Teacher: Katie Morris
School: Pauline Central
Lesson Title: 2nd Grade Klee Fish
Summary/Key Ideas: The students will use geometric shapes to create a fish inspired by Paul Klee.
Objectives:
1. The students will learn about Paul Klee and discuss his artwork.
2. The students will distinguish between organic and geometric shapes.
3. The students will print geometric shapes in cool colors to create pleasing design for a background.
4. The students will use construction paper crayons to draw a/some fish made from geometric shapes.
5. The students will cut out their fish and glue to their printed background, considering contrast and composition.
6. The students will add texture to their artwork by drawing a line with glue and sprinkling sand.
7. If time allows, the students will write an artist statement about their work.
Resources: Teacher example, Paul Klee Art For Children by Ernest Raboff, Images of Klee’s work including “The Golden Fish”, “Fish Magic”, and “Castle and Sun”
Materials:
Black construction paper- 8x10
Black construction paper- 9x6
Cardboard cut into small squares and rectangles
Tempera paint- blue, purple, green, white
Paintbrushes
Construction paper crayons
Scissors
Glue
Sand
Vocabulary:
Elements of Art: Line, Shape, Color, Texture, Value, Space, Form
Organic, Geometric, Square, Rectangle
Composition
Contrast
Cool/Warm colors
Tint
Procedure:
This lesson will cover two 40-minute class periods.
Day 1: The teacher will use Paul Klee Art for Children and images of “The Golden Fish”, “Fish Magic”, and “Castle and Sun” to introduce the students to Paul Klee and his artwork. The class will identify the shapes in “Castle and Sun” as geometric. The teacher will explain the project: print geometric shapes in cool colors to create a Klee-inspired underwater background. In the second class, fish will be drawn with geometric shapes and construction paper crayons, cut, and glued to the printed background. The teacher will demonstrate the printing process: use a paintbrush to apply tempera paint to a cardboard square or rectangle, and stamp it on the paper. The students should try to fill the space without overlapping the printed shapes (no big empty spaces.) There will be one tray and two paintbrushes for each color. The teacher will remind the students that the paint colors being used are cool colors and that white has been added to them to create “tints” which will show up better on the black paper. The students will have the remainder of the class time to create their geometric prints on the 8x10 inch black construction paper.
Day 2: The class will brainstorm a list of geometric shapes and the teacher will draw them on the chalkboard. The teacher will pass out 9x6 inch black construction paper and allow the students to select construction paper crayons to use. The teacher will advise the students to pick different colors than the paint that was used to make sure their fish stand out from the background. The students will combine geometric shapes to create a fish (or more than one). After the students have checked with the teacher, they will carefully cut out their fish and experiment with the arrangement of their fish on the printed background until they have found a pleasing composition. The students will glue their cut-out fish to the background. After gluing their fish, the students will use the glue bottle to draw a line of glue and sprinkle sand on top. If time allows, the students will write an artist statement about their work.
Assessment: The teacher will observe the students during class to make sure that they are on task and following directions.
KSDE Visual Arts Standards
Standard 1: Understanding and Applying Media, Techniques, and Processes
Benchmark 1: The student explores a variety of art media, techniques, and processes.
Benchmark 2: The student describes different visual effects produced by a variety of materials, techniques, and processes in works of art.
Benchmark 4: The student employs media, techniques, and processes to communicate through works of art.
Benchmark 5: The student demonstrates the safe and correct use of simple materials and tools.
Benchmark 6: The student demonstrates that clean-up and organization of materials are a part of the artistic process.
Standard 2: Using Knowledge of the Elements of Art and the Principles of Design
Benchmark 1: The student recognizes key elements* and key principles* used in works of art.
Benchmark 3: The student applies key elements* and key principles* in creating works of art.
Standard 3: Creating Art Works Through Choice of Subjects, Symbols, and Ideas
Benchmark 2: The student incorporates images, subjects, and symbols into art works.
Standard 4: Understanding the Visual Arts in Relation to History and Cultures
Benchmark 3: The student creates art based on historical and cultural ideas of diverse people.
Standard 5: Reflecting Upon and Assessing the Characteristics and Merits of Art
Benchmark 1: The student describes characteristics evident in art works.
Standard 6: Making Connections Between the Visual Arts and Other Disciplines
Benchmark 3: The student identifies connections between the visual arts and non-art disciplines.