Sie sind auf Seite 1von 6


Brittany Priddle

Cohort: A

Lesson Plan

Lesson Title: Romero Britto Art Lesson Grade: 4 Date: February 23, 2016
Subject/Strand: The Arts: Visual Art Unit: Romero Britto Location: Classroom Time: 2 x 50 minutes
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
( A brief description of the activity... enough info for another teacher, such as a supply teacher, to "get' what the lesson is
about. It indicates which Fundamental Concepts are addressed and which aspects of the Creative Process will lead to new
skills/knowledge/understanding. The first or final statement highlights what new skills/knowledge/understanding students will
have by the end of the lesson)

In this lesson students will use acrylic paint to create an image based around characteristics of the work of Brazilian artist
Romero Britto. Day one of the lesson will begin by having students observe a number of images produced by Romero
Britto. Students will then identify the features of his art (bright colours, simple shapes, work is divided into sections that are
filled with patters, variations in thickness of black lines, background divided into sections, etc.) and write them down in
their journals, making note of the ones that they want to use in their image. Students will brainstorm and visualize an
image that appeals to their interests. Students will be given the duration of the first lesson to explore the mixing of paint to
create colours and explore different lines. Students will create their artwork during Day 2. Students will draw a rough
sketch of the image and once satisfied, they will make a good copy of it on a white sheet of art paper. They will be given the
option of using oil pastels or paint to add colour to their image.


Ontario Curricular Overall Expectations (numbers from documents and detailsrecord only the details which relate to this task at least 2 of the 3

overalls should be noted

Also indicate:

2D or 3D project

Which aspects of the Creative Process are part of this lesson (at least 2 for a strong lesson)(see ppgs 19-21 OAC)

Which Elements or Principles (Fundamental Concepts) are addressed in this lesson

Which art techniques and/or cultural connection /art form

Will they have communicate feelings, understandings, ideas (indicate which ones)

D1. Creating and Presenting: apply the creative process (see pages 1922) to produce a variety of two- and three-dimensional art
works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 2328) to communicate feelings, ideas, and
understandings in response to a variety of art works and art experiences;

2-D Project
Elements of the Creative Process in this lesson: Students will challenge their previous art forms to create something new. Inspiration
for new ideas can come from a number of different facets and interests in their lives. Students will imagine ways to express their
personality in the image while generating emphasis with colour.
Technique: Watercolour painting
Communicate: Understandings
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs
that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment

D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a
theme or topic

Fundamental Concepts (Note: only the Arts: Drama, Dance, Music and Visual Arts have Fundamental Concepts. By grade, it tells you what
CONTENT/KNOWLEDGE students are to acquire in this grade. In this box, record which aspects of elements and principles of design are addressed in
the lessonRecord the grade-specific content regarding the Elements of Design: Line/Shape/Colour/Space/Texture/Value and regarding the Principles
of Design: Contrast/Rhythm and Repetition/Variety/Proportion/Harmony etcBe sure to omit content which does not relate to this particular lesson)

Lakehead University Orillia, 09 02 15

Line: lines of various weights, repetitions of lines
Shape: changes in shapes, positive and negative shapes, abstract shapes, grouping of shapes
Space: positive and negative space in art work, variation in size to create the illusion of depth
Colour: colour emphasis through variations in intensity, advancing colour
Value: mixing of shades, variations in value to create emphasis (contrast in value)

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that
students can readily understandthese are big ideas

Today I will learn

to use paint to make a variety of different colours
to make design choices to express my image
reflect on the personal design choices I made using art and emotion vocabulary


Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess students learning, as well as what
observable/measurable evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).
I can: create a piece of art with the characteristics of Romero Brittos art work
I can: see the mixing of paint to create different colours
I can: see evidence of my design choices when I look at my artwork
Assessment How will I know students have learned what I intended? Include attachment of your assessment tool

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode

Assessment Strategy and Task for Students-

Written, Oral, Performance

(Write, Say, Do)

What are the students doing to show their learning? e.g.

turn and talk, role play/individual, cooperative, etc.

Assessment Tool - Instrument used to assess task and

record learning e.g., rubric, checklist, observation sheet,
turn/talk, role play etc.

Performance Students will

create an image

Students will create a piece of artwork using

Students will be assessed using a checklist to ensure
paint to demonstrate an understanding of the that they have included at least 3 of the distinguishing
characteristics of Romero Brittos artwork.
features of Romero Brittos artwork into their own
Students will also be assessed via a rubric on how well
they are able to reflect on the choices they made using
appropriate art vocabulary.


Prior Learning: Prior to this lesson, students will have

* Students will have used paint before
* Students will have knowledge of the colour wheel primary, secondary and tertiary colours
* Students will have knowledge of proper clean up techniques

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications

Students who do not feel comfortable working with paint can use marker instead
Students who would prefer to work at their own desk away from people can move to one of the independent study desks
Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-
Vocabulary (for word wall and/or to develop schema)
Primary / Secondary / Tertiary colours

Lakehead University Orillia, 09 02 15

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets
used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where

Day 1:
Acrylic paints (primary colours, white and black)
Water containers filled with water one per students
Paint brushes
Buckets one for clean water / one to collect dirty, used water
Anchor chart with different types of lines

Day 2:
Watercolour Paper
Acrylic Paints (primary colours, white and black)
Water containers
Paint Brushes
Hard copy for each student of Artists Design Decisions
Colour wheels for walls
Anchor charts procedure, clean up procedure

Learning Environment (grouping; transitions; physical set up) Attach floor plan with any relevant notes: See file called Floor Plan Considerations.
Students will work individually at their desks

Cross Curricular Links

Language Students will write a short reflection on why they made the design choices they did

Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with enough detail that another
teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
What you do to get students brains/hearts engaged, to spark curiosity, pique interest, or activate prior knowledge in an engaging way?
Time: 10 minutes (Indicate time breakdown of instructional elements)

Day 1: Today we are going to be exploring the work of

Romero Britto, a Brazilian artist. Before we begin,
everyone please take out your art journals so you can
create a note of what we discuss.

Posted around the room are a number of different
images created by Romero Britto, what are some of the
distinguishing features of his artwork?

Before we begin the actual assignment for this lesson,
we are going to do some exploration of colour and line!

Day 2: Last time we were together, we discussed the
artist Romero Britto, can anyone remember the
distinguishing features of his work?


Lakehead University Orillia, 09 02 15

A: bright / intense colours, black lines of different thicknesses,
simple shapes, no solid colour for the background, very
divided, etc.

Students will write down the key features of Romero Brittos
art in their art journals so they can make reference to them
later when they are writing their reflections.

Now I would like you to think about something that is
important to you, or something that you enjoy. In your
art journal draw a sketch of your image in your journal.
Planning out how you want it to look and potential lines
that you would like to use in your image.

Action: During /Working on it (time given for each component, suggested 15-40 min)

Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
( Hands onstep by step, include a demo)
Time: 30 minutes (Indicate time breakdown of instructional elements)

Day 1: Today, we are going to experiment with colour

to discover a variety of intensities. These can be used to
establish emphasis and generate the distinguishing
features of Romero Brittos artwork.

Let's start with a review:
What are the primary colours?
What are the secondary colours and how are they
What is a tertiary colour? What does tertiary mean?
Tertiary colours are made from combinations of al
three primary colours. Tertiary means third in order or
level. A colour made by combining orange and blue is a
tertiary colour because orange is a secondary colour
made up of two primary colours red and yellow, with
blue as the third primary colour.
Teacher asks a student to come and label a primary,
secondary and tertiary colour on the colour wheel.

For this assignment you will be painting with acrylic
paints, because they offer bolder, brighter colours
compared to watercolour paints. Please remember that
you will only need a drop of each colour you want to
experiment with.

Everyone look at this image, what do you notice, what
stands out?
This is known as advancing colour. Advancing colour is
when the colour pretty much jump out of the page at
you, very bright, intense colours. One of the challenges
of this assignment is to use advancing colour, to make
certain things pop out of the page.

In addition to exploring with colour we are going to
experiment with lines. As you identified, Romero
Brittos artworks use a variety of different weights of
lines and different types of lines. Today you will be able
to explore lines and determine which ones you want to
include in your image.

What are some different types of lines that could be
used in a piece of artwork?

Once you have finished exploring you can begin to
Lakehead University Orillia, 09 02 15

Red, Yellow, Blue
Orange, Green, Purple created by mixing equal amounts of
two primary colours

Students will explore mixing colours and drawing different
types of lines.

A: squiggles, diagonals, zigzag, curves, horizontal, vertical,
spiral, etc.

Students will begin to brainstorm ideas for images that they
could draw for their artwork. They will begin sketching the
pieces in pencil.

make a sketch of the image you are going to use for
your artwork.

It was important for you to make note of the different
features of Romero Brittos art because you will be
required to apply at least 3 of these in your own

Day 2: Design Challenge: Create an image of something
that is important to or interests you.

Before we begin creating our artwork, we are going to
go through the steps and I will demonstrate the process
all of you.
Step 1: Grab a piece of watercolour paper from one of
the stations around the room.
Step 2: Draw your image on a piece of watercolour
paper using pencil. Divide the rest of the sheet into
sections, as Romero Britto does in his artwork.
Step 3: Return to one of the stations and take a loonie
sized drop of the paint colours that you want tray, a
bucket of water, a napkin and a paintbrush.
Step 4: Begin painting your image. It is not essential to
stay within the lines because you are going to go back
after your paint in dry and add the black lines which will
cover any of the areas where you did not stay within
the boundary.
Step 5: Once you have finished painting your image,
wash out your paintbrush and dump dirty water into
one of the dirty water buckets around the room.
Step 6: Once your image is dry, you can either use black
paint or a black sharpie to draw in your dividing lines.

You can now begin working on your artwork!

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Students will gather around and watch the demonstration of
how to create a Romero Britto style of artwork.

Students will begin to create their artwork following the steps
outlined by the teacher in the demonstration. If they need
refreshing on the next step, they will be able to reference one
of the anchor charts placed around the room.

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. ( Reflect and Connect)How will students show evidence
of their new skills/knowledge/understanding? directly related to success criteria and assessment tools
Time: 10 minutes (Indicate time breakdown of instructional elements)

Day 1: Okay everyone; lets review what we did today.

Thats right! We learned about primary, secondary and
tertiary colours and we explored different lines that can
be used your artwork!

As your exit ticket for today, please write down an
example of a primary, secondary, and tertiary colour
along with what the image they plan to draw for their
Romero Britto artwork.

Day 2: Students will follow the proper clean up
expectations when working with paint. We will come
together as a class.
Lakehead University Orillia, 09 02 15

Students will submit an exit ticket that has an example of a
primary, secondary, and tertiary colour along with what the
image they plan to draw for their Romero Britto artwork.

Students share what they enjoyed about the lesson and one
thing that we could change for next time.

Can I have one or two volunteers to share what they
enjoyed about this lesson and what we could change
for next time?

Extension Activities/Next Steps/ (where will this lesson lead to next an opportunity for you to extend from level 3-4 with rich links to other
lesson ideas/book/web supports and inspiration

Adapting Lesson For Different Grades: How could you adjust the focus of this lesson for higher/lower grades?

Gearing Up: The focus of this lesson would be centered on patterning. Students would also be encouraged to use both
symmetrical and asymmetrical shapes.
Shape and Form: symmetrical and asymmetrical shapes, positive and negative shapes, non-objective shapes
Colour: complementary colours, hue, intensity
Texture: patterning
Gearing Down: The aim of this lesson would be centered on exploring foreground, middle ground, and background
giving the illusion of depth. Students will use colour as a way to express feelings and indicate emotion, and be able to
express that emotion in writing.
Line: variety of line (e.g. thick, thin)
Shape and Form: symmetrical and asymmetrical shapes
Space: foreground, middle ground, background to give the illusion of depth
Colour: colour for expression (warm and cool colours), colour to indicate emotion, mixing of white to make a
range of warm and cool colours
Value: mixing a range of light colours and dark colours

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Lakehead University Orillia, 09 02 15