Bugs Life

Crayon resist

Grade: 1

Author: Elisa Michael and adapted by E. Luna

Goal: students will develop creativity, hand-eye coordination, and explore a crayon and painting technique. The students will achieve the goal of this lesson be cohesively combining the techniques to create their work of art.

Objectives: students will

· Create a crayon resist of a bugs life

· Plan and organize composition

· Plan a background environment suitable for the bug

Time: one to two 50 minute class periods

Teks:

§117.5. Art, Grade 1.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

(b) Knowledge and skills.

(1.1) Perception The student develops and organizes ideas from the environment. The student is expected to:

(A) Identify similarities, differences, and variations among subjects, using the senses; and

(B) Identify color, texture, form, line, and emphasis in nature and in the human-made environment.

(1.2) Creative expression/performance the student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A) Invent images that combine a variety of colors, forms, and lines;

(B) Place forms in orderly arrangement to create designs; and

(1.4) Response/evaluation the student makes informed judgments about personal artworks and the works of others. The student is expected to:

(A) Express ideas about personal artworks

Materials:

· White drawing paper

· Pencil

· Eraser

· Crayons

· Watered down black tempera paint

· Brushes

· Assorted plastic bugs

Procedure:

Introduction to project, gather students and discuss a bug’s life, how they manage to live in their environment. Demonstrate the crayon wax resist by drawing the composition and tracing with crayon. Students will begin drawing bugs life compositions using pencil. Emphasize to students that their composition needs to fill up most of the page. There will be one plastic bug per table for 3 to 4 students per table. The plastic models of bugs serve for students to know the bugs form and color as well as for inspiration. Then students will begin coloring in the compositions with crayon. The crayon should be applied heavily so it will repel the paint. Leave a few areas free of crayon so that the paint has something to “grab onto”. Apply a thin coat of tempera paint over the crayon. When drawings are complete they will be called to a front table for supervision while applying watercolor.

Rubric:

Student will be graded on the levels below based on the following directions:

- Students production of artwork, attention towards craftsmanship, completion of assignment within the time limit given to the assignment.

- Participation in class, demonstration of effort throughout the project, positive attitude, and follows directions.

4 - Student's progress consistently exceeds expectations

3 - Student's progress is satisfactory and meets criteria of the assignment

2 - Student shows some progress towards meeting expectation, but there is need for improvement.

1 - Progress is consistently below expectations.