Peer Teaching: Drawing and Painting

My peer teach was the painting and drawing lesson. Overall I think it went very well! Too make sure I stayed on track I created a lesson plan to guide me, it was a flexible plan but it always helps to be prepared and have a cue for yourself in case you get a little lost.

This was my plan:

Lesson Plan

1) Shapes Review:

How many sides does a square have, circle, triangle, etc?

2) Read:

Shapes in Art

Art and Art

3) Discuss Shapes in the classroom:

- Who can find a circle? A triangle? A square?

4) Abstract Shape Drawings Warm-Up

What You Need:

- Paper: at your discretion based on other chosen materials

- Thick black marker

- Your choice of: crayons, pencil crayons, pastels, marker

What You Do:

- Teacher will call out directions for their students and children.

- Students will draw what they hear.

- Students should be encouraged to listen carefully to the directions.

- Students should not look at one-another's work while doing this exercise.

- Teacher can use the following directions or they can make up their own:

For Younger Students:

- Draw four straight lines from one edge of your paper to the other.

- Draw five circles anywhere on your paper.

- Draw one curved line that starts at one edge of your paper and ends up somewhere in the middle of your paper.

- Color in two of the circles -- any color you like.

- Fill in two areas of your paper however you like (completely colored in, lines, squiggles etc.)

For Older Students:

- Draw four straight lines from one edge of your paper to the other.

- Draw two more straight lines from one edge of you paper to the other only this time, make the lines cross over the lines you have already drawn.

- Draw five circles - any size - anywhere on your paper.

- Draw two curved lines beginning at the edge of the paper and ending up somewhere in the middle of the paper.

- Fill in three of the five circles.

- Fill in blank areas of your paper however you would like. Try to include as much color and use as much space as possible.

Once the drawings are complete, students should sign their work.

The work should be put on display in the classroom and a discussion should take place.

Questions:

Do the drawings look the same? Different?

How are they similar?

How are they different?

Why?

Can we see pictures built from the shapes?

Where can we see shapes in other pictures?

Why do we sign our work?

How do you feel about your work? Your originality?

5) Working with shapes further: Paper and Drawing

What you need:

- Large sheet of paper

- Many unique smaller pieces of paper or pictures

- Scissors

- Crayons, markers, pastels, pencil crayons etc.

- Glue sticks

-

What you do?

Students will use paper cut outs of shapes as well as their drawing skills to create pictures. In this way the lines will work with the shapes to create complete images, for example and oval and a triangle to create a fish or a triangle and a square to make a house

- Discuss shapes again, a reminder of how things can be made op of shapes.

- Read this is not a box and talk about imagining things made from shapes.

- Allow the children to trace and cut out (with help) the various shapes and arrange them on the page and glue them down

- Then the children can use their drawing tool (pastel, marker, crayon etc. this is at your discretion) to add to the picture with lines, more shapes and symbols to complete their work.

Discuss their work as you did with the first piece.

End results:

As you can see it is just a vague guideline to keep me on track. Things I would change after my class time and our disscusion would be:

1. Add more direction to the abstract drawing. This will provide more detail and depth to the project.
2. Take into account that different children work at different speeds and have an activity such as a second drawing or a book to read to offer them as options once they finish their original artwork.
3. Warn them about time as it passes so they are aware of the pace they should keep. Perhaps extend the period of time available so they can add more detail and spend more time on their work.
4. Discuss possible subjects for the second project.
5. Provide more freedom in the shapes used for the second subject.
6. Understand both projects will fit and are beneficial together in one class.

I can't wait to try this project again with real children!