Kindergarten Art: Tear Art Flower

Time: 1 50 minute session or 2 30 minute sessions

Alaska Standard:

Goal: Topic: Methodology: Objective(s):

Arts A. A student should be able to crate and perform in the arts. 1) Participate in dance, drama, music, visual arts and creative writing 2) Refine artistic skills and develop self-discipline through rehearsal, practice and revision 3) Appropriately use new and traditional materials, tools, techniques and processes in the arts 4) Demonstrate the creativity and imagination necessary for innovative thinking and problem solving Science (Life Science) C. A student should understand and be able to apply the concepts, models, theories, facts, evidence, systems, and processes of life science. 2) Develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms Students will explore a new style of visual art, using artistic skill and creativity while applying labeling skills and science knowledge. Tear art flower Demonstration, construction

Student Assessment:
Participation Observe artwork for evidence of following directions Observe artwork for correct labeling

Students will Create a flower using multiple colors of paper and glue only Follow directions to create a new style of art Be able to label the parts of the plant in their artwork

Materials: List all materials used, including technology.

o Background paper (8.5x11 or larger) o Multiple colors of construction paper green, brown, white needed for plant basics, various colors for blossoms and background cut down to approximate sizes for the use to make tearing easier. These will be distributed one section of art at a time. o Glue sticks o Example piece of art

Activities: What will the teacher and children do to address the objectives? Introduction
Teacher will provide an example of the end product so students can visualize their process 1. Teacher will introduce the art of tearing paper by having students practice tear a circle then a leaf from a small piece of construction paper. This can be done in circle time or at their desks. 2. Pass out the background paper and have students write their names on the back while passing out the glue sticks. 3. The teacher will demonstrate how to tear the ground then pass out the brown pieces of paper. a. Teacher should assist and monitor tearing as needed. b. After tearing, they should glue the brown ground onto the bottom of their background paper. 4. The teacher will demonstrate how to tear the stem then pass out the green pieces of paper, assisting and monitoring as needed. Follow same procedure introduced with ground. 5. The teacher will demonstrate how to tear the leaves then pass out the green pieces of paper, assisting and monitoring as needed. Follow same procedure introduced with ground. This may be a good time to stop if splitting lesson. 6. The teacher will demonstrate tearing several different colors of paper to create a flower blossom. The teacher should use multiple colors and tear a different style than what was created on the demo piece so that students realize they can be creative in design and color with their blossoms. Pass out multiple pieces of varied color paper to students so that they have a choice. Assist and monitor as needed. Have them glue their blossoms in place. 7. When students are done gluing they should label their flowers parts. Students may want to use a diagram with flower parts already listed as a guide or this can be used as an assessment. 8. Once they dry, theyre ready to hang and admire!

Learning Activities

Closure
Students will share their artwork with the teacher and class

Differentiation for special learners:

Multiple Intelligence learners: This lesson incorporates visual, auditory, interaction-based directions to meet the needs of multiple styles of learners through the use of an example piece, verbal directions and assistance as needed. Below level: Below level learners will have more hands-on assistance to achieve their artwork. Many styles of artistic expression will be accepted in artwork, emphasis with these learners is placed on following directions. They can use a pre-labeled form to write in their parts of the flower. Above level: Above level learners will be challenged by less personal instruction and having to label their flower without a worksheet to follow.

How is this lesson sensitive to cultural and language issues?:

At this time, all students in this class speak English as a first language. All activities are culturally sensitive in that they are culturally neutral.

For discussion with host teacher or supervisor: Examples of questions for prior to the lesson: What is the objective of the lesson? How will you know if the students have met the objective? There are three key objectives for this lesson. Students should follow directions, they will be creative in creating their own blossom by using a new form of art that uses only tearing paper (no cutting), and they will label the parts of their flower as an assessment for a plant unit. Their finished project and continued monitoring will allow me to assess whether they have followed directions and created a unique piece of art. Their accuracy in labeling the parts of the flower will demonstrate their parts of the plant knowledge. What provisions are you making for faster and slower learners? I will provide a diagram that is pre-labeled for slower learners to label their art with but challenge faster learners with labeling without their diagram. For fast finishers, I will encourage them to do quality work and slow down to do a good job. For slower workers, or those challenged, additional assistance will be given to help them finish each step. How does this lesson fit into the overall curriculum? Art curriculum is part of the State of Alaska standards. It is also a great developmentally appropriate assessment tool for the end of our plant mini-unit, as well as assessing the ability to follow directions. This type of art requires fine-motor skills, making it a good challenge for young hands. Have you changed the lesson plan at all? This is a lesson plan that I wrote I will revise it after the lesson is complete (if needed).

Examples of questions for reflection after the lesson: How did the lesson go? The lesson went really well. It was something new for the students so they needed a lot of guidance and step-by-step directions. Teaching art with a specific goal to a whole group, rather than a few students at a time, was a new teaching challenge for me. Due to time blocks, the lesson took place over two days. I think I was much more effective with my class management on the second day and read the class better. In the end, each student had a fantastic flower to share! Did the students meet the objective? How do you know? The outcomes of the lesson were extremely positive. All of the students were engaged. Each student finished their project and met the main objectives of creating tear art and following directions. Due to the changes needed to adapt the lesson for the students, I did not have them label the flower parts. I was able to informally question them about parts of their flowers for assessment, which helped me gauge their level of understanding, but this meant that I did not ask the students to complete the artwork labeling objective. Were there any unexpected events? How effectively did you respond? Due to the time frame of other activities, the students had spent a great deal of time working on writing already in the day. When it came toward the end of the art activity, as students were finishing up their flowers, I could feel a class-wide sense of accomplishment. I could also gauge that they were ready for a more active lesson. Therefore, rather than have them work another 10 minutes on labeling the parts of the flower, I asked them questions about the parts while I was walking around helping and when they turned them in. Then I moved on to another activity to finish the day. Comment on one student who did particularly well and one who did not meet your expectations. Why did this happen? What can you do to follow up with the student who did not do well? A student, J, did a fantastic job of adding her own artistic flare by discovering if she ripped the paper fast it would curl a bit. She then pasted the curled paper so it created a 3D version of the flower petals and sun. All of the students completed their flowers and met expectations. The two students who generally need assistance had additional help so they were able to get done with the rest of the class. They need assistance with the fine motor skills, but more help following directions and staying on task. Are there any changes you would make in this lesson if you could do it again? Why? I noticed that in the first part of the lesson, many students were hesitant. Tearing paper was new to them. I think it would have helped them become more comfortable with a formal art project by having an informal lesson first. For example, spending some time the day before practicing ripping and tearing circles, smaller squares, etc. could help them develop this fine motor skill and develop confidence to do more on their formal artwork. While I started this lesson with a quick intro, I think in Kindergarten they would benefit from more time tearing and gluing a design of their choice.

EXAMPLES OF STUDENTS ARTWORK