A

Life Lesson/Family Memory

in an Acrylic Painting
Heather Bode

St. Mary School

ARTE 344 Fall 2016

Northern Illinois University

Task 1 Part B: Lesson Plans for Learning Segment

LESSON PLAN # ___1___
Date / Week: October 4th, 11th, 18th, 24th, 25th, and November 1st, 3rd, and 8th, 2016
Student Teacher: _Heather Bode____________________
Lesson Title: _A Life Lesson/Family Memory in an Acrylic Painting_______________
Grade Level: __4th_____________________
Number of Students______10____________
Time available for this lesson: 3 days, 40 minute sessions
Central Focus (Big Idea): Students will learn that art can be used to express important family
memories through which students can communicate life lessons.
i)

Form and Structure: By utilizing the elements and principles of design,

students will concentrate on a family memory where they learned an effective
life lesson.

ii) Production: Students will use acrylic paint to create an image of a story on a
large piece of cardboard pre-painted with gesso.
iii) Art Context: Students will concentrate on personal and emotional
perspectives of their family memory to create a meaningful painting of a life
lesson.
iv) Personal Perspective: Students will learn that they learn life lessons through
their family memories and important emotional experiences.
Social Issues / Concepts of the Lesson:

Family

Memory

Nature and Culture

Emotional Life

Essential Questions:

What is a family life lesson?

Where is this lesson occurring?

When did this life lesson occur?

Who was involved in this life lesson?

How is a life lesson depicted in a painting and what are the most important parts that
need to be emphasized?

State Goals:
STATE GOAL # 25: Know the language of the arts.
25.A. 1d Visual Arts: Identify the elements of line, shape, space, color and texture; the

principles of repetition and pattern; and the expressive qualities of mood, emotion and
pictorial representation.
In this lesson:

The students will show how their life lesson that they learned from a
family memory made them feel in their acrylic paintings. They will use
the elements of line, shape, space, color and texture to show those
emotions of the life lesson and special, specific family memories.

STATE GOAL # 26: Through creating and performing, understand how works of art
are produced.
26.B. 2d Visual Arts: Demonstrate knowledge and skills to create works of visual art using
problem solving, observing, designing, sketching and constructing.
In this lesson:

Students will be creating preliminary sketches of their family life lesson

paintings before completing the finished one.

1. Objectives:

State Goal Codes

1.1 Conceptual/Cognitive Objectives:

OBJECTIVE I: Given images of various acrylic paintings

Goal # 25 A. 1d

and class discussion, students will clearly explain how life

lessons are expressed and how the artist depicts a family
memory through their work using the elements and
principles of design.
OBJECTIVE II: Given a comprehensive motivational

Goal# 26 B 2d

dialogue, students will successfully participate in a small

group discussion relating to a memory of a life lesson they
learned with their family.
OBJECTIVE III: Given a discussion about their family life

Goal # 25 A. 1d

lesson, students will sketch out their life lesson clearly on a

white sheet of paper.
OBJECTIVE IV: Given a chosen family memory life lesson,

Goal# 26 B 2d

students will successfully paint their life lesson using

foreground, middle ground, and background in a limited
color scheme.
1.2 Artistic Skill Objectives:
OBJECTIVE V Given a Thinksheet and Artist Statement

Goal # 25 A. 1d

sheet, students will successfully reflect on their family life

lesson.
OBJECTIVE VI: Given acrylic paint and brushes, students
will clearly paint an acrylic painting of a life lesson learned

Goal# 26 B 2d

from their family members in a memory.

2. Assessment Criteria:
2. Assessment Criteria:
OBJECTIVE I: Students clearly explained how life lessons are expressed and how the artist
depicts a family memory through their work.
OBJECTIVE II: Students successfully participated in a small group discussion.
OBJECTIVE III: Students clearly sketch out their life lesson.
OBJECTIVE IV: Students successfully paint their life lesson using foreground, middle
ground, and background in a limited color scheme.
OBJECTIVE V: The student successfully elaborated to create a well written Artist Statement
and Thinksheet.
OBJECTIVE VI: Students clearly paint an acrylic painting of a life lesson learned from their
family members in a memory.
3. Learner Characteristics:
3.1 Developmental Rationale
This lesson is appropriate for fourth graders because as a nine year old, fourth graders are
often individualistic; thus, they will enjoy choosing a personal life lesson from a family memory
(Wood, 1997, p. 98). Wood states that nine year olds have a growth in coordination and
pushes self to physical limits (p.98). Since fourth graders have a lot of energy they will enjoy
painting on a large piece of cardboard and using acrylic paint to make a large painting will
allow them to express themselves. According to Wood, they are also self-aware, self-critical,
and possess intellectual curiosity; as a result, they will be able to use critical thinking and
brainstorming about their life lesson from a family memory (pp. 98-99). Fourth graders are
able to come with many ideas for their artwork.
Wood also states, fourth graders increased coordination leads to greater control and
practice with a variety of fine motor tools and task useful for vision and fine motor capabilities
(p. 100). Students will be drawing in their sketches and painting with a variety of paint brushes.
As declared by Wood, physical control an issue; knowing boundaries and staying within them
a physical and social issue for gross motor skills (p. 100). Students will be able to focus on
their individual, specific family memory life lesson.
According to Alice C. Pennisis (2013) Negotiating to Engagement: Creating an Art

Curriculum with Eighth-Graders, Penninsi states, they predicted students to make thoughtful
work from visually (preparatory sketches), verbally (discussion and dialogue), and in writing
(artist statements, reflective questions, critiques) to encourage thinking through art ideas, as
we considered the Deweyan idea that through reflection comes to understanding and meaning
making (p. 131). This lesson is appropriate for fourth graders because it contains most of
these reflective processes that will help them find meaning in their paintings. Students will
make sketches of their family memory life lesson and will make an artist statement reflecting
on their final product. At the end of the lesson the students will show their paintings to each
other for a small critique.
In the article Creative and Mental Growth, V. Lowenfield (1987) states that fourth graders
tend to exaggerate the size of the human figure but they sometimes grow out of this stage
around this age (p. 309). Lowenfield also declares, children begin to substitute other means
of expression to show emphasis, such as an accumulation of details on specific parts (p. 309).
This lesson plan requires the nine year olds to use acrylic paint to depict a family memory life
lesson which will require a lot of detail. The fourth graders will be able to handle the details of
portraying their family members and the environment their memory was in.
3.2 Students with special needs
If one of my students has a mental disability I will talk to the student or their student aid to
see what they understand and modify the lesson based on what we discuss. If one of my
students has physical disabilities, I will make sure to do anything I can to help them such as
letting them use a different material, or subject matter. I will assign one of my students to
collect and hand out paint and cardboard to that student. There is an importance of knowing
the different levels of the WIDA learning levels shown below and how to use them according to
how much English the student/s know. It is significant for low ELL/WIDA level students to have
visuals, since they cannot understand what the teacher is saying or reading. Overall, the
pictures in the PowerPoint and the teacher giving demonstrations on how to do the work are
helpful to these students.

WIDA Learning Levels:

4. Literature and References

4.1 Rationale of this lesson
My family life lesson is a vital topic to discuss with students because students can
acknowledge what life lessons they have learned so far in their lives and learn new ones from
their peers. We brainstormed life lessons using the mapping teaching strategy one day to think
of a variety of ideas such as listen to your heart, follow your dreams, hard work pays off, and
forgive easily. The students also learned life lesson from visual culture from the movies they
watch at home in the Disney Top 10 Pixar Life Lessons video.
The students discover things about them selves and depicted future goals such as one
student who did his life lesson painting of a field of crops and he wrote in his artist statement
that he wants people to understand that he wants to be a farmer. At the exhibition his mother
said she did not know he wanted to be a farmer when he grows up and was surprised. In
George, P. The Middle SchoolAnd Beyond: Middle School Organization: Practices
Reflecting Values (1992) asserts, Early Adolescence is characterized by a great need for
personal development and the enhancement of self-esteem. Students need to seek
information about themselves in a positive, nonthreatening, and non-graded environment (p.
56). Making a family life lesson painting provides a safe place for students to communicate
their goals, and struggles such as not giving up. The students also painted special memories
with their family members such as fishing or going to Yellow Stone National Park. I think this

lesson helped the students appreciate the good times they have had with their families as well
as the challenging times.
Greg Hart (1989) states Lets give our students a sense of purpose by focusing their thoughts
and efforts on our most pressing problems (as cited in George, P., 1992, p.70). I showed the
students Hung Lius White Rice Bowl and they reflected on how the older sibling was feeding
his younger sibling who was starving and his hair was falling out. This painting brought world
hunger to students attention. I also showed the students Judy Bacas The Great Wall (1892)
painting and asked the students how can life lessons make change?

4.2 Background of the topic

Talking about life lessons in schools is vital because these lessons will help the students in the
future when times get hard. Some students do not get the chance to express their emotions in
school such as in a math or science class. Being lectured at for long periods can be
challenging for fourth graders since they like to move around and be active. Greg Hart (1989)
declares, attitudes, values, and beliefs will be the most significant lessons to learn in school
(as stated in George, P., 1992, p.70). Learning these essential values in school will prepare
students for the future. It is important for students to learn how to express their emotions and
in this lesson the students were asked to contemplate what emotion and subject matter would
best represent their life lesson.
I think personal values can also be discovered while reflecting on their family life lessons.
According to George, P., When practices reflect values, learning becomes more meaningful.
And when learning becomes meaningful, students are well on the road to becoming
responsible (p. 80). The students gained critical thinking and problem solving skills while
thinking of ideas and combining different materials such as acrylic paint, fabric, and Sharpie
markers.
The students also learned academic language and art vocabulary that will be helpful to them in
the future. The students learned about foreground, middle ground, and background and warm
and cool colors. In my demonstrations, they learned the meaning of emphasizing and
enhancing details and contrast. The students also learned about a diverse amount of artists
such as Hung Lui, Alice Neel, and Miriam Schapiro who depicted family life lessons. This topic
was inclusive to all students. I made sure to tell the students that if they did not have a family
life lesson to display they could paint a life lesson learned from their friends since sometimes
your friends are your family. This topic was also significant since some students are visual
learners and they were able to learn new vocabulary and artistic techniques such as dry brush
and washes through creating a large family life lesson painting.

4.3 Information about related artists, styles, movement or cultures

It is important to ask students questions when you are trying to get them to remember the past
(Walker, 2001, p. 26). According to Walker, teachers should have students answer questions
to identify significant elements, recall specific sensory details, articulate associated emotions,
and consider such factors as what was visually important; what smells, textures, and sounds
were present; and what emotions were experienced (p. 27). Students will not remember or
display specific details in their artwork if the teacher does not actively get involved (p. 27).
Walker states, Skoglunds articulation of her memory of suburbia represents the type of rich
description that students can engage in to develop the past as a fertile source for their
artmaking (p. 27).
Walker declared middle school art educator, Rebecca Hartley-Cardis told her class to choose
a personal experience, either an everyday event or a particularly memorable one. Some
students chose thematic ideas, such as pressure, confusion, and trust; whereas others
focused on specific events, such as a sisters wedding, homework, traveling to the beach, and
exploring a cave (p. 84). Walker also states dissimilar to Sean Scullys abstract paintings, the
students artwork displayed well-blended colors; clean, sharp edges; and well-organized,
harmonious composition (pp. 84-85).
4.4 Art Terms/Vocabulary

Background: The area of an artwork that appears farthest away from the viewer;
also, the area against which a figure or scene is placed (MoMA Learning).

Brushwork: The manner in which a painter applies paint with a brush (MoMA
Learning).

Color: The perceived hue of an object, produced by the manner in which it reflects
or emits light into the eye. Also, a substance, such as a dye, pigment, or paint, that
imparts a hue (MoMA Learning).

Composition: The arrangement of the individual elements within a work of art so as

to form a unified whole; also used to refer to a work of art, music, or literature, or its
structure or organization (MoMA Learning).

Concept: A scheme; a plan. An idea. (MoMA Learning).

Content: The subject matter or significance of a work of art, especially as

contrasted with its form. (MoMA Learning).

Drybrush: A technique of drawing or painting in which a brush having a small

quantity of pigment or medium is applied to or dragged across a surface
(Dictionary.com).

Foreground: The area of an imageusually a photograph, drawing, or

paintingthat appears closest to the viewer (MoMA Learning).

Glaze: The term used for a thin, transparent layer of paint, particularly in oil painting
and acrylics. Glazes are used on top of one another to build up depth and modify
colors in a painting. It must be completely dry before another is applied on top, so the
colors don't physically mix (Evans).

Hue: A particular gradation of color; a shade or tint (MoMA Learning).

Life Lesson: Something from which useful knowledge or principles can be learned
(Dictionary.com) or something learned through experience (Merriam-Webster).

Memory: The power or process of remembering what has been learned; something
that is remembered; the things learned and kept in the mind (Merriam-Webster).

Middle ground: The part of the picture that is between the foreground and
background (MoMA Learning).

Palette: The range of colors used by an artist in making a work of art; 2. A thin
wooden or plastic board on which an artist holds and mixes paint (MoMA Learning).

Perspective: In art, a technique used to depict volumes and spatial relationships on

a flat surface, as in a painted scene that appears to extend into the distance (MoMA
Learning).

Proportion: Refers to the harmonious relation of parts to each other or to the whole
(MoMA Learning).

Representation: The visual portrayal of someone or something (MoMA Learning).

Scene: A setting for or a part of a story or narrative (MoMA Learning).

Sketch: A rough or unfinished version of any creative work, often made to assist in
the completion of a more finished work (noun); to make a rough drawing or
painting (verb) (MoMA Learning).

Subject matter: The visual or narrative focus of a work of art (MoMA Learning).

Wash: A watercolour term for a flat layer of very diluted colour laid across the paper.
It can either be an even layer of colour or a graded layer which gets lighter. Also
Known As: In acrylic and oil painting, a wash is usually called a glaze. A glaze done
with an opaque pigment is called a velatura (Evans).

4.5 Description of visual examples

Visual Tri-Fold Board: The Tri-Fold Board will contain the lesson plan objectives,
images of artists paintings that relate to the concept, and vocab.

PowerPoint:

1st Slide: This is the introduction where the teacher tells the students we will be making acrylic
paintings about family life lessons.

2nd Slide: Asking the students what they think a life lesson is and giving them the definition after
discussing their definitions of a life lesson. A life lesson is learning from personal experiences
such as making a mistake and gives us knowledge or values to live by.

Slide 3: Giving the students a life lesson example from visual culture. According to Charlie, in the
movie Finding Nemo, Dorys parents state, When something is too hardThere is always
another way.

Slide 4: Giving the students another visual culture example from The Charlie Brown and Snoopy
Show. Elizabeth Green states Sometimes the most ordinary things could be made extraordinary,
simply by doing them with the right people.

Slide 5: Asking the students, what are some life lessons you have learned from your family? (I
learned to not give up and to work hard). The students can brainstorm and reflect in a group
discussion.

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Slide 6: The teacher will ask how did the artist named Judith Leyster depict a life lesson in this
painting called Two Children with a Cat (1629)? (Students will say the siblings are learning the
life lesson of having fun with your brother or sister and pet cat. Your siblings or pet can become
your best friend).

Slide 7: The teacher will ask what value is being learned in this painting called In My Footsteps
by Melinda Byers? (Students will state that the son is learning from his father the value of
studying late into the night and the importance of gaining knowledge and learning new things.
There is value in reading since they are both reading and there is a library of books behind the
father.).

Slide 8: The teacher will ask the students how did the artist, Jan Lang portray a life lesson in this
painting, See the Beauty? (The student will state that the small child is learning the importance
of nature from his mother since they are sitting in a field of flowers and grass.).

Slide 9: The teacher will ask what kind of life lessons are learned in a large family after viewing

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the paintings of Lavinia Fontanas Family Portrait and Portrait of Bianca Degli Utili Maselli, half
length, in an interior, holding a dog and surrounded by six of her children? (The student will reply
that children in large families learn the value of sharing such as sharing clothes or toys. Children
learn that wearing hand-me-downs helps large families financially so using what you already
have is important. Always communicating and being together is important.)

Slide 10: The teacher will read the quote by the artist, Alice Neel: You should keep on painting
no matter how difficult it is, because this is all part of experience, and the more experience you
have, the better it is. What is the importance of the life lesson that practice makes perfect?
(Practicing helps improve your skills in any activity such as sports or painting). Students will be
motivated to not give up on their paintings. Students will view the painting Nancy and Olivia by
Alice Neel from 1967.

Slide 11: How do the familys facial expressions convey a memory in Alice Neels (1970)
The Family (John Gruen, Jane Wilson and Julia)? (The familys facial expressions are angry
and bored looking).

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Slide 12: How do the familys facial expressions convey a memory in Alice Neels The
Westreich Family (1978) painting? (The family looks uninterested and impatient. They are ready
to be done with their family picure and the children would rather be playing. They are learning the
value of patience.).

Slide 13: How do the familys facial expressions convey a memory in Alice Neels The Spanish
family, (1943) painting? (The mother and children look tired, scared, and sad. The life lesson is
that families can get through anything if they stay together and are there for each other during
tough times.).

Slide 14: How are family traditions incorporated into life lessons such as, in the painting, Grace

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Higgens in the Kitchen, by Vanessa Bell? (The girl is learning how to cook and making
homemade meals while using recipes passed down in her family.).

Slide 15:How is the girl feeling and what can she learn from these feelings in the painting, Lucie
Leon at the Piano, by Berthe Morisot? (The girl looks bored and uninterested in playing the
piano. She does not look happy. She is learning that sometimes we have to do things you do not
enjoy in order to succeed or to not give up on something you started.)

Slide 16: How did the artist Mary Cassatt depict this life lesson in the painting, Breakfast in Bed
(1897)? (This life lesson is the importance of giving back to your mother, such as on Mothers
Day for all the hard work she does for you. Letting your mother rest and sleep in is a life lesson.
Making your Mom Breakfast in Bed will make her feel appreciated.).

Slide 17: The teacher will read the quote, Hard times teach us the most valuable lessons.
Students will view these images where children are experiencing child labor, starvation, and

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harsh living conditions. Students will think about how going through difficult situations can make
you a stronger person.

Slide 18: What is the importance of being there for your siblings in the following paintings such
as in Hung Lius Sister in Arms II and Sister Hoods (2003)? (Your siblings will always care for
you and will help you through hard times.)

Slide 19: What is the importance of being there for your siblings such as in Hung Lius White
Rice Bowl? (Helping your younger siblings eat is important when your parents are not around so
they do not starve to death).

Slide 20: How can Life Lessons Make Change in Judy Bacas The Great Wall (1892)? (Talking

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about the life lessons can make change. Learning from and reacting to the life lesson can make
change.).

Slide 21: What is a wash? (A wash is a visual arts method resulting in a partially translucent
layer of diluted color.)

Slide 22: Who can define what is foreground, middle ground, and background? (The people are
in the foreground, the tree is in the middle ground, and the mountains are in the background.).

Slide 23: What are the foreground, middle ground, and background in Grandma Moses painting?
(The old couple is in the foreground, the ice skaters are in the middle ground, and the mountains

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and sky are in the background.).

Slide 24: What are warm versus cool colors? (Warm colors are reds, oranges, or yellows and
cool colors are blues, greens, and purples.)

Slide 25: What side are warm colors and what side are cool colors? (The left side is warm colors
and the right side is cool colors.

Slide 26: How is color used in Miriam Schapiros painting to express a memory? (The artist used
mostly warm colors to express a happy, loving, and fun time but combined them with some cool
colors.)

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Slide 27: This is the list of references for the PowerPoint.

My Family Life Lesson Painting Example:

Judy Baca The Great Wall

According to SPARC (2016) in THE GREAT
WALL HISTORY AND DESCRIPTION,
In 1974, the Army Corps of Engineers
contacted Judith F. Baca about the possibility
of creating a mural in the flood control
channel as part of a beautification project that
included a mini park and bicycle path.
Judy Baca included a diverse amount of
people in her paintings in The Great Wall.
http://sparcinla.org/the-great-wall-part-2/
Lucie Leon at the Piano Berthe Morisot
1892
The Seattle Art Museum (2016) declares,
this unsmiling young lady would have
preferred to play croquet rather than to pose
at the piano, according to the artists
daughter Julie, who observed the painting
sessions. The Seattle Art Museum (2016)
declares, Yet by 1898 Lucie Lon had
become a prize-winning pianist with a public
career, which was rare for women at the
time. The Seattle Art Museum (2016) states,
she showed her work with the Impressionists
and The influence of her brother-in-law

18

douard Manet is evident in the loose, fluid

brushwork of this study.
http://www1.seattleartmuseum.org/eMuseum
/code/emuseum.asp?style=single&currentrec
ord=1&page=search&profile=objects&search
desc=Number%20is%2091.14&searchstring
=Number/,/is/,/91.14/,/0/,/0
Hung Liu
White Rice Bowl
(2010)
According to Hung Luis BIO (2016), Known
for paintings based on historical Chinese
photographs, Hung Lius subjects over the
years have been prostitutes, refugees, street
performers, soldiers, laborers, and prisoners,
among others. As a painter, Liu challenges
the documentary authority of historical
Chinese photographs by subjecting them to
the more reflective process of painting.
http://www.hungliu.com/bio.html
Two Children with a Cat (1629)
Judith Leyster
According to the National Museum of Women
in the Arts (2014), Judith Leyster, an
independent artist with her own workshop
and pupils, had a talent for painting lively
scenes of people enjoying themselves in
taverns or playing music.
The National Museum of Women in the Arts
(2014) states, Her work was clearly
influenced by genre paintings created by
noted Haarlem artist Frans Hals, which led to
attribution errors.
http://www.nmwa.org/explore/artist-profiles/ju
dith-leyster
4.6 List of references

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George, P. S. (1992). The middle schooland beyond: middle school organization: Practices
reflecting values. Alexandria, Virginia: Association for Supervision and Curriculum
Development. (pp. 1-175).
Lowenfield, V. (1987). Creative and mental growth. Upper Saddle River, NJ: Prentice Hall.
Pennisi, A.C. (2013). Negotiating to engagement: Creating an art curriculum with
eighth-graders. Studies in Art Education, 54(2), 127-140.
Walker, S. R. (2001).Teaching meaning in artmaking. Worcester, MA: Davis Publications Inc.
Wood, C. (1997). Yardsticks: Children in the classroom, ages 4-14: A resource for parents and
teachers. Greenfield, MA: Northeast Foundation for Children.
http://www.moma.org/learn/moma_learning/glossary#a
http://www.dictionary.com/browse/life-lesson
http://www.merriam-webster.com/dictionary/memory
http://painting.about.com/od/artglossaryw/g/definition-wash.htm
http://painting.about.com/od/artglossaryg/g/defglaze.htm
http://www.dictionary.com/browse/drybrush
file:///C:/Users/Heather/Downloads/WIDA_booklet_2012%20Standards_web.pdf
http://www1.seattleartmuseum.org/eMuseum/code/emuseum.asp?style=single&currentrecord
=1&page=search&profile=objects&searchdesc=Number%20is%2091.14&searchstring
=Number/,/is/,/91.14/,/0/,/0
Artist Websites:

https://dl.sciencesocieties.org/publications/sh/articles/54/4/sh2013-54-4-rc2?show-t-f=fig
ures&wrapper=no

https://www.etsy.com/listing/271058602/fairy-tales-boy-and-girl-reading-desk?ref=shop_
home_active_17

http://www.explore-drawing-and-painting.com/acrylic-painting-techniques.html

http://www.wisegeek.com/what-is-a-life-lesson.htm

https://genevaanderson.wordpress.com/tag/hung-liu/

http://www.vlinder-01.dds.nl/cdr/paintings/judith_leyster.htm

http://www.hungliu.com/
http://muddycolors.blogspot.com/2013/05/artist-of-month-alice-neel.html

http://www.aliceneel.com/gallery/?mode=display&category=12&painting=45

https://en.wikipedia.org/wiki/Wash_(visual_arts)

http://www.sothebys.com/en/auctions/ecatalogue/2012/important-old-master-paintings-n
08825/lot.48.html

http://www.the-athenaeum.org/art/detail.php?ID=231652

http://women-artists.org/post/10106155235/alice-neel-the-westreich-family-1978-oil-on

https://www.etsy.com/listing/255424221/our-three-boys-three-boys-and-mama?ref=shop
_home_feat_4

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https://dl.sciencesocieties.org/publications/sh/articles/54/4/sh2013-54-4-rc2?show-t-f=fig
ures&wrapper=no

https://www.etsy.com/listing/271058602/fairy-tales-boy-and-girl-reading-desk?ref=shop_
home_active_17

http://www.explore-drawing-and-painting.com/acrylic-painting-techniques.html

http://sparcinla.org/the-great-wall-part-2/
http://www1.seattleartmuseum.org/eMuseum/code/emuseum.asp?style=single&currentr
ecord=1&page=search&profile=objects&searchdesc=Number%20is%2091.14&searchstr
ing=Number/,/is/,/91.14/,/0/,/0

http://www.hungliu.com/bio.html

http://www.nmwa.org/explore/artist-profiles/judith-leyster

5. Integration/Connecting Links
5.1 Idea Mapping

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5.2 Instructional Resources and Materials:

PowerPoint 1 Acrylic Paintings about Family Life Lessons (PowerPoint)

Family Life Lesson Questions (Thinksheet 1)

Artist Statement (Thinksheet 2)

Student Teacher Final Product Example

5.3 Art Materials for the Lesson:

Cardboard
Gesso
Acrylic Paint (Possibly Washable)
Paint Brushes
Paint Palettes
Water trays
Butcher Block Paper for table clothes
Paper and pencils for sketches
Paper towels
6. Management and Safety Issues:

Covering all tables with butcher block paper for possible spills.

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Students will be instructed to roll up their sleeves or wear a paint shirt so they do not stain
their clothes with acrylic paint.

Students will be advised to not wash their dirty brushes or hands in the sink in order to not
clog them. Students will be given paper towels to wipe off extra paint off their hands and
brushes. All the students will then put their brushes in a bucket to be washed by the table
assigned to clean brushes.

Small buckets of water will be available for the students who need extra clean water for
their brushes.

Extra paint and paper towels will be accessible with permission.

6.1 Organization of Supplies

10 pieces of cardboard will be prepared with gesso before class.

Butcher block paper will be precut so they are ready to be placed on the tables.

Every student will obtain a paper towel, a plastic palette plate filled with acrylic paint,
different size brushes, and a shared container of water.

6.2 Clean-Up of Supplies

Clean-Up will be made faster by putting down butcher block paper on the desks before
the students start painting.

Paper towels will be available and students will dump out their water trays and wash their
paint brushes.

Put all dirty palettes into water buckets.

Have a place to let paintings dry under craft paper.

Have each table clean up their own supplies.

Students will clean up their supplies individually.

One table collects all the brushes, paint palettes, and water containers. These students
will clean the brushes out.

All students will bring their individual wet painting to the drying station.

7. Vocabulary:

Background: The area of an artwork that appears farthest away from the viewer;
also, the area against which a figure or scene is placed (MoMA Learning).

Brushwork: The manner in which a painter applies paint with a brush (MoMA
Learning).

Color: The perceived hue of an object, produced by the manner in which it reflects
or emits light into the eye. Also, a substance, such as a dye, pigment, or paint, that
imparts a hue (MoMA Learning).

23

Composition: The arrangement of the individual elements within a work of art so as

to form a unified whole; also used to refer to a work of art, music, or literature, or its
structure or organization (MoMA Learning).

Concept: A scheme; a plan. An idea. (MoMA Learning).

Content: The subject matter or significance of a work of art, especially as

contrasted with its form. (MoMA Learning).

Drybrush: A technique of drawing or painting in which a brush having a small

quantity of pigment or medium is applied to or dragged across a surface
(Dictionary.com).

Foreground: The area of an imageusually a photograph, drawing, or

paintingthat appears closest to the viewer (MoMA Learning).

Glaze: The term used for a thin, transparent layer of paint, particularly in oil painting
and acrylics. Glazes are used on top of one another to build up depth and modify
colors in a painting. It must be completely dry before another is applied on top, so the
colors don't physically mix (Evans).

Hue: A particular gradation of color; a shade or tint (MoMA Learning).

Life Lesson: Something from which useful knowledge or principles can be learned
(Dictionary.com) or something learned through experience (Merriam-Webster).

Memory: The power or process of remembering what has been learned; something
that is remembered; the things learned and kept in the mind (Merriam-Webster).

Middle ground: The part of the picture that is between the foreground and
background (MoMA Learning).

Palette: The range of colors used by an artist in making a work of art; 2. A thin
wooden or plastic board on which an artist holds and mixes paint (MoMA Learning).

Perspective: In art, a technique used to depict volumes and spatial relationships on

a flat surface, as in a painted scene that appears to extend into the distance (MoMA
Learning).

Proportion: Refers to the harmonious relation of parts to each other or to the whole
(MoMA Learning).

Representation: The visual portrayal of someone or something (MoMA Learning).

Scene: A setting for or a part of a story or narrative (MoMA Learning).

Sketch: A rough or unfinished version of any creative work, often made to assist in
the completion of a more finished work (noun); to make a rough drawing or
painting (verb) (MoMA Learning).

Subject matter: The visual or narrative focus of a work of art (MoMA Learning).

Wash: A watercolour term for a flat layer of very diluted colour laid across the paper.
It can either be an even layer of colour or a graded layer which gets lighter. Also
Known As: In acrylic and oil painting, a wash is usually called a glaze. A glaze done
with an opaque pigment is called a velatura (Evans).

24

8. In-Class Activities:
Day One
Time

Learning Activities

_5_minutes

Orientation/Engagement/Motivation:

Purpose

Discuss with the students what they know

Students will answer questions

about life lessons and family memories.

and share their life lessons.

Motivational Dialogue:
Association Questions:

Who can tell me what a life lesson

is? (A life lesson is something you
learn from your mistakes and
experiences.)

What is a memory? (A memory is

something you remember or
something that happened to you.)

Topic Questions:

What do you like to do with your

family? (Go biking with them, and
spend time with them at my
familys tree farm.)

How is that memory or experience

important to you, and how did it
become a life lesson? (Getting
exercise together, and learning
how to work hard from watching
my parents work outside for long
hours.

How did that life lesson change

you and what did you learn from
the life lesson? (It is important to
exercise to stay healthy and to get
fresh air to distress. I am now a
hard worker in my life such as in
my classes and part time jobs. I
learned to not stop working even if
you are tired.)

25

Visualization Questions:

What happened in your memory?

(My family and I went biking
together after dinner. I watched my
Mom and Dad plant seedlings in
the tree fields and help
customers).

What do you see in the memory? (I

see a road and my family riding
their bike.) I see my family, the
outdoors, trees, and a tractor.)

What is important in the memory?

(My parents do not give up when
they are working hard while going
on bike rides or working at the tree
farm.)

After discussing the definition of life

lessons and family memories, we will
emphasize the importance of them and
how they influence their daily lives. After
this we will study different artists with
similar concepts and how they visualize
them within their own artwork.
_15_minutes

Presentation/Explicit Instruction:

Students will gain inspiration

As a class we will begin the PowerPoint by

from different artists paintings

going over technical skill of acrylic paint

about family memories and life

and continue by discussing compositional

lessons.

elements such as foreground, middle

ground, and background. I will then show
my students my PowerPoint which
contains artists paintings, such as
Judith Leyster, Melinda Byers, Jan Lang,
Lavinia Fontana, Alice Neel, Vanessa Bell,
Berthe Morisot, Mary Cassatt, Hung Liu,
Judy Baca, Grandma Moses, and Miriam
Schapiro.

26

Questions Answered Above in #4.5

under PowerPoint:
Visualization Questions:
How did the artist depict a life lesson?
What value is being learned in this
painting?
How do the familys facial expressions
convey a memory?
How are family traditions incorporated into
life lessons?
How is the girl feeling and what can she
learn from these feelings?
What is the importance of being there for
your siblings?
How can life lessons make change Judy
Baca The Great Wall?
Topic Questions:
What is a life lesson?
What is a memory?
Association Questions:
What are some Life Lessons You Have
Learned From Your Family?
What are some examples of life lessons?
How do these artists depict their life
lessons?
_10_minutes

Structured Practice/Exploration:

I will hand out to my students a family

Students will be able to reflect on

lesson Thinksheet where they will

their most influential life lesson

answer 4 questions about their life

they have learned from their

lesson from a family memory.

family.

Association Questions:
1. Write about a specific family
memory that taught you something
about life. (Watching my family
work hard at the tree farm.)
2. What feeling did this memory
produce in you? (It made me feel

27

proud of my family.)
3. How has this memory changed
your life? (It has made me a hard
worker in my own life.)
4. How can I pass this life lesson on
to someone else? (I can teach
others to be hard workers in my
classroom.)

_5_minutes

Guided Practice/Feedback:
1. Write about a specific family

Students will thoughtfully portray

their memory.

memory that taught you something

about life. (Watching my family
work hard at the tree farm.)
2. What feeling did this memory
produce in you? (It made me feel
proud of my family.)
3. How has this memory changed
your life? (It has made me a hard
worker in my own life.)

Students will continue thinking

about their life lesson while
applying compositional elements
such as foreground, middle
ground, and background.
Students will create visual
expression.

4. How can I pass this life lesson on

to someone else? (I can teach
others to be hard workers in my
classroom.)
What emotions do you want to express? (I
want to express happy emotions)
What emotions may your life lesson be
expressing? (Strong emotions)
Independent Practice/Application:
Students will be given an exploration in
acrylic paint in expression.
_5_minutes

Closure

Students will review what the

Questions to ask:

concept is.

Who remembers what a life lesson is? (A

28

value you learn from a life experience.)

Who can tell me the importance of a family
memory? (Knowledge is gained from
family memories.)
Who can explain to me the concept of this
lesson? (Choose a life lesson that was
learned from a family memory.)
Have students share ideas and ask
them who remembers what the
concept of lesson is.

Clean-up

Day Two-Five
Time

Learning Activities

Purpose

_5_minutes

Orientation/Engagement/Motivation:

Students will listen and participate

I will quickly review at the beginning.

in the review.

Who can give me an example of a life

lesson? (Working hard)

Who can tell me the definitions of

foreground, middle ground, and
background? (Foreground is the
subject or area in the front, middle
ground is in the middle, and
background is in the back such as the
sky.)

What is a wash? (Using diluted water

while painting)

Once reviewed, I will go into a

demonstration.
_5_minutes

Presentation/Explicit Instruction:

I will show them a quick demo of

Students will practice making their

foreground middle ground and

own foreground, middle ground,

background for their sketches.

and background in their sketches.

I will show them how to quickly sketch

a life lesson from a family memory with
pencil on a white sheet of paper. They
will identify foreground, middle ground,
and background from my drawing.

29

I will demo how to paint on a large

piece of cardboard. I will show them
how to use washes and how to blend
colors. I will mention foreground,
middle ground, and background.

_20_minutes

Structured Practice/Exploration:

Students will be able to reflect on

Students will decide what family life

lesson they want to use.

their most influential life lesson

they have learned from their

I will ask my students to sketch out

family.

their life lesson from a family memory

Students will have a plan for their

on a sheet of paper.

final artwork.

Students will start their family lesson

Students will learn how to paint

painting.

large.

Guided Practice/Feedback:
1. Write about a specific family
memory that taught you something
about life. (Watching my family
work hard at the tree farm.)
2. What feeling did this memory
produce in you? (It made me feel
proud of my family.)
3. How has this memory changed
your life? (It has made me a hard
worker in my own life.)
4. How can I pass this life lesson on
to someone else? (I can teach
others to be hard workers in my
classroom.)
What emotions do you want to express? (I
want to express happy emotions)
What emotions may your life lesson be
expressing? (Strong emotions)
Independent Practice/Application:
Students will be given an exploration in
acrylic paint in expression.

30

_10_minutes

Closure

Students will review what the

Share their sketches and paintings.

concept is, show their work, and

Have them hold it up and mention their

clean up.

life lesson.

Questions to ask:

Who remembers what a life lesson is? (A

value you learn from a life experience.)
Who can tell me the importance of a family
memory? (Knowledge is gained from
family memories.)
Who can explain to me the concept of this
lesson? (Choose a life lesson that was
learned from a family memory.)

Have students share ideas and ask

them who remembers what the
concept of lesson is.

Clean-up

Day Six:
Time

Learning Activities

Purpose

_5_minutes

Orientation/Engagement/Motivation:

Students will listen to my quick

Quick review that today students will be

review and answer the review

finishing their paintings if they have not

discussion questions.

already done so and writing artists

statements.
Motivational Dialogue:

Who can remind us what we need to

include in our painting? (Foreground,
middle ground, and background, our
life lesson from a family memory, and a
limited color scheme.)

What are some vocabulary words we

learned? (Wash)

Who knows what an artist statement

is? (The artist writes about and reflects
on their artwork.)

_20_minutes

Structured Practice/Exploration:

Students will work on finishing

31

Students will finish their paintings with

their paintings.

acrylic paint about their life lessons.

Write artist statements reflecting on their
artwork.
Association Questions:

Please describe the life lesson you

displayed in your painting. (Working
hard.)

Explain what happened in this memory

and what is occurring in this image.
(My parents are working hard at my
familys tree farm in the fields.)

Explain the steps you used to create

your artwork. (I sketched out a plan
and painted with acrylic paint.)

What do you want people to

understand from this artwork? (You
should always work hard to be

successful even if you are tired.)

We will review the objectives of the
lesson.

_15_minutes

Closure

Students will talk about their

Students will share their finished work

painting and read their artist

and their artist statements.

statements.

Review Questions:

Who remembers what a life lesson is? (A

Students will clean up individually.

value you learn from a life experience.)

Who can tell me the importance of a family
memory? (Knowledge is gained from
family memories.)
Who can explain to me the concept of this
lesson? (Choose a life lesson that was
learned from a family memory.)
Clean-up
9. Critical Comments and Reflections:

1. Surprises (2.5):
This semester I taught fourth graders at St. Mary School. One of my first substantial surprises

32

was that I had eight boys and only two girls in my class, which made behavior management more
challenging. The boys possessed a lot of energy and liked to move around. My students were
very interested in the PowerPoint I made on the first day where they viewed many artists
examples of family life lesson paintings such as Alice Neel, Hung Liu, and Lavinia Fontana.
Another surprise was on day three I felt a lot more comfortable and in control while teaching in
our new art room, which was originally used for storage of our lesson supplies and preparation
area. Moving from the homeroom to the art classroom felt less chaotic, since my supplies were
already set up in the room and the students respected the room. I was astonished the students
were enthusiastic about clean up time, which gave me time to do a closing reflection with them
each day.
My students kept saying, Im done, Im done, Im done towards the end of the project. Every
time a student said they were finished, I showed them where they can enhance their life lesson
painting by incorporating details and told them to fill in white spots. On day five, the
demonstration went well, but there was not a lot of time due to the students being in mass and
coming back late. I did not realize how quickly the time went. At first, I did not think I needed
two extra teaching days, but they ended up being helpful since everyone was able to embellish
their paintings with details utilizing either Sharpies or fabric. Everyone successfully finished his
or her family life lesson paintings.
2. Best
a. Student responses (2):
The student responses were great. The students were able to learn, comprehend, and
communicate the definitions of foreground, middle ground, and background. During my day four
demo, I reviewed how to paint the large areas quickly; the students remembered that they have to
utilize a big brush. Then I explained how to paint and emphasize details with small brushes to all
the students since the majority of the students already had their large areas done. I also showed
them how to add shadows. Using Dr. Staikidis advice, I talked about contrast and how it is
important for the first layer of paint to dry before doing details. The students effectively
discussed the video and vocabulary with prompted questions. There were also good individual
questions being asked. Problem solving occurred when students did not know what to paint next
so they would ask me numerous questions. I told them to incorporate lines to show blades of
grass, to clean up their edges that were still showing the white board, and adding layers of paint.
b. Questions/Dialogue (2):
The questions and dialogue went well. The students were very excited to answer questions.
When I asked a question, several students would raise their hand and wanted to answer. For
example, I asked students questions individually and throughout group discussions. On day one I
learned it is important to ask students what they see and how they strive to depict their life lesson.

33

Also, on day three I used a sterner voice when I needed the students to listen to instructions. I
told the students I need you to do this instead of asking, can you do this? I made sure to wait
for them to be quiet and told individual students to listen. During closures I reviewed and asked
the students questions about foreground, middle ground, and background and warm and cool
colors. When a student did not know the answer I called on another student for more elaboration
and clarification.
On day six, I used a students artist statement as an example for the rest of the class to explain
what details should be written. Jennifer commented on how several students continued to say
Im done but I would help them think of ideas to write down individually. The students
answered the questions on the front and I used Gabis advice to have them make the questions
into a paragraph on the back.
c. Problem & Solving (2):
On day three, some of the problem solving that occurred was students would say I need a new
brush, but I would tell them they can use their paper towel to get some of the excess paint out of
it. I learned that when I shared my personal experience, a lot of the students wanted to use the
same life lesson as me. In the next lesson we brainstormed their own life lesson ideas through
word mapping on the white board together. Several of the fourth graders have short attention
spans, and they like to move around. They also love to talk. I learned to redirect the students by
having them listen to Olivia. On the last day Jennifer commented that I was doing a much better
job at classroom management since the students silently listened to me when I asked them to stop
for a moment to clearly discuss the artist statement requirements.
I learned that giving positive feedback to students such as Alex is helpful to them. On day two, I
demonstrated differentiated learning when I gave Alex positive feedback about his sketches,
which made him feel proud of his work. Since he finished early, he was able to complete his
Think sheet when previously he was not able to. It is interesting to see how different students can
get tasks done in different ways. Drawing out his ideas before writing them down was very
helpful for him to be able to communicate his life lesson in his Think Sheet.
d. Organization (2):
I made sure to allow enough time for clean up everyday. On day three, the students worked
together to clean up and I asked individual students to collect paintbrushes, paint palettes, or
water dishes. As well, I had the students who were finished with their projects pick up pieces of
fabric on the floor. At the end of the lesson on the fifth day, the students were able to reflect in
the closure. Dr. Staikidis declared I had a beautiful share with all the students pulled into a
small circle on the rug. I had the students discuss their life lessons and what family members
were depicted in their paintings. I was glad that everyone finished their projects on this day so
we were able to focus on their artist statements and reflection of their artwork during the last day.
I am glad I had the extra day to teach, since I felt like a real teacher getting everything ready by

34

myself. It was a lot of work getting all of my painting supplies cleaned up by myself, but I did
have my students help with a lot of the cleaning. It was challenging being in the students
homeroom again since the boards are so large and their desks are so small. I told the students to
spread out so they had more space to work. The students also had to clear all of their desks after
their morning warm up, so I could not set up supplies or table covers until the students were
already there. I did get my water dishes and paint palettes ready early though and asked certain
students to help pass out materials. I felt more prepared being in the art classroom again on the
following Tuesday.
e. Quality of Students Work (2):
After evaluating the students artwork, I believe the students life lesson paintings are of high
quality. They all finished covering their large areas and embellished their paintings with Sharpie
and/or fabric details. On day five, Kelly commented that the students appeared very thrilled,
are creating excellent artwork, and that I gave them beneficial recommendations. On day six, Dr.
Staikidis asserted that my students work is lovely and they loved painting. They all concentrated
on their family life lessons in their paintings; as a result, their paintings express personal
meaning. They all put a lot of thought, time, and effort into their paintings.
3. Ideas for Improvement
a. Student Responses (2):
Sometimes students would try to talk over each other while answering questions. To improve
this, I will inform students that I will only call on students who are sitting quietly.
Acknowledging the students that were listening attentively influenced other students behavior.
On day three, some of the students had negative comments about their paintings so I told them to
keep their feedback or comments positive. On day four, I showed my students the Disney Top
10 Pixar Life Lessons YouTube video that Erin showed to her class. My students were very
engaged and listening closely to the video. The volume would not turn up very loud so I made
sure to tell them to watch the video quietly. The student responses were good when I told them to
add details in the demo. The students remembered the definitions of the vocabulary such as
foreground, middle ground, and background, as well as warm and cool colors. I continued to
practice saying I need you to instead of can you? I am improving on classroom management
such as during the video and demo since I am feeling more confident in the classroom.
Jennifer said I used my voice and made sure students were silent and paying attention before
talking. Additionally, Jennifer affirmed the students had a good time reading their artist
statements to the class and there were stories behind all of the life lesson paintings. I included the
shy students who did not want to speak in front of the class by reading their artist statements for
them.
b. Questions/dialogue (2):

35

Not rushing through the group discussions helped the students expand more on their life lesson
ideas. In order to create more dialogue, I asked the students for explanations of why they chose
their life lesson and how they planned on depicting it. My demo could have been a little more
thorough on day four. Jennifer commented that I could have gone more in-depth with the
demonstration by telling them to paint the details slowly and to take their time. I did go around to
students individually to help them add details. I made some notes of what to say during the demo,
but writing down more notes would help me.
One of the students always wants to tell me stories about his gator or 4-wheeler when I need to
help other students with their paintings. Sometimes I feel like I have to ignore his stories or just
give short responses, since he is always calling my name to tell me a story. On day five my
teaching partner Kelly gave me several helpful ideas including: I need to make the students
attentiveness a requirement with strong communication, to stop teaching if another student is
speaking, and ask the students to raise their hands before talking.
c. Problem & Solving (2):
My weaknesses were that I did not possess everyones focus sometimes when reviewing terms or
artists during day two. When I told the students to have all eyes on me, some of them still did not
actually have their eyes on me and instead of waiting, I just continued on with the lesson. I
learned to be more forceful with my voice so the students knew that I was in charge of the
classroom. My demonstrations needed to be more comprehensive so they would think more
about composition after viewing my painting.
On day three, several students did not understand how to paint the large areas, so I made sure to
execute responsive teaching. I told them I needed them to put their tools down and have eyes on
me. I held up a students painting who was doing a great job on painting the large areas with
washes to give a visual example of successful washes. I needed to spend more time on presenting
my demonstration since they did not comprehend the washes.
On day six, Dr. Staikidis informed me it is vital to do a group brainstorm for artist statements.
I read my life lesson artist statement to the students in response to this feedback. Dr. Staikidis
also wrote, Lots of times, students dont really understand without explicit modeling. Dr.
Staikidis stated that I needed to clearly communicate my expectations of them. I showed every
students artwork to the class while the student read their artist statement. Jennifer declared I
needed to keep an eye on all of the students while working with students individually in order to
watch out for behavior problems. Jennifer also stated that I needed to ensure that all of the
students were listening and not having side conversations while students presented their artist
statements. Next time, I will make sure to inform my students of the lesson expectations and be
observant while teaching.
Organization (2):
Some changes that I made are my students seating arrangement and my management strategies.
I used different ways of keeping their attention. I fixed the nametag strings by tying them tighter

36

so they would not play with them. In future lessons I need to make sure all the Think Sheets
questions are understandable to the students grade level. The first painting cleanup day felt
unorganized; thus, the following days I assigned specific tasks to each student during cleanup
time. In the next class, I gave certain tasks to certain tables. I needed to have a plan for asking
students questions about their life lesson details and what details would help viewers understand
their life lessons. I needed to make sure they are making their life lessons clear. In the next demo,
I showed the students how to use Sharpies on their paintings and how to use fabric. On day five,
Kelly recommended I should dismiss the fourth graders at the end of my demonstration. On
day six, Jennifer mentioned I needed to plan out the very end of the class in order to prevent
misbehavior.
d. Quality of Student Work (2):
On day four the students quality of work improved, but they do needed to spend more time
doing finishing touches. Some of the students kept talking to each other during the class and
were getting distracted by each other. I told them I need to see you working. I really needed to
be careful with the sitting arrangement next Tuesday.
On Thursday, day six, the students finished up their details with Sharpie markers and glued on a
bit of fabric onto their paintings, which really embellished their paintings. On this day, I taught
in the students classroom so Gabi and the students helped with setting up. Sean and a lot of the
other kids were hyped up from the Cubs winning the World Series. There was some messing
around that occurred; thus, I instructed the students to go back to their seats and keep working. I
helped Alex by pointing out which animals still needed to be colored with Sharpies and which
ones still needed faces. When the students were at their stopping points, I told them to draw on
the back of their boards. Jesse drew a very detailed dragon with graphite on the back of his board
from looking at a book of dragons.
4. Conclusion (2.5):
I really enjoyed teaching in our new art room and felt more prepared even though I had a great
amount of supplies to set up. All of my classmates were very supportive and helpful during my
lesson and the rest of the lessons. The students had a great deal of fun creating acrylic paintings.
The students paintings started to look more finished after day four and the extra days, but I still
wanted them to focus on more details using Sharpies and add a little bit of fabric to make their
paintings pop. Giving the students positive feedback helped them to improve their artwork.
While student teaching, I learned that utilizing differentiated learning, having good management
skills, and being well prepared are vital qualities in being a successful art teacher. The students
learned about several vocabulary words and academic language. After typing up my students
artist statements, I think the students learned and reflected a lot about life lessons such as
working hard and not giving up. I am looking forward to displaying the fourth graders art work
in the art show next week. I think all of the students will be excited to show their family

37

members their family life lesson paintings.

Task 1 Part C:
Attachments:
1. Scoring Rubric and assessment tools:
Objective

Excellent (3

Average (2

Poor (1 point)

points)

points)

OBJECTIVE I: Students
clearly explained how

Student clearly
expresses a life

Students
expression is

Students
expression is

life lessons are

lesson and how

somewhat clear

unclear on a life

expressed and how the

an artist may

on a life lessons

lesson and how an

artist depicts a family

depict a family

and how an artist

artist may depict a

memory through their

memory through

may depict a

family memory

work.

their work.

family memory

through their work.

Score

through their
work.
OBJECTIVE II: Students

Students

Students

The student did not

successfully participated

successfully

somewhat

participate in a small

in a small group

participated in a

participated in a

group discussion.

discussion.

small group

small group

discussion.

discussion.

OBJECTIVE III:
Students clearly sketch

Students life
lesson is clearly

Students life
lesson is

Students life lesson

is not clearly

out their life lesson.

depicted in their

somewhat clearly

depicted in their

sketch.

depicted in their

sketch.

sketch.
OBJECTIVE IV:

Students

Students

Students

Students successfully

successfully paint

somewhat

unsuccessfully paint

paint their life lesson

their life lesson

successfully paint

their life lesson

using foreground,

using foreground,

their life lesson

using foreground,

middle ground, and

middle ground,

using foreground,

middle ground, and

background in a limited

and background

middle ground,

background in a

color scheme.

in a limited color

and background

limited color

scheme.

in a limited color

scheme.

scheme.
OBJECTIVE V: The
student successfully

The student
successfully

The student
moderately

The student poorly

elaborated to create

elaborated to create a

elaborated to

elaborated to

a well written Artist

well written Artist

create a well

create a well

Statement and

38

Statement and

written Artist

written Artist

Thinksheet.

Thinksheet.

Statement and

Statement and

Thinksheet.

Thinksheet.

OBJECTIVE VI:

Student skillfully

Students skillfully

Student shows little

Students clearly paint an

shows

show some

to no understanding

acrylic painting of a life

understanding of

understanding of

of acrylic paint.

lesson learned from

their family members in

acrylic paint.

acrylic paint.

a memory.
Total:

39

3. Learner Characteristics:
2. Handouts

Thinksheet 1:
Name:
Family Life Lesson
1. Write about a specific family memory that taught you something about life.

2. What feeling did this memory produce in you?

3. How has this memory changed your life?

4. How can I pass this life lesson on to someone else?

5. What three colors would best represent your life experience? (You will receive black,
white, and brown.)

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Thinksheet 2:
Name:
Artist Statement
Please describe the life lesson you displayed in your painting.

Explain what happened in this memory and what is occurring in this image.

Explain the steps you used to create your artwork.

What do you want people to understand from this artwork?

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Final Product: My Parents Working Hard on Our Christmas Tree Farm

My Family Life Lesson: Work Hard

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4. Students artwork examples:

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5. Class Photos and St. Mary exhibition photos:

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