step 1: Dip red yarn into the glue. Step 2: Remove extra glue. Step 3: Wrap t

Step 4: Add white yarn. Step 5: Add yarn until stick is covered. Sample artwork

Lesson Guide (Coaching Guide) Open in New Window

Describe the activity to your student. Say: Today, you are going to make a Martenitsa. This is a
yarn ornament that people in Bulgaria give as gifts to celebrate Baba Marta. To make a
Martenitsa, you will wrap yarn in a pattern around small sticks.

Guide your student while she creates a Martenitsa.

Step 1: Have your student find different size sticks from outside. Remind your student to try
to find sticks with small pieces sticking out of them. Then, have your student dip a piece of
red yarn into the glue.
Step 2: Have your student squeeze out the extra glue by running her finger and thumb down
the yarn.
Step 3: Have your student wrap the red yarn around the stick. Remind her to make it tight!
Guide your student to cover as much of the stick as possible.
Step 4: Have your student wrap the next part of the stick in a piece of white yarn.
Step 5: Have your student repeat all the steps, until yarn covers the stick. Then, have your
student tie a string around the top of her twig to use as a hanger. Once the yarn is dry, have
your student display her Martenitsa by hanging it from a thin string.

Modification

For beginners, have your student collect the twigs and dip them in glue. Then, hold the twig
while she wraps the string around it. Help her guide the string around the twig, if needed.
For advanced students, have your student create a more advanced Martenitsa by attaching
a medallion to the basic artwork. Cover a small circle of cardboard with white glue, and
place red and white yarn over the glue. Then, tie the medallion to the bottom of the twig.

Tell your student she can give her Martenitsa to a friend or family member as a gift.

Extension

Help your student learn about Bulgaria. Discuss different traditions, looking at pictures of
costumes, types of foods, and various Bulgarian cities. Refer to the article “Bulgaria facts for
Kids” for additional information.

Bulgaria Facts for Kids

Take the Art Around the World Quiz.

If the audio tool does not work. Open the quiz using Internet Explorer or

Firefox.

Take the assessment.

Art Around the World Quiz

Lesson Guide (Coaching Guide) Open in New Window

In this assessment, your student records her knowledge about Baba Marta and the elements of
an artwork.

Read the questions to your student:

1. How do the people of Bulgaria use art to celebrate the Baba Marta holiday? Describe how
the artwork is used and created.

2. Which of the five elements of shape can you see in your Martenitsa? Describe at least three
elements of shape.

Help your student use the audio tool to record answers to the questions. This tool allows your
student to make a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Tip: If the audio tool does not open properly, try the following options.

1. Ensure your computer has the most recent version of Flash.

2. If the audio tool is still not functioning properly, try a different browser such as Internet
Explorer or Firefox.

Lesson 5: Painting a Mural

05180 Art K Unit 4: Art Forms

Objectives: Describe a mural; Design a mural using paint and observation; Identify elements of art within an illustration

Materials: Canvas, medium-sized (optional), Kindergarten Art Kit, Paint, tempera or poster, assorted colors (1 set), Pencils (1 pack),

Ruler

How can you use the five elements of shape?

1. Look at the picture of a mural.

2. Talk about murals

Describe a mural

Design a mural using paint and observation

Identify elements of art within an illustration

mural

observation

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Describe a mural to your student. Say: A mural is a painting that tells a story. A mural is a
painting on a wall or other large surface.

2. Look at the following murals available at Grolier Online™. Say: These are examples of some
famous murals. We can look at the murals and try to imagine the story that they are
telling. Discuss them with your student. Have her imagine the story that the mural is telling,
and also identify elements of art and the use of color. Say: Today, we are going to create a
mural of our own.

Diego Rivera mural

Jay Gould with Dinosaur Mural

Alicia by Joan Miró

Rosenquist: F-111

1. Learn about Diego Rivera, a famous mural painter.

Image courtesy of Library of Congress

Prints and Photographs Online Catalog

2. Look at a mural.

Image courtesy of Florian Augustin / Shutterstock.com

3. Look at a second mural.

Image courtesy of PSHAW-PHOTO / Shutterstock.com

4. Learn about key words.

Glossary

5. Do the activity.

Which sketch represents the mural shown? T

Select the picture to enlarge.

Lesson Guide (Coaching Guide) Open in New Window

1. Discuss the life and work of Diego Rivera. Say: Diego Rivera was a painter who was famous
for painting murals in Mexico. His favorite kinds of murals to paint were ones that showed
how people lived in Mexico.

2. Discuss The History of Mexico by Diego Rivera. Say: Here is a picture of a mural painted by
Diego Rivera. This mural shows Mexico’s history from ancient times to the twentieth century.
Ask: What do you see in this mural? Possible answers: I see horses. I see soldiers. I see fire
burning. I see someone praying.

Have your student look at the colors and elements of shape in the mural. Say: Look closely
at the colors in this mural. Ask: What colors do you see? Answers will vary. Say: Point to
some circles and lines in this mural.

3. Discuss “A Dream of a Sunday Afternoon in Alameda Park.” Say: Here is another picture of
a mural painted by Diego Rivera. Ask: What do you see in this mural? Possible answers: I

see a hot air balloon. I see trees. I see a girl holding a doll.

4. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are mural and observation.

5. Guide your student in completing the activity.

1. Paint a mural.

Materials Step 1: Draw four boxes Step 2: Draw a story in the boxes.

Step 3: Paint the background. Sample artwork

2. Tell a story about your mural.

Lesson Guide (Coaching Guide) Open in New Window

1. Say: You are going to paint your own mural, just like the ones we saw in the paintings by
Diego Rivera.

Guide your student in making a mural.

Step 1: Have your student lightly draw four boxes on her paper with a pencil.

Step 2: Have your student think of a story she would like to tell in her mural. Have your
student draw her mural scene in pencil first. Have your student draw one part of her
mural story in each one of the four squares on her canvas.

Step 3: Have your student paint the background of the mural. Remind your student to
cover all the blank canvas with color. Then, have your student paint the rest of her
mural.

Modification

For beginners, have your student do a street-art style mural. Rather than asking her to
depict an actual scene, have your student paint a more abstract mural, painting the
five elements of art in various places on the canvas. Make sure she uses the whole
page and adds color to the entire canvas.
For advanced students, have your student duplicate one of the murals from this lesson.
Using the techniques listed above, have your student focus on re-creating the mural.

2. Have your student identify the five elements of art in her mural. Then, have her tell you the
story of what is going on in her mural.

Take the Painting a Mural Quiz.

Take the assessment.

Painting a Mural Quiz

Lesson Guide (Coaching Guide) Open in New Window

Have your student take the Painting a Mural Quiz. Read the questions aloud to your student as
needed.

Lesson 6: Art All Around Us

05180 Art K Unit 4: Art Forms

Objectives: Create a playground scene using sculpture techniques; Identify and use mixed-media in an original artwork

Materials: Craft sticks, wooden (optional, 1 box), Glue (1 bottle), Mixed media (buttons, tissue paper, pom poms, beads, etc.),

Modeling clay, assorted colors (1 pack), Tape (1 roll)

Where can you find art in the world around you?

1. Talk about things you see at a playground.

2. Do the activity.

Playground Craft

Create a playground scene using sculpture techniques

Identify and use mixed-media in an original artwork

art form

mixed-media art

sculpture

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Have your student describe the things she has seen on trips to a playground or in images.
Have your student look at the image of a playground. Say: This is a picture of a playground,
where children can go to play.

Ask: What do you see in this picture of a playground? Possible responses: I see a swing set;
I see a slide; I see grass. Tell your student that she will be making a sculpture of a
playground. Say: You are going to make a sculpture of a playground. You can see an
example of playground artwork in the activity.

2. Guide your student in completing the activity.

1. Learn about key words.

Glossary

2. Talk about mixed-media sculptures.

3. Watch the movie.

Sculpture

4. Talk about making a mixed-media sculpture.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to review the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are art form, mixed-media art, and sculpture.

2. Have your student review the definition of sculpture. Say: Today we are going to make a
sculpture of a playground. A sculpture is artwork that you can see and feel, such as a
statue. A mixed-media sculpture is one that uses many different materials to create one
artwork. Today you will make a mixed-media sculpture of a playground.

3. Have your student watch the "Sculpture" BrainPOP Jr.® movie.

4. Review the steps to create a sculpture.

a. Say: The first step is plan. Think about a playground you have visited, or look at
pictures of different playgrounds. Decide how you want your playground to look.
Gather the materials you will need to help make your playground sculpture scene.
b. Say: The second step is tape. Use tape and glue to put your sculpture together. Add
different types of material to help make the parts of your playground.
c. Say: The third step is share. Have a friend or teacher help you make your playground
sculpture. Have your friend make one part of the playground while you make a
different part.
d. Say: The fourth step is add. Put all the pieces together to make a sculpture of a
playground.

1. Look at pictures of playgrounds.

2. Create a sculpture of a playground.

Materials Step 1: Make parts of each playground toy. Step 2: Glue your playground pieces together.

Step 3: Add pieces to your playground. Sample artwork

Lesson Guide (Coaching Guide) Open in New Window

1. Have your student look at different images of playgrounds to help her identify pieces that
she would like to sculpt. Say: Look at these pictures of playgrounds. Think about what you
would like to add to your playground sculpture.

2. Have your student create a sculpture of a playground, following the steps outlined in the
BrainPOP Jr.® movie.

Guide your student in creating a playground sculpture.

Step 1: Have your student use tape and glue to put her sculpture together. Have your
student add different types of material to make the parts of her playground.

Step 2: Have your student put all the pieces together to make playground toys.

Step 3: Have your student add her pieces to make a playground.

Modification

For beginners, creating an entire playground may be difficult. Have your student create
a sculpture of just one element of a playground. Help her identify her favorite thing to
do at the playground. Then, help her use various mixed media to create a sculpture.

For advanced students, have your student plan her playground scene by first drawing
the different elements she would like to include. After she has completed her sculpture
pieces, have her lay them out according to her initial drawing.

Extension

Have your student use mixed media to make a small doll or figure to play in her playground
sculpture scene.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

Art All Around Us

Unit 5: Springtime Painting

05180 Art K

Unit Summary

In this unit, your student will continue to build on his knowledge of art elements and principles of
design, exploring patterns in art, different media (including tissue paper, mud, watercolors, and
sponges), and processes and tools for painting. He will create original artwork and crafts inspired
by the season, as well as a Malian mud cloth inspired by a tradition of the Malian people in Africa.
As a portfolio assessment, your student will cut basic and more complex shapes out of sponges
and then create a sponge and finger paint mural.

Heads-Up

Objectives Materials

Identify and describe forms in artwork Craft sticks, wooden (optional, 1 box)*

Relate art to personal experiences and Egg carton*

others’ experiences Food coloring (1 box)*

Use a variety of media types to create Glue (1 bottle)*

works of art Kindergarten Art Kit

Respond to and make judgments about Markers (1 pack)*

artwork Old T-shirt*

Demonstrate emerging awareness of Paint brush, medium size (optional)*

balance and space in artwork Paint, tempera or poster, assorted colors (1

Lessons set)*

Round objects, various sizes (buttons,

1. It’s Springtime
coins, cut paper, etc.)*
2. Blooming Flowers
Sticks or twigs (various sizes)*

3. Learning to See Like an Artist Yarn, red (1 ball)*

4. Egg Carton Monsters * You need to supply

5. Art Around the World

6. Painting Shapes

Lesson 1: It’s Springtime Connections Education

05180 Art K Unit 5: Springtime Painting

Objectives: Define watercolor artwork; Create a painting using watercolors; Identify the five elements of art used in a watercolor

painting

Materials: Kindergarten Art Kit

What are some art tools you can use to paint?

1. Talk about finding art in nature.

2. Watch Zebra and Monkey find images in the clouds.

Define watercolor artwork

Create a painting using watercolors

Identify the five elements of art used in a watercolor painting

watercolor artwork

watercolor paints

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question. Remind your student how he has created art with his
fingers, sponges, and paintbrushes.

1. Tell your student he is going to learn about watercolor painting. Say: Today, we are going to
learn about watercolor painting. Artists use many different tools when they make art, and
watercolor paints are one of those tools. Have you ever painted with watercolors before?
Answers will vary.
Tell your student what he will be completing during the lesson. Say: First, you are going to
learn about seeing art in nature. Then, you will create your own springtime painting using
watercolors.

2. Have your student watch the animation.

1. Learn about key words.

Glossary

2. Talk about watercolor painting.

3. Select the link and look at famous

watercolors in Train at Night in the Desert and
Evening Star No. III.

Train at Night in the Desert

Evening Star No. III

4. Watch the movie.

Georgia O'Keeffe

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are watercolor paints and watercolor artwork.

2. Discuss watercolor art with your student. Say: When artists talk about watercolor art, they
are talking about a painting created with a water-based paint. Watercolor paint is paint that
uses water to make it liquid.

3. Have your student view the Train at Night in the Desert by Georgia O'Keeffe from the
Museum of Modern Art website. Say: This is a watercolor painting by a famous artist. The
artist’s name was Georgia O’Keeffe. Georgia O’Keeffe painted many watercolor paintings.
She liked to paint things that she saw in nature. What do you see when you look at this
painting? Possible responses: I see many colors; I see a dark sky; It looks like there are
clouds in the sky.

Have your student view the Evening Star No. III by Georgia O'Keeffe from the Museum of
Modern Art website. Say: Here is another watercolor work of art by Georgia O’Keeffe. It is a
painting of a star in the sky.

Have your student identify and point to a straight line and a curved line in the painting. Say:
Can you see other elements of shape? Possible answer: I see a dot in the center of the
curved lines.

4. Have your student watch the “Georgia O’Keeffe” BrainPOP Jr.® movie. Say: You are going
to learn about the life and artwork of Georgia O’ Keeffe.

Ask: How did Georgia O’Keeffe use shapes in her artwork? Possible answers: She used a
square to make a door. She used curved lines to make parts of flowers.

1. Paint a springtime watercolor.

Tree

Materials Step 1: Dip brush in water. Step 2: Paint tree trunk.

Step 3: Clean brush. Step 4: Paint leaves, ground, and sky. Sample Artwork

2. Describe your painting.

Lesson Guide (Coaching Guide) Open in New Window

1. Say: You are going to use watercolors to paint a picture of a tree in springtime.
Have your student look at the Tree PDF. Say: Here is a drawing of a tree. You are going to
use watercolor paints to paint this picture of a tree.

Help guide your student while he creates a watercolor painting.

Step 1: Have your student dip his paintbrush in the water. Remind your student that while
working with watercolors he will have to dip his paintbrush in the water and then the
paint.
Step 2: Have your student paint his spring tree. Have him choose the colors for the trunk
of the tree. Step 3: After painting the tree trunk, remind your student to wash his brush in
water between colors. Remind him if he does not, then his colors will mix. Step 4: Have
your student continue to paint the leaves, ground, and even the sky!

Tip
Have your student clean up his paint and paintbrush. Have your student blot the brush on a
napkin or sheet of paper when done painting. This will keep the brush nice and clean for the
next time.

Modification

For beginners, have your student paint shapes on a blank sheet of paper, rather than
on the pre-printed tree pattern. If your student becomes comfortable with the
watercolors and wants to try painting inside the lines, have him use the tree pattern.
For advanced students, have your student draw his own outdoor spring scene. Then,
have him add watercolor images to his drawing.

2. Have your student identify the elements of shape found in his watercolor. Say: Point to a
circle on your painting. Point to a straight line on your painting. Continue the process with
the remaining elements of art.

Extension
After the watercolor has dried completely, have your student create a mixed-media work of
art by adding images to the watercolor using crayons, markers, and other types of paint.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

It's Springtime

© Connections Education LLC.

Lesson 2: Blooming Flowers Connections Education

05180 Art K Unit 5: Springtime Painting

Objectives: Create a vase of flowers using mixed media; Identify the five elements of art in your artwork

Materials: Glue (1 bottle), Kindergarten Art Kit

What happens as winter becomes spring?

Look at a painting.

Courtesy National Gallery of Art, Washington

Create a vase of flowers using mixed media

Identify the five elements of art in your artwork

mixed-media artwork

watercolor artwork

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

Have your student look at the image of Manet’s Jerusalem Artichoke Flowers. Say: Look at the
painting. It is by a famous painter named Claude Monet. Look closely at the painting. Look at the
yellow and orange flowers. Look at the color and shapes of the table and tablecloth. Today, you
are going to make a mixed-media painting of some spring flowers!

1. Learn about key words.

Glossary

2. Talk about changes in spring time.

3. Do the activity.

Place the pictures in the correct order to show the flower T

growing and blooming.

1 2 3 4

4. How can you use mixed media and watercolors to make art?

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are mixed-media artwork and watercolor
artwork.

2. Discuss the changes that occur as winter becomes spring. Say: When winter ends and spring
begins, the plants and flowers outside start to change. Can you think of some changes that
happen outside when spring begins? Possible answers: The trees get their leaves; The snow
melts and the grass turns green; The flowers start to bloom; The rivers and lakes turn from
ice into water.

3. Guide your student in completing the activity.

4. Discuss mixed media and watercolor painting with your student. Say: A mixed-media
artwork is one that uses different materials to make one piece. A mixed-media painting uses
paint as one of the materials in the artwork. A watercolor painting uses watercolor paints,
mixed with water, to create the color in the artwork. Can you think of a way you could use
mixed media to make a flower painting? Answers will vary.

1. Make a mixed-media flower painting.

Vase

Materials Step 1: Paint the vase. Step 2: Paint the stems.

Step 3: Crush paper. Step 4: Glue paper. Sample Artwork

2. Discuss your artwork.

Lesson Guide (Coaching Guide) Open in New Window

1. Describe the activity to your student. Say: Today, you are going to make a mixed-media
painting of blooming flowers. You will use watercolors, glue, and tissue paper.
Guide your student in creating a mixed-media painting.

Step 1: Have your student choose a color for the vase. Have your student dip his
paintbrush into water, and then into the color he would like to use for his vase. Have
your student paint his vase any color he would like. Have your student clean off his
brush after finishing.

Step 2: Have your student choose a color for the stems on his flowers. Have your
student paint stems coming out of the top of his vase. Have your student clean off
his brush when he is finished.

Step 3: Have your student choose a small piece of tissue paper. Have your student
crinkle it up to make it look like the petals on a flower.

Step 4: Help your student put a small amount of glue on the top of one of his flower
stems in the vase. Help your student glue his tissue paper flower to the stem. Have
your student repeat this process to create his remaining flowers for each watercolor
stem.

Modification

For beginners, have your student use crayons or markers to draw the tops of the
flowers, rather than crinkling and gluing tissue paper.
For advanced students, have your student use different colors of tissue paper for the
flowers. Have him identify whether the colors he used are warm colors or cool colors.

2. Have your student explain his artwork. Discuss how he created a mixed-media artwork.

Extension

Help your student learn about the changing seasons by taking an art walk. Talk a walk outside
with your student. As you approach different items outside (grass, flowers, trees), talk about what

season you are currently experiencing. Then, have your student think about how each item might
change as the seasons change. Have your student think about how he might draw or paint a
picture of the changing seasons.Take the Blooming Flowers Quiz.

Take the assessment.

Blooming Flowers Quiz

Lesson Guide (Coaching Guide) Open in New Window

In this assessment, your student records his knowledge about the elements of an artwork.

Read the question to your student:

1. Which of the five elements of shape can you see in your painting? Describe at least three
elements of shape.

Help your student use the audio tool to record answer to the questions. This tool allows your
student to make a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast-forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Lesson 3: Learning to See Like an Artist Connections Education

05180 Art K Unit 5: Springtime Painting

Objectives: Use mental imagery to visualize artwork; Create an original watercolor; Demonstrate balance and space in an artwork

composition

Materials: Kindergarten Art Kit

What are the tools you use to create art?

1. Talk about a painter’s tools.

2. Do the activity.

Select the tools that you would find in a painter’s T

toolbox.

3. Learn about key words.

Glossary

Use mental imagery to visualize artwork

Create an original watercolor

Demonstrate balance and space in an artwork composition

balance

space

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Tell your student he is going to practice his painting skills. Say: Today, you are going to
practice your art skills so that you can become a better artist. You are going to use the five
elements of art to become a better painter. First, you’ll practice your painting skills. Then,
you’ll create your own paintings in an online activity. Start by looking at the tools a painter
uses to create an artwork.

2. Help guide your student while completing the activity.

3. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are balance and space.

1. Talk about how to see pictures in your mind.

2. Close your eyes and think about different kinds of art.

3. Paint a picture that you see in your mind.

4. Look at the rubric.

Springtime Scene Watercolor Painting

Rubric

Lesson Guide (Coaching Open in New Window

Guide)

1. Say: You can use your mind to imagine how a work of art will look.

2. Have your student practice using his artist’s eye. Say: Close your eyes and put your hands
over your eyes. Rest your elbows on the table and relax.
Have your student work with the empty space in an artwork. Say: Look at the dark space in
your mind. Think about filling up the dark space with art.

Guide your student through a visualization activity. Say: Let’s practice filling up the space in
our mind with art. Think about a spring picture. Think about the flowers you see, the trees,
and the grass. Can you see the flowers, the trees, and the grass? Wait for your student to
respond. Say: Picture the sky in your mind, high above the flowers, the trees and the grass.
What color is the sky in your mind? Wait for the student to respond. Say: Picture the sun in
your sky. Can you see the sun? Wait for the student to respond.

3. Have your student use watercolors to paint the picture he visualized. Say: Open your eyes.
Think about the picture you just saw in your mind. Paint that picture using your watercolors
and paper.

Help your student paint a picture of the springtime scene he visualized.

4. Review the Springtime Scene Watercolor Painting Rubric with your student. Then have your
student submit his Springtime Scene Watercolor Painting work of art as a portfolio item on
the last slide of this lesson.

Tip

Watch your student’s attention to the activity. If he becomes distracted during the drawing
exercise, try the preparation process again. Respect his attention span.

1. Watch the movie about how to draw a still life.

Creating a Still Life

Create your own still life artwork.

2. Look at the rubric. Review your Springtime Scene watercolor painting from the Learn slide.
Springtime Scene Watercolor Painting Rubric

Lesson Guide (Coaching Guide) Open in New Window

Have your student watch the "Creating a Still life" movie. Say: What objects would you like to use
to create a still life of your own? Possible answers: Any objects available that look different.

1. Tell your student that he is going to create his own still life art using objects available. Tell
him he will not submit this picture to his teacher.
Step 1: Gather a pencil and blank piece of paper.
Step 2: Have your student select three objects he would like to use in his still life.
Step 3: Put the objects together about four feet away from the student's drawing space.
Step 4: Have your student draw the objects as he sees them.
Step 5: Your student can choose to color in his objects using crayons.

Tip

Make sure your student is always looking up at the objects as he draws them.

2. Help your student review his Springtime Scene watercolor painting from the Learn slide. He
will submit his painting to his teacher in the Drop Box on the next slide.

Submit your Springtime Scene watercolor painting from the Learn slide.

Complete this portfolio item. When you are finished, your Learning Coach

will help you send your work to your teacher.

You must successfully complete the following activities before viewing this item:

Art Around the World

Learning to See and Draw Like an Artist

Elements of Art
Colors All Around Us
Fluttering Colors
See and Draw Like an Artist
Autumn Arrangement
Painting the Seasons
Shapes in Art
Snowflakes
It's Wintertime!
See and Draw Like an Artist
Art Around the World
Clay Animals
Carnival Mask
Learning to See and Draw Like an Artist
Art Around the World
Painting a Mural
Art All Around Us
It’s Springtime
Blooming Flowers

Lesson Guide (Coaching Guide) Open in New Window

Help your student submit his Springtime Scene watercolor painting from the Learn slide.

This is a portfolio item. When your student is finished, please help him submit the assessment
to his teacher by following the steps below:

1. Select the link in the Drop Box section.

2. Select the Delivery Method your student will use to submit the portfolio item.

Online: Select the Browse button to select and submit the appropriate file(s). You may scan your
student's handwritten assessment to create an electronic version of the assessment.

Offline: Mail the portfolio item to your student's teacher. This item will appear on your student's
assessments to be submitted list until the teacher has recorded a grade in the Grade Book.

Lesson 4: Egg Carton Monsters Connections Education

05180 Art K Unit 5: Springtime Painting

Objectives: Create recycled artwork using mixed media; Define recycled materials; Identify the types of media used in a mixed-

media artwork

Materials: Egg carton, Glue (1 bottle), Kindergarten Art Kit, Markers (1 pack), Paint, tempera or poster, assorted colors (1 set), Round

objects, various sizes (buttons, coins, cut paper, etc.)

What kinds of materials can you use to create art?

1. Talk about your imaginary monster.

2. Draw your monster.

Create recycled artwork using mixed media

Define recycled materials

Identify the types of media used in a mixed-media artwork

mixed-media art

recycled materials

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Have your student brainstorm ideas about an imaginary monster. Say: Today, you are going
to create your own imaginary monster using recycled materials. Before you can create a
monster, you need to imagine how it would look. Think about your monster. What color is it?
Answers will vary. Say: How do your monster’s eyes and teeth look? Answers will vary. Ask:
Does it have ears or horns? Answers will vary. Say: Keep a picture of your monster in your
mind.

2. Have your student draw his monster using crayons on a piece of paper. While he is creating
his monster, he can reference this drawing for inspiration.

1. Learn about key words.

Glossary

2. How can you create mixed-media art with recycled materials?

3. Do the activity.

Egg Carton Monster

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are mixed-media art and recycled materials.

2. Say: Today we are going to make a work of art of a monster using mixed media. Mixed-
media art uses many different materials to create one piece of artwork. Can you name
different materials you could use to create art? Possible responses: Paint; leaves; paper;
crayons; markers. Ask: Did you also know you could use recycled materials to create art?
Today, you are going to use recycled materials when you make your monster artwork.
Recycled materials are old materials that can be used to create something new. Can you
think of some recycled materials you can use to make artwork? Answers will vary.

3. Guide your student in completing the activity.

1. Create a monster from recycled materials.

Materials Step 1: Paint the outside. Step 2: Make eyes.

Step 3: Paint the inside. Step 4: Add materials. Sample Artwork

2. Describe your monster.

Lesson Guide (Coaching Guide) Open in New Window

1. Say: You are going to make a mixed-media monster, using paint and recycled materials.

Guide your student in creating an egg carton monster.

Step 1: Have your student paint the outside of his egg carton the color he would like
his monster to be.
Step 2: Have your student cut out two large circles from construction paper for
eyes. Help your student glue the eyes to the top of the painted egg carton.

Step 3: Have your student paint the inside of the egg carton red. This will be the
inside of his monster’s mouth.

Step 4: Have your student add special features to his monster such as scales,
feathers, a tongue, and ears.

2. Have your student talk about his monster. Say: Think about how your monster would act.
What is your monster’s name? Answers will vary. Ask: What kinds of food would your
monster like to eat? Answers will vary. Ask: What kinds of things would your monster like to
do? Answers will vary.

Modification

For beginners, pre-cut shapes for your student to attach to the egg carton for eyes,
scales, ears, etc. Have your student paint the outside of the carton and glue on the
shapes.
For advanced students, have your student create a monster storybook. Using the
questions he answered about his monster, create a paper book by stapling a few
pieces of paper together. On each page of the book, have him draw a picture of his
monster engaging in an activity. Then, help him write a short story about his monster in
the book.

Extension

Help your student create a recycled art sculpture. Using only recycled materials, have your
student create a mixed-media sculpture. Allow him to choose the subject matter for his
sculpture. When he has completed the sculpture, ask him to identify the various media he
chose.

Take the Egg Carton Monsters Quiz.

If the audio tool does not work. Open the quiz using Internet Explorer or

Firefox.

Take the assessment.

Egg Carton Monsters Quiz

Lesson Guide (Coaching Guide) Open in New Window

In this assessment, your student records his knowledge about recycled materials and mixed
media.

Read the questions to your student:

1. What are recycled materials? What are mixed media? Name some recycled materials that
you can use to create artwork.

2. Name three types of media that you used to create your monster.

Help your student use the audio tool to record answers to the questions. This tool allows your
student to make a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast-forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Tip: If the audio tool does not open properly, try the following options.

1. Ensure your computer has the most recent version of Flash.

2. If the audio tool is still not functioning properly, try a different browser such as Internet
Explorer or Firefox.

Lesson 5: Art Around the World Connections Education

05180 Art K Unit 5: Springtime Painting

Objectives: Create a traditional mud painting; Differentiate between patterned and non-patterned sequences; Examine the link

between family traditions and the art connected with those traditions

Materials: Food coloring (1 box), Old T-shirt, Paint brush, medium size (optional), Sticks or twigs (various sizes)

How is art related to culture?

1. Talk about mud cloth painting.

2. Watch Ladybug and Zebra talk about patterns created with muddy feet.

Create a traditional mud painting

Differentiate between patterned and non-patterned sequences

Examine the link between family traditions and the art connected

with those traditions

pattern

tradition

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Introduce painting with mud to your student. Say: So far, you have used thin watercolors
and thicker poster paints to create artwork. In Mali, artists create paintings using mud. Help

you student locate Mali on the map of Africa. Say: Today, you will make your own mud
painting!

2. Have your student watch the animation.

1. Learn about key words.

Glossary

2. Talk about traditions.

3. Look at a picture of a mud cloth.

Image courtesy of African Voices and the

National Museum of Natural History, Smithsonian Institution

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are pattern and tradition.

2. Review cultural traditions with your student. Say: A tradition is something a family or group
participates in regularly, such as holiday celebrations. Can you think of a tradition you have
with your family or your friends? Answers will vary.

3. Have your student access the mud cloth page from the British Museum website. Discuss
Malian mud cloth painting. Say: Mali is a country in Africa. In Mali, the people have a
tradition called mud cloth painting. They use mud to create beautiful patterns on cloth. The
men weave cloth for the women to paint. The women use a special mud and tools to paint
on the cloth. The cloth dries in the sun and creates a very interesting artwork.

Materials Sample Artwork

1. Make a mud cloth artwork.

Step 1: Make mud.

Step 2: Add black coloring.

Step 3: Lay out T-shirt.

Step 4: Paint with mud.

Step 5: Let it dry.

Step 6: Repeat.

2. Talk about your mud cloth T-shirt.

Lesson Guide (Coaching Guide) Open in New Window

1. Describe the activity to your student. Say: Today, you are going to make a mud cloth
artwork.

Guide your student while he creates a mud cloth t-shirt.

Step 1: Help your student to make some mud in a bucket.

Step 2: Help you student add black food coloring to the mud and mix it.

Step 3: Help your student find a sunny location to work. Have your student lay his t-
shirt out on a flat surface in the sun.

Step 4: Have your student begin painting on his t-shirt. Have your student use
different tools like paintbrushes, sticks, sponges, and even his fingers to draw
patterns on the cloth.

Step 5: Have your student let the cloth dry in the sun.

Tip

Do not leave the mud bucket in the sun while the shirt is drying. Bring it inside or place it in
the shade so that it does not dry out as well.

Step 6: Have your student determine if the colors are too light. Have him paint over them
until he believes they are dark enough to see.

Modification

For beginners, have your student use his fingers to complete the painting. Do not worry
about emphasizing pattern; rather, focus on the media itself.
For advanced students, have your student create a pattern.

2. Have your student show you the patterns in his completed mud cloth.

Have your student complete the Show What You Know assessment on the next slide.

Take the Show What You Know assessment.

Take the assessment.

Art Around the World

Lesson 6: Painting Shapes Connections Education

05180 Art K Unit 5: Springtime Painting

Objectives: Categorize the five elements of shape; Create texture in artwork; Create an original artwork using finger and sponge

painting

Materials: Craft sticks, wooden (optional, 1 box), Kindergarten Art Kit, Paint, tempera or poster, assorted colors (1 set), Sticks or twigs

(various sizes), Yarn, red (1 ball)

What are some art tools that you can use to paint?

Talk about painting tools.

Categorize the five elements of shape

Create texture in artwork

Create an original artwork using finger and sponge painting

shape

texture

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question. Explain that besides paintbrushes, you can also use
fingers and sponges to create artwork.

Tell your student that he will be working with new painting techniques. Say: You have learned
how to create paintings using different kinds of paint and different types of tools. You have
painted with brushes and sticks. Today, you are going to paint with two different kinds of
tools. You are going to paint with sponges and your fingers!

1. Learn about key words.

Glossary

2. Talk about shapes.

Simple and Complex Shapes

3. Practice making shapes.

4. Do the activity.

Draw a line from each potato stamp to the print it would T

make on paper.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are shape and texture.

2. Look at the Simple and Complex Shapes worksheet with your student. Say: You have
learned about the five elements of art. When you combine those elements, you can create

shapes. A shape is the outline of an object. You are going to practice making the shapes that
you see.

3. Have your student practice making shapes using materials such as craft sticks, sticks, or
short lengths of yarn. Say: Look carefully at the picture of a circle. Can you show me how
you would use one of these tools to make a circle? Wait for your student to respond.
Continue directing your student to create the other shapes indicated on the Basic and
Complex shapes worksheet.

4. Help guide your student in completing the activity.

1. Learn about finger painting and sponge painting.

2. Paint shapes with sponges.

Materials Step 1: Dip sponge in paint. Step 2: Draw shape.

Step 3: Fill in shape. Sample Artwork

3. Paint shapes with your fingers.

Materials Step 1: Dip finger in paint. Step 2: Draw shape.

Step 3: Fill in shape. Sample Artwork

Lesson Guide (Coaching Guide) Open in New Window

1. Say: You can use different tools to paint. Look at these pictures of finger painting and
sponge painting. Show your student the example images of finger painting and sponge

painting.

2. Have your student paint shapes using a sponge. Say: When you use a sponge to paint, the
way the sponge feels, or its texture, creates patterns in your artwork.

Guide your student in creating a sponge painting.

Step 1: Have your student dip a piece of sponge in a container of paint.

Step 2: Have your student draw the outline of a shape using the sponge.

Step 3: Have your student fill in the outline by dabbing the paint into the center.
Have your student continue to dab lightly until he has finished filling in the shape. If
he needs extra paint, have him dip the sponge into the paint again.

Tip

If you want to use a different color, you will need a new piece of sponge.

3. Have your student paint shapes using his fingers. Say: You can draw shapes using your
fingers as well. < /p>

Guide your student in creating a finger painting.

Step 1: Have your student dip his finger in one color of paint.

Step 2: Have your student draw the outline of a shape on his paper.

Step 3: Have your student use his fingers to fill in the shape. Have your student continue
to dab lightly until he has finished filling in the shape. If he needs extra paint, have him
dip his finger into the paint again.

Tip

If your student wants to change colors, he will need to wash his hands between applying
colors.

Modification

For advanced students, have your student duplicate the images from the Simple and Complex
Shapes worksheet on a separate sheet of paper. Then, have him sponge paint and finger paint
the drawings.

Extension

Have your student use finger painting and sponge painting to create an original design.
Take the Painting Shapes Quiz.

Take the assessment.

Painting Shapes Quiz

Lesson Guide (Coaching Guide) Open in New Window

Have your student take the Painting Shapes Quiz.

Read the questions to your student. Have your student answer the questions to complete the
quiz.

Unit 6: Summertime Art

05180 Art K

Unit Summary

In this culminating unit, your student will continue to explore art elements, processes, and
techniques, and apply them to fun arts and crafts projects. She will create a sun print, learn how to
make multi-color crayons, and use objects from nature to inspire her art. She will create original
artworks inspired by the season and a sunshine flag inspired by Inti Raymi, an Ecuadorian
tradition. As a portfolio assessment, your student will choose the media, techniques, and
processes to create an original artwork with the theme, “My Art.”

Heads-Up

Objectives Materials

Identify and describe elements of art in Crayons (24 pack)*

the environment and in artworks Cupcake liners (1 box)*

Relate art to personal experiences and to Glue (1 bottle)*

the experiences of others Kindergarten Art Kit

Develop and organize ideas from the Muffin tin (optional)*

environment to create original artwork Nature items (leaves, twigs, blades of

Respond to and make judgments about grass, etc.)*

artworks Pencils (1 pack)*

Lessons
* You need to supply
1. Here Comes Summer

2. Outdoor Art

3. See and Draw Like an Artist

4. Art Around the World

5. Cooking Up Crayons

6. My Art

Lesson 1: Here Comes Summer Connections Education

05180 Art K Unit 6: Summertime Art

Objectives: Classify colors as either warm or cool; Identify warm and cool colors found in nature during summertime; Draw a

summer nature scene using warm and cool colors

Materials: Crayons (24 pack), Kindergarten Art Kit, Pencils (1 pack)

Where can you find art in nature?

1. Talk about the changing seasons.

2. Watch Zebra talk about the sun.

Classify colors as either warm or cool

Identify warm and cool colors found in nature during summertime

Draw a summer nature scene using warm and cool colors

cool colors

warm colors

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Tell your student that she is going to learn about summertime. Say: When the seasons
change from spring to summer, you can see and feel changes outside. Think about some of
the changes you see, and the way it looks outside during summer. Today, you are going to
draw a picture of summertime. Let’s watch a video to learn how important the sun is to the
world around us.

2. Have your student watch the animation.

1. Learn about key words.

Glossary

2. Talk about the five elements of shape.

3. Look at a summer picture.

4. Talk about warm colors and cool colors.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are cool colors and warm colors.

2. Review the five elements of shape with your student. Say: You have been using five shapes
to help you create art. Can you tell me what those shapes are? Possible answer: The five
shapes are a dot, a straight line, a circle, a curved line, and an angle line.

Say: Let’s see if you can find those five shapes in a picture of the summertime.

3. Have your student look at the summer picture. Say: This is a picture of a mountain in the
summer. How can you tell that it is summer in this picture? Possible answers: The sun is
shining. The sky is blue. The grass is green and yellow.

Have your student identify the five elements of shape in the summer picture. Say: You can
see the five elements of shape in this picture. Where do you see a dot? Possible answer: I
see a dot in the grass on the ground. Say: Where do you see a straight line? Possible
answers: I see a straight line in the shape of the trees. Continue asking your student to
identify a curved line, a circle, and an angle line.

4. Review warm and cool colors with your student. Say: Warm colors are reds, yellows, and
oranges. Can you see any warm colors in this picture? Possible answer: I see yellow in the
grass. Say: Cool colors are blues, purples, and greens. Can you see any blues, purples, and
greens in this picture? Possible answer: I see blue in the sky and green in the trees.

1. Draw a summer picture.

Materials Step 1: Draw a horizon line. Step 2: Draw a summer picture.

Step 3: Color the drawing. Sample Artwork

2. Describe your picture.

Lesson Guide (Coaching Guide) Open in New Window

1. Have your student draw a summer scene using crayons and pencils. Say: You are going to
draw your own summer picture. You can use crayons and pencils to draw a picture of
summer. Think about the colors you see outside in the summer.
Help guide your student while she creates her summer scene.

Step 1: Have your student draw a horizon line on her paper.

Step 2: Ask your student to name items she would see outside during summertime.
Ask if she wants to include those images in her drawing. Have your student draw
these items on her paper.

Step 3: Have your student color her drawing.

2. Once she has completed her drawing, have your student classify the colors in her picture as
either warm or cool. Say: Warm colors are reds, oranges, and yellows. Can you point to
some warm colors in your picture? Wait for your student to respond. Say: Cool colors are
blues, purples, and greens. Can you point to some cool colors in your picture? Wait for your
student to respond.

Modification

For beginners, help your student draw a summer nature scene using a pencil. Then
have her use crayons and markers to add the appropriate colors.
For advanced students, have your student use mixed media to create a summer
collage. Gather various natural items (leaves, grass, flowers) and use them to add
texture and depth to the summer nature drawing.

Have your student complete the Show What You Know assessment on the next slide.

Take the Show What You Know assessment.

Take the assessment.

Here Comes Summer

Lesson 2: Outdoor Art

05180 Art K Unit 6: Summertime Art

Objectives: Identify natural objects to be used in artwork; Use sun-printing techniques to create an original artwork; Describe

textures found in nature

Materials: Kindergarten Art Kit, Nature items (leaves, twigs, blades of grass, etc.)

How can you make art from nature?

Talk about the sun.

Identify natural objects to be used in artwork

Use sun-printing techniques to create an original artwork

Describe textures found in nature

shape

sun print

texture

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

Tell your student she is going to use the sun to create art. Ask: How does the sun help change the
world outside during summertime? Possible responses: makes it warm outside; melts snow; helps
flowers grow and trees bloom. Say: In the summertime, the sun makes the temperatures go up,
the flowers and trees bloom, and everything gets warmer. But did you know that you can use the
sun to create art? Today, you are going to use objects from nature and the power of the sun to
create an original artwork.

1. Learn about key words.

Glossary

2. Talk about sun prints.

3. Talk about texture and balance.

4. Do the activity.

Draw a line from each leaf to the matching sun print. T

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are shape, sun print, and texture.

2. Discuss sun prints. Say: You can use the sun to make artworks. When the light from the sun
touches a piece of paper, it changes the way the paper looks. Today, you are going to use
the sun to make your own artwork.

3. Discuss texture and shape with your student. Say: When you make a sun print, you will use
things from nature that have different textures and shapes. Texture is the way something
feels when you touch it. Shape is the way an object looks when you trace around the
outside of it. When you make your sun print, you will use things that have interesting
textures and shapes.

4. Guide your student in completing the activity.

1. Make a sun print.

Materials Step 1: Gather items. Step 2: Layout items.

Step 3: Leave in the sun. Step 4: Remove items. Sample artwork

2. Talk about the objects in your sun print.

Lesson Guide (Coaching Guide) Open in New Window

1. Say: You are going to make a sun print.

Guide your student while she creates her sun print.

Step 1: Have your student gather items from nature.

Step 2: Help you student select a sunny spot outside to lay out her colored
construction paper and items. Then have your student arrange the items on
construction paper.

Step 3: Have your student leave the paper in the sun until the background has
faded.

Step 4: Help your students remove the items from the colored construction paper to
reveal the print image.

Tip

Remind your student that the items may be warm to the touch and that she should be careful
while removing them.

Modification

For beginners, choose natural objects for the student before she begins. Simplify the decision-
making process, so that the student only has to choose from a limited number of objects.

For advanced students, have your student complete a still-life watercolor of the objects that were
used in her sun print. Have her arrange the items on a sheet of paper, and then complete a
watercolor image of the newly arranged objects. Have her verbally compare her sun print to her
watercolor.

2. Have your student identify the objects she used in her sun print by texture and shape. Have
her close her eyes. One at a time, hand her the objects she used in her subject. Have her
feel the shape and texture to identify the object.

Extension

Have your student use the items from her sun print in a mixed media artwork. Have your student
arrange the natural objects used in her sun print on a sheet of paper. Then, using glue, crayons, or
paint, have her create a mixed-media artwork.

Take the Outdoor Art Quiz.

If the audio tool does not work. Open the quiz using Internet Explorer or

Firefox.

Take the assessment.

Outdoor Art Quiz

Lesson Guide (Coaching Guide) Open in New Window

In this assessment, your student records her knowledge about creating a sun print.

Read the questions to your student:

1. Which objects from nature did you use to make your sun print?

2. How did you make your sun print?

Help your student use the audio tool to answer the questions. This tool allows your student to
make a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Tip: If the audio tool does not open properly, try the following options.

1. Ensure your computer has the most recent version of Flash.

2. If the audio tool is still not functioning properly, try a different browser such as Internet
Explorer or Firefox.

Lesson 3: See and Draw Like an Artist Connections Education

05180 Art K Unit 6: Summertime Art

Objectives: Use mental imagery to visualize artwork; Draw a duplication image of summer shapes using the basic elements; Create

an original online drawing using natural elements; Analyze how the 5 elements of shape were used in an original artwork

Materials: Crayons (24 pack), Kindergarten Art Kit

How can you use the five elements to create art?

1. Talk about using your art skills.

2. Watch Zebra talk about a famous painter.

3. Learn about key words.

Glossary

Use mental imagery to visualize artwork

Draw a duplication image of summer shapes using the basic

elements

Create an original online drawing using natural elements

Analyze how the 5 elements of shape were used in an original

artwork

balance

collage

composition

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Tell your student she is going to learn about creating art. Say: Today, you are going to
practice your art skills so that you can become a better artist. You are going to use the five
elements of art to create a summer picture. First, you’ll practice your drawing skills. Then,
you’ll create your own summer nature pictures in an online activity. To begin, watch a video
about a famous artist who worked hard at becoming a painter.

2. Have your student watch the animation.

3. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are balance, collage, and composition.

1. Talk about how to see pictures in your mind.

2. Close your eyes and think about different

kinds of art.

3. Copy a summer drawing.

Recreating Art 6

Lesson Guide (Coaching Open in New Window

Guide)

1. Say: You can use your mind to imagine how a piece

of art will look.

2. Have your student practice using her artist’s eye. Say: Close your eyes and put your hands
over your eyes. Rest your elbows on the table and relax.
Guide your student through a visualization activity. Say: Let’s practice filling up the space in
our mind with art. Think about a summer picture of the ocean. Think about the sun over the
water. Can you see the sun and the water? Wait for your student to respond. Say: Picture a
bird in the sky, high above the water. What color is the bird in the sky? Wait for your student
to respond. Say: Picture a boat floating on the waving water. Can you see the boat on the
waves? Wait for your student to respond.

3. Have your student use crayons to complete the Recreating Art 6 worksheet. Say: Open your
eyes. Look closely at the picture in front of you. It has the same pictures you just saw in
your mind. Use your crayons to draw the picture in front of you.

Tip

Watch your student’s attention to the activity. If she becomes distracted during the drawing
exercise, try the preparation process again. Respect her attention span.

Make a summer collage online.

Create a Nature Drawing

Create a Nature Drawing Text Version

Image created with Sea-Saws, an interactive program in the

National Gallery of Art's NGAkids ART ZONE.

Lesson Guide Open in New Window
(Coaching Guide)

Say: Now, you can practice using your artist’s eye by making your own summer collage.

Guide your student in completing the Create a Nature Drawing activity by dragging shapes onto
the background and adjusting their sizes as desired.

Modification

Alternatively, have your student create a summer collage using objects found around her
home. Help your student glue the items onto a piece of construction paper. Once your
student completes her collage, have her identify one example of each of the five
elements of art in her collage.

Have your student describe her summer picture to you. Say: Tell me about your collage.
Ask: Which colors did you put in your collage? Possible response: I used red in my collage. I used
black in my collage. Ask: Which shapes did you use in your collage? Possible response: I put a line
in my collage. I put a circle in my collage.

Modification

For beginners, provide guidance throughout the online activity, modeling and
assisting your student as much as needed.
For advanced students, have your student create multiple collages, discussing the
five elements of art in each. Ask her to show you where she sees a line, a dot, an
angle, a curve, and a circle.

The assessment for this lesson is a skills check. The assessment will not be graded, but you will
report your student’s progress to the teacher.

Do the skills check with your Learning Coach.

Take the assessment.

See and Draw Like an Artist

Create a Nature Drawing Text Version

Create your own outdoor collage or drawing.

Six images are shown next to an outdoor scene.

The scene shows the sun and three clouds in the sky. Three birds fly in front of two mountains in
the center of the scene. A palm tree and grass grow across the middle of the scene. A beach is
next to the grass, and the ocean is next to the beach. Four fish and an octopus are in the ocean.

The six images next to the scene include a cloud, a shark, an elephant, a palm tree, a fish, and a
seahorse.

Lesson 4: Art Around the World Connections Education

05180 Art K Unit 6: Summertime Art

Objectives: Discuss cultural traditions of the Inti Raymi celebration in Ecuador; Create a model of a sun flag from Ecuador

Materials: Glue (1 bottle), Kindergarten Art Kit, Pencils (1 pack)

How does art relate to culture?

1. Talk about the Inti Raymi celebration.

2. Do the activity.

Drag and drop each picture into the “sun” or the T

“moon” box.
moon sun

Discuss cultural traditions of the Inti Raymi celebration in Ecuador

Create a model of a sun flag from Ecuador

collage

culture

tradition

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Introduce Inti Raymi to your student. Say: In the summer, the temperatures can get very
hot. When you go outside, you are able to see and feel the sun on your skin. In some
cultures, people actually have a traditional celebration all about the sun. You are going to
learn about the tradition of Inti Raymi, or Festival of the Sun!

Have your student look at the image of Incan sun art. Say: Here is a picture of some sun art
from a group of people who lived a long time ago called the Incans, just like what you would
see at an Inti Raymi celebration. Can you tell me what you see in this picture? Answers will
vary./p>

2. Guide your student in completing the activity.

1. Learn about key words.

Glossary

2. Talk about cultural traditions.

3. Look at a map of Ecuador.

4. Talk about Inti Raymi.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are collage, culture, and tradition< < /p>/li>

3. Have your student look at the map of Ecuador. Say: Ecuador is a country in South America.
In Ecuador, they celebrate a holiday called Inti Raymi, which means Festival of the Sun.
During Inti Raymi, they create colorful flags with pictures of the sun .

4. Have your student look at different sun images from Ecuador. Say: Let’s look at some
different images of the sun from the country of Ecuador .

As you look at each picture, have your students identify and describe the sun image. Say:
Look carefully at the artwork from Ecuador. Can you find the sun in these pictures? Answers
will vary.

1. Make a sun flag collage.

Materials Step 1: Draw a sun. Step 2: Tear paper.

Step 3: Glue paper. Step 4: Tape a pencil. Sample Artwork

2. Describe your sun flag.

Lesson Guide (Coaching Guide) Open in New Window

1. Describe the activity to your student. Say: Today, you are going to make a flag like the ones
that people in Ecuador make for Inti Raymi.
Guide your student while she creates her flag.

Step 1: Have your student draw a sun on a blank sheet of paper.

Step 2: Have your student tear up pieces of construction paper into very small pieces.
Remind your student that this is a picture of the sun. Ask: Which colors would you want

to use to create the sun? Possible answers: warm colors, like orange, red, and yellow

Step 3: Have your student glue the small pieces in the drawing. Let your student know it
is ok if the paper overlaps or is touching.

Step 4: After your student finishes gluing, have your student attach an unsharpened
pencil or straw to the side of her flag with tape. This will give your student's flag a pole to
hold.

Modification

For beginners, help tear the paper for your student to glue inside the sun.
For advanced students, have your student create an Inti Raymi flag incorporating
additional details similar to the sun images she observed during the lesson. Draw this
image on a sheet of paper using pens, markers, and crayons.

2. Have your student identify the colors in her flag. Say: Can you tell me the color you used in
your sun flag? Answers will vary.

Extension

Have your student look at flags from various other countries around the world. Have her pay
attention to the colors and patterns in the flags. Discuss how the shapes and colors in the
flags are similar, and how they are different. Have her identify similar flags.

Take the Art Around the World Quiz.

If the audio tool does not work. Open the quiz using Internet Explorer or

Firefox.

Take the assessment.

Art Around the World Quiz

Lesson Guide (Coaching Guide) Open in New Window

In this assessment, your student records her knowledge about artwork for Inti Raymi.

Read the questions to your student:

1. Where do people celebrate Inti Raymi, and what kinds of artwork do people create for the
celebration?

Help your student use the audio tool to record answers to the questions. This tool allows your
student to make a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Tip: If the audio tool does not open properly, try the following options.

1. Ensure your computer has the most recent version of Flash.

2. If the audio tool is still not functioning properly, try a different browser such as Internet
Explorer or Firefox.

Lesson 5: Cooking Up Crayons Connections Education

05180 Art K Unit 6: Summertime Art

Objectives: Identify different colors; Use primary colors to create secondary colors; Draw a picture using newly-created tools

Materials: Crayons (24 pack), Cupcake liners (1 box), Kindergarten Art Kit, Muffin tin (optional)

How can you create your own art tools?

Talk about creating colors.

Identify different colors

Use primary colors to create secondary colors

Draw a picture using newly-created tools

primary colors

secondary colors

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

Look at the picture and discuss creating colors with your student. Say: Look at this picture of
crayons. Think about a time when you opened a brand new box of crayons. When you open the
box, you see all the crayons lined up in neat rows. None of them are broken, and they are all one
color. Today you are going to use broken crayons to create new crayon colors.

1. Learn about key words.

Glossary

2. Talk about primary colors.

3. Talk about secondary colors.

4. Do the activity.

Select two crayons that you could melt together to make T

a new purple crayon.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson are primary colors and secondary colors.

2. Have your student look at the image of primary colors. Say: Primary colors are red, blue,
and yellow. You can use primary colors to make other colors.

3. Have your student look at the image of secondary colors. Say: Secondary colors are colors
that are made by combining two primary colors. Secondary colors are green, purple, and
orange. Look at the second picture. See how the paint brush is mixing the red and yellow
paint to make orange. What color do you get if you mix blue and yellow? Possible response:
green. If your student does not know, point out the blue and yellow paint and how it

combines to make green. Ask: Do you know which colors mixed together make purple?
Possible answer: red and blue

4. Guide your student in completing the activity.

1. Make your own crayons.

Materials Step 1: Remove wrappers Step 2: Break crayons.

Step 3: Combine the colors. Step 4: Place cupcake liners in muffin tin. Step 5: Place all crayons in muffin tin.

Step 6: Melt crayons Step 7: Remove from muffin tin. Sample Artwork

2. Draw a picture using your new crayons.

Lesson Guide (Coaching Guide) Open in New Window

1. Say: You are going to make your own crayons.

Guide your student while she makes crayons.

Step 1: Have your student take all wrappers off the crayons.

Step 2: Have your student break any large crayons into smaller pieces.

Step 3: Have your student combine the colors in new ways—put blue with red or
yellow with green. (While your student is combining the different colors, preheat the
oven to 150 degrees.)

Step 4: Have your student place cupcake liners into the muffin tin.

Step 5: Have your student place the colors she is combining in one section of the
muffin tin. Have your student continue to do this until all of the colors are used.

Step 6: Place the muffin tin the preheated oven for your student. Leave crayons in
the oven for twenty minutes, or until completely melted. Once the crayons melt
completely, remove the muffin tin from the oven.

Step 7: Allow the crayons to cool completely, and then help your student remove
them from the muffin tin.

2. Have your student draw a picture using her new crayons.

Extension

Have your student identify the new colors she has created with her new crayons. Point out
each one, and ask her to name the color. Then have her identify the two colors she used to
create the new one.

Take the Cooking Up Crayons Quiz.

If the audio tool does not work. Open the quiz using Internet Explorer or

Firefox.

Take the assessment.

Cooking Up Crayons Quiz

Lesson Guide (Coaching Guide) Open in New Window

Have your student complete the Cooking Up Crayons Quiz.

Help your student use the audio tool to answer question 4. This tool allows your student to make
a recording up to 10 minutes long.

To record, select the circle button.

To stop, select the square button.
To play, select the triangle button.
To rewind or fast forward during playback, select the progress bar.
To redo a recording, simply stop and select record again.

This recording will be submitted to your student’s teacher. The teacher will listen to and grade the
recording.

Tip: If the audio tool does not open properly, try the following options.

1. Ensure your computer has the most recent version of Flash.

2. If the audio tool is still not functioning properly, try a different browser such as Internet
Explorer or Firefox.

Lesson 6: My Art Connections Education

05180 Art K Unit 6: Summertime Art

Objectives: Use elements of shape to create an original artwork; Incorporate cool and warm colors into an original artwork; Identify

primary and secondary colors in an original artwork

How can you create your own original artwork?

1. Talk about your final project.

2. Watch as Zebra talks about his final project.

Use elements of shape to create an original artwork

Incorporate cool and warm colors into an original artwork

Identify primary and secondary colors in an original artwork

media

theme

Lesson Guide (Coaching Guide) Open in New Window

Before beginning the lesson, read the Essential Question to your student. Have your student
share any thoughts about the question.

1. Tell your student that she will be making her own artwork. Say: You have learned about
many different types of artworks. You have looked at paintings, drawing, collages, masks,
and sculptures. You have painted your own scenes, drawn special pictures, and even made

masks to wear. Now, it’s your turn to decide what you will make. Today, you will be making
your very own artwork. First, watch a video of Zebra making his own original artwork.

2. Have your student watch the animation.

1. Learn about key words.

Glossary

2. Talk about theme.

3. Talk about the steps to create artwork.

Step 1: Pick a theme.

Step 2: Pick an art form.

Step 3: Pick elements of shape.

Step 4: Pick colors.

Step 5: Get started.

Lesson Guide (Coaching Guide) Open in New Window

1. Work with your student to preview the definitions of the key words for this lesson using the
Glossary. Say: The key words for this lesson aremedia and theme.

2. Describe for your student what a theme is in art. Say: A theme is the main idea in an
artwork. For example, if you created a drawing about your best friend, your theme might be
“happiness,” because your best friend makes you happy. Can you think of other themes you
could use in art? Possible answers: love; seasons; playing

3. Have your student look at the image of a man painting on canvas. Say: Look at this picture.
It shows a man painting his own artwork. Today, you are going to create your own artwork.
Discuss the steps to create an original artwork. Record your student’s responses so she can
refer to them while she is working.

Step 1: Decide on a theme. What would you like your artwork to be about? What
would you like your artwork to show? If you would like, choose a favorite season to
use in your artwork—winter, spring, summer or fall.

Step 2: Decide on the medium you will use: paint, drawing, collage, sculpture, or
mixed media.

Step 3: Think about the elements of shape. Which basic shapes will you use? Which
complex shapes will you use?

Step 4: Decide on the colors you would like to use. Choose warm and cool colors, or
primary and secondary colors.

Step 5: Gather the tools you will need to create your artwork and go to work.

1. Create an original artwork.

My Art Rubric

2. Describe your original artwork.

Lesson Guide (Coaching Guide) Open in New Window

1. Have your student create her original artwork. Your student will submit her original artwork
to her teacher via the drop box. Review the My Art rubric prior to starting the portfolio item.
Say: Now that you have learned what you are going to do, you can create your own
artwork.

2. When finished, have your student describe her original artwork. This discussion is not part of
the portfolio submission. Your student will not submit her answers. Say: Tell me about your
artwork. What colors did you use? Ask: What kinds of media did you use? Ask: What kind of
tools did you use?

Tip

Provide guidance and modeling as needed to your student throughout the activity.

Complete this portfolio item. When you are finished, your Learning Coach

will help you send your work to your teacher.

You must successfully complete the following activities before viewing this item:

Art Around the World

Learning to See and Draw Like an Artist
Elements of Art
Colors All Around Us
Fluttering Colors
See and Draw Like an Artist
Autumn Arrangement
Painting the Seasons
Shapes in Art
Snowflakes
It's Wintertime!
See and Draw Like an Artist
Art Around the World
Clay Animals
Carnival Mask
Learning to See and Draw Like an Artist
Art Around the World
Painting a Mural
Art All Around Us
It’s Springtime
Blooming Flowers
Learning to See Like an Artist
Egg Carton Monsters
Art Around the World
Painting Shapes
Here Comes Summer
Outdoor Art
See and Draw Like an Artist
Art Around the World
Cooking Up Crayons

Lesson Guide (Coaching Guide) Open in New Window

This is a portfolio item. When your student is finished, please help her submit the assessment
to her teacher by following the steps below:

1. Select the link in the Drop Box section.

2. Select the Delivery Method your student will use to submit the portfolio item.

Online: Select the Browse button to select and submit the appropriate file(s). You may scan your
student's handwritten assessment to create an electronic version of the assessment.

Offline: Mail the portfolio item to your student's teacher. This item will appear on your student's
assessments to be submitted list until the teacher has recorded a grade in the Grade Book.

https://www.connexus.com/content/render.aspx?disableAssessment=true&printpreview=true&printpopup=true&idSection=1891219&idCourse=150804&idWebuser=5378938 192/192

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