Kindergarten

Heather Abbott

Owl Moon Collage

3 class periods
Unit: Texture

Standards:
KP.1.4 The student will create a work of art that depicts a specific animal or
plant.
KP.1.7 The student will demonstrate motor skills in painting, pasting, gluing,
folding, cutting, modeling, printing, and stamping.
KP.2.1 The student will identify and use colors (red, blue, yellow, green,
orange, violet, brown, black, and white).
KP.3.1 The student will identify and use line and line characteristics
(straight/curved, thick/thin, long/short, vertical/horizontal, and diagonal).
KP.4.1 The student will identify and use shapes (circle, square, triangle,
rectangle, oval).
KP.7.2 The student will recognize a variety of textures.
KP.10.1
The student will identify and use paint media (tempera,
watercolor, and finger paint).
KP.17.1
The student will observe safe procedures and behave
responsible when using materials, tools, and equipment.
KC.1.2The student will classify objects in the environment by using art
vocabulary (e.g., color, texture, line, shape, and pattern).
Student Outcomes:
The student will create a collage of an owl using torn paper and painting techniques.
Activities:
Day 1:
- Enter and sit at tables.
- Read Owl Moon by Jane Yolen.
- Pass out drawing paper, paintbrushes and trays of tempera paint.
- Students paint their entire paper in their color choice for a night sky.
- Students use a circular sponge stamp to create a moon in the corner of the
paper.
- Clean up: Place paintings on drying rack.
- Line up and assess class stars.
- Closure: What was your favorite part of the book?
Day 2:
- Enter and sit at tables.
- Art Smart: Draw an owl.
- Guided drawing in sketchbooks of an owl.
- Define and discuss texture and how we can create the texture of feathers in
our artwork.
- Pass out paintings from previous class.
- Tear a strip of brown paper to create a branch across the bottom of the
paper.
- Demonstrate how to draw an outline of an owl above the branch.
- Demonstrate how to use the torn paper as feathers to fill in the owl drawing.
- Students work independently at their seats to add feathers to their owl
drawing.

Kindergarten

Heather Abbott

- Clean up: place paintings on drying rack.

- Line up and assess class stars.
- Closure: What else does our owl need after feathers?
Day 3:
- Enter and sit at tables.
- Pass out collages from previous class.
- Demonstrate how to use the torn paper to create the feathers around the
eyes. Demonstrate how to tear construction paper to create eyes, beak, and feet to
finish the owl.
- Students work independently at their seats to finish their owl collage.
- Clean up: place collages on drying rack.
- Line up and assess class stars.
- Closure: What was your favorite part of making your owl collage?
Materials:
- Sketchbooks
- Pencils/erasers
- Owl Moon by Jane Yolen
- White drawing paper (12 x 18)
- Tempera paints (blue, violet, black, white, yellow, silver)
- Paintbrushes
- Circle sponge stamp
- Torn paper (newspaper, assorted color tissue paper, assorted color construction
paper scraps)
- Glue cups and brushes
- Drying rack
Vocabulary:
- texture
Assessment:
Category

S+

Creativity

The students
work
demonstrates a
great deal of
creativity and
exhibits originality
in thinking.
The student fully
participated in
class discussion
related to this
project.

Participation
-Class discussion

Fulfillment of
Assignment
- Student ability to
create a collage of
an owl using torn
paper.

- The student
successfully
created a collage
of an owl with
detailed texture
using torn paper.

S-

The students
work
demonstrates
creativity.

The students
work
demonstrates
little creativity.

The students
work does not
exhibit creativity.

The student
willingly
participated in
class discussion
related to this
project.
- The student
created a collage
of an owl using
torn paper.

The student
inconsistently
participated in
class discussion
related to this
project.
- The student
created a collage
of an owl with
little to no
organization of the
torn paper.

The student did

not participate in
class discussion
related to this
project.
- The student did
not attempt to
create a collage of
an owl using torn
paper.

Kindergarten
Work
habits/Effort

The student
consistently
stayed on task
and put forth their
best effort when
working on their
project.

The student
stayed on task for
and put forth
effort when
working on their
project.

Accommodations:
- Assist student in drawing the outline of the owl.

Heather Abbott
The student was
inconsistent with
staying on task
and putting forth
effort when
working on their
project.

The student did

not stay on task or
put forth any
effort when
working on their
project.