Lesson Title
Art Form
Grade Level
Critters in My Neighborhood
Collage
2nd
Grade Level Theme
Key Concept
Link
Community
Environment / Neighborhood
Science
Challenge
Create an 11’’x14’’ animal collage of an animal in your neighborhood
POS Indicators
1.a.1 Brainstorm individually to generate ideas
1.a.3 Use personal experiences and observations to generate ideas
1.b.4 Develop multiple plans and select the best plan
2.a.1 Follow appropriate process steps when creating artworks
2.b.4 Use scissors safely and appropriately
2.b.5 Practice safe and appropriate gluing techniques
3.a.1 Share and discuss artwork with others
3.a.2 Use a mid-point check to reflect on progress
3.a.7 Participate in gallery walks and comment on selected artworks
4.a.2 Use overlapping, size, and placement
4.a.6 Elaborate artworks by adding detail, pattern and texture
4.f.3 Use paper cutting techniques including exploding and punching
4.f.4 Use layering and overlapping to construct a collage
5.b.4 Create original artworks depicting animals
5.c.1 Use and apply knowledge from other disciplines
6.a.1 Use neatness in the application of media
6.a.2 Execute and finish artworks with attention to detail
6.a.3 Complete artworks according to established criteria
7.b.1 Discuss different communities in artworks
7.b.2 Discuss characteristics of communities represented in artwork
8.a.2 Describe & analyze shapes/colors/textures/patterns in artworks
8.a.6 Discuss artworks to determine inspiration and intent
9.a.6 Use appropriate vocabulary to identify two-dimensional art forms
9.b.1 Use appropriate art vocabulary when discussing and writing about art
9.b.6 Expand collage vocabulary
Assessment Standards
PROCESS — Generate a list of animals on planning sheet (of newsprint). Make a list of 2-5 possible animals
and choose one that lives in your neighborhood. Combine 3+ paper cutting and collage techniques to create
one animal collage. Develop a plan for artwork by making choices from ideas on graphic organizers and inclass demonstration.
PRODUCT— SKILLS — Learn and demonstrate understanding of the collage process, and create a ___’’x””’’
collage that contains three to five or more new techniques in combination.
PRODUCT— CONTENT — Create a collage by following the production criteria and create a collage of an
animal that is native to your region and neighborhood.
UNDERSTANDING — Demonstrate understanding on how to represent an animal with geometric shapes.
Use varying techniques and cutting methods to create a cohesive, well-composed collage.
Production Criteria: Animal Collage should: 1) Show an animal living in the student’s neighborhood. 2) Use
a variety of paper cutting and collage techniques (2-5 or more techniques) to add interest and create a
balanced work of art. 3) Exhibit quality craftsmanship and technique. 4) Use scissors and glue safely and
appropriately.
Time Allotment
Alternate Approaches
3 classes
2 and ½ classes to complete collage or students could
1 – Intro / Brainstorm / Sketch out ideas
draw their neighborhood animal using a combination
2/3 – Work Days
of textures and patterns
Supplies and Materials
Images and Resources
 Graphic organizers
 colored paint chips
 appropriate magazines: National Geographic
 Newsprint
 Pencils and Erasers
 Scissors
 Glue sticks
 Construction paper in various colors
 Drying rack
 Paint chips in various colors
 Source books that show photos of various animals in
their natural environment
 Two 11’’x14’’ inch sheet of sturdy construction paper
for each child for their final collage.
- Caroline Arnold: Book Illustrator
http://carolinearnoldart.blogspot.com/2012/01/my-art-processfrom-sketch-to-collage.html
- Megan Coyle: Collage Artist:
http://blog.mcoyle.com/2010_12_01_archive.html
- Henri Matisse: Paper Cutouts, collage techniques
- Kevin Bean, artist http://designfaith.blogspot.com/2011/11/kevin-bean-journey-toedges-of-color.html
- Sam Peet – artist:
http://gentlepurespace.com/blog/archives/surreal-collageillustration-by-sam-peet
- Nikki Douthwaite – artist:
http://strictlypaper.com/blog/2012/10/incredible-portraits-fromthousands-of-paper-dots/
- fox shape image: http://felt.co.nz/userimages/itemuploads/u43537/i312893/o.jpg
- - Nancy Standlee- artist
http://nancystandlee.blogspot.com/2013/09/artbyte-collagetutorial-is-ready-etsy_12.html9
Images referenced in PowerPoint:
- The image of four wild animals in geometric shapes:
http://freedesignfile.com/upload/2014/08/Geometric-shapeswild-animals-creative-vector-set-04.jpg
- The red horse out of geometric shapes:
http://freedesignfile.com/upload/2014/03/3d-geometric-shapeshorse-creative-vector-02.jpg
- The image of a woman working on collage on the slide titled
“Layering”: http://www.coycreek.com/images/ckv1-3.jpg
- The examples of exploding shapes came from this website:
http://arteducationdaily.blogspot.com/2011_10_01_archive.htm
Notes
For GT students:
1) Let students explore with geometric abstraction or cutting organic shapes if the lesson is too basic
for them.
2) Bring in books with Charlie Harper’s nature images, or Eric Carl’s collages – ask the students to be
inspired by adding more to their collage – maybe they can include counter change and cut-to-reveal
lines.
For students with IEPs, 504, or English Language Learners:
1) Eliminate the need for students to use 3-4 paper-cutting/collage techniques. Instead, students
should try for 2 techniques.
2) Pre-cut papers for extreme special needs students.
3) Eliminate scissors if necessary, have students rip or tear the paper instead.
4) It could also be the student’s favorite animal instead of an animal in an environment.
Regardless of the student’s intellectual ability, always push your students to achieve their best
work. Inspire them with interesting questions, prompts or challenges, while also giving them the
opportunity to choose their own adventure and learn that it’s okay to experiment – especially while
making a collage. *If students want to use two sheets of final paper – one to draw their animal, and collage it, cut it out
and the second to collage their background and glue the animal on top, that works as well as drawing the entire scene
directly onto the final paper.
Best Practices in Teaching and Learning
Learning Environment
Procedures and Routines
Engage, develop, create, reflect (page 4,5,6)
Arrangement of Classroom
Displays
Art images and student/teacher samples
Tools
Supplies, materials, provisioning
Relationships
Collaboration
Safe and Positive Environment
Art room safety
Relevant and Engaging Learning Task
Challenge (page 1) Engage (page 4)
Cooperative Learning
Collaboration
Student Communication
Questioning
Plan and Teach
Data Driven
Lessons Aligned with POS/Pacing Guides
Content Knowledge
Teacher Collaboration
Instructional Delivery Model
Critical and Creative Thinking
Engagement
Grouping of Students
High-Yield Instructional Strategies
Appropriate Instructional Resources
Integrated Technology
Assess Learning
Expectations for Learning
Checking for Understanding
Feedback
Common Assessments
End of Unit and End of Course
Large Scale External Assessments
POS indicators (page 1)
Art lesson format aligns with learn model
Idea development and planning, challenge
Engage (page 4,5,6)
Table groups
Non-linguistic representation (page 8,9)
Supplies and materials, Images and resources (page 2)
Assessment standards and production criteria
Reflect (page 4,5,6)
\
Lesson
Session
Critters in My Neighborhood (Brainstorming, Sketching)
Engage
-
1
Have students engage in the “Find Someone Who” Game
Discuss the game with the students and ask if they can figure out the theme that all the
questions had in common (answer: The 2nd grade big idea: community.)
Establish student connections to big idea by engaging students in discussion of animals that
live in and outside of their homes (in their neighborhoods.) Make a list of the responses on the
dry-erase board.
Introduce lesson and challenge.
Provide students new information such as important vocabulary for the lesson, while allowing
them time to absorb the new words.
Ask students to define concepts and techniques to their best ability before the teacher defines
it appropriately, to check for understanding.
Direct students to generate a list of a few possible animals to use for their collage.
Demonstrate techniques through in-person, teacher-led demonstrations as well as digital
representations in PowerPoint form so that the students have a visual to see the rules of
collage.
Develop
-
-
View selected visuals on power point slides. Ask students questions regarding the new
techniques that they are beginning to learn. What do you see? Why is this interesting?(And
for overlapping, for example: What is in front? What is behind? How do you know?)
Direct students to draw 4 plans onto newsprint paper to figure out the best way to compose
their collage.
- Introduce students to new collage vocabulary: exploding shapes, punching, overlapping,
layering
- Direct students to discuss with a partner to help figure out what sketch would create the most
interesting collage.
Direct students to select their best sketch from the2-4 they have drawn
Demonstrate to students how to only draw using contour lines to re-draw their image onto the
final paper.
Create
- Direct students to complete drawings of their chosen animal (or animals) in 4 different ways on
their folded newsprint sheet (multiple plans.)
- Direct students to experiment with compositional arrangements, size of their animal and even
direction of the page (vertical, horizontal))
- Direct students to select their best sketch and draw composition on their final paper
- Demonstrate to students how to achieve various paper-cutting techniques
Reflect
- Game-Show: Teacher walks around with a “microphone” to check with the students, at the different
tables to ask questions for “points.” Each table gets a question, so the teacher is able to check for
group understanding. The correct answer earns students fictitious “Art Points.” The questions range
from: What is one new thing you learned about collage in class today? To more collage-specific
questions like: “Name two of the new paper-cutting techniques we learned today” or “What are some
of the collage techniques we learned in today?” This takes place 5-7 minutes before the end of class.
Lesson
Critters in My Neighborhood (Studio Work Day)
Session
2
Engage
- Introduce by recapping what happened during last week’s class.
- Have students volunteer to share the steps completed in pervious day in the art room. (Share
techniques learned for paper cutting, and explain in their words, what the lesson is.)
- Revisit the initial stages of the collage process, reinforce the importance of simple, contour line
drawings in the drawings stage - remind students who did not transfer their selected image onto their
final page in the previous class to do so, so the class can further prepare for cutting and gluing their
paper pieces onto their collages.
Develop
- Direct students to share their transferred sketch on their final piece of construction paper with a
partner.
- Partners should discuss their decision behind the composition of their animal, and the inclusion of
the specific elements that make up the animal’s environment. They should also share their ideas of
what paper-cutting techniques they’ll include in their collage.
- Refer students to the sample sheet for paper-cutting techniques
Create
-
Demonstrate how to use scissors safely.
Demonstrate how to use glue appropriately.
Direct students to experiment with creating texture, patterns and effects with the varying papercutting techniques on the handout marked: Paper-Cutting techniques.
Direct students to practice cutting shapes if necessary.
Reflect
- 10 minutes prior to the end of class, students will go on a mid-point, silent gallery walk to see
the work of their fellow classmates, and to gain newfound inspiration and ideas for bettering
their collages.
- During the last 5 minutes, students do a think-pair-share with a partner at their color table
and when the teacher calls on a pair, the duo will share their findings and observations.
Lesson
Critters in My Neighborhood – Final Work Day / Intro to next lesson.
Engage
Session
3
- Share with students where the works of art will be going – on display for Art Night at the Elementary school.
- Morning Talk Show – Class Interview: The teacher will ask the students individually, while the sit on the mat
what their favorite part of the collage process so far, ask another student if there is a part of the collage
process that they are still struggling with or pose an open-ended question to the group.
Develop
- Refer students back to the printed visuals and PowerPoint slides on paper-cutting and collage
technique topics if necessary.
Create
- Students will demonstrate how to finish the collage neatly and completely
- If there is extra time, students can experiment by creating another collage in a theme of their
choosing – as long as it is approved by the teacher. In this collage, students will experiment with
combining the newfound paper-cutting techniques to hone their skills and develop their paper-cutting
skills.
* This day will not be a full class, as the teacher will be stopping half-way through the block to begin
the discussion of the next lesson.
Reflect
Students wrap-up their lesson by completing the Reflection sheet on page 9.
*** Scoring: Based on the Grade Book template (each of the se gets a number from 1-4)
- Contributes to group discussion or brainstorming
- Drafts multiple plans and sketches, and completes graphic organizer
- Demonstrates understanding of art process
Follows appropriate process steps
- Uses tools and materials safely and appropriately
- Demonstrates art techniques necessary to complete the project
- Evidence of attention to detail
- The product is neat and complete
- Demonstrates an understanding of the big idea/theme
- Product shows evidence of creative solutions to lesson prompt
- Demonstrates a connection between personal community
- Demonstrates an understanding of art vocabulary
- Communicates about art through aesthetic and critical discussions between peers and with teacher.
Name:______________________________________
Class Code: ________
FIND SOMEONE WHO…
Lives in a house
Has a trail near their
home
Lives on a busy street
Has a vegetable garden
Has trees in their yard
Lives in a cul-de-sac (a
court)
Lives in a condo
Has a patio
Has a flower garden
Lives near a lake
Has a birdfeeder
Lives in a rambler (onestory home)
Lives in out in the
country
Lives in an Apartment
Lives in the city
Lives near a pond
Name:
Date:
Class Code:
Reflecting on Critters in My Neighborhood
The critter in my neighborhood that I made into a collage is:
_____________________________________________________________________
The 3 or more paper cutting and collage
techniques I used to create my animal are:
1)
I used scissors safely and glue
neatly (Circle one that applies.)
YES, all of the time !
2)
SOME of the time.
3)
* any others:
NONE of the time.
Something I didn’t know about collage
before this lesson was:
What is one thing I did well in my collage?
What is one thing I could have done better at?
Something I would still like to know about
collage is: