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My Many Colored Kindergarten Days Lesson Plan

Author: Kirsten Anderson

Year: 2015

Artform: Visual Art

Subjects: Language Arts

Grade: Kindergarten

Duration: Three 45 minute sessions

Overview: Students will learn the primary and secondary colors. Students will read My Many Colored Days by Dr. Seuss. Students will act out each of the colors displaying appropriate emotions. Students will learn how to draw a self-portrait using shapes and proper proportion and make a monoprint in a color that reflects their personality and contribute a print to make a class book. This is a great lesson to introduce color, line, and shape, which we will use further later.

Standards and Objectives

VA STANDARD ONE: MAKING
The student will explore and refine the application of media, techniques, and artistic processes.

VA STANDARD THREE: EXPRESSING
The student will choose and evaluate artistic subject matter, themes, symbols, ideas, meanings, and purposes
K CREATIVE ARTS CORE:
STANDARD 3A:
Identify and express ideas and information through the creation of visual art

STANDARD 3C:
Create a drawing or painting using simple symbolic shapes

STANDARD 4A:
Identify and express ideas, information, and feelings through dramatic art.
Students will learn the primary and secondary colors. Students will read My Many Colored Days by Dr. Seuss. Students will use dramatic play to portray each of the colors displaying appropriate emotions. Students will learn how to draw a self-portrait using shapes and proper proportion and make a monoprint in a color that reflects their personality and contribute a print to make a class book.


TEACHING AND TIMELINE

INTRODUCTION

(1st class): Instructor will introduce the primary and secondary colors along with pink, white, black, and brown. Then read My Many Colored Days by Dr. Seuss.

(Theater application): Students will pantomime the emotions and actions of the different animals and colors in the book. Teacher guides discussion on why each particular animal was used to symbolize that color, and possible different interpretations of that color. Instructor briefly points out other artists in history who used a particular color to express how they felt.

DEMONSTRATION

(2nd class): Instructor will lead guided practice on how to draw a self- portrait. Instructor will show how to create correct proportion using grid lines, and blocking in features with simple shapes and lines. Students will then closely observe themselves in the mirror and draw what they see.

WORK PERIOD

Students will be given a Styrofoam sheet to draw their self-portrait on again.

(3rd class- printing day): Students will make two monoprints of their Styrofoam plate using a color that expresses their personality or what their facial expression reflects in their self- portrait. Students will then write on a sheet of paper ... “My name is ______ and I feel (color). The prints will be mounted on corresponding colored construction paper with the writing below it.

CLOSURE/SUMMARY

Students can look at their sketch and compare to see if there was improvement from it and the final print. They can also read and look at the artwork of the whole class and notice how many students chose a certain color and create a graph of it.


Through this project we focus on many core standards including:
  • practice, color theory, transforming geometric shapes to organic shapes, basic proportion and symmetry.
  • This is a book that many Kindergarten teachers already read this book with their classes in the first few days of school, so the students and teachers are already familiar with it.
  • What emotions do I feel throughout any given day and how do I express them?
  • What color would you use to symbolize each emotion?
Students with special needs: extra teacher guidance given during face drawing and cut out oval with grid lines for placement of features provided. May need to just draw one self portrait and have help tracing it onto Styrofoam sheet.
  • Primary Colors
  • Secondary Colors
  • Symmetry
  • Proportion
  • Geometric Shapes
  • Organic Shapes
  • Line
  • Mood
  • Monoprint
We looked at the work of Vincent Van Gogh and saw how sometimes he used blues and greens to show how he was feeling, and other times he used red and browns.
FORMATIVE ASSESSMENTS:
Pantomimes of colors and emotions, sketches of self- portrait

SUMMATIVE ASSESSMENT:
Finished print and writing.
The students love to read this book of their own creation in their classroom. The students also get to take home a separate copy of the print along with the Styrofoam printing plate so they can continue to make more prints with it. I try to send a note home with parents to explain that they can use regular household Styrofoam plates and paints at home to ink up plate and their hand or a spoon to press when the proper tools are not available. The students love to continue practicing the skill learned in this lesson.

SUPPLIES, EQUIPMENT AND RESOURCES

  • Sketch paper
  • Pencils
  • Precut oval templates (optional for differentiation)
  • Precut 4.5” x 5.5” or 5” x 6” sheets of Styrofoam (1 per student)
  • 4.5” x 8.5” sheets of white copy paper (2 per student)
  • Block printing ink
  • Brayers
  • Construction paper


RESOURCE BOOKS: