Art (Ben):

Topic/Theme

Art (Grade 3) Nursery Rhyme followed by a painting of how the student wishes to
express the nursery rhyme in a piece of artistic expression.

Objectives/
Outcomes

GCO 2: Students will be expected to create and/or present, independently and

collaboratively, expressive products in the arts for a range of audiences and
purposes.
SCO 3.1.2: Create images based on sensory experiences and imagination that
expresses a mood, feeling or emotional response and convey personal meaning.

Timeline

50 Minutes

Materials

Motivation/
Introduction

Show the video a dillar, a dollar/ vintage nursery rhyme on YOUTUBE.

Have the nursery rhyme a dillar, a dollar written on the front board:
A diller, a dollar,
A ten o'clock scholar;
What makes you come so soon?
You used to come at ten o'clock,
But now you come at noon!
Ask the students what they thought about the song?
How did it make them feel?
What do you think it is about?
If you were to do a watercolour painting of this nursery rhyme what colors
would you use?
What images would you paint?

Process (Main
Lesson)

To keep the nursery rhyme in the student's mind and to ensure that they have easy
access to it, each individual will be handed a copy of the nursery rhyme to read
whenever they see fit. Each student will be handed a piece of blank watercolour
paper, a paintbrush and a cup of water to clean their brush along with a piece of
paper towel for drying. The teacher will convey the idea that the students will be
creating a watercolour painting based on their emotions and feelings about the
nursery rhyme a dillar, a dollar and that anything is fair game as long as it is
appropriate. Every 5 minutes or so the teacher along with the students who wish
to participate will sing the nursery rhyme in order to further the classrooms level of
inspiration. Creativity and uniqueness will be encouraged.

Conclusion

The teacher will ask students to look at their paintings and reflect upon why they
chose to use those specific colours and why they chose to draw the picture that
they did. Volunteers who are comfortable will be asked to come to the front of the
room and share their reason for using the different colours and their reason for

SMARTBOARD
large pieces of blank white paper
cups filled with water
paint brushes/watercolor paints
paper towel
pencils.

drawing the picture that they did. Then the class will have a brief discussion
outlining the purpose behind the activity and what they got out of it.
Assessment

Formative Assessment - the teacher will evaluate how engaged each

student is and whether they gave the activity a good honest try.
During the main lesson the teacher will be asking students questions about
their creation and evaluate how thoughtful and creative they were in
designing their own piece.

Special
Consideration

Not all students will get a chance to come to the front of the room and share and
not all students will be comfortable standing in front of the class. For those who
are uncomfortable, they will be given the option of writing down their reasoning
behind their artistic work in their journals or on a piece of loose leaf if a journal is
not available.

Differentiation

The students who are fully engaged and are perhaps more developed in their
artistic skills will be given the option of drawing a sketch with a pencil after they
are finished with their painting to portray their feelings and emotions with pencil
alone.

Extension

For students who are moving through the activity quickly they will be given the
option of doing a second watercolour painting or they may choose to work on a
drawing with pencil alone with the same intent.

Next Steps

The next steps of this lesson would be to listen to a more complex nursery rhyme
or song and have them try and encapsulate their feelings in a picture using more
musical content.

Reflection