Where the wild kids are
Lesson Title: Where the Wild Kids Are
(Based on Maurice Sendek’s Where the Wild Things Are)
Targeted grade Level: K-1st _
1. Conceptual/Big Idea: Expressing BIG Emotions
Big emotions can be quite daunting for little ones who may experience them without fully understanding why they are feelings things, what they are feeling or how to manage those feelings. Exploring safe and effective ways that utilize art to process and communicate those emotions introduces emotional intelligence, self-regulation skills, communication skills, and creative self-expression (all of which will help the student toward educational success moving forward). Everyone experiences big emotions, we have to teach children how to process those feelings. Teaching children how to reflect on their emotional state, recognize emotions, and communicate effectively empowers them to be able to advocate for themselves, build stronger social skills, as well as develop deeper understandings of themselves. Art is an effective tool for addressing emotions, as it engages several levels of thought and skill simultaneously, and channels emotional energy into creative energy. When students are not overwhelmed or overcome by their big emotions, they are more resilient and can engage more readily in learning environments. Arming students with tools to process and manage their big emotions early on will help them to be more effective advocates for their needs and help provide a more stable foundation for learning.
2. Key Concepts:
a. Students will recognize and identify select elements and principles of art that convey emotion through observation and discussion.
Students will learn about how line, shape, color, space, texture and pattern influence the mood of artwork through observation and discussion. Students will also be introduced to how variety, repetition, emphasis, dominant/subordinate, balance and symmetry affect artwork. It is imperative that students have exposure to a variety of artwork of different medium, by diverse artists, and varied styles. The variety in exposure helps students to think broadly about what constitutes art and foster a more inclusive perspective. Discussing how artwork makes students feel and analyzing why helps to hone their ability to recognize and identify emotions and make connections to the effective means of communicating those emotions.
b. Students will utilize their understanding of the elements and principles of art to create original works of art that convey a big emotion; thereby infusing conceptual principles of meaning and expression into their project.
Students will transition from interpreting art to creating their own original content by utilizing the elements and principles observed in other work. Students will identify a big emotion they would like to explore and choose colors, shapes, and other elements that influence the mood to curate their own expression. By linking a personal experience to a finished piece of work to be seen by others, students will participate in the communicative nature of creating art. They take on the role of creator and explore using art to express and convey messages that can then be interpreted by others, which empowers them to self-identify as artists.
c. Students will physically manipulate materials and tools (such as markers, pencils, paintbrushes, scissors, and glue) to create original artwork
Students will draw upon their physical coordination and motor skills to produce artwork that requires focus and intentional manipulations through experimentation and practice. They will have firsthand experience manipulating materials with tools which will promote further exploration of materials and insight into tool use. This will also exercise and aid in physical development. Exploring mark making, manipulation, construction and assemblage will encourage students to think creatively about materials, processes and help to refine their physical skills.
3. Objectives:
a. Students will develop an idea to be communicated through their project and will complete the project through a series of steps.
By setting a clear intention, students will develop the practice of goal setting and task-oriented follow through. Breaking the project down into steps that are connected by an overarching theme infuses the project with the theme and reinforces meaning each step of the way. Developing the idea at the onset of the project sets the theme that will connect the subsequent steps, making the artwork more intentional at each level.
b. Students will engage in a variety of material manipulations that will foster creative exploration of materials and methods .
Students will be encouraged to explore materials through experimentation and creative problem solving. By promoting creative exploration of material, students will develop a better understanding of the material they are using along with the confidence to try new creative techniques and approaches. Students will be encouraged to infuse their manipulations with the big emotion they chose (for example, tearing paper if the student chose anger, or crumpling it up if they chose sad), but trying to use that big emotion to inspire a physical manifestation.
c. Students will share and interpret work through group discussion and analysis.
Students will display or present their work and the classroom will participate in a discussion about how the work presented communicates their big emotion and why the student chose that emotion to explore. I think reinforcing communication on the back end of the project helps students to see the effectiveness of this means of communication in real life. The student sets out to express a big emotion, creates an original piece of art through a series of steps, and then sees the artwork communicate to those around them. I think following all the way through helps to validate the students and gives them the experience of being seen. Sharing at the end helps students to recognize the universality of big emotions which fosters empathy, compassion, and strengthens social skills.
4. Essential Questions
What are feelings? I would like to students to analyze and reflect on how they feel and try to identify different feelings they experience. What do they feel like? Do feelings stay inside or sneak out? Are they contagious? Where do they come from? Raising awareness around feelings helps students to understand the universality of emotions and builds empathy, emotional intelligence, and self-awareness.
Do we control our feelings or do our feelings control us? Students will examine the relationship they have to their own emotions and hear about how other people manage their emotions to help develop a strategy that will be unique to them. By examining which parts they feel they have control over and which parts feel out of control, they will be deepening the knowledge they have of themselves. This alludes to larger questions regarding identity and what makes me ‘Me’ and what makes you ‘You’? What are the different parts of us that make us unique?
How do we communicate our emotions to others? Sometimes it is very important to communicate how we are feeling to others, and sometimes we do not feel like sharing our experiences. When is it appropriate to share or not? How can we express ourselves effectively? What strategies can we use to communicate? By discussing appropriate expressions (here I imply there are inappropriate expressions such as hitting or hurting others) we can help others understand our feelings better so they can empathize with what we are going through or help us. Why is it important to communicate feelings?
5. Standards
NVAS
1. VA:Re.7.2.Ka Describe what an image represents.
2. VA:Cr3.1.Ka Explain the process of making art while creating.
Michigan Standards
1. ART.VA.I.K.1 Identify and explore a variety of materials to communicate personal experiences.
2. ART.VA.III.K.3 Describe the sensory qualities in a work of art.
6. Connecting and Responding; Teacher Resources
A. Artwork:
Self Portrait, Dedicated to Dr Eloesser, 1940 by Frida Kahlo. Students will see that some portrait art demonstrates emotions literally by representing a person experiencing an emotion. A VTS session might include prompts such as “What do you think is she feeling? How can you tell? What do you notice about the colors she chose to use?”
The Weeping Woman, 1937 by Pablo Picasso. Students will see more abstract interpretation of portraiture, but still conveying emotion. They will be asked how this painting differs from the last painting, and how they are similar.
Soundsuits 2009-2012 by Nick Cave. Students will be introduced to Nick Cave’s work that is part sculptural and part performance. Introducing this type of art helps students to broaden their understanding of what is considered art, and how creativity can extend off paper or canvas. It draws attention to the significance of movement.
Starry Night, 1889 by Vincent Van Gogh. Students will see how an image can convey an emotion even in the absence of people being directly represented. Students will be prompted with questions such as “how does it make you feel? What do you think the person that created this art was feeling? Which shapes do you notice? Why do you think the artist chose these colors?”
Autumn Rhythm (Number 30), 1950 by Jackson Pollock. Students will analyze images in the absence of clear subject matter. Pollock was able to convey strong emotion and ideas without direct representation of recognizable imagery. Students will be asked to think about Pollock as he created this work, how he used his body, what emotion he was feeling, and how his choices of color, paint and scale all influenced the final work. Students will be asked to reflect on different techniques artists use to communicate emotion in artwork.
B. Books:
Portrait of an Artist: Frida Kahlo: Discover the artist behind the Masterpieces by Lucy Brownridge
Action Jackson by Jan Greenburg
Vincent Can’t Sleep by Barb Rosenstock
7. Creating Lesson Plan Sequence:
1. Day One: Open lesson plan with a game of Pictionary as I draw out clues about the lesson we are going to tackle. This demonstrates how we can use pictures and art to communicate, and give a sneak peak pre-assessment into how well students can infer information from works of art. This is a fun game that encourages participation and creates a space where students feel empowered to chime in. Once they guess what we will be doing, we will read Where the Wild Things Are. We will have a class discussion about the different ways Maurice Sendek uses lines, colors, and shapes to communicate emotions, as well as identify the emotions Max feels throughout the story. Introduce the concept of big emotions and how to recognize them. We will talk about how art and emotion have a special relationship together. I think it is important to introduce topics while also giving students a forum and space to respond to these topics in real time for interaction. This serves as part of the preassessment, as well as encourages students to participate by demonstrably valuing their input.
2. Day Two: We will introduce the idea of an art journal. Students will get a sketchbook that they will spend 5-10 minutes drawing, writing, or doodling in response to a prompt. They will have access to crayons, markers, and colored pencils for mark making during this time. The goal of the art journal is to encourage students to practice expressing their thoughts and feelings in shapes, lines, images, colors, and words if necessary, while also an opportunity for documenting and assessing their development. Today’s prompt will be “When can you remember experiencing a big emotion?” This will encourage students to take ownership of and identify their emotions and reflect on them. Next, we will play Simon Says; the color and emotion edition (for example, Simon Says touch something green, Simon Says show me what you look like when someone tickles your feet, Simon Says jump for joy, Simon Says point to something blue). Getting kids moving and looking around their environment “wakes up” their brains and helps to make more connections between the concepts and the world around them; adding in prompts like “Simon Says show me a sad face” helps students to think critically about their own expression as well as recognizing it others around them.
3. Day Three: Journal prompt today “What makes me special?” Start this class by reading Portrait of an Artist: Frida Kahlo: Discover the artist behind the Masterpieces. We will then move into VTS session in a group discussing a variety of famous portraits. Students will then be directed to return to their seats where they will each have a mirror and a sheet of paper, with access to crayons, markers, and colored pencils. They will be instructed to create a drawing of their own self portrait conveying their emotion today, using whatever style they find appropriate for their particular emotion. Talking about Frida Kahlo incorporates diversity into the concept of famous artists for children, as well as introduces symbolism. VTS sessions help students to respond to artwork and gives them space to identify the different aspects that build to their response. The mirror helps children reflect on their own emotions and gives them a direct reference for representing themselves 2 dimensionally.
4. Day Four: Journal prompt today “What is your favorite color? How does it make you feel?” Today we read Vincent Can’t Sleep and talk about how color relates to big emotions and art. This also helps provide an opportunity to contextualize art in history. Students are given colorful paper, scissors and glue and encouraged to explore how colors can work together to express or communicate a big emotion. They will be prompted to create a place they would go to if they could sail away in a boat like Max. What would this place feel like? When would you go there? This works their motor skills, and taps into some math concepts related to proportion, geometry, pattern and sequencing.
5. Day Five: Let the wild rumpus start! No journal prompt today, we start the day with a dance party to a medley of music that exemplifies big emotions. We will have the students use their bodies to emote and draw attention to how our bodies can move in all different ways. Show Nick Cave’s Sound Suit video. Art can come in many different shapes and forms! Read Action Jackson and show a video of how Jackson Pollock would paint. Do all big emotions have movement or sound? Introduce concept of line quality as it relates to big emotions; how do sharp zig zaggy lines make you feel different than round coily lines? How did Jackson use color to communicate his emotions? Students will be given paint and large paper either on the wall or on easels, so they can move their whole body while painting. Students will start to layer the different principles, elements, and concepts we have been learning about.
6. Day Six: Journal prompt today “Preliminary sketches for your mask. Think about what materials you want to use, and what the overall design of your mask will be.” Today we will combine our methods and concepts to create masks that express big emotions to be worn for a final in class presentation and afterward in a collaborative display in the hall. I will provide the Bristol board templates with eye and mouth holes already cut out, and string attached. Students will then use cut paper, glue, paint, markers, crayons, colored pencil, and any other tactile or available materials (glitter, fuzzy balls, tinfoil, etc) to create unique masks that convey a big emotion! As students finish, we will put on our masks and act out the emotion we are trying to communicate and allow students time to respond to one another. The masks will be displayed in a collaborative faux jungle in the hallway for other students and teachers to see.
8. Differentiation/Accommodations/Modifications:
1. Differentiation of process: incorporate more tactile materials such as textured papers, possibly use stamping with large easy to grip stamps for mark making, or modify writing utensils for easier gripping. If students are unable to move effectively for physical activities, modify to include them to their level of comfort such as laying paper out on the floor instead of the wall, or giving prompts such as ‘let’s use our arms and hands to show we are excited”. For early finishers offer activities such as a game corner, where students can play modified games (like a lesson relevant memory matching game with tiles made from laminated pairs of works of famous art), mandala coloring sheets (because coloring has the same effects on the brain as meditating while also allowing little hands to exercise fine motor skills and explore color). Sensory boxes can also be used for both ends of the spectrum; kinetic sand, dyed beans, water beads, or ooblek all provide stimulation to the senses and help students focus on sensations which helps them to articulate emotions in their focused state. More advanced students will be prompted to push further and challenge their skillset, whereas students with difficulties will be encouraged to explore the concepts at a level comfortable to them and with help as needed. If students are shy or reluctant to contribute in group conversations we may split up into small groups or pairs to encourage students to verbally engage.
2. Differentiation of product: For those unable to cut paper, offer parquetry blocks or large legos to encourage students to explore the combination and use of color to convey big emotions. Students may choose to use colorful clay to create their self portraits if manipulating writing utensils is too difficult, while still engaging fine motor skills. Students may just explore abstract painting or drawing to explore the relationship between big emotions and color rather than try to produce a representation of a place. Early finishers may be encouraged to make additional accessories to their masks such as paper gloves (or mitts) or Bristol board jewelry (bracelets, necklaces etc).
9. Assessment Strategies:
1. Formative Assessment:
I will use class activity participation, journal entries, and engagement with peers to assess development. I think formative assessment is more appropriate for this lesson plan as we are trying to empower students to master their own big emotions and find ways to express and explore those experiences through art. Throughout the pre-assessments, activities, and projects I think it will suffice to monitor progress with diligent note taking and rewarding participation with stickers and positive reinforcement. The journals will not be graded but given stickers for effort.
2. Summative Assessment:
There will not be a formal test or cumulative grade given for this lesson plan; however, a very basic rubric to guide discussion about students’ work will be explained to the students and used. I think providing them with some structure to assess art can be helpful to keep the conversation and concepts on the rails. The final mask project will incorporate several aspects of the lesson, but students will have the opportunity to combine and use these elements and principles at their discretion for the mask project, meaning they do not have to include everything if they choose not to.
10. Teacher created exemplar:
Students will combine the skills we have addressed, using color, shape, and 2-dimensional representation to create a mask that conveys a big emotion. They will be encouraged to incorporate different materials and methods to create a unique mask. Some knowledge of materials used and methods to manipulate those materials will be needed. Students will need to understand how shapes, colors, and lines can convey different information, and how to manipulate those elements to create a cohesive finished product. Cool colors tend to correspond to more somber emotions (sadness, aversion/disgust) while warm colors tend to correspond to more excited emotions (anger, fear). Students will need to understand how line quality can convey emotions (harsh scribbles are more aggressive than curly or rounded lines). Students will need to be able to identify expressive elements of faces (eyes, mouth, eyebrows) so they can manipulate their mask effectively. Fine and gross motor skills, coordination, and controlled movement will all help students to execute their project successfully.
11. Materials/Tools/Art Supplies Needed:
Whiteboard and dry erase markers, designated sketchbook for each student to serve as art journals, crayons, markers, colored pencils, projector/screen for presenting videos and images to students, small standing mirrors for each student to observe their own face to create self-portrait (can modify flat mirrors with attachment), scissors and special need scissors, glue sticks, liquid glue, large roll of paper, easels or cardboard to create easel-like surface on walls, tempera paint, watercolor paint palettes, paint brushes, palette plates, additional objects to paint with (sponges, straws, string, stamps, etc.), bristol board, string, glitter, fuzzy balls, tinfoil, colored paper, pipe cleaners, colored sand, puffy paint, foam stickers, parquetry blocks, legos, clay, custom memory game using images featured during lesson, sensory boxes (kinetic sand, water beads, dried colorful beans), speakers for playing music.
Students will have opportunities throughout the lesson to practice using the mark makers, scissors, and glue. They will learn and observe safety standards for scissors and classroom behavior. Students will need some knowledge about emotions, color, symbols, and shape, although there is room to address these if students are not well versed.
12: Materials Distribution/Clean Up:
Ideally students will have individually labeled bins in cubbies to keep art journals, projects, and works in progress; however, if that is not a feasible system, a filing system with folders could be implemented. Students will be seated clustered at tables and each table will have bins or cans of mark makers, scissors and glue clearly labeled to coordinate to the table. When not in use, the bins or cans will be kept on an open shelf, so students can access what they need freely. Students will sit in assigned seats while at the tables; each seat will have a color associated with the spot (clearly labeled and visually accessible) so I can designate tasks to different students per table (“All my red friends go get the markers for your table” “All my green friends please collect the scissors and return them to the shelf”). The classroom will have a sensory corner, where students can listen to soothing music, access the bins, books, or take some time if they need it. The corner will be aesthetically soothing and have a table available for activities such as clay, sensory bins, or quiet coloring; students who use the corner will be responsible for cleaning up after themselves. For materials such as glitter, sand or fuzzy balls, students will get a palette plate and come in groups (either by table, or by seat color) to get what they need from one central station with clearly labeled bins of material, because one station is easier to monitor and regulate. The same will go for paints, each student will get a palette plate, plates will be kept in a rack by the sink along with other materials that need washing such as paintbrushes (kept in a can with holes drilled in the bottom for drainage). A rotating chart will designate weekly tasks per seat color so students can see their responsibilities, tasks will be changed weekly.
13. Presenting:
Students will wear their masks during our final “critique” for each other, move and act out their big emotion for their peers, as well as give some positive feedback to one another. This part of the project is to encourage students to see how others interpreted the project and celebrate their creations. This helps to foster open communication about artwork as well as their feelings with their peers. Students’ masks will then be used in a hallway wild things jungle themed wall display for other students, teachers, and faculty to observe. I want students to feel proud about their work and share their creation in a broader context. I think putting the masks in a jungle theme contextualizes the work into the scope of Where the Wild Things Are, which reminds them that sometimes those big emotions feel wild and remind them how we identify those big emotions and how we process them; and that art can help us express and communicate to others and help us to work through those big emotions in a healthy way.
