Teaching Art in the Elementary School
Art Education Lesson Plans
Madeleine Desmornes
ARE 4351-Teaching Art in Elementary School
Contact info: Madeleinedesmornesucf@knights.ucf.edu
(407) 968-4851
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Teaching Art in the Elementary School
Lesson 1: Drawing
“Say Cheese”
Overview:
Students will learn about the artist, David Hockney; how he is well-known for his photo
collages. Since most students are familiar with “selfies”, they will use 2-3 of their favorites to
create a self-portrait as a photo collage using half of the photos and drawing the other half.
They will understand facial proportions and composition relative to creating a successful selfportrait.
David Hockney
Artist:
He was born in England then moved to Los Angeles. He then began making photo collages and
working with acrylic paint. He was voted the most influential British artist of the 20th Century.
Hockney was a big admirer of Picasso and Matisse.
Objectives:
 Students will view the artworks of David Hockney and gain inspiration for their own
collage self portrait.
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Teaching Art in the Elementary School
 Students will understand facial proportions and composition relative to creating a
successful self-portrait.
 Students will use the techniques and processes of the artist to create a creative, unique
image made of multiple photographs and drawings.
NGSSS:
Critical Thinking and Reflection
 Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret,
and create with artistic intent
Skills, Techniques, and processes
 Enduring Understanding 3: Through purposeful practice, artists learn to manage, master,
and refine simple, then complex, skills and techniques.
Organizational Structure
 Enduring Understanding 1: Understanding the organizational structure of an art form
provides a foundation for appreciation of artistic works and respect for the creative
process
Questions to consider:
 What do you see in the artwork?
 What is the most obvious?
 What grabs your attention? Why?
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Teaching Art in the Elementary School
 What is the theme or subject of the artwork?
 How do you think the artist created his pieces?
 What are some important elements of narrative portraiture, and how do you think the
artists use these elements in his collage artwork?
Materials:
 12x12 Drawing paper, one sheet per student
 2-3 copies of different photos
 Glue, scissors
 Pencils, colored pencils
 Digital camera
Procedures:

Students will have 2-3 class periods to complete the lesson
 Students will view a power point with the work of David Hockney
 Students will learn the basic drawing proportions of faces.
 We will discuss as a class possible answers to the questions.
 The students will bring copies of two of their favorite photos and cut them in half.
 They will glue each piece on a white sheet in a row.
 Then the students will draw the other half of each cut image using pencil.
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Teaching Art in the Elementary School
 Colored background can be added.
 Teacher will then make 2 copies of all finished drawings for each student.
 Following Hockney’s idea, students will cut their copies and create a collage that
represents their self-portrait.
 Students will learn the importance of composition, perspective, color, and juxtaposition
while utilizing their knowledge of facial proportions to create a unique, creative piece.
 When satisfied with their design, they can write a statement about it on a piece of paper.
 Teacher will approve design and writing.
 Assess students’ work
Assessment Procedure:
Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
Students will have to follow guidelines in the rubric given to them at the beginning of the lesson
(see Appendix I)
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Teaching Art in the Elementary School
Statement of Origin
The idea for this lesson came from a presentation done in photography about David Hockney’s
photo collage collection. His silly and playful ways of collaging his various photos would not
require too much technical skills from our young artists. Giving students the freedom to create
their own designs with photos and drawing would be a great example of “deterrent of lookalike
art”, as mentioned in the article written by Efland: “The School Art Style: A Functional
Analysis”.
References:
 Efland, A. (1976). The School Art Style: A Functional Analysis. Art in the Elementary
School. Pp 37-44.
 Hockney, D. (artist) (1999) Self Portrait. Retrieved from
www.hockneypictures.com/photos/photos_collages.php
Lesson 2: Painting
“So Special”
Overview:
Through contemporary expressions of traditional folk art forms, students will explore
multicultural identity by looking at the artworks of Clementine Hunter.
They will have the opportunity to create their own authentic art scene that portrays their personal
cultural background, after learning the techniques of creating a color palette and how to apply
paints with various sizes of good paintbrushes.
Artist:
Clementine Hunter
She was born in Hidden Hill Plantation near Cloutierville, Louisiana. She spent a lot of her life
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Teaching Art in the Elementary School
picking cotton in a place called Melrose Plantation. She attended school for just 10 days and
never learned to read or write. Hunter started painting at the age of 50. All of her works are
“memory paintings, showing Plantation life as she remembered it. She died in 1988 at the age of
one hundred.
Objectives:
 Students will understand the importance of color and cropping in regards to a successful
landscape.
 Students will develop an understanding for acrylic paint and visual communication
through critiquing artworks based on visual narrative quality and media exploration.
 Students will create color and color blend charts using acrylic paint and teacher guidance
to better their understanding of the media.
NGSSS:
Critical Thinking and Reflection
 Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret,
and create with artistic intent.
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Teaching Art in the Elementary School
Skills, Techniques, and processes
 Enduring Understanding 3: Through purposeful practice, artists learn to manage, master,
and refine simple, then complex, skills and techniques.
Questions to consider:
 What do you think the artist is attempting to share?
 Are there visual clues such as placement, color, language?
 How does the use of color impact the painting?
 How did the artist successfully tell a story with her work?
Materials:
 Canvas or board (8x10)
 Various paint brushes
 Acrylic paints
 Pencils to sketch first
 Water
 Old shirt or apron
 Sketchbook
Procedures:
 Students will have 3 class periods to complete the lesson.
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Teaching Art in the Elementary School
 View images by Clementine Hunter, and discuss possible answers to the above questions
that students should record in their sketchbooks.
 Students will think back to a time and place that is significant to them, something that
makes them who they are as an individual. (This could be a place they visited as a child, a
family member’s home where they spent time, or a capture of an event or ceremony that
is significant.)
 As a class we will make color mixing charts using acrylic paints so students can
familiarize themselves with the material and how to mix different colors
 Students will learn varying brush techniques before painting that they will practice on
sheets of paper that will be turned in with the final painting. The teacher will demo
different brush techniques as students practice simultaneously
 Students will create 3 planning sketches of a place that made a significant impact on the
person they are today in their sketchbook.
Final sketch has to be approved by teacher.
 Hand out canvas board ,acrylic paint, and brushes
 Each student will write an artist statement.
 Display all final work together in a prominent place and have a classroom critique.
 Assess students’ work.
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Teaching Art in the Elementary School
Assessment Procedure:
Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
Students will have to follow guidelines in the rubric given to them at the beginning of the lesson
(see Appendix I)
Statement of Origin
I was inspired by Olivia Gude’s article “Principles of Possibility: Considerations for a 21stCentury Art & Culture Curriculum”. I want to use the concept of Forming Self to introduce
Clementine Hunter to my students. I want them to formulate a sense of who they are and their
background just like the works of Clementine reflect the idea of Gude about ‘Art making”.
References:

Gude, O. (2007). Principles of Possibility: Considerations for a 21st Century Art &
Culture Curriculum. Art in the Elementary School. Pp 6-15.
 Hunter, C. (artist) Pecan Picking. Retrieved from www.gittergallery.com/Pecan-Picking
 Hunter, C. (artist) Tour Time at Melrose Plantation. Retrieved from
www.gittergallery.com/Tour-Time-at-Melrose
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Teaching Art in the Elementary School
Lesson 3: Sculpture
“Who Am I?”
Overview:
Students will learn about bookmaking and examine the work of artist, Lisa Kokin; they will learn
how artists use this method to express their ideas, thoughts, and tell their personal family history.
They will create their personal piece by incorporating memorabilia, and recording cultural
information to express them, convey meaning about their identity, opinions, and feelings.
Artist:
Lisa Kokin
She currently lives and works in El Sobrante, California, outside of San Francisco. As a child,
Lisa spent her spare time sewing unlikely materials together to create artworks. She creates her
art with recycled and reclaimed materials she has found at flea markets and thrift stores. In the
past she has worked with buttons, photos, and found objects, but now she mostly works with
books.
Objectives:
Students will be able to:
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Teaching Art in the Elementary School
 Examine the work of Lisa Kokin and identify the materials and techniques used to create
these sculptures.
 Learn about creating with recycled materials, found objects.
 Discuss and interpret the concept of beauty in a work of art.
 Create their own piece and develop a poem or creative writing that describes their idea.
NGSSS:
Critical Thinking and Reflection:
 Enduring Understanding 1: Cognition and reflection are required to appreciate, interpret,
and create with artistic intent.
Skills, Techniques, and Processes:
 Enduring Understanding 3: Through purposeful practice, artists learn to manage, master,
and refine simple, then complex, skills and techniques.
Organizational Structure:
 Enduring Understanding 3: Every art form uses its own unique language, verbal and nonverbal, to document and communicate with the world.
Questions to consider:
 What are some important elements of the sculpture, and how does the artist use these
elements in the artwork?

What do you think the artist is attempting to share? Why? Are there visual clues?
 How did the artist successfully tell a story with her work?
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Teaching Art in the Elementary School
Materials:
 Paper
 Old books
 Glue, scissors
 Photographs
 Memorabilia
 Pencils, pens
 Markers
 Various found objects
 Old newspaper, magazines
 Decorative elements (Yarn, sequins, thread, buttons etc...)
 Old Greeting cards
Procedures:

Students will have 2-3 class periods to complete the lesson
 Students will receive a brief lecture (power point) on the work of Lisa Kokin. They will
focus on the materials she uses to create her works.
 Demonstrate the techniques used to create a book art.
 In sketchbook, write down ideas of pages they would create.
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Teaching Art in the Elementary School
 Get teacher’s approval for final ideas.
 Discuss what type of materials they will be working with (paper, cardboard, candy
wrappers, aluminum foil…mostly recycled items) and memorabilia.
 Add decorative elements (yarn, ribbon, sequins, strips of fabrics, more paper...)
 Write a short poem or creative writing about artwork.
 Display all artworks and writing/poem
 Hold a class discussion on works of art displayed.
 Assess each student.
Assessment Procedure:
Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
Students will have to follow guidelines in the rubric given to them at the beginning of the lesson
(see Appendix I)
Statement of Origin
Marlene G. Linderman talked about how art offers opportunities for students to invent and how it
provides creative experiences for students to express themselves, in her article “Art Production:
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Teaching Art in the Elementary School
Ideas and Techniques”. I was inspired by this article to introduce the works of Lisa Kokin, an
artist I admire, who uses a variety of found objects to invent and reflect who she is. This lesson
will encourage freedom of expression and awareness, which are two important factors in our
society.
References:
 Linderman, M. G. Chapter 8: Art Production: Ideas and Techniques. Art in the
Elementary School. Pp 108-130.
 Kokin, L. (artist) Untitled Book Art. Retrieved from www.lisakokin.com
 Kokin, L. (artist) The Pilgrims Progress in Words. Retrieved from www.lisakokin.com
Lesson 4: Ceramics
“Home Sweet Home”
Overview:
Students will learn about the works of Kira O’Brien; how she uses the ceramic techniques to tell
her stories and everyday accounts of life, love and wanting of stillness and time gone by.
Students will have the opportunity to convey their personal stories through their ceramic piece
after learning hand building techniques, such as using tools to attach pieces of clay properly and
how to create a 3-D object.
Artist:
Kira O’Brien
She was born in Dublin, Ireland but now lives and works in Cork Ireland and teaches part time
classes. She has been working with clay for the past six years. She uses a traditional ceramic
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Teaching Art in the Elementary School
drawing technique in her pieces called “sgraffitto”. Her pieces are functional with a sculptural
element to them.
Objectives:
 Students will complete a ceramic piece that portrays him/her in a selected cultural
folktale, story, myth, or legend.
 Students will write a short paragraph about the folktale, story, myth, or legend they chose
and explain the components they used to tell the story.
 Students will self-evaluate their art work when completed.
NGSSS:
Critical Thinking and Reflection:
 Enduring Understanding 3: The processes of critiquing works of art lead to development
of critical-thinking skills transferable to other contexts.
Skills, Techniques, and Processes:
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Teaching Art in the Elementary School
 Enduring Understanding 1: The arts are inherently experiential and actively engage
learners in the processes of creating, interpreting, and responding to art.
Questions to consider:
 What are some important elements of a 3-D ceramic work, and how do you think the
artist use these elements in the artwork?

What was the artist trying to communicate? Are there visual clues such as placement,
color, language?

How did the artist successfully tell a story with her work?
Materials:
 Clay
 Glazes and stains
 Acrylic paints
 Acrylic spray sealer
 Tools for shaping and molding clay
 Personal items
Procedures:

Students will have 3-4 class periods to complete the lesson.
 Discuss the work of the artist, Kira O’Brien by showing a power point
 Sketch houses (2-3) that portray a personal story in their sketchbook.
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Teaching Art in the Elementary School
 Teacher approves final sketch and writing
 Students will create a 3-D house using clay.
 Talk about Hand building techniques: shaping clay without a potter’s wheel. Can result in
almost limitless possibilities.
 Begin shaping clay by using the pinching technique which is simply the manipulation of
a single lump
 Add desired patterns using sticks, old forks, pencils, etc...
 Let dry and finish writing paragraph if not completed.
 Fire all pieces using the kiln (teacher will take care of that process); glaze or paint them.
 Add any accessories for embellishments!
 Display all pieces with their writing for a class critique.
 Assess each student individually
Assessment Procedure:
Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
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Teaching Art in the Elementary School
Students will have to follow guidelines in the rubric given to them at the beginning of the lesson
(see Appendix I)
Statement of Origin
When I saw Kira O’Brien’s ceramic houses, they reminded me of the article by Claire Golomb:
Representational Concepts in Clay: The Development of Sculpture”. I want my students to learn
the modeling of multiple sides to obtain a 3-D piece, which require great skill and practice. The
variety of human figures integrated in Kira’s pieces gave me the idea to have students add
symbols that are meaningful to them into their pieces.
References:

Golomb, C. Representational Concepts in Clay: The Development of Sculpture. Art in
the Elementary School. Pp 125-135.
 O’Brien K. (artist). The Visitors. Retrieved from www.corkpotters.com
 O’Brien, K. (artist). Untitled. Retrieved from www.corkpotters.com
Lesson 5: Media Criticism
“Take Out”
Overview:
Students will learn about power used in advertising and how it can be negotiated, not simply
accepted and absorbed.
They will analyze the pieces, and discuss why do they agree or disagree with these 2 ads. What
would they change to make them more impactful?
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Teaching Art in the Elementary School
They will understand that art is not only limited to drawing, painting, and sculptures; art is seen
everywhere! Not only in museum and galleries.
Objectives:
Students will be able to:
 Identify and examine tactics used in advertising products.
 Critique the advertisements shown using the Feldman Critique Model
 Create their own advertisement
 Students will work in groups (teamwork)
NGSSS:
Critical Thinking and Reflection:
 Enduring Understanding 3: The processes of critiquing works of art lead to development
of critical-thinking skills transferable to other contexts.
Skills, Techniques, and Processes:
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Teaching Art in the Elementary School
 Enduring Understanding 1: The arts are inherently experiential and actively engage
learners in the processes of creating, interpreting, and responding to art.
Innovation, Technology, and the Future:
 Enduring Understanding 1: Creating, interpreting, and responding in the arts stimulate the
imagination and encourage innovation and creative risk-taking.
Questions to consider:
 Describe the artworks and identify the subject matter or main focus.
 What is obvious in these 2 pieces?
 What do you notice about the choice of materials?
 What grabs your attention? Why?
 Analyze the elements and principles of art and design present in the work.
 What would you do differently?
 Interpret the message in the artworks.
 Judgment: Are these ads successful? Did they use the elements and principles of art to
deliver the intended message?
Procedures:
 Students will have 2-3 class periods to complete the lesson
 Show ads (pictures)
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Teaching Art in the Elementary School
 Examine and discuss the different materials used by the advertisers to sell the product.
(What could be done differently?)
 Discuss by answering the questions (Feldman Critique Model), first as a class then in
their sketchbook as an individual assessment.
 Create groups of 4-6 students and record their names
 Each group will create a product to advertise about. (Teamwork)
 Teacher will approve final decision on chosen product
 Each group will work on a script for the advertisement of their product
 Meet with each group to revise final work
 Each group will present their work to the class.
 Have a critique and vote on the best one based on the rubric
 Assess each student on their critique (sketchbook) and each group work
Assessment Procedure:
Students will be assessed on:
 Preparation/Planning
 Craftsmanship
 Participation/Effort
 Final Product/Reflection
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Teaching Art in the Elementary School
Students will have to follow guidelines in the rubric given to them at the beginning of the lesson
(see Appendix I)
Statement of Origin
After reading “Art analysis: Looking at and Responding to Art” by Marlene G. Linderman, I was
inspired to teach my students about visual discrimination and judgment using the Feldman
Critique Model. Students will record their critiques in their sketchbooks to be evaluated, an idea
that was inspired by Marlene G. Linderman from her article titled “Lesson Planning and
Assessment”, which stated that student’s sketchbooks can be one aspect of assessment.
References:
 Linderman, M. G. (1997). Chapter 12: Lesson Planning and Assessment. Art in the
Elementary School. Pp 231, 233-237.
 Linderman, M. G. (1997). Chapter 11: Art Analysis: Looking at and Responding to Art.
Art in the Elementary School. Pp 215-228.
 Food ads. Retrieved from www.oyejustchill.blogspot.com/creative-adverts.html
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