Paul Klee Inspired Drawings Oil Pastel & Tempera Resist Grade level: Kindergarten Time: 1 class (50 mins) Central Focus/Rationale: B y exploring the resist technique, students will learn a new way of creating visually captivating artwork. Through showing students the artwork of Paul Klee, whose artwork is very simplistic, students can feel confident about their own drawing skills. Pedagogical Rationale/Theoretical Reasoning: Principles of
Possibility: Considerations for a 21st Century Art & Culture Curriculum, O livia Gude This lesson utilizes Gude’s philosophy of incorporating fun and play into learning. Students learn a new art making technique that seems like magic, and they get to discover the process by doing it themselves. Learning Objectives: ● Students will learn resist techniques using oil pastels and tempera paint. ● Students will look at and discuss the artworks of Paul Klee. ● Students will create artworks using their imaginations to explore imagery like Paul Klee’s or invent their own.
Language Use: resist, bright color, oil pastels, Paul Klee Instructional Resources & Materials: Crayon Resist Lines Lesson Ideas http://www.firstpalette.com/Craft_themes/Colors/Crayon_Resist_Lines/Crayon_Resist_ Lines.html Supplies/equipment/tools: p aper, oil pastels, tempera paint, paint brushes, water cups, paper towel, pencils Artwork/Media: 1) Puppet Theater , Paul Klee, 1923 2) Blossoms at Night,Paul Klee, 1930 3) The Goldfish , Paul Klee, 1925
Instructional Strategies and Learning Tasks: (5 mins) Introduction to Lesson ● Students enter the classroom and join the introduction meeting. ● I explain, “Today we are going to look at the artwork of artist Paul Klee and we are going to use drawing and painting in a fun new way...” ● First, the students are introduced to the artworks of Paul Klee which hang on the board ( Puppet Theater and Blossoms at Night. ) ● Students are asked to think about what they see, “How do you think Paul Klee made these pictures?” ● “Can you tell me what you see in these pictures?” ● I begin by hanging up a blank sheet of paper on the board. I show students that they should write their name on the bottom of the page in pencil. Next, they should make a border about 1” from the edge of the paper. ● I ask students to help me brainstorm, “What do you think I should draw on my paper?” ● Using oil pastels, I will make a drawing. Students will be encouraged to use bright colors, and it will be explained that they should press their oil pastels firmly against the paper. (5 mins) Demo ● Tempera paint is applied over the cray-pas using a big brush. I show students how to use a big flat brush to spread a wash of paint over their drawing. ● “Why do you think the paint doesn’t cover the oil pastel?” ● Students learn how the oil pastel is waxy and oil-based and the paint is water-based, water and wax do not stick to each other. ● When the demo is complete, I will walk my drawing over to the drying rack to show them visually and verbally what to do when they are finished painting. ● I tell students that when they are at their seat they can begin by writing their name and making a border. Meanwhile, cray-pas will be distributed. ● Think about what you are going to draw. I will ask, “what are some ideas we came up with before for things to draw?” (25 mins) Work Time ● Oil pastels are passed out and students draw. When students are finished using oil pastels, water, and tempera paint is passed out. ● I will check in periodically to make sure students are on task. (10 mins) Clean Up ● Students put their artworks on the drying rack. ● They put their brushes away and take a baby wipe to clean their hands and work space. ● “If you want to be a super helper you can also return your paint to the cart.”
(5 mins) Closing Meeting ● Students are asked, “Did you like using oil pastels and tempera paint?” ● “Does someone want to tell me what they made a picture of?” ● “What colors did you use?” ● A brief experiment is shown to students. I draw a line on a sheet of paper using various drawing materials and test each to see if black tempera paint will cover the line drawn. I test out marker, colored pencil, crayon, and chalk. ● I begin by drawing a line and asking, “do you think the paint will cover this mark?” Students are asked to raise their hand in response. ● Next, I ask, “or do you think the paint will NOT cover this mark?” Again, students raise their hand if they believe this is true. ● I then paint a brush stroke over the mark and we discover if the mark is covered or not. ● Students are shown another image of Paul Klee’s artwork ( The Goldfish .) Informal and Formal Assessments of Student Work: During the introduction and closing meeting I ask students questions that involve their participation in the discussion in which they will be informally assessed. Students will also be informally assessed based on how productively they use work time during the activity. Students will be formally assessed based on how their final artwork demonstrates use of oil pastels and tempera paint to create a completed artwork. Learning Tasks
3 Well Developed
2 Developing
1 Needs Improvement
Class Work ● Final Artwork ● Activity
Student created a completed final artwork which demonstrates use of oil pastels and tempera paint. Student used all of work time productively.
Student completed a final artwork and used most of work time during the activity productively.
Student did not complete their final artwork and did not use work time during the activity productively.
Class Discussions ● Introduction ● Closing Meeting
Student listened attentively and thoughtfully contributed comments during the introduction and/or closing meeting.
Student listened attentively during the introduction and closing meeting.
Student was uninvolved and disruptive during the introduction and closing meeting.
Visual Art Standards: New York Visual Arts Standards: Standard 1: Creating, Performing and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
Standard 2: Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. Standard 3: Responding to and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Instructional Materials Artwork
2) B lossoms at Night , Paul Klee, 1930 1)
Puppet Theater , Paul Klee, 1923
3) The Goldfish, Paul Klee, 1925
Student Artwork
Paul Klee Inspired Drawings, Kindergarten artwork