look and discuss an art piece that introduces some of the lesson concepts

Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.

Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.

The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.

check for understanding

Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.

• Make sure students can answer, "What is a shade?" (A color mixed with black.)
• "What is a tint?" (A color mixed with white.)
• Go around and ask a few student artists whether or not they will be using tints or shades depending on the mood they chose the week prior.

independent

The student artists work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.

FOCUS ON STUDENT ARTISTS PLANNING AND USING COLOR.

This lesson is focused on students finishing their piece according to their mood choice from Lesson 3. They should be using tints if they chose a bright and cheery mood and tones if they chose a dark or stormy mood. The teacher should comment on the mood choices as s/he walks around, as well as note how different colors interact with each other.

students discuss the artistic decisions that they made

Use 'what, how, and why' and then take comments or questions.

Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.

Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.

Choose presenting student artists in advance and let them know during their work time so that they are prepared.

Sharing should work as follows:

• Student stands by their work. A teacher should hold it, or place it on an easel.
• The student presents their work, answering What they made, How they made it, and Why they made the decisions that they did. When they are done they ask, “Any comments or questions?” and can take responses from the audience.
• A note on responses: it is o.k. if an audience member questions or wants clarification from the artist. It is also o.k. if an audience member makes suggestions. But it must be done in a kind, thoughtful, and respectful way.
• Always end the conversation by asking the class to give the artist a compliment.

anticipated problems

• If a student artist is having a hard time making ‘messy’ lines as they paint, have them ‘trace’ their drawing with their paintbrush, then paint (this creates an outline that is a little easier to paint inside of, sort of like a coloring book).
  
• If a student artist is using too limited a palette of colors, remind them that they can use tints and shades from each color as well (blue, dark blue, medium blue, light blue, etc.).

early finishers

If a student artist finishes ahead of time, ask them to go back into their painting with a small brush adding texture and fixing up lines.