Elementary
Lesson Plans
NICOLE JOLY
Overarching Goal
Because social development is so important in
elementary school, I wanted to create lessons plans
which consisted of a significant amount of
collaboration, such as creating murals. I also wanted
my lessons to help the students realize that art is not
limited to only museum interiors. The drawing and
media criticism projects especially focus on opening
their eyes to what they see on a daily basis.
Ben Heine
(from his 2010 collection, “Pencil vs. Camera”)
DRAWING LESSON
Statement of Origin
The idea for this lesson plan
came from discovering Ben
Heine’s “Pencil vs. Camera”
collection. His illustrations
are silly and playful,
something younger artists
would love, and would not
require too much technical
skill. His work is a good
example to share the
differences between
observational and
imaginative drawing with the
class. The lesson would also
be a useful way to provide the
students with a basic
introduction to photography.
Procedures
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Introduce Ben Heine’s “Pencil vs. Camera” collection
Discuss the illustrations and the artist’s method of combining imaginative and
observational drawing
Teach basic photography skills and have students take pictures around their town
Encourage thinking critically to consider what type of drawing will be placed on top of the
photograph
Demonstrate the illustrative process
Discuss what it means to “continue the photograph” in their drawing
Consider ways to add an imaginative twist to the photograph
While demonstrating, review concepts of line and form, and explain different ways to
achieve value
Students will select their favorite photo and brainstorm clever ideas
After given approval, they may begin working
Students will tape down a small piece of drawing paper to the photograph and use
drawing pencils to create their illustration
They will be displayed after completion
Lead-in to Dada art movement?
Objectives & Assessment
Objectives
Assessment
 The students will learn how
 Rubric:
 Effective photography
techniques
 Completion
 Illustration “continues the
photograph” and has value
 Good craftsmanship
 Following directions
 Participation
to draw from observation,
while also drawing
imaginatively. They will
learn basic photography
skills to photograph a
certain place in their town.
They will then successfully
use line, form, and value to
create an illustration which
adds a humorous twist to
their photograph.
Ralph Fasanella
PAINTING LESSON
Coney Island
Oil on Canvas
1950-1970
59 x 96”
Stickball
Original Silkscreen
1975
29 x 30”
Statement of Origin
I believe sometimes young
students can be overwhelmed
with painting lessons because
paint is harder to control than a
pencil. I wanted to select an
outsider artist because of the
child-like qualities most outsider
art has. I thought Ralph
Fasanella’s large scale paintings
would be a perfect example for a
mural lesson. Also, his paintings
do not have much value, just
shapes of color, and I thought it
would be quicker and easier for
the students to focus on just
color and perspective, rather
than value.
Procedures
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Show various examples of mural paintings
Introduce and have a discussion about the work of Ralph Fasanella
Identify the artist as an outsider artist and explain what that means
Discuss what Ralph Fasanella’s work says about New York lifestyle and brainstorm what sort of
activities would be in a mural about the school environment
Offer some suggestions such as lining up for lunch or playing at recess
Divide each group by different areas of the school, such as the classroom, cafeteria, and
playground
Students will sketch their ideas in groups at their tables
Once complete, arrange the sketches to create a rough sketch of the mural
Students will use acrylic paints to create the basic layout of the mural and then begin to paint
their assigned section of the school
Emphasize the importance of planning in not only large-scale paintings, but in all artworks
Remind students to be conservative with space
As the mural progresses, students will be able to move to areas where space is less limited
Estimate that each class will get about a day or two’s worth of painting time
Once completed, each class will be given time to look at the finished mural
The students will write one or two paragraphs discussing their favorite and least favorite parts
of the process and what they love most about the finished product
Objectives & Assessment
Assessment
Objectives
 The students will learn about
outsider art, specifically the
artwork of Ralph Fasanella.
They will learn about mural
paintings and will work
collaboratively to paint a mural
of various activities that occur
within the school environment.
To successfully do this, the
students will utilize knowledge
of perspective, color theory,
and basic painting techniques.
 Rubric:
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Participation during the
group sketch and in
discussions
Effective painting
techniques, especially with
color and perspective
Good craftsmanship
Completion of the written
assignment
How well they worked
collaboratively
Wesley Anderegg
CERAMICS LESSON
Reaching For the Moon
Mixed Media
2010
26 x 12 x 8”
Looking For Polly
Mixed Media
2010
18 x 14 x 8”
Statement of Origin
During my internship, I’ve learned
that elementary school students
are great story tellers and they
always have something to say. I
just know that kids would love
guessing the narratives of Wesley
Anderegg’s pieces. This lesson
would also help to get the students
to start thinking about the
message behind all artworks and
artist intention. The lesson and the
peer interpretation also help them
consider how to successfully
convey a story through their own
art. I thought Wesley Anderegg
was the perfect artist for this
lesson because most of his work is
simple enough so that the students
can add their own unique
experimentations to their final
piece.
Procedures
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Show the students numerous ceramic pieces by Wesley Anderegg
Explain the word “narrative” and ask the students to guess the story that each piece of his is
telling
Point out the simplicity of his works, and how they only consist of a ceramic figure or two,
and a painted background
Inform the students they will be making similar sculptures which tell a narrative
Students will be write two or three paragraphs about a bizarre dream they once had
Students will sketch out a design that has at least one ceramic figure and a decorative
background
Encourage them to add some ceramic pieces to their background as well
Demonstrate different ways to make and decorate the figures
Begin creating the ceramic pieces first, and the background second
The backgrounds will be made from cardboard shoeboxes
Painting and assembling will be the final steps of this lesson
Once complete, the students will swap their sculptures
They will write one or two paragraphs guessing their peer’s original narrative
Students will compare their peer interpretation with their original story to consider how
successful they were at conveying their message
Objectives & Assessment
Assessment
Objectives
 The students will observe
various works by Wesley
Anderegg and hold a successful
critical discussion about the
narrative qualities of his works.
The students will write two or
three paragraphs about a
bizarre dream they once had
and then turn their story into a
three-dimensional ceramic
figure. They will learn to
construct a background for
their figure as well.
 Rubric
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Participation during discussion
Pre-construction sketch
Has a complete background
and at least one painted
ceramic figure
Good craftsmanship
Followed directions
Completed both written
assignments, the short story
and the peer interpretation.
Robin Barcus Slonina
(from her ongoing “State of Dress” collection)
SCULPTURE LESSON
Garbage Dress, 2010
Casino Chip Dress, 2008
Statement of Origin
The idea for this lesson plan
came immediately once I
stumbled upon Robin Barcus
Solina’s “State of Dress”
collection. Her sculpture is the
perfect inspiration for the
students to create a collaborative
sculpture which would require
them to apply certain elements
and principles of design, reflect
on their environment, explore
the methods of collage, and
learn about found art and
symbolism. Her work reminded
me of Jane Gillings’ Dream
Home (2009), which I used for
inspiration when creating a
similar lesson plan.
Procedures
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Show pictures of Robin Barcus Solina’s various unique dresses
Talk about found objects in art and how she used them to create her designs
Show pictures from and discuss her “State of Dress” collection
Point out her use of symbolism to make each dress representative of a certain state
Inform the students that the artist has not yet made a Florida dress and have them
brainstorm what sort of symbols could be used to represent our state
Review the elements and principles of design, with a focus on balance, variety,
unity, and harmony, and demonstrate the process of collage
Students will practice for the sculpture by making a small collage representative of
Florida, using glue, travel magazines, scissors, and construction paper
Inform the students that we will be making a “State of Dress” Florida dress
Encourage them to bring back any found objects symbolic of our state, such as
postcards, souvenirs, or sea shells.
Each group will get a section of the dress. They will use glue to aesthetically arrange
their found objects, some of which I will provide, on the pre-cut canvas
Offer suggestions and assistance while they are constructing and will encourage
them to “think like an artist” and arrange their objects with intention
After completion, the sections of the dress will be put back together and displayed
Hold a classroom critique to observe the students’ appropriate use of vocabulary
and understanding of what makes an artwork successful or unsuccessful.
Objectives & Assessment
Objectives
 The students will explore
found objects and the use of
symbols in art. They will
focus on balance, variety,
unity, and harmony from the
principles of design. The
students will learn how to
create a collage on paper, and
then will successfully create a
collage of found objects on a
three-dimensional sculpture.
Assessment
 Rubric
 Participation in class
discussions and the
critique
 Successful completion of
their collage
 Good craftsmanship
 Effective use of balance,
unity, variety, symbols,
and harmony on their
group’s dress section
Creative Advertisements
MEDIA CRITICISM LESSON
Freshness Bags
Rubin
Brabus Bridge Jump
Smart
2007
Double Strike?
KarstadtQuelle Dental Insurance
2006
Drinking Straw
Coca-Cola
2010
Laundry Bus
All
Statement of Origin
I knew I wanted to focus on
advertisements for the media
criticism lesson because it would
be a fun and easy way to
introducing students to art
criticism. To make the project
more exciting, I searched the
web for some of the most
humorous and clever ads I could
find. Advertisements are very
relatable to students of all ages
because of its existence in their
daily lives. This connection will
help to make students realize
that there are various types of
art and it is not just limited to
the interior of a museum.
Procedures
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Flip through a magazine on a visualizer
Point out various types of advertisements and lead a discussion on advertisements and
their powerful effect over its viewers
Ask the students to list some places they have seen advertisements before
Mention that usually the cleverer an advertisement is, the more memorable it becomes
Discuss which advertisements they still remember after a long period of time
Give each table of students one advertisement from selection
Include a handout which asks questions such as:
 Would you buy this product?
 Do you think you will remember this advertisement in a year? In ten years?
 What do you like most about this advertisement?
 Is there anything you would change?
In their groups, students will use these questions as a guideline to intelligently critique
the assigned advertisement
Afterwards, the groups will give an oral presentation to the class defending their own
advertisement as the most successful
Objectives & Assessment
Objectives
 Students will learn about
the power of advertising
and its role in our society.
They will intelligently
critique several
advertisements and
understand that art is not
limited to only paintings
and sculptures. They will
defend why and how their
group’s assigned
advertisement is the most
successful.
Assessment
 Oral presentation
 Group grade
 Participation
 Check for understanding
 Knowledge of criticism
References
All (Corporation). Laundry Bus [Advertisement]. Retrieved October 27, 2010 from
http://www.adverbox.com/ads/all.
Anderegg, Wesley (Artist). (2010). Looking for Polly [Ceramic Sculpture]. Retrieved October
5, 2010 from http://wesleyanderegg.com/wesley_anderegg.htm.
Anderegg, Wesley (Artist). (2010). Reaching for the Moon [Ceramic Sculpture]. Retrieved
October 5, 2010 from http://wesleyanderegg.com/wesley_anderegg.htm.
Coca-Cola (Corporation). (2010). Drinking Straw [Advertisement] Retrieved October 27,
2010 from http://www.ibelieveinadv.com/2010/09/coca-cola-drinking-straw.
Fasanella, Ralph (Artist). (1950-1970). Coney Island [Painting]. Retrieved October 5, 2010
from http://www.folkartmuseum.org/?p=folk&t=images&id=4328.
Fasanella, Ralph (Artist). (1975). Stickball [Painting]. Retrieved October 5, 2010 from
http://www.galleryfelicie.com/Large.asp?id=6.
Heine, Ben (Artist). (2010). 11 [Photograph]. Retrieved October 26, 2010 from
http://www.flickr.com/photos/benheine/sets/72157623723956821.
Heine, Ben (Artist). (2010). 12 [Photograph]. Retrieved October 26, 2010 from
http://www.flickr.com/photos/benheine/sets/72157623723956821.
Heine, Ben (Artist). (2010). 33 [Photograph]. Retrieved October 26, 2010 from
http://www.flickr.com/photos/benheine/sets/72157623723956821.
References Continued
KarstadtQuelle Dental Insurance (Corporation). (2006). Double Strike? [Advertisement]
Retrieved October 27, 2010 from http://www.joelapompe.net/2010/10/14/double-strikedent-pour-dent.
Rubin (Corporation). Freshness Bags [Advertisement]. Retrieved October 27, 2010 from
http://www.adverbox.com/ads/rubin-freshness-bags.
Slonina, Robin (Artist). (2008). Casino Chip Dress [Sculpture]. Retrieved October 27, 2010
from http://www.stateofdress.blogspot.com.
Slonina, Robin (Artist). (2010). Garbage Dress [Sculpture]. Retrieved October 27, 2010
from http://www.stateofdress.blogspot.com.
Smart (Automobile Company). (2007). Brabus Bridge Jump [Advertisement]. Retrieved
October 27, 2010 from
http://adsoftheworld.com/media/ambient/smart_brabus_bridge_jump.