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    3 Painted Ice Cream Cones Lesson Plan

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    burris40
    This art lesson introduces second grade students to painter Wayne Thiebaud and has them create painted ice cream cones inspired by his still life paintings of sweets. Students will learn about color as an element of art through mixing paint to achieve desired colors for their ice cream cone flavors. They will create a "recipe card" to document their mixing process. The lesson supports standards related to understanding media techniques, visual structures, art history, and critique. Materials include visuals of Thiebaud's work, recipe cards, painting supplies, and scissors. Students will deepen their understanding of color mixing while exercising care and craftsmanship in their painted ice cream cones.

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    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd

    3 Painted Ice Cream Cones Lesson Plan

    Uploaded by

    burris40
    147 views5 pages
    This art lesson introduces second grade students to painter Wayne Thiebaud and has them create painted ice cream cones inspired by his still life paintings of sweets. Students will learn about color as an element of art through mixing paint to achieve desired colors for their ice cream cone flavors. They will create a "recipe card" to document their mixing process. The lesson supports standards related to understanding media techniques, visual structures, art history, and critique. Materials include visuals of Thiebaud's work, recipe cards, painting supplies, and scissors. Students will deepen their understanding of color mixing while exercising care and craftsmanship in their painted ice cream cones.

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    This art lesson introduces second grade students to painter Wayne Thiebaud and has them create painted ice cream cones inspired by his still life paintings of sweets. Students will learn about color as an element of art through mixing paint to achieve desired colors for their ice cream cone flavors. They will create a "recipe card" to document their mixing process. The lesson supports standards related to understanding media techniques, visual structures, art history, and critique. Materials include visuals of Thiebaud's work, recipe cards, painting supplies, and scissors. Students will deepen their understanding of color mixing while exercising care and craftsmanship in their painted ice cream cones.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    147 views5 pages

    3 Painted Ice Cream Cones Lesson Plan

    Uploaded by

    burris40
    This art lesson introduces second grade students to painter Wayne Thiebaud and has them create painted ice cream cones inspired by his still life paintings of sweets. Students will learn about color as an element of art through mixing paint to achieve desired colors for their ice cream cone flavors. They will create a "recipe card" to document their mixing process. The lesson supports standards related to understanding media techniques, visual structures, art history, and critique. Materials include visuals of Thiebaud's work, recipe cards, painting supplies, and scissors. Students will deepen their understanding of color mixing while exercising care and craftsmanship in their painted ice cream cones.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Painted Ice Cream Cones: Grade 2

    by Kristen Peck

    PROJECT/UNIT DESCRIPTION
    Image: Artist Wayne Thiebaud's "Three Ice Cream Cones", 1996

    Second-grade students are introduced to the works of artist Wayne Thiebaud and create a painted icecream cone inspired from his collection of sweet treats. Students explore the element of art: color through color mixing exploration and painting techniques while creatively deciding on flavors and completing a "recipe card". Prerequisite learning includes a study of the color wheel and color mixing in oil pastel.

    LEARNING STANDARDS/DESCRIPTORS
    Standards
    NAEA.VA.K4.1 NAEA.VA.K4.1.1 NAEA.VA.K4.1.4 NAEA.VA.K4.2 NAEA.VA.K4.2.1 CONTENT STANDARD: Understanding and applying media, techniques, and processes Students know the differences between materials, techniques, and processes Students use art materials and tools in a safe and responsible manner CONTENT STANDARD: Using knowledge of structures and functions Students know the differences among visual characteristics and purposes of art in order to convey ideas Students describe how different expressive features and organizational principles cause different responses Students use visual structures and functions of art to communicate ideas CONTENT STANDARD: Understanding the visual arts in relation to history and cultures Students identify specific works of art as belonging to particular cultures, times, and places CONTENT STANDARD: Reflecting upon and assessing the characteristics and merits of their work and the work of others Students understand there are different responses to specific artworks

    NAEA.VA.K4.4 NAEA.VA.K4.4.2 NAEA.VA.K4.5 NAEA.VA.K4.5.3

    Your Objective(s)
    Student Will Be Able To: (SWBAT) Increase knowledge of contemporary artist Wayne Thiebaud by participating in group lecture and discussion about his work and by recalling artist information throughout the unit. Deepen understanding of color as an element of art by mixing paints together to achieve sedired colors from three primaries plus black and white. Exercise control of new tempera paint mediums and brushes by creating a colorful, fully painted ice cream cone of three different "flavors". Interpret a measuring system of mixing paints by creating written instructions on a "recipe card". Exercise respect and responsibility when using materials by coorperating and sharing with one another at paint stations while sharing supplies. Engage in meaningful, shared feedback by presenting work to each other while describing finished art and referring to learned art vocabulary words.

    Key Vocabulary
    Wayne Thiebaud Color Tint Shade Primary colors Still-life Element of Art Critique Recipe

    Grading Rubric
    Grading Rubric
    Meets Expectations (25 pts) Paint Mixing (1, 25%) Intended flavor of ice cream unquestionably matches the desired painted color Painting techniques are clearly welldone; is complete and within lines Complete and accurate Working Towards (21 pts) Flavor can be connected to the outcome of the painted color Below Expectations (17 pts) No relation of flavor and painted color

    Media/Materials (1, 25%)

    Painting shows care yet some mistakes Mostly complete; little mistakes

    Little to no evidence of care and effort when painting Incomplete and/or many mistakes Little to no evidence of care/craftsmanship

    Recipe Card (1, 25%)

    Craftsmanship (1, 25%)

    Cutting and glueing to background shows care and craftsmanship

    Craftsmanship is evident but could use a more concetrated effort/practice

    PREREQUISTE LEARNING
    Student's foundation for learning
    Students have been working on a color unit. They have studied the color wheel and color mixing, specifically primary colors and secondary colors. An introduction to tints and shades accompanies this unit.

    MATERIALS & RESOURCES


    Materials and resources
    Wayne Thiebaud visual materials; individual "recipe cards" for each student; 12"x18" white paper, 12"x18" colored paper for background; pencils, black Sharpie markers, washable tempera paint in red, yellow, blue, black, and white; paintbrushes, scissors, gluesticks

    Methodology
    Check all methodology used during the lesson:

    Whole class ___X____ Cooperative groups__X____ Pairs______ Small group(s)______

    Set/Hook
    Class discussion about Thiebaud's work; Class participation/discussion of favorite places to buy ice cream and favorite flavors

    Teacher Explanation/Modeling
    Day 1: Intro to artist Draw cones/ice cream in pencil Brainstorm flavors Write out recipe card Day 2: Demo paint process Student studio: painting Day 3 and/or 4: Continue painting if necessary or substitute with soft pastels Outline in Sharpie Cut & paste onto background Class critique/presentation/discussion/closure

    Guided Practice
    Teacher assists with drawing process and paint mixing processes

    Differentiated Learning
    Plan for differentiated learners such as special needs students Pair with another student who has the same flavors to assist in mixing colors; teacher assistance in starting students with first flavor and allow to experiment in making additional.

    REFLECTION
    Methods, Materials, Procedures
    If you were to teach this lesson again to the same students, what would you do differently? Why? Explain the changes related to methods, materials and procedures. While we are brainstorming for "flavors", I would have the students write while we are brainstorming so that they can have a list of properly spelled flavors to choose from. We would discuss the color mixing of each flavor together as well so that they can fill out their recipe card during discussion. (This would help to alliviate the time-consuming guesswork of color mixing while the kids need to be mixing and painting, yet they would still be learning the color mixing techniques; the hands-on practice allows for discovery of newly formed colors to appear before their eyes).

    Blank recipe card example below

    (name)

    ______________________________s Color Recipe


    Flavor #1 _________________________________________________ Flavor #2 _________________________________________________ Favor #3 _________________________________________________

    My Recipe
    Flavor: _________________________________________________
    Ingredients:

    ___ scoop(s) ____________________________ ___ scoop(s) ____________________________ ___ scoop(s) ____________________________ ___ scoop(s) ____________________________

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