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June 4, Angela Brown

Lesson Plan: Water colour Art with The Dot
September 16th is International Dot Day: try to do around/on that day!
Subject: Visual Art
Grade Level: 1
Time: 50 - 60 minutes (can be broken up into 2 classes if needed)
note: read aloud will be done during literacy block earlier
in the day to tie in art lesson with The Dot by Peter
Reynolds. Alternate Option: free video reading of The
Dot on Tumblebooks.
Image and inspired idea from dripdripslattersplash.
blogspot.ca/2011/10/first-six-weeks.html
&
Isartatkinkaid.blogspot.ca/2013/09/international-dotday-2013-celebration.html

NB Curriculum Outcomes:
Create
GCO 1:
1.2 create art works based on memory, mood, feelings, imagination, and fantasy including
responses to music and literature
GCO 2:
2.2 explore basic art skills, techniques, and vocabulary through a wide range of materials and
available technologies
Connect
GCO 3:
3.1 identify visual communication in daily life and its effects on people
3.3 describe how visual arts are used in school and at home
Communicate
GCO 4:
4.1 look at and respond to art in a variety of ways
4.2 provide reasons for preferences in art works
4.4 use descriptive language to talk about their own work and that of their peers

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Learning Objectives:
Using previous knowledge from prior lessons on watercolour techniques and colour resist,
students will learn to explore and create different interpretations of the same form of artwork. As
this is review, they will be given the chance to think like an artist and decide on what they want
their art to look like, and which materials provided they would like to use to convey their
message. Students will also take part in an art critique and learn how to share their work and
their own ideas of other pieces in a positive way.
Materials:
Watercolour set of 8 (two students share one - preferred. Can be shared per table)
Pencils, one per child (students do not have to use)
A paint brush for each child
A bucket full of extra materials: Lids of varying sizes (all circles) as stencil for the dot if
needed. A couple or so at each table, as well as scissors, glue, and extra paper (light colours/
white to paint on)
Messy Mats (newspaper, or cheap plastic table cloth to protect tables)
Plastic Cups (2 per table of 4-5 to share for dipping brush in before paints)
Paper towel (by table, the students can get up and grab a sheet from the bathroom or provided
by teacher)
Packages of pastels per table can also be given if this has been taught prior to as a fun option to
be mentioned before beginning (pastels before watercolour will create a nice resist effect)
Watercolour paper/canvas - at least 8 by 11 (or other sturdy textured material that will not
curl when paint is applied)
Smart board for showing thedotclub.org/dotday/get-inspired/gallery
Connecting and Communicating (10 minutes max.)
The teacher will let the students know why we read The
Dot
On September 16th, kids from all over the world in
many different schools celebrate Peter Reynolds,
The Dot. I am giving you the opportunity to take
part in this event by making your own special dot.
Using the Smart board, the teacher will show students
examples of dots that past students have created for
international dot day (thedotclub.org/dotday/getinspired/gallery)
At the mat, students will sit and discuss the patterns and
shapes they see in various dot paintings being shown
from the website. The teacher will call on students at
random (use of name popsicle sticks, or tags to pull out
to ensure all have a fair chance to speak).
Additional questions for the teacher to ask if needed:
what types of colours do you see? How does this one
make you feel? Why?

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Creating (15 minutes)
The teacher will give students the directions for handling materials and what to do before going
back to their tables
As they have used watercolour prior to this lesson, review it. What must we remember
when we use watercolours and brushes? (wash brush before choosing another colour,
gentle strokes, dab of water from cup before paint, clean brush in cold water so we keep the
bristles in shape for another day! Perhaps refer to this as W.D.G.A in a song prior to, to
help remember wash, gentle, dab, clean & cold)
Let them know that you also have pastels, and coloured pencils which would need to be
applied before watercolour in order to see it if watercolour is used (colour resist) and lids
of various circle sizes to use for stencils if they want.
Make sure they know they do not have to paint inside the dot. Students can look towards
the Pattern poster or shapes in the room for inspiration. Get creative and make it your
own! Do not give any other guidelines, let them create their own idea for their dot.
The teacher will stress the importance of taking your time, and doing your best! No need to
rush.
Students
will sit at their table groups, and use the materials provided to create their own dot

work individually. They can share ideas during the process with indoor voices.
The teacher will circulate around the room and help without giving answers to what students
should do. Providing additional open ended questions to spark their thought process if stuck.
Communicating - at mat (3-5 min.)
The teacher will mention a few positive comments about the work done so far and show
students the extra material about to be put on the tables for them to incorporate into their art.
Ask them how they might use the extra paper, glue, and scissors. For Shapes? Patterns? Dots?
Creating Continued - back at tables: (extra 10-15 minutes)
The teacher will have all extra materials at tables.
The students will continue working, and exploring all materials provided.
The teacher will confer with any who need guidance
Give at least 10 minutes for clean up before next activity!
Communicating (10-20 minutes)
Students will lay their artwork in a long table in the room, or on the floor to the side to dry
Students will stand and look at the paintings before them quietly
The teacher will lead a class discussion on the dot paintings. Going through each painting, the
teacher will ask the artist to share something about their painting, and ask for someone to share
one positive thing about their art
Extension
*** If time and interest is shown, the teacher can have students lay down on the floor to create a
class (human) dot, which the teacher can take a photo of and post in between their artwork later.

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Assessment and Accommodations
The teacher will circulate around the room while students are creating and confer with students
where needed, checking on all students.
During the discussion periods, the teacher will act as facilitator, guiding the question and
answer periods to ensure thoughtful responses and that all are understanding.
Thumbs up, down, and a shake of hand will be called upon before leaving the mat to see if
anyone is unsure. If only a few, the teacher will take note of this and guide them along as a
group while others begin.
If there are any additional behavioural issues or learning challenges, the EA can work one on
one with the student(s). This art activity, however, provides room for students to work to their
abilities. They can hold a paint brush, pastel, &/cut and glue, whichever they feel most
comfortable with.
Students will be assessed based on:
If they used the technique chosen appropriately and carefully without rushing (water colour
&/resist), if other materials were added, if they worked hard, and if they were able to
articulate meaning to their work in some way &/able to contribute to discussion.

Example of a good pattern reference chart to refer to:

https://s-media-cache-ak0.pinimg.com/736x/d1/af/71/d1af71d6cf46bb6d34a923d09c2271b3.jpg