Allow a fifth day entirely for finishing and refining work.
Monitor your class. Classes work at different paces, and some classes will need two days to complete their project. If some of your students need time to finish, you can use the sixth day making sure each student artist who is finished fills out an artist statement, and have students who are done help you to document their artworks, and set up a display for them.
SWBAT carefully complete their work.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up. Think about how you will dispense and disperse paint, as well as water, as both these materials can be messy. Consider having wet-wipes on hand to clean paint off hands.
Tempera paint, small-tipped brushes, rags or paper towels,
photocopy 1
Artist Statement, 1 per student
photocopy 2
Fairy Tale creation sheet (see early finishers)
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Tell the students that they will have the entire day to color and finish their work. Show them the example of ‘finished/unfinished’ work. Ask them to point out the differences. Afterwards, explain to them that when they are finished, they can begin working on an artist statement. An artist statement is something that an artist writes that can tell his or her viewer important information about his or her artwork if he or she is not there to explain it in person. Show them the artist statement sheet and give them an example.
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.
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.
As the teacher circulates, s/he should encourage students to carefully and completely finish their work. Often, students will rush through the end, so the teacher should comment on students who are modeling a thorough & thoughtful completion, being specific in comments so that other students understand what finishing thoughtfully looks like.
STUDENTS SHARE THE WORK OF THE ARTIST THEY INTERVIEWED
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.
Have the rest of the class gather close, choose a partner, and interview them about the artistic decisions that they made.
Have students come up and present the work of the person they interviewed. The artist is not allowed to say anything until the end.
*It might be worth setting aside some time to look at all the work their fellow classmates made; whether through a presentation in the hall or setting them out on a table and having a walk through.
A common problem in coloring is student artists rushing through their work: check to make sure that they have filled in all the ‘white’ areas as opposed to only coloring the main objects—tell them that if something is white, they should paint it white. Encourage them to add details lots of details. .
When a student has finished their work completely, have them fill out a self- assessment using the worksheet. When they are completely done, have them write out or dictate a fairy tale that could happen in their setting.
UnBound Ed, lesson 8b, extension, has a worksheet that students can use to create their own fairy tales.
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