I. OVERVIEW
LESSON SUMMARY: This lesson explores the idea of emotions and expressing them through
ones artwork. The students will learn about Edvard Munch and the beginning of expressionism.
The students will examine artwork of expressionism, Edvard Munch’s most famous work, “The
Scream”. The students will be creating their own version of Munch’s “The Scream” expressing
any emotion they choose.
LESSON TITLE: Emotions in motion
TEACHER NAME: Colleen Duffy
GRADE LEVEL: 2nd Grade
ANTICIPATED CLASS SIZE: 22
CLASS TIME/DATE: _45__Minutes _1__Days/week _4__# Session(s)
A. BIG IDEA (UBD): Emotions
B. ENDURING UNDERSTANDINGS (UBD):
Everyone has emotions and show these emotions or feelings in different ways. Some may
smile, frown, laugh, or cry to express these emotions. Emotions can be expressed in art making
as well. Edvard Munch used his art making to express his emotions and how he was feeling in
his paintings. This lesson deals with expressing ones emotions in artwork just as Edvard Munch
had done in the past.
C. ESSENTIAL QUESTIONS:
 What are emotions?
 What are some feelings one may have experienced?
 How are these feelings expressed physically?
 What are some causes for these feelings?
D. RATIONAL/BACKGROUND INFORMATION
Prior to this lesson the students should have some prior knowledge of feelings and
expressions. The students will examine colors and how each color may portray a different
feeling. The students will examine Edvard Munch’s “The Scream” painting and analyze what the
painting means.
E. MATERIALS/EQUIPMENT, ROOM ARRANGEMENT
 Pencils
 Crayons
 Oil Pastels
 Sharpie marker
F. VOCABULARY, REFERENCES/SOURCES
1. Vocabulary
 Emotions: strong feeling (such as love, anger, joy, hate, or fear)
 Expressionism: movement of art in 1900s that the artists tried to convey emotion and
meaning rather than reality
2. References
 http://www.learnersdictionary.com/definition/emotions
 http://www.ducksters.com/history/art/expressionism.php
 http://www.edvardmunch.info/
II. STANDARDS/OBJECTIVES
A. STANDARDS
1.3.5.D.1 Work individually and collaboratively to create two- and three-dimensional works of
art that make cohesive visual statements and that employ the elements of art and principles of
design.
Students will use the elements of art and principles of design for example line and color
in their artwork.
1.3.P.D.1. Demonstrate the safe and appropriate use and care of art materials and tools
Students will use the materials correctly throughout the lesson.
1.3.P.D.2
Create two and three-dimensional works of art while exploring color, line, shape, form, texture,
and space.
Students will create two dimensional works of art using color, line, and form.
1.4.P.A.4
Describe feelings and reactions and make increasingly thoughtful observations in response to a
variety of culturally diverse works of art and objects in the everyday world.
Students will describe their feelings and reactions to Edvard Munch’s “The Scream”
painting.
B. OBJECTIVES: LIST STUDENT OUTCOMES (IN MEASUREABLE TERMS)
 The students will analyze Edvard Munch’s “The Scream” by answering questions in class
discussion
 The students will determine what emotions are by creating a class list of feelings
 The students will determine how color relates to a certain feeling by finishing the
worksheet
 The students will create a finished expressionism artwork using crayons and oil pastels
III. LEARNING EXPERIENCE
Day1:
A. INTRODUCTION
(Students Show they are ready with quiet signs and sitting in their seats)
Good morning class, today we are starting a new lesson and I’m really excited.
Can anyone tell me who painted this artwork? (see if anyone raises their hand, if someone
does call upon them if not explain)
Edvard Munch
Edvard Munch was a famous painter during the 1900’s, most famous for this painting
right here. He was called an expressionist painter because he painted different emotions
in his work.
Can anyone tell me what emotions means? (Student answers it is a feeling?)
Good! Let’s examine Edvard Munch’s Painting here on the wall.
Questions for Analysis
Who is this in the Painting?
Where do you think he is?
What is this person feeling?
What do you think is happening in this painting?
How do you feel when you look at this painting?
What would you name this painting?
Good these are all great answers, the name Edvard Munch gave this painting is “The
Scream”. One explanation I found for this painting is that it shows a man standing on a
bridge. His hands are on his face and he is screaming. The picture expresses the emotion
of a person alone with pain and a worried feeling. The sky behind him is red and swirling
adding to the feeling of the person.
B. SEQUENCE OF ACTIVITES/ORGANIZER (Outline Procedures Step-by-Step)
After examining “The Scream” painting let’s see how much you all can tell me about
emotions. What are emotions again who can tell me? (feelings a person has) Good now
we are going to create a class list of feelings you might have had or you have seen
someone else have.
Raise your hand if you know a feeling and I will call upon you. (use a big piece of paper
to write down the feelings the students say)

Examples of emotions or feelings
Happy, sad, excited, bored, tired, angry, embarrassed, scared, worried, upset, surprised,
hurt, pain, annoyed, mad, ect.
What are some expressions one might have when they are having these feelings?
(go over the list and see what the students say, for example happy would be a smile or laugh)
Great now we are going to do an activity together about color and how certain colors make
you feel. In Edvard Munch’s Painting he made the sky red, yellow, and orange, because
those colors made him feel worried and in pain. I have made this worksheet of different
feelings written under the squares. Think about each feeling and what color you think makes
you feel this way. There is no right answer here, just pick whatever color makes you feel that
feeling and color it in that square. (Does anyone have any questions?) (Call table to help pass
out the papers)
C. CLOSURE/CULMINATING EXPERIENCE (Sharing & Reflecting)
Next class we will begin our project of our version of Edvard Munch’s the scream.
Day 2
A. Introduction
(Students will come in and show their quiet signals and show ready to work)
Good Morning class, today we are going to review a bit of what we had learned from last
class. Does anyone remember who painted this work? (Edvard Munch) What did he call
this artwork? (The Scream) What emotions is he trying to show in this painting? (Pain,
suffering, and worried) Great, as you remember in last class we went over different
feelings and emotions and made a class list of them which are hung up on the board. We
also examined how different colors can make you feel a certain way. What color makes
you feel happy? (Call upon a student) What color makes you feel sad? (Call upon a
student)
B. Sequence of Activities/Organizer
Now that we understand emotions and feelings we are going to be just like Edvard
Munch and express some emotion or feeling in our artwork. I have made you this
template of the background of Munch’s “The Scream” (Show the paper)
Steps
First step when you get your paper write your name on the back in pencil.
You will use pencil to draw out your person and your background
The person can be you or someone else
The person must be expressing some emotion or feeling (look to the list of feelings and
emotions if you are having trouble thinking of one)
The next step is creating a background that shows why the person is feeling the way he or
she is feeling
After you have done so raise your hand and I will come around to see if you are ready for
the next step.
The next step is continuing the line of the bridge to meet you person
After you may begin coloring using oil pastels or crayons (remember to consider your
color chart of feelings, how certain colors make you feel something)
C. Closure
Everyone it is time to clean up, we will continue these next week. Show ready. (Give
stickers if the students were well behaved, and have them line up at the door.)
Day 3
A. Introduction
(Students will come in and show quiet symbols and that they are ready to work)
Good morning class, today we are continuing on working on our projects inspired by
Edvard Munch. Can anyone raise their hand and explain to me what you are supposed to
be doing for this project? (Drawing a person and showing a certain feeling or emotion,
and then drawing a background showing why that person is feeling that way) Do colors
make you think of a different feeling? (Yes) Ok great, can I have my helpers today pass
out the papers and supplies to each table? (Call the table helpers for that week)
B. Sequence of Activities
Students will continue working on their projects.
C. Closure
As you know Edvard Munch titled his artwork, “The Scream”. Think about what you
would like to call your artwork and if you have a title write it on pencil on the back of
your paper please. If you can’t think of anything right now, try to think of something for
next class. (Clean up, give stickers if the students were good , and line up)
Day 4
A. Introduction
(Students will come in and show quiet symbols and that they are ready to work)
Good morning class, today is your last day to work on your projects. If you haven’t
already thought about naming your artwork, think about one, once you think of a name,
you can write it on the back of your paper in pencil.
B. Sequence of Activities
Students will finish working on their projects.
C. Closure
Students will share their finished artwork with the class. The students will tell the title of
the artwork and the class will try to guess what feeling the student is portraying in their
artwork.
D. ADAPTATIONS/MODIFICATIONS
Instructions will be presented slowly for all to understand, and repeated if need be it.
IV. LESSON ANALYSIS
A. STUDENT ASSESSMENT
Students will be pre-assessed when asked whether they know what emotions means and what
feelings one person may have. Students as a whole class will be given stickers at the end of each
class period that they are on task, non-disruptive and participative. Summative assessment will
be the final artwork and the grading using the rubric.
Rubric
Category
Vocabulary
4
The student can
define the term
emotions.
3
The student can
mostly define the
term emotions.
Person
The person
expresses an
The person
mostly expresses
2
The student can
somewhat define
the term
emotions.
The person
somewhat
1
The student can
not define the
term emotions.
The person does
not express an
emotion or
feeling.
Background
Color
an emotion or
feeling.
expresses an
emotion or
feeling.
The background The background The background
shows why the
mostly shows
somewhat shows
person is feeling why the person is why the person is
the way he or she feeling the way
feeling the way
is feeling.
he or she is
he or she is
feeling.
feeling.
The colors used
The colors used
The colors used
represent a
mostly represent somewhat
feeling the
a feeling the
represent a
person in the
person in the
feeling the
scene is
scene is
person in the
expressing.
expressing.
scene is
expressing.
emotion or
feeling.
The background
does not show
why the person is
feeling the way
he or she is
feeling.
The colors used
do not represent
a feeling the
person in the
scene is
expressing.
14-16= O or Outstanding,
10-13= S or Satisfactory
7-10= N or Needs improvement
0-6= U or Unsatisfactory
B. SELF-REFLECTION
C. TEACHER EXAMPLE of ARTWORK, HANDOUTS, WORKSHEETS,
POWERPOINT PRESENTATIONS, etc.