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.

independent

The students 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 TECHNIQUE AND CAREFUL AND THOUGHTFUL COLORING

Student artists will have two days to complete coloring, so remind them not to rush. Encourage them to cover up all the white areas before moving on to details. Ask them about the decisions that they are making to make them them aware of focused artistic decisions; i.e, “Why did you decide to use a short, diagonal line pattern?” or “I’m noticing your color choices! How did you decide on them?” Keep the observations neutral and let the students take it from there.

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

Students might not fill in the white areas with color, and when encouraged to, respond with “I like it white”. A simple way to solve this is to require that the whole paper be colored, and if it is staying white, then they can color it white. To further explain, reference how adding colors makes something more interesting to look at, and how the paper white and the pencil white are two different whites. So both the colors and the texture that they will be adding by coloring it rather than leaving it will create more visual interest.

early finishers

If a student says they are done, encourage them to look at their paper and see if there is anything they can improve. You can ask their seatmates to weigh in (make sure it is done constructively and helpfully). Ask them to think of texture that they might add, or areas that might be colored more carefully.