Expressive Emotion Animal Pastel Drawings: A Lesson Plan For 5 Grade

Expressive Emotion
Animal Pastel Drawings

A lesson plan for 5th grade
Dana Katz
LESSON PLAN
th
Dates: October 4 , `11th, 18th, 25th, November 1st & 8th 2016
Student Teacher: Dana Katz
Lesson Title: Expressive Emotion Animal Pastel Drawings
Grade Level: 5th
Number of Students: 11
Time available for this lesson: Six 40-minute sessions 240 Minutes total
Central Focus (Big Idea): Students will understand the meaning behind significant animals in
their lives and the profound memories or distinctive characteristics that they tie to that animal. In
a three-part thumbnail, charcoal, and oil pastel drawing lesson, students will develop an
expressive piece using contrast, emphasis, line and shape to represent the emotions tied to
their visual narrative.
Social Issues / Concepts of the Lesson:
Animal Appreciation
Celebration of Life
Expressing Emotions
Meaningful Memories
Color Interpretation
Essential Questions:
What does appreciation mean?

How can appreciation of animals be shown through art?
Where have you seen artwork that is centered around an animal?
How do various artists convey a story through their work through abstract
impressionism?
In what way do artists use colors to express an emotion?
How does emphasis help tell a viewer what a piece might be about?
State Goals:
Goal #25 Knowing the Language of the Arts
IL 25.A.3d Identify and describe the elements of value, perspective and color schemes; the
principles of contrast, emphasis and unity; and the expressive qualities of thematic development
and sequence.
In this Lesson: Students will create both a charcoal and oil pastel drawing that uses
emphasis, unity. expressive colors and contrast to give the viewer a sense of the
emotions tied to their personal animal narratives.
25.A.2d Identify and describe the elements of 2- and 3- dimensional space, figure ground value
and form; the principles of rhythm, size, proportion and composition; and the expressive
qualities of symbol and story.
In this Lesson: Students will generate a 2-dimensional drawing that skillfully demonstrates
value, form, proportion and composition, while also considering expressive color and
emphasis to tell a story.
Goal #26 Through creating and performing, understand how works of art are produced.
26.B.2d Demonstrate knowledge and skills to create works of visual art using problem
solving, observing, designing, sketching and constructing.
In this Lesson: Students will create three thumbnail sketches drawn using both
observation and their animal pictures, using problem solving in development of the
drawings and careful consideration in constructing the composition to present the best
visual narrative.
Goal #27 Understand the role of the arts in civilizations, past and present
27.A.2b Describe how the arts function in commercial applications (e.g., mass media and
product design).
In this Lesson: Students will learn about animal appreciation by looking at artist such as
Andy Warhol, Norman Rockwell, and Frida Kahlo who use their artwork to show their
affection towards animals, as well as Dana Ellyn, Banksy, Ruby Roth and Conner Jones
who question the moral behind animal-based product companies who attempt to show
compromised animals used for their product in a better light.
1. Objectives:
State Goal Codes
1.1 Conceptual/Cognitive Objectives:

OBJECTIVE I: Given a PowerPoint presentation on animal
appreciation and comprehensive motivational dialogue, students
IL 27 A.2b
will actively participate in a peer to peer discussion detailing

meaningful animal to human interactions that they had with their
pet, or share with their partner details about an animal they feel
connected to and why.
OBJECTIVE II: Given a brief lesson on how to make thumbnails,
IL 26.B.2d
pencil and paper, students will successfully construct three quick

thumbnails sketches that illustrate personal animal to human
interaction narratives.
OBJECTIVE III: Given charcoal and paper, students will skillfully
IL 25.A.3d
depict a drawing of their momentous animal encounter.

OBJECTIVE IV: Given a handout on color theory, a conversation
about the significance of color choice, oil pastels and paper,
students will fruitfully generate a representational drawing that uses
line and color expression to match the emotions behind their animal
IL 25.A.2d
narrative.
1.2 Artistic Skill Objectives:
OBJECTIVE V: Given pencil and paper, students will expertly detail
three thumbnail sketches that utilize learned composition rules,
balance, emphasis and space to depict their possible animal
narratives.
OBJECTIVE VI: Given vine charcoal, a gum and kneaded eraser, a
blending stick, blue towel chamois and an 18 x 24 sheet of paper,
students will effectively depict their human to animal interaction
carefully considering their composition, paying special attention to
emphasis and craftsmanship.
OBJECTIVE VII: Given an 9 x 12 piece of paper and oil pastels,
IL 26.B.2d
IL 25.A.3d
IL 25.A.2d
students with proficiently portray an expressive version of their

charcoal animal drawing using line, color and emphasis.
2. Assessment Criteria:
OBJECTIVE I: The student will actively participate in a one on one peer discussion
detailing meaningful animal to human interactions that they had with their pet, or share with
their partner details about an animal they feel connected to and why.
OBJECTIVE II: The student will thoughtfully detail three thumbnail sketches that show their
potential animal narratives for their future charcoal drawing.
OBJECTIVE III: The student will skillfully construct an 18 x 24 depiction of chosen
thumbnail sketch that shows their animal to human interaction.
OBJECTIVE IV: The student will carefully create a colorful expressive interpretation of their
charcoal drawing that utilizes color expression to match the emotions behind their animal
story image.
OBJECTIVE V: The student will attentively develop three thumbnail sketches that take into
account compositional rules, balance, space, and emphasis.
OBJECTIVE VI: The student will proficiently show their animal narrative selecting a
thumbnail that has an interesting composition, and successful use of balance and
emphasis.
OBJECTIVE VII: The student will considerately use oil pastels to develop an expressive
emotion animal drawing thoughtfully considering line, color choice and emphasis.
3. Learner Characteristics:
3.1 Developmental Rationale
As discussed by Wachowiak (2006), students begin doubting their artistic abilities beginning
in 5th and 6th grade (p. 99). They become increasingly self-conscious which can lead them to feel
discouraged and frustrated when their artwork does not match the image they have in their head.
Students believe that being able to draw realistically determines whether they should continue
creating art or give it up completely. As further discussed by Lowenfield (1987), during this stage
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of development there is a great deal of pressure put on children to satisfy the desires of adults,
and also conform to the demands of their age group (p. 60). For this lesson, rather than putting
emphasis on students drawing realistically, the focus is put on memorable animal to human
interactions and expressing emotions through color. As discussed by Yarksticks (1997), students
are expressive, talkative and like to explain (p. 111). This lesson allows them to do all three while
also giving them the tools to see art as more than realistic drawings. They can begin to appreciate
abstract art and learn to create art that focuses more on self-expression, as well as appreciation
for others. This will help students focus on the process rather than the outcome and feel confident
in their work for what it represents rather than how realistic it turns out.
3.2 Students with Special Needs
This lesson can be made very adaptable for students with special needs. Though it is very
hands on and messy, which can present a problem for students with physical needs, the lesson can
be altered to allow students to use charcoal pencils in place of vine charcoal for the drawing portion
and paint in place of oil pastels for the expressive color portion. Students who prefer to keep their
hands clean can be given gloves. For the students who need extra assistance, they can continue to
work with their peer discussion partners. A smaller piece of paper can also be utilized to ensure
completion of the project. Additional studio time will be offered to those in need of it.
4. Literature and References
4.1 Rationale of this lesson
This lesson is a very important one because it teaches people to be appreciative of the
things around them that they normally do not consider. Whether they choose a pet, exotic
animal, or even a bug, the students are able to take a critical look at why they feel so
connected to this animal, and determine what about this animal is so special. They can then
apply this lesson to other things around them such as humans or even objects.
At the same time, this lesson allows students to explore various different mediums and
learn about different forms of art. As discussed earlier, this is a very critical age that these
students are going through, and often people choose to give up on art believing that the only
reason to move forward with it is if they are technically good. Lowenfeld (1987) says that
children will be critical of their drawings if they are unable to depict an interpretation that is
realistic, which is something that is carried through to the rest of their lives (p. 324). They are
coming into their own and starting to compare themselves more and more to those around
them. At this age, they start to question why their work might not be as realistic as other
students, and if it is not, then they decide that it must not be as good. While this lesson does
ask them to create pieces focus somewhat on realism, the emphasis is more so put on
creating a piece of work that successfully shows appreciation for another species opposed to
creating a piece that is technically correct. It focusses on expressionism and interpretation. In
the pastel portion, they are able to learn about a new form of art that they may not have
previously worked with called abstract expressionism. They get to see the work of famous
artist and explore the idea that there is more to art than just creating a picture perfect image.
4.2 Background of the topic
Art overall is a very meaningful topic to allow children to explore in school. Without having
to read a book, or understand words, art is able to detail out history in a way that everyone is
able to understand. By exploring the topic, various mediums and styles themselves, students
are able to get a hands on experience to what was happening during a certain time period in
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history and clue into why an artist might have used art to tell the story opposed to detailing it
out in a book.
By looking at abstract expressionism, one of the main focusses of this lesson, students are
able to learn about how this style of art influenced political views during the time period it was
at its peak, while also promoting individual freedom. It also helps students develop a new
outlet for themselves to use for personal expression and growth. They are also able to
When looking at the various artist tied to animal appreciation, students are able to see the
role that animals have played in the lives of humans dating back millions of years. Students
can look at cave drawings and see how animals were used to help humans even back then.
Looking at artists such as Frida Kahlo who were born during a different time period, students
can see how animals continued to play a significant role in peoples lives by helping. Exploring
artists such as Banksy and Dana Ellyn can give children an idea of what is happening around
them that they may otherwise have a blind eye to.
4.3 Information about related artists, styles, movement or cultures
Andy Warhol: (1928-1987) Influential American pop artist, film-maker, record producer
and public figure who led the pop art movement and began as a commercial illustrator.
His work focuses on celebrities, advertisements and expression. He remained extremely
close with his dachshunds, often bringing one of them with him to parties and events. He
even used them to create works of art.
Norman Rockwell: (1894-1978) Author, painter, and illustrator who liked to depict
American family life in his work. He was influenced from his own personal life living with
his wife and three sons in small town Arlington, Vermont. In his later life, he began
depicting images that touched on civil rights, Americas war on poverty and the
exploration of space. In his work, he often painted dogs knowing they were an important
part of family life. Also, he owned dogs himself.
Frida Kahlo: (1907-1954) Influential Mexican painter, best known for self-portraits.
Married to fellow painter Diego Rivera. Work began after a bus accident, and can be
described as folk-art, feminist, and surrealism. Most of her pieces are deeply
personal, and include many of her pets, which she liked to surround herself with in her
paintings representing a calming constant.
Dana Ellyn: (Present) Contemporary painter whose style borders between

expressionism ad social realism. Made the switch from a corporate job to pursue
painting. Uses artwork to critique social norms taking risks and using colorful images.
Many of her pieces confront the world with the hard truths behind animal rights.
Banksy: (1974- Present) Well-known English graffiti artist who likes to tackle political
activism and challenge what people believe to be true through street art. Utilizes dark
humor to depict political and social commentary utilizing streets, walls, and bridges of
cities throughout the world.
Ruby Roth: (1982-Present) Vegan artist, illustrator, author and former art teacher who is
the leading author of vegetarian and vegan books for children. Inspired by childrens
interest in healthy foods.
Connor Jones: (2005-Present) 9-year-old artist who sold his artwork to raise money to
buy items off a shelter wish list.
Erika Farkas: (Present) Self-taught Romanian artist that works extensively in graphite,
charcoal and colored pencils. Art work depicted in a hyper-realistic and surrealistic style,
capturing emotions through human and animal portraits.
Jackson Pollock: (1912-1956) Influential American painter. Led abstract expressionist

movement in the art world. Caught attention from media due to radical methods and
growing reputation. Viewed as one of the most important figures in art in the 1960s.
Wassily Kandinsky: (1866-1944) Influential Russian painter and theorist who was a
leader in abstract art. Began teaching law and economics. Believed that painting above
all was a spiritual process and wanted to depict that in his work. Inner beauty, fervor of
spirit and spiritual desire were central aspects of his art. Thought of himself as a prophet.
Franz Kline: (1910-1962) American artist part of the abstract expressionist movement
known for large black and white paintings tied to New Yorks cityscape. Began working
as a realist admiring masters such as Rembrandt. Saw his work less as a means of
expression and more as a way to connect with his viewer.
Abstract Expressionism: Art movement that occurred after WWII categorized by

spontaneous, emotional large works of art that are non-objective in nature.
Contemporary Art: Artwork that has been produced during the present time. Follows
Modern art which ended in the 1960s/1970s.
4.4 Art Terms/Vocabulary Define each fully.

Abstract: Without reference to anything specific. Nonrepresentational.
Abstract Expressionism: Influential art movement that followed WWII known for largescale nonrepresentational works that are known for their both vigorous gestural
expressionism, as well as colorful abstract forms.
Balance: Components of a piece are distributed equally throughout the work.

Blend: To mix in a way that there is no visual separation.
Composition: The way in which a piece of work is made up.
Describe: To clarify relevant characteristics in relation to something.
Detail: The specific characteristics that make up something
Emphasis: To give special attention.
Expressive: Conveys a certain emotion, thought or feeling.
Gestural: Movement of hands in a vigorous manner to quickly depict something.
Layers: Going over an area multiple times to give a certain thickness.
Line: Length between two intervals.
Movement: The direction in which the eye moves across a piece of art.
Proportion: Size relation between two parts.
Represent: A symbol, word or picture that stands for something else.

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Scale: The ratio and size the corresponds to the actual item one is looking to represent.
Silhouette: The border of an object that details just the outskirts of a certain subject
matter.
Shape: Form of an object.
Sketch: Detail characteristics through drawing about a certain object.
Texture: The feeling of an object.
Toothiness: A texture that picks up media and holds it to the paper.
Thumbnail: A small quick representational sketch that allows the artist to do a quick
depiction of their subject matter.
4.5 Description of visual examples
PowerPoint Presentation (see attached) Three different presentations using the artistic
images and examples described below which correspond to motivational questions to
influence students artistic process.
Visual Board (see attached) Big Idea overview, examples of artists work, and key
academic terminology.
Teacher Examples/ Teacher Demonstrations (see attached) Example of the finished
parts of the lesson completed by the teacher
Actual Artwork Examples (see attached) Finished charcoal drawings by the teacher.
Banksy Siren of
lambs
This piece created by
Banksy was run through
the meat district in order
raise awareness about
the horrors that go into
factory farming.
How does this

piece make your
feel? (Sad,
confused).
What do you think
the intention was
behind it? (Make
the world aware
that animals have
feelings too).
http://www.care2.com/causes/does-banksys-siren-of-thelambs-help-confront-animal-cruelty.html
Dana Ellyn Pug.pig

In this piece, the artist
uses a dog to try and pull
out an emotional
response and connection
from the viewers. By
painting a dog and pig
together, the artist is
essentially asking the
viewer what the
difference is and why one
should be eaten and the
other abused.
What do you see?

(Half pig, half
dog).
What do you think
the artist is trying
to say? (Show the
world that dogs
and pigs are not
that different).
http://www.danaellyn.com/
Ruby Roth- We Dont

eat animals
Roth uses short animal
stories to try and teach
children the horrors that
go on in the animal
industry. Her goal is to
turn children, who are the
future of our world, into
critical thinkers in order to
get a change.
How is this piece

different from the
other two? (It is a
book)
Why do you think
Roth wanted to do
a childrens book?
(Reach out to
young children so
they can make a
change).
http://www.wedonteatanimals.com/store/that%E2%80%99swhy-we-don%E2%80%99t-eat-animals-book-about-vegansvegetarians-and-all-living-things
Andy warhol Archie &

Amos
Warhol, a well-known
famous artist, chose to
create artwork on his
dogs to show how
meaningful they were to
him.
https://www.buzzfeed.com/summeranne/16-brilliant-artistsand-their-animalmuses?utm_term=.axQyyQbEK#.dvLkkLRKE
Norman Rockwell:
Mutts
Rockwell used family life
as inspiration in his work.
He liked to include dogs
in many of his pieces
because he knew they
were an important part of
the family
https://www.buzzfeed.com/summeranne/16-brilliant-artistsand-their-animal-muses?utm_term=.axQyyQbEK#.dvLkkLRK
Frida Kahlo Many pets
Kahlo had many pets
including monkeys that
she felt were of great
importance to her. She
often painted herself
surrounded by her animal
companions who were a
calming constant in her
life.
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https://www.buzzfeed.com/summeranne/16-brilliant-artists-andtheir-animal-muses?utm_term=.axQyyQbEK#.dvLkkLRKE
Connor Jones 9 year
old artist
This 9 year old artist sold
art to raise money for
animals in a shelter using
a shelter wish list.
http://www.humanesociety.org/news/magazines/kind_news/201
4/10-11/art-for-animals.html?referrer=https://www.google.com/
Thumbnail Sketch
Example
This example is meant to
give students an idea of
what a thumbnail sketch
entails
http://opinionsofknowledge.blogspot.com/2015/09/creatingthumbnail-sketch.html
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Erika Farkas
Artist who works mostly
with graphite, charcoal
and colored pencils. Her
work can give students
an idea of what they can
create for their own
pieces.
http://www.erikafarkas.com/#/animals/6
Personal Artwork
In this teacher example,
students can see how the
animal was depicted in a
way that was meaningful
to the artist. The
emphasis was put directly
on the eyes to show love
and strong bond held with
the pet. This image also
shows a subtractive
method of using charcoal.
In the second image, the
students are able to see
a different, but still
meaningful way to depict
their animal. Shown in
the dogs happiest place,
the viewer can get a real
sense of the personality
behind the pet. The
students are also able to
see a drawing created
using an additive method
of charcoal.
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Jackson Pollock
Ocean Greyness
In this work, students can
get a sense of how the
artist used colors and line
abstractly to tell a story.
http://www.jackson-pollock.org/ocean-greyness.jsp
Wassily Kandinsky
Composition VII
In this second piece,
students are able to
compare the color use
and line use to see how
this piece differs from the
last, and get ideas for the
possibilities available to
them as artist.
https://en.wikipedia.org/wiki/Wassily_Kandinsky
Franz Kline Black
reflection
In this final, more simple
art, students are able to
see that even in simpler
pieces, they are still able
to tell a story through
color and line.
http://www.theartstory.org/artist-kline-franz-artworks.htm#pnt_5
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4.6 List of references

Burton, S. A. (2012, August 23). 16 Brilliant Artists and Their Animal Muses. Retrieved
September 19, 2016, from https://www.buzzfeed.com/summeranne/16-brilliant-artistsand-their-animal-muses?utm_term=.axQyyQbEK#.dvLkkLRKE
Color Wheel Pro - See Color Theory in Action. (2015). Retrieved September 19, 2016, from
http://www.color-wheel-pro.com/color-meaning.html
Farr, S. (2016, May 1). These 7 Amazing Artists Are Changing the Conversation About Animal
Rights. Retrieved September 19, 2016, from
http://www.onegreenplanet.org/animalsandnature/amazing-artists-are-changing-theconversation-about-animal-rights/
Jones, A. (2014, October 17). Art for Animals. Retrieved September 19, 2016, from
http://www.humanesociety.org/news/magazines/kind_news/2014/10-11/art-foranimals.html?referrer=http://www.onegreenplanet.org/animalsandnature/amazingartists-are-changing-the-conversation-about-animal-rights/
Kovachevich, A. (2014). 15 Brilliant Paintings Inspired by The Dogs Of Famous Artists.
Retrieved September 19, 2016, from http://barkpost.com/16-most-iconic-dogs-in-art/
Lowenfeld, V., & Brittain, W. L. (1964). Creative and mental growth. New York: Macmillan.
Psychological, Emotional, & Social Benefits of Animals. (2016). Retrieved September 19,
2016, from http://www.peteducation.com/article.cfm?c=2 2100&aid=640
Wachowiak, F., & Clements, R. D. (2006). Emphasis art: A qualitative art program for
elementary and middle schools. Boston, MA: A & B.
Wood, C. (1997). Yardsticks: Children in the classroom, ages 4-14: A resource for parents and
teachers. Greenfield, MA: Northeast Foundation for Children.
Artist References:
Andy Warhol: http://www.warhol.org/
Norman Rockwell: http://www.nrm.org/
Frida Kahlo: http://www.frida-kahlo-foundation.org/
Dana Ellyn: http://www.danaellyn.com/
Banksy: http://banksy.co.uk/
Ruby Roth: http://www.wedonteatanimals.com/
Connor Jones: http://www.humanesociety.org/news/magazines/kind_news/2014/10-11/artfor-animals.html?referrer=https://www.google.com/
Erika Farkas: http://www.erikafarkas.com/#
Jackson Pollock: http://www.jackson-pollock.org/
Wassily Kandinsky: http://www.wassilykandinsky.net/
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5. Integration/Connecting Links
5.1 Idea Mapping
5.2 Instructional Resources and Materials:

PowerPoint: (see attached)
Day 1: Animal Appreciation- Students will be presented with the idea of animal
appreciation and be shown animal inspired artwork by Andy Warhol, Norman Rockwell,
and Frida Kahlo. Students will also view the work of Dana Ellyn, Banksy, Ruby Roth
and Connor Jones, which questions the treatment of some animals in society today.
Students will be asked to use their think sheet to describe multiple animal encounters
that were meaningful to them, and later discuss with a partner and the group.
Day 2: Students will review what they learned the previous day and move on to the final
PowerPoint slide which gives an example of a thumbnail sketch. The teacher will also
use a personal think sheet to demonstrate how to create thumbnail sketches.
Day 3: Charcoal Artists- Students will view the work of charcoal and graphite artist
Erika Farkas, as well as a teacher created reduction and additive charcoal drawing in a
PowerPoint presentation. Teacher will use a charcoal tool bag to demonstrate how to
use each of the tools, which will be given to students to experiment with.
Day 4: Teacher will use the end of the previous PowerPoint to demonstrate to give
students multiple ideas for their charcoal sketches. Students will have the entire class
period to create a representational charcoal drawing of their chosen thumbnail.
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Day 5: Color Theory & Abstract Expressionism- In this presentation, students will view
the artwork of abstract expressionist artist Jackson Pollock, Wassily Kandinsky, and
Frankz Kline. It will help students understand the concept behind using color and line to
express emotions rather than a realistic depiction to tell a story. Students will then use
their color theory chart to understand the meaning behind each color, and develop a
story behind their color selection that matches their animal stories. Students will use th
chosen colors to create an expressive piece that tells the viewer a story about their
animal.
Day 6: On the final day of the lesson, students will spend the first half of the class
finishing up their charcoal drawings. If the student has already completed theirs, then
they have the option to work more on their pastel piece. Each student will complete the
artist statement handout. Both of their drawings will be displayed for students to view
and critique.
Handout: (see attached) Think Sheet Day 1 What is a Thumbnail? Students can
explore their meaningful animal encounters in detail on this handout. They can also work
out how they would like to create their final charcoal drawing by practicing different
compositions through thumbnails.
Handout: (see attached) Think Sheet Day 3 Color Theory On this worksheet, students
are able to take a closer look at the meaning behind colors. Students can then select and
detail what colors they would like to use to tie their pastel drawing back to their animal
narrative.
Handout: (see attached) Think Sheet Day 3 Artist Statement Students can use this
handout to discuss the journey they went through to create their final piece. They can
touch on the composition, image selection and color choice for their work.
Artwork: (see attached)
Day 2: Addition and Reduction charcoal drawing examples
Artwork: (see attached)
Day 2: Pastel piece detailing to do and not do when working on their drawings.
Visual Board: (see attached) Tri-fold presentation board stating the big ideas, objectives,
and vocabulary.
Artist Resources: Provided to students for further inspirational investigation.
Andy Warhol: http://www.warhol.org/
Norman Rockwell: http://www.nrm.org/
Frida Kahlo: http://www.frida-kahlo-foundation.org/
Dana Ellyn: http://www.danaellyn.com/
Banksy: http://banksy.co.uk/
Ruby Roth: http://www.wedonteatanimals.com/
Connor Jones:
http://www.humanesociety.org/news/magazines/kind_news/2014/10-11/artfor-animals.html?referrer=https://www.google.com/
Erika Farkas: http://www.erikafarkas.com/#
Jackson Pollock: http://www.jackson-pollock.org/
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Wassily Kandinsky: http://www.wassilykandinsky.net/

Franz Kline: http://www.theartstory.org/artist-kline-franz.htm
5.3 Art Materials for the Lesson:
Day 1: Computer, pencils, think sheets and animal pictures.
Day 2: Computer, pencils, think sheets and animal pictures.
Day 3: Computer, vine charcoal, charcoal pencil, 18 x 24 water color paper, gum
erasers, kneaded erasers, blending stick, blue cloth chamois, and animal pictures.
Day 4: Computer, vine charcoal, charcoal pencil 18 x 24 water color paper, gum erasers,
kneaded erasers, blending stick, blue cloth chamois, and animal pictures.
Day 5: Computer, think sheets, 18 x 24 water color paper, and oil pastels.
Day 6: Computer, think sheets, 18 x 24 water color paper, and oil pastels.
6. Management and Safety Issues:
Blending sticks could pose a potential issue in this lesson due to the pointed edge, students
could potentially use them as a weapon. A discussion on proper behavior and usage of the
blender sticks will be discussed prior to handing them out. Students will also be closely monitored
to ensure there is no foul play.
6.1 Organization of Supplies
Day I: A PowerPoint presentation will be up and ready to present when students enter the
room. Handouts will be kept with the teacher until after the PowerPoint has been shown.
Upon completion of the PowerPoint, students will receive a think sheet that will ask them
to discuss the animal pictures that they brought in.
Day 2: The lesson will begin with a thumbnail demonstration. Before beginning the
demonstration, the teacher will do a 5-minute review of the previous week. Students will
then participate in a visual map discussion about the different animals we appreciate.
When discussion portion of the lesson ends and students are sitting quietly at their seats,
they will each receive a handout and be asked to pull out a pencil to use in their sketches.
Students without a pencil will be given one, which will also remain with the teacher until its
time to begin drawing
Day 3: To start the lesson, students will participate in teacher-student demonstration. Each
student will be given a bag containing vine charcoal, a charcoal pencil, a gum eraser, a
kneaded eraser, a blue cloth and a piece of paper. The teacher will present the
PowerPoint in between the demonstration. The teacher will display each tool to the
students, demonstrating how each can be used, and giving the students 2 minutes to
practice using it themselves. After the demonstration is finished, students will then be
given a new sheet of paper to begin their final drawing, starting off by outlining a silhouette
of their chosen animal. One student from each table will be assigned cleanup duties. The
rest will be responsible for wiping down their area. Students will be called up by table to
wash their hands. Students will then be called by tables to line up.
Day 4: Students will be presented with their charcoal tool bag immediately upon entering
the classroom. Students will continue to work on their charcoal drawings with the goal to
17
finish their pieces by the end of the class. One student from each table will be assigned to
collect the tool and drawings form each table. The rest will be responsible for wiping down
their area. Students will be called up by table to wash their hands. Students will then be
called by tables to line up.
Day 5: The computer will be set up to present a PowerPoint presentation on color theory
upon students entrance into the room. After a quick review over the PowerPoint, students
will head to the demo table where the teachers charcoal drawing from the previous week,
a sheet of pastel paper, and oil pastels will be set up. There will also be a set of examples
on the board for students to reference. Students will be presented with their charcoal
drawings following the demo, a piece of watercolor paper, one box of pastels per table.
Day 6: On the final day of the lesson, students will have the choice to add final details to
one of their final pieces. Once finished, students will fill out an artist statement explaining
their image, color and animal choice. In the final 10 minutes, each students work will be
displayed. Students will have the option to explain to the class each of their pieces.
6.2 Clean-Up of Supplies
Day 1 & 2: Two students will be selected to collect the thumbnail handouts and bring them
back to the teacher.
Day 3 & 4: One student will be chosen to collect the charcoal tool sets. A different student
will be chosen to bring the charcoal drawings back to the teacher. Each student will be
responsible for wiping down their own desk and ensuring their space is clean.
Day 5 & 6: Each student will put their pastels back in the box. One student will be selected
to collect the pastels from each table. One student will be responsible for collecting the
student work. Each student will wipe down their area to ensure that any mess they made is
clean.
7. Vocabulary:
Abstract: Without reference to anything specific. Nonrepresentational.
Abstract Expressionism: Influential art movement that followed WWII known for largescale nonrepresentational works that are known for their both vigorous gestural
expressionism, as well as colorful abstract forms.

Blend: To mix in a way that there is no visual separation.
Contemporary: A piece of art created by a current artist.
Detail: The specific characteristics that make up something
Expressive: Conveys a certain emotion, thought or feeling.
Gestural: Movement of hands in a vigorous manner to quickly depict something.
Layers: Going over an area multiple times to give a certain thickness.
Line: Length between two intervals.
18
Movement: The direction in which the eye moves across a piece of art.
Rule of Thirds: Activating three corners of your piece to ensure a good composition.
matter.
Shape: Form of an object.
Texture: The feeling of an object.
Toothiness: A texture that picks up media and holds it to the paper.
8. In-Class Activities:
Day I
Time
Learning Activities
Purpose
5 min
INTRO
Orientation/Engagement/Motivation:
This opening exercise will
Introductions of the teacher, students and

topic
immediately grab students attention,

encouraging participation, which can
be carried throughout the entire
lesson.
Motivation Question:
How many students in here have a
Students who have a pet will raise
pet?
their hand. Teacher will call on

students with their hands raised to
How many students have a
have them elaborate on what type of
favorite animal?
pet they have. Teacher will then

address students who do not have a
pet, by asking if they have a favorite
Topic Question:
What makes these animals so special to
you? (They help comfort me when I am
animal. Teacher will tie the

motivation questions to the topic
upset. They make me laugh. They bring
question, by asking students to
me joy.)
describe what makes that animal so
Can someone please tell me what its

called when you are able to see the full
value in something, or you think very
special to them, calling on multiple

students to get a feel for why they
APPRECIATE that animal.
highly about a pet? - APRECIATION
19
Presentation/Explicit Instruction
15 min
PowerPoint Introduction:
Teacher will relate back to the
Begin PowerPoint and introduce the theme

animal appreciation. Show personal pet
and list personal reasons why you
appreciate them.
students by opening a PowerPoint

that has a picture of their own pet.
Teacher will describe what makes
their animal so special to them (She
provides comfort when I am feeling
sad, gives affection, boosts energy
and makes me laugh) and why they
have a high level of appreciation for
them (She is always there when I
need to be cheered up).
Association Questions:
What are the benefits of animals, more
specifically pets? (They can help boost
your mood. They can keep you
company).
Teacher will also clarify the benefits

of animals and pets in general, and
have an open discussion with
students about time when animals
were treated unfairly.
How do you show your animal that you

appreciate them? (Decorate my room
with pictures or symbols of them. Take
them for walks. Give them treats).
Did you know that not all animals in
society are given the same awesome
treatment that you give your animals?
Can someone please list a time when
they saw an animal being treated
poorly?
How did it make you feel seeing the
animal treated this way? (Upset, hurt,
angry).
Can anybody tell me a time when
society as a whole treated an animal
unfairly?
Move into the PowerPoint showing
students artists who focus on confronting
society about the unfair treatment of
animals and asking for change
Banksy
How does this piece make your
Teacher is able to excite the

students about the topic and also
make them question the treatment of
animals in other outlets. Students
are introduced to artists who focus
on animal activism and also artists
20
feel? (Sad, confused).
who focus on animal appreciation.

What do you think the intention was Students are also able to see a kid
around their age who is making an
behind it? (Make the world aware
that animals have feelings too).
impact on the world through art.
Dana Ellyn
What do you see? (Half pig, half

dog).
What do you think the artist is trying

to say? (Show the world that dogs
and pigs are not that different).
Rubi Roth
How is this piece different from the

other two? (It is a book)
Why do you think Roth wanted to

do a childrens book? (Reach out to
young children so they can make a
change).
Move onto to artists who use art to show

appreciation for their animals and use them
as inspiration
Andy Warhol
Note how he had a strong

connection to his two dogs and
used them for inspiration in some of
his work.
Norman Rockwell
Explain how his work is based on

family life
Liked to include dogs in many of his

pieces because he knew they were
an important part of the family
Frida Kahlo
Owned many pets
Painted herself surrounded by her

pets because they were calming
Connor Jones
9-year-old
Sold art to raise money for shelter

needs
21
Transition Questions:
5 min
appreciation for our pets by loving
Students will be able to discuss

ways in which they can show their
them and spending time with them,
personal appreciation for their pets
and show appreciation for other
and other animals.
So we discussed that we show
animals by collecting items to

represent them or visiting them at
the zoo, but what could we do to
show our appreciation if we wanted
the rest of the world to see?
(Create something hand made to
dedicate to them).
Teacher will continue though the
presentation introducing the final product
of charcoal drawings and expressive
animal pastel paintings, and showing
students the different stages they will go
through to get there. After showing
Students will also view the final

product, along with the different
stages, and understand the process
in making.
students the final product, teacher will

bring them back to the beginning with a
brainstorming exercise.
ACTIVITY
10 min
Teacher will share a personal story

of a moment when they appreciated
Structured Practice/Exploration/:
their pet, as well as another animal.
Can each of you take 5 minutes to write
(The picture shown was taken during
down three times when your pet or
a late night of homework when I was
another animal had a big impact on you just starting to feel tired and as if
maybe I couldnt stay awake any
on the think sheet?
longer, but I looked down at her,
sitting next to me, and suddenly felt a
When you finish, please share one of these boost of energy and support. Also
times with the person sitting next to you, hold an appreciation for giraffes.
Love how each one has a different
and when everyone finishes, we will
pattern on their body making each of
come back together as a group to hear a
them uniquely beautiful.)
few of your stories.
Students will fill out the front of their
think sheet, which asks them to list
three times they felt special
appreciation for an animal.
22
CLOSURE
5 min
Feedback / Closure:
Students will raise their hand and share the
Teacher will briefly present the

activities for the next session.
visual narrative that they felt was their most Students will get to hear about each
successful.
others stories and understand the
impact that animals have on each of
Why did you choose that animal
narrative? (It made me feel happy. I them.
felt very connected to the animal).
One student from each table will collect the
think sheets to be pulled out for next class.
Day 2
INTRO
5 min
Teacher will review with students

what was discussed the previous
week in terms of artists and the
Teacher will open up the lesson and

motivate the students by having her meet
immediately at the demonstration table.
animal narratives they wrote about
The PowerPoint from the previous day will
be open to the final slide which shows an
example of a thumbnail sketch. Before they
begin the teacher will ask someone to
review what they talked about during the
last lesson and give the names of the three
artists who were inspired by their pets and
the three artists who attempted to shed
light on areas of animal cruelty.
Can someone please remind the

class what we talked about during
our previous lesson? (Animal
appreciation)
Can someone please list one artists
who used art to shed light on animal
cruelty explaining what their piece
was and why they made it? (Banksy
Dana Ellyn and Ruby Roth)
Can someone please list the one
artist who used their animals for
inspiration and how they did it?
(Andy Warhol. Frida Kahlo, Normal
Rockwell and Connor Jones).
Who would like to share the most
significant animal appreciation story
that they wrote about last week?
23
10 min
Teacher Demonstration:
After the review, teacher will begin the
Students will gather around the table

and actively participate in a
demonstration by discussing the idea of
discussion about thumbnails and
thumbnails and composition. Students can

use their think sheets from the previous
composition.
week which has some vocabulary on it for
Students will receive a vocabulary
them.
sheet that they will use to respond
Who can tell me what a thumbnail

sketch is? (Quick sketch made with
and participate in a discussion during

the demonstration.
gestural motions to help you figure

out the best composition).
Is a thumbnail sketch very detailed

or time consuming? (No).
What makes a good thumbnail?

(Quick sketch)
What is the purpose of a

thumbnail? (Help to determine a
good composition for a final piece).
What is the definition of

composition? (The way in which a
piece of work is made up.)
If I wanted to draw a picture of my

dog, what would I do to ensure I
followed the rule of thirds? (Activate
three corners of the page.)
Teacher will use a partially filled in

thumbnail sketch sheet to explain what
Students will watch the teacher as

they demonstrate how to make a
thumbnail sketch.
they already drew and sketch out two more

thumbnails detailing what they are doing
while students watch.
Visualization Questions:
Can someone please use a word from
their vocab list to describe the quick
motion I used when creating my
thumbnail sketches? (Gestural)
How might my drawing change if I
wanted to really emphasize my dog?
(Draw the dog bigger in proportion to the
person.)
24
Can anyone tell me how I could balance

this image out? (Draw something on the
other side of the image)
Vocabulary
Balance
Composition
Proportion
Emphasis
Gestural
Represent
Scale
Silhouette
Sketch
Thumbnail
Rule of Thirds
Transition Questions:
In this demonstration, we learned how to
create thumbnail sketches.
20 min
Can someone please remind everyone

what the idea behind thumbnail
sketches is? (Quick gestural sketches
that allow the artist to quickly generate
ideas about drawings they might want
to create. Gives the artist an idea for
what would make a good composition.)
ACTIVITY
Structured Practice/Exploration:
Each student will go back to their desk and
create three thumbnail sketches based
on the think sheet examples they came
up with earlier.
Students will take this time to try and

develop an animal narrative that
shows appreciation for their chosen
animal. They will use what they
learned during the demonstration
and vocabulary lesson to apply their
knowledge to their thumbnails.
Guided Practice/Feedback:
Teacher will walk around the room and
help students with the development of their
thumbnails and animal narrative ideas and
give feedback on how they can make a
stronger impact through their pictures.
Students will explore different ideas

they have through their thumbnails.
25
5 min
CLOSURE
Students will get to hear about each
Feedback / Closure:
Students will raise their hand and share the others chosen stories and
understand the impact that animals
visual narrative that they felt was their most have on each of them.
successful.
Why did you choose that animal
narrative?
Can someone please use words from
their vocab list to describe their process
for making one of their thumbnails?
(Silhouette, sketch, gestural, detail,
emphasis)
Teacher will briefly present the activities for
the next session.
One student from each table will pick up
the think sheets to be used during the next
class.
Day III
Time
Learning Activities
5 min
INTRO
Teacher will open up todays lesson with a
quick review of the activities from the
previous two days.
Purpose
Students will participate in a
discussion about the previous
lesson, reviewing key vocabulary and
concepts.
Can somebody please remind everyone

what a thumbnail is? (Small quick
representational sketch)
What is the rule of thirds and how does
it relate to composition? (A composition
rule to help you develop an interesting
work of art)
Who is an artist that we discussed that
was so inspired by their pet that they
created a piece of art about them?
(Frida Kahlo, Andy Warhol, or Norman
Rockwell).
What about an artist who confronts the
world with questionable animal
treatment going on today? (Banksy,
Dana Ellyn, or Ruby Roth).
Transition Question:
How do the thumbnails relate to what
Students will give a clarification

about how the thumbnails help them
26
we are doing today? (Helped us figure

out the best composition for our
drawing).
5 min
Presentation/Explicit Instruction:
Teacher will also quickly run through the
day II PowerPoint.
Association Questions
Can anybody tell me what medium
these drawings were created in?
(Charcoal)
How many of you think these two
drawings were created in the same
manner?
How about these two drawings?
10 min
Each student will have a charcoal tool

set and sheet of watercolor paper at
their desk
Teacher will have the same set up in
the middle of the students tables
Teacher will show each student one
tool they have in their bags and
demonstrate how to use it. Each
student will then receive 2 minutes to
test it on their paper.
Teacher will continue this process till all
the tools have been presented and
practiced with.
New Vocabulary
Blend
Detail
Layer
Line
Shape
Texture
Toothiness
pick the best compositional piece for

their charcoal drawings.
Teacher will show the students two

artist drawings and two personal
drawings, all of which were created
using charcoal, but two of which
were created using a reduction
technique and two of which were
created using an addition technique.
Students will watch the teacher

demonstration and ask questions
about technique.
27
ACTIVITY
15 min

develop an animal narrative that
Each student will be now receiving a new
sheet of paper to create their final
animal. Once they receive approval
from the teacher, they will use what
drawing on. Once the idea for their
they learned during their day one
drawing has been approved by the
thumbnail exercise, as well as the
teacher, they may begin working on it.
teacher charcoal demonstration to
develop their drawing into a realistic or
abstract depiction of their animal
Teacher will walk around the room and help narrative.
students with the exploration of the charcoal
tools. When each student is ready, the
teacher will sit down with them to hear their
animal narrative idea and give approval or
feedback.
5 min
CLOSURE
Feedback / Closure:
think sheets and tool sets. Another student
will collect the charcoal drawings and
practice sheets. Each student is
responsible for wiping down their desk
area.
Students will pass their charcoal

drawings, practice sheets and think
sheets forward and ensure their desk
area is clean for the next class.
Day IV
Time
Learning Activities
5 min
INTRO
Teacher will open up todays lesson by
reviewing the key vocabulary from the
previous day.
Purpose
discussion about the previous
lessons vocabulary?
Can someone describe what the

toothiness on the paper is? (Texture of
the paper that holds the medium)
What is the purpose of a blending
stick? (Helps smooth out the medium
and mix colors).
What is the difference between a
reduction charcoal drawing and an
additive process? (Reduction starts by
creating a base charcoal background
and drawing with eraser, while the
additive process starts by drawing
28
directly with charcoal).

What is the rule of thirds and how does
it relate to composition? (Helps you
create a good composition by enforcing
the idea of activating three corners of
the page).
5 min
Can someone remind us how do the

thumbnails we did two lessons ago
relate to what we are doing today?
Teacher will run through a timed 5

minutes demonstration showing
students how quickly they can work with
charcoal to create their an animal
Students will give a clarification

about how the thumbnails help them
pick the best compositional piece for
their charcoal drawings.
Students will watch the teacher

demonstration and ask questions
about technique.
drawing.
ACTIVITY
25 min
Each student will immediately begin their
charcoal drawings allowing for the
Students will use class to detail out

their animal narrative. They will ask
questions as the teacher walks
around.
majority of the class period to complete

their work.

Teacher will walk around the room helping develop an animal narrative that
guide students on how to use the erasers to
animal. They will use what they
show detail and what they can do to make learned during their day 1 thumbnail
their narrative more explicit.
exercise, as well as the teacher
charcoal demonstration to develop
their drawing into a realistic or
abstract depiction of their animal
narrative.
5 min
CLOSURE
Feedback / Closure:
think sheets and tool sets. Another student
will collect the charcoal drawings. Each
Students will pass their charcoal

drawings, practice sheets and think
sheets forward and ensure their desk
area is clean for the next class.
29
student is responsible for wiping down their

desk area.
DAY V
Time
Learning Activities
Purpose
INTRO
5 min
Today will open with a quick discussion
over the previous days exercise to
understand how it relates to the pastel
drawings.

discussion about how the exercises
tie into the exercise of the day.
5 min
Can someone tell me how the

previous two exercises we did
relate to pastel painting we will be
starting today? (The thumbnails
gave an idea for what would make
the most effective charcoal
drawing. The charcoal drawings
allowed each student to tell their
personal animal narrative in a
detailed picture.)
Presentation/Explicit Instruction:
Teacher will open up PowerPoint
presentation to show students examples of
abstract expressionist work. Students will
view the artwork of Jackson Pollock, Franz
Kline, and Wassily Kandinsky.
Students will actively participate in a

discussion about abstract art and the
artist of the abstract expressionism
movement.
Association Questions:
How does this artwork make you

feel?
How are these pieces similar?
How are these pieces different?
How did the artist use line and color
to express emotion?
New Vocabulary
Abstract
Abstract Expressionism
Expressive
30
5 min
Students will gather around the table to
watch as the teacher using previously
created charcoal drawing for inspiration
in a pastel painting piece. While
demonstrating, teacher will introduce the
idea of painting with pastels, blending
colors together and the meaning behind
color theory. Teacher will pass out color
theory worksheet so students can give
their suggestion on expressive colors
that match the teachers animal
narrative.
Students will use their worksheet and

motivational dialogue to participate in
the teacher demonstration of a pastel
painting.
ACTIVITY
15 min
Each student will go back to their desk and
begin fill in their color theory worksheet
selecting three colors to represent the
emotion behind the story. They will
discuss what colors they will be using
and how their line choice will reflect
Students will take this time to decide

on the color choices that best match
their animal narrative. They will
explore the medium to ensure they
can expertly work with it before
beginning their final piece. Students
will begin their piece after they
receive approval from the teacher.
emotion. Students can use the backside

of their think sheet to explore the
medium and practice line movement.
Once they receive approval from their
teacher, they can begin their pastel
drawings.
Guided Practice/Application:
Teacher will walk around the classroom
meeting with each student to discuss how
their color choices match their narrative.
Each student will discuss with the

teacher their color theory worksheet
reflecting to the teacher why they
chose each of their colors.
CLOSURE
10 min
Closure/Feedback:
Teacher will ask for volunteers to discuss
their color and line choice in order to
express the emotion behind their story.
Students will listen and participate in

a discussion about color, emotion
and line, taking in ideas that they
might want to use in their pastel
painting next class.
One student from each table will collect the Students will participate in a
think sheet and bring it back to the teacher. reflective discussion about their
31
One student will collect the pastels, and

ensure they are put back in the correct
spot.
work. Each student will detail their

animal narrative for the class and
color choice.
Two students will wipe down the table.

DAY VI
Time
Learning Activities
Purpose
INTRO
2 min
Today be the final day of the lesson.
Teacher allow the students to begin their
pieces immediately giving them 20
minutes to finish their charcoal drawings or
pastel pieces.
ACTIVITY
30 min
Students will begin to immediately work on
the final details of their drawings
Students will effectively use 20

minutes of activity time to ensure that
their pieces tell their animal
narrative.
Guided Practice/Application:
Teacher will walk around the classroom
meeting with each student to discuss how
their color choices match their narrative
and what more could be done.
Students will be given an artist statement
worksheet upon completion of both
pieces. They will have the rest of the
Students will quietly fill in their artist

statement worksheets, answering the
questions that they feel accurately
depict their animal narratives.
unused time to complete the handout

detailing out each of the drawings and
the choices they made.
8 min
CLOSURE
Closure/Feedback:
Students will finish the lesson by turning in
their final piece and cleaning up their area.
Teacher will display students pastel
painting and charcoal drawings side by
Students will walk around the room

and view each others work. Each
will actively participate in a
discussion about the entire lesson
32
side. Students will walk around the room

and volunteer a compliment about
and look at each others pieces, noting how another students work.
their story transformed into the work of art
shown in front of them.
Teacher will ask questions about what the
students learned in terms of artist and
vocabulary and also ask students to
describe what each other did well in their
work.
Can someone please explain to me

what a thumbnail is?
What is it called to use a quick
movement to sketch?
What are three artists that we
learned about during this lesson?
What is abstract expressionism?
Can someone please raise their
hand and reflect on what another
student did well in their work using
the vocabulary?
9. Critical Comments and Reflections:

Firth Grade Day 1
1.
Surprises: On my first day teaching 5th grade, I was taken back by how noisy they
were. I have become pretty good at behavior management, but I felt like this class
was on another level. I had to wait for them for longer periods before they would
quiet down, and also had to stop numerous times to address the chatting. I was also
surprised at the idea that I had multiple kids telling me that they did not know what
animal to choose because they did not appreciate or like any animals.
2. Best
a. Student responses: Student participation was very high during this lesson. I
was impressed that so many of them wanted to participate and address what
the artist might be addressing in each of the images I showed.
b. Questions/Dialogue: I thought that the classroom had a great conversation
about different animals they appreciate and why. They each seemed excited
to share the story about their animal and the image they brought in.
c. Problem & Solving: While students were working individually to write down
what animal they appreciated and why, I brought students up who were
unsure what they wanted to talk about. One student said he did not bring in
any images of animals because he just did not like them. I suggested that he
could choose any living creature he wanted and he got excited by the idea that
he was able to also choose from insects.
d. Organization: Having the visual board and PowerPoint to refer to were
extremely helpful. The board allowed me to bring images right up to students
for them to look at, and also get excited about what they will be doing in the
future.
33
e. Quality of Students Work: Most students were able to figure out a quality of
their animal that they appreciated. I think the discussion helped them
brainstorm.
3. Ideas for Improvement
a. Student Responses: I think I could get a deeper response from students if I
posed some more in depth questions about the relationships they have with
their animals. A mind map could also help them not only talk about their
ideas, but actually see all the options they have on the board.
b. Questions/dialogue: Taking the time to talk individually with each student
could have given me the chance to truly get a sense of each students story. It
could also help bring new appreciation elements to light that they might not
have thought of on their own.
c. Problem & Solving: With one student, she refused to pick an animal that she
appreciated. She spent the lesson distracting other students and refusing to
participate in the writing exercise. I found out that the reason she might be
hesitant to participate is because she recently had to give her dog away.
Talking about the loss of a pet with her through a personal experience, and
the idea that just because the animal is gone does not mean we cant still
show the rest of the world our appreciation for them might help her open up
to the project and be more willing to participate.
d. Organization: Having one student collect pencils when everyone is finished
writing could be a great idea. I found myself grabbing for them from students
who were using them to fidget while other students shared their stories. This
meant I wasnt giving the student sharing my full attention which I think they
can sense.
e. Quality of Student Work: In order to elicit a better response, I think a
brainstorming exercise discussing different ways each student appreciates
their animal could help them.
4. Conclusion: The first day in 5th grade was rough. I felt that they might not be
understanding the idea behind the lesson as well as I hoped. I think creating a mind
map to start class will not only address the ideas of both present and past animals,
hopefully grabbing the one students attention, but also help each student dive
deeper into ideas for their project. I will try this next class and see how it goes.
Firth Grade Day 2
1. Surprises: The second day of class, I came in with a plan. My hope was to be able to
help students better understand the meaning behind the project, as well as involving
the student who refused to participate. During the exercise portion of the
assignment, I shared my personal story about losing my pet the prior week due to an
illness. While she shared her story with me of the loss of her dog, she stood her
ground on not wanting to participate at all. I was surprised that even after our
discussion she was not willing to budge and spent the entire class fidgeting and
testing me.
2. Best
a. Student responses: I thought the mind mapping exercise went awesome.
Students were able to think of animals in the world that they appreciate that I
34
b.
c.
d.
e.
myself had not thought of. They also were able to reiterate the idea behind
the lesson and artist we discussed the previous week.
Questions/Dialogue: During the demonstration, it was great to see how
involved the students were with the dialogue and process. Each of them
wanted to offer up their own definition for what words might mean and
discuss how to go about creating the thumbnail sketches.
Problem & Solving: This week, some students had trouble visualizing what
they might like to draw in their thumbnail sketch. With one student I
discussed the idea of focusing specifically on a certain feature of their animal
that they desired. In my image, I chose to focus on my dogs eyes because of
how expressive they were. For her image, she chose to focus on the ears
because that was an area that she always loved about her dog. This one on
one brainstorming session helped her move forward to start developing
thumbnail sketches.
Organization: This week in class, I removed the name tags from the strings
and had them sitting on their desks. I feel as though this one organization
strategy helped ensure that they had one less thing to fidget with so their
attention could be more directed toward me.
Quality of Students Work: While some students had trouble visualizing what
they might like to draw, one student had a really great idea for making one of
his frogs large and one very small to emphasis the strength and differences
between the two of them. He even added in muscles to the larger one.

a. Student Responses: Next week I would like to try and use educational
dialogue more and have students repeat it back to me through their
responses.
b. Questions/dialogue: As we move into the final charcoal drawing, I want
students to be able to really develop their drawing thinking about what
makes their animal unique and use that to communicate through their
drawing.
c. Problem & Solving: I have come to the realization that the student who I am
having trouble with might be testing the boundaries when it comes to the
presence of a new teacher. I had to be stern this week, forcing participation. I
would like to try and stay stern with her, but also continue to try and work
with her to giving more meaning to the project. Next week, I am going to try
and involve her more in the classroom by helping me out to pass papers out.
d. Organization: I think I need to reorganize the way I am starting my lessons.
My class is fidgety and excited to do things. Next week, my idea is to have a
demonstration where the students are involved and able to immediately test
out tools at their own seats.
e. Quality of Student Work: Thumbnails could be improved by allowing each
student to walk around the class to see what others are working on. I think
this could give them ideas on how they could come up with an interesting
composition.
4. Conclusion: Todays lesson went much better than last week. I am still having trouble
with classroom management and torn between the idea of holding my ground when I
ask for them to be quiet and allowing myself enough time to move on to the next
35
step. I am hoping that next week when they are able to have more involvement in the
activity, we will be able to get more done.
Firth Grade Day 3
1. Surprises: This week I had the awesome surprise of participation! Starting my lesson
immediately off with a class participation demonstration helped keep students on
task, and listening. I was also surprised by how much we were able to accomplish!
2. Best
a. Student responses: Students were extremely excited to get their hands dirty
and begin the art making process. Each of them seemed to enjoy
experimenting with the materials and learning about the different techniques.
b. Questions/Dialogue: During the demonstration, there was a good amount of
dialogue involved in understanding each of the tools. Many of the students
wanted to understand what could be done and participated in trying to figure
out what each tool was used for.
c. Problem & Solving: With the student that I have been having trouble with, she
tried to test me more the beginning of the class. I made sure to place her in
the front and center of the class so I could almost always have an eye on her.
She was also between students to help ensure she participated. When she got
off task, I quickly addressed the problem and moved on. At the same time,
when I saw her struggling with her tools, I tried to quickly help her out
knowing the minute there was a struggle, I risked losing her attention.
d. Organization: Having students sit at their desk with their own set of supplies
during the demonstration worked really well for them. Each of them was able
to watch me demonstrate in the middle of the room, and I was able to hold up
what they were unable to see. It also allowed them to have the space to
participate in their own experimentation process immediately which they
seemed to appreciate.
e. Quality of Students Work: Student work progressed a lot this week. Because
students were given an experimentation period, they were able to practice
what they wanted to do before beginning their final. I found that many
students were able to achieve the smooth finish background I was looking for
by the end of the period and able to self-correct based on other students
work.
a. Student Responses: Each of the students seemed very involved in the process,
but I still think we need to work on the meaning behind the project. Students
need further help with their topics and picking an image that they want to
draw.
b. Questions/dialogue: Next week I would like to further address educational
dialogue and vocabulary. We have touched briefly on terms, but I am not sure
they would be able to repeat back the meaning to me or use them on their
own.
c. Problem & Solving: In order to get greater meaning out of student work, I
think I need to have a one on one discussion with each of them about what
they would like to draw and why. Some students are just picking random
36
images, not thinking about the rule of thirds or why they are choosing to draw
that.
d. Organization: I am considering the idea of letting students move out of their
assigned desk to the round tables. This will give them a new sense of space
and might make them feel more serious about their work.
e. Quality of Student Work: I want to focus on techniques with students next
week to add realism to their pieces. Though they are starting to understand
the tools, I think they will have trouble understanding how to take their image
and turn it into a charcoal drawing.
4. Conclusion: From this lesson, I was able to understand that this class needs to have
lots of activities. I think a great way to address topics and dialogue with them would
be doing small amounts of activity and inserting quick dialogue sessions in between.
They cannot handle any more than about 5 minutes though before I start to lose
them.
Firth Grade Day 4
1. Surprises: This week I was quite surprised that the students had so much trouble
with the charcoal drawings. I watched as students created their eraser silhouettes,
and then blend them into the background. They kept sabotaging their work because
it wasnt perfect. I tried to demo and explain to them that the silhouette drawing is
similar to a thumbnail. Very quick and doesnt have to be perfect, but they didnt
quite understand the concept.
2. Best
a. Student responses: One of my favorite pieces comes from a student who has
decided to create his own animal image. He has a whole jungle scene with a
monkey, and when I asked him disguise the lines using fur, he went ahead and
added more detail.
b. Questions/Dialogue: I think the discussion at the end went really well.
Students talked about what techniques worked for them and what other
students might be able to use as well.
c. Problem & Solving: One girl felt as if her silhouette was not good enough.
When I clarified to her that there was no need to be perfect and what she did
was a great silhouette for what she needed, she felt way more confident in her
work, and was excited to move on to the next phase at the end of class.
d. Organization: I think having students all seated in a half circle worked really
well. I was able to move around and help students while also keeping an eye
on other students as well.
e. Quality of Students Work: Students are in the beginning stages of their
drawings, but many have created very interesting silhouettes. One student is
starting to use his blender stick, and another is adding fur details using the
techniques from the demo.
a. Student Responses: Many students felt very nervous to begin their final
drawing. I watched as they continuously erased their silhouette because they
werent good enough to match their standards. Next week I am going to have
them do their pastel pieces since I think it will help loosen them up.
37
b. Questions/dialogue: I am hoping that next week, we can have more

discussion about what I can do to help them move forward.
c. Problem & Solving: Many students need to learn how to move quicker with
their charcoal drawings. They are trying to add too small of details, but not
getting a lot done. I think the pastel piece will help this along.
d. Organization: Maybe having students move from the tables to the science
desks will help them spread out more, and focus better.
e. Quality of Student Work: Students are having issues moving forward with
their work. I have not been able to get a feel for the quality because they do
not have much to show yet. I am hoping I will be able to better assess this in a
couple weeks.
4. Conclusion: The students need to learn to relax a little more during their drawing. I
think by moving the pastel portion of the project to next period, they will learn to
become looser with their pieces, and be able to bring that to their charcoal drawings.
Firth Grade Day 5
1. Surprises: This weeks lesson was a bit chaotic. The lesson was going to take place in
the library rather than the science room because of mass. Though I was supposed to
teach from 10:00 a.m. 10:40 a.m., mass ran late, and the students did not arrive
until 10:10. Also, during my demonstration, another class arrived on the other side
of the library, which distracted my students.
2. Best
a. Student responses: I really enjoyed hearing about the color choices and lines
that the students were choosing to use. One student chose to use various
types of line to demonstrate energy mixed with a calming state to represent
their pet.
b. Questions/Dialogue: The dialogue that happened during the demonstration
went very well. Students were able to select colors using their sheets to help
represent the emotions and characteristics tied to another students pet.
c. Problem & Solving: One student got stuck creating an actual depiction of their
animal rather than a representational abstract drawing. Though he wanted to
start over, I discussed with him the strengths of the piece and how he could
rework his drawing to make it successful. After our discussion, he went for it
and his piece started to looking very interesting.
d. Organization: The organization of the students this week was extremely
successful. Though we were missing two students, which helped give students
more space, I also think having them at smaller square tables rather than side
by side helped them be able to see other students work and get ideas.
e. Quality of Students Work: I think the students really enjoyed working with
pastels this week. Though the lesson was a little rushed and they were lacking
in time, they each seemed to really go for it in their own unique way.
a. Student Responses: I want to work more with students to help bring meaning
to their pieces. I think many chose colors and line, but did not think too much
about it. Next week I would like to help them explore this more.
38
b. Questions/dialogue: Next week, I think I would like to give them a minute

each to discuss their pieces. They can do this at their table in groups.
c. Problem & Solving: Students need to work quicker with their artwork. During
the next class, I am going to give them set times for and goals to ensure that
they work efficiently.
d. Organization: I would like to keep students in similar seating. If I am in the
science room again, I will use the back round tables rather than the long ones.
e. Quality of Student Work: I think bringing out more meaning behind the pieces
can help improve the quality of student work. I am going to try doing a quick
demonstration of how to cover a lot of ground on their charcoal drawings and
I am hoping this will help them move faster.
4. Conclusion: The students worked much better at the square tables. They also
progressed faster when told how much time they had left. I am going to try to keep
this format for the rest of the lessons.
Overall Reflections:
1. Surprises
Working with late elementary/middle school children is not something new to me. I have
substituted in a junior high school classroom and supervised a summer camp of forty plus
kids ranging from ages four-fourteen. I know that at this age, they are trying to figure out
who they are, while also hoping to fit in with the larger group. As discussed by Wachowiak
(2006), fifth and sixth grade is the age level when children become more and more selfconscious leading them to feel discouraged and frustrated if their artwork does not match
the image they have in their head (p. 99). Having this prior knowledge, I knew going into the
lesson that I was going to run into issues with students doubting their animal drawings. It
was something I was going to have to help them overcome, but I felt prepared enough to do
so. However, when I finished my first day, I found myself feeling defeated and could not
understand how or why this had happened.
To start, I was surprised that some children had a hard time selecting any animal to show
appreciation to, and even more surprised when one of my students completely refused to
participate during the lesson. What I originally thought was going to be the easiest part of
the lesson, suddenly turned into the most difficult. I was also thrown off by how many times
students erased their charcoal drawings to start over. I tried to emphasize the idea that
charcoal is working from your mistakes, and even created a demonstration piece to show
how my incorrect silhouette helped me build a more accurate final drawing, but for the
students still had a very hard time working through this. As a developing art student still
learning to be looser with my own work, I completely understood their need for immediate
perfection. As their art teacher though, I found myself confused on why a simple task was
taking so long to complete.
2. Best.
1. Student Responses
A lot of my favorite responses came through during the in process work. I loved
hearing how excited each of them were to talk about their chosen animal. One of my
39
favorite responses came from a student creating her silhouette. Initially she was having
trouble drawing out a face shape that she felt accurately represented her dog. However,
after working on it for another ten minutes, she told me how good she felt hers was
going to look and how she was excited to work on it during the next lesson.
Another one of my favorite responses came from a student who, at the beginning,
told me that he did not like any animals except cows for their meat. After a short
discussion, we came to an agreement that he could choose an insect, which seemed to
excite him. When I read over his artist statement, I was surprised by how unique and
deep he seemed to get in his discussion about mosquitos. He said that because they bite
people, they often get overlooked as bad bugs, when really they help to keep the bug
population down. While most other students wrote about how they appreciated their
animal because it was cute or loving, he wrote about something that I felt was a little
more reflective.
2. Questions/Dialogue
While there were various great discussions held with the class, I think the best one
came at the end when the students all stopped to look at each others work. I asked for a
few volunteers to describe their thought process when creating their pieces. While some
students were excited to talk about their piece, others were more hesitant because they
felt that their work did not measure up to exactly how they expected. As their teacher I
felt it was my job to help each of them see the strong aspects of their work. For one
student, I asked him to get in front of the class. Knowing he was hesitant to talk, I began
the discussion by telling the class some of the things that he and I discussed while he was
making the piece. I asked him about color choice and what he felt he did well on. I then
asked the other students to offer up their opinion on what parts of the piece they
thought were successful. I knew this would be crucial to instilling confidence in the
student, and as discussed by Yardsticks (1997) students at this age are expressive,
talkative and they like to explain (p. 111). This exercise allowed them to do that. I think
this was a crucial part of the project in helping the students feel confident in their work. I
believe it was especially crucial based on their age and how critical each of them
currently is of themselves.
3. Problem & Solving
One of the difficulties I had when teaching this lesson was trying to find a way to get
one student involved. From day one, she fought me on participating in the project,
refusing to select an animal. Little by little though, I was able to pull out more from her.
On day one, she came in with no images, so on day two I brought in a sheet of different
animals for her to select from. On day two, I noticed she picked the flamingo to focus on
for her thumbnails, so on day three I brought in various larger images of flamingos.
When I noticed she was struggling with participation, I asked her to help me pass out
papers, and tried to find tools to make things easier for her. I made sure that no matter
what difficulties I was facing, I never gave up on her and kept pushing her. I also let her
know that it was not an option to sit in the class and do nothing, and she could either
work on a piece that she had total control over, selecting images and colors that were
meaningful to her, or I would select them for her. I think this set the precedent that I
would not let her behavior slide and also helped her see the choices she had available to
40
her. Though, I did not fully get where I wanted to with her by the end of the lesson, I
think the pushing helped her progress father than she would have otherwise.
4. Organization
The best organization came on days three and four. During the third lesson, I had a
group demonstration. I sat in the middle of the U-shaped desk and demonstrated how to
use the various charcoal tools. After demonstrating each tool, I asked them to practice
for a couple minutes with it. I think this was a great way to keep them involved, while
also holding their attention. It also allowed each of them to practice and explore the
materials before beginning their final piece. This allowed them to figure out what the
best tools were for creating each part of their drawing.
During day four, I needed to move my lesson to the library. Instead of having long
desks, the tables were square and I had one extra. I think this gave them more space to
work and also allowed them to get a better sense of other student work. This helped give
them ideas and also push them to finish faster. It also seemed that the students were
more focused in the library in square desks opposed to longer tables. They not only
worked faster, but their work seemed to come out stronger.
5. Quality of Students Work
Overall, I think the students did a remarkable job interpreting the lesson and making
it their own. Each charcoal piece was unique in how it was made, and the marks used. I
also had some students who chose to emphasize certain parts of their animals by making
them larger. The oil pastel pieces seemed to take on a mind of their own. It was
interesting that in each piece I could get a true sense of what they were trying to depict
even when they did not necessarily have intention behind their mark. For one student,
he was focusing on gorillas. The randomness and color splotches throughout his piece
completely reminded me of a jungle environment where you would find gorillas.

1. Student Responses
I think the students initially had trouble understanding what I was looking for
from them on their first think sheet which asked them to describe why they appreciated
their animal. Many of them just described what their animal looked like. In the future, I
feel that having a discussion about key characteristics of an animal that the students
appreciate could be helpful. I could make a list on the board to describe different
qualities they could talk about, and also have questions on the sheet that the student
could specifically look to for guidance.
The final sheet I gave them had various questions that they could answer to
create their artist statement. I think giving the students more questions to work from,
and written answer examples could help them pull out more meaning in the project.
2. Questions/Dialogue
If I were to teach this lesson again, I would want to create a stronger dialogue
surrounding the vocabulary words and artists connected with each of the pieces.
Because they took longer with their charcoal drawings, I had to cut a lot of the artist
41
examples out to give them optimal work time. Being able to show them the work of
other artists could have given them a stronger idea on what I was looking for with their
pastel piece. It also could have given them a better sense of the artistic community and
how not all art is realistic. I believe that having a review at the beginning of class could
also help with the vocabulary words. I also think that having a list of words for myself to
use each day could allow them to hear the words more and get a better understanding
of what they mean.
3. Problem & Solving
Time was a huge issue with this project. During the third lesson they had a lot of
trouble completing anything in their charcoal drawings and instead spent the class
starting over multiple times. I now know that they need more structure, detail on what is
specifically happening and how long they have to finish. If I were to teach this lesson
again, I would have use the timing process I used on the final two days every day. Each
day I would also list the actives and time allotted for them on the board. That way they
would know what is expected, and what is to come.
4. Organization
Keeping students in the same desks could help with initial organization. A lot of
the time, I was sorting out their name tags on their desks when they came in. If I had a
structure where they remained in the same seat each class, then they could go straight
to it and start working immediately allowing for more time in other areas. I also believe
that having a cleanup duty chart could help the lesson run smoother. If each student has
a specific chart set in the same spot daily, then they could look to that to know what
needs to be done rather than waiting on me to assign it.
5. Quality of Student Work
Students seemed to have trouble initially understanding what I wanted from them
with the charcoal pieces. Though they eventually were able to create unique
interpretations to represent their animals, I do think that I could improve on the initial
demonstration. I was using one type of line for all of my demonstration, and I think I
need to show them the various ways they can go about expression. Adding in a
worksheet describing line meaning could possibly help create a more meaningful
outcome.
4. Conclusion
Overall, I think this lesson went well. Students were able to take their drawings and
create pieces that were unique and meaningful to each of them. They were also given the
opportunity to experiment with the materials, which I think can often get overlooked in art
classrooms. Though there are many improvements that I feel can be made, I think that teaching
will be a constant adjustment depending on the classroom. The classroom I had was very antsy
and needed a lot of activity time, and because this was my first time teaching this lesson, I ran
into issues that I can better assess and prepare for now.
42
Task 1 Part C:
Attachments:
1. Scoring rubric and assessment tools
Objectives
Excellent
Expected
Below Expected
I: Actively participates
in group and peer
discussions detailing
meaningful
connections they had
to their chosen animal.
Student
enthusiastically
participates in group
and peer discussions
and shares at least
one of their animal
narratives.
Student participates a
some group
discussion, but makes
little effort to share
their own animal
interaction.
Student does not

participate in group or
peer discussion.
II: Carefully develops

three thumbnail
drawings that show
potential animal
narratives for their
upcoming charcoal
drawing.
Student
conscientiously
creates three
thumbnail drawings
using the images they
brought in to depict
three unique animal
narratives.
Students efficiently
develops three
thumbnail sketches
with some
consideration to the
images they brought in
and at least two
unique stories.
Student quickly
sketches thumbnail
drawing with little
consideration to the
images they have
brought in.
III: Proficiently
constructs an 18 x
24 depiction of their
the chosen thumbnail
sketch that shows
their human to animal
interaction.
Student thoughtfully
creates a drawing that
shows their chosen
animal narrative, and
expressive a story
about their animal.
Student develops a
charcoal drawing that
somewhat follows their
thumbnail drawing.
Student creates a
drawing that is
unrelated to their
charcoal drawing and
does not tell any
animal story.
IV: Expressively
develops a pastel
drawing that abstractly
depicts their animal
narrative while also
expressing the
emotions behind their
story through color.
Student insightfully
Student creates a
pastel painting that
uses few colors to
expressive the
emotion behind the
piece.
Student does not follow

color theory chart to
create pastel painting,
and work expresses
little to no emotional
relevance.
V: Carefully develops
three thumbnail
drawings that take into
account compositional
rules, balance, space,
and emphasis.
Student
conscientiously
creates three
thumbnail drawings
that follow
compositional rules,
show emphasis and
balance.
Students efficiently
develops three
thumbnail sketches
with some
consideration for
emphasis and
somewhat follows the
rule of thirds.
Student quickly
sketches thumbnail
drawing with little
consideration to
composition, balance,
space or emphasis.
III: Successfully
completes a charcoal
drawing that follows
learned composition
rules and utilizes
emphasis, balance
and proportion to tell
their story.
Student effectively
creates a drawing that
follows
composition rules, and
provides emphasis,
balance and
proportion to tell a
story.
Students work follows

some composition
rules and provides
some emphasis to key
areas of their animal
narrative.
Student creates a body

of work that does not
follow rule of thirds or
charcoal technique
learned during
demonstration.
explains more than

three connections
between identity and
symbols or the
elements and
principles in the
presented works.
43
I: Skillfully develops a
pastel drawing that
abstractly depicts their
animal narrative in an
interesting and
balanced composition.
Student expertly
creates a pastel
drawing that is
abstract, while still
having balance.
Student creates a
pastel drawing that is
somewhat abstract,
but still exhibits some
direct representations
of their chosen image.
Student work is a direct

depiction of their
charcoal drawing,
showing no
abstraction.
44
2. Thumbnail Handouts: Day 1

Name:
Animal Narrative Worksheet

Describe three times in which you felt especially connected to an animal or
pet.
1.
2.
3.
Key Vocabulary

Gestural: Movement of hands in a vigorous manner to quickly depict an something.
Rule of Thirds: Activating three corners of your piece to ensure a good composition.
matter.
45
2. Thumbnail Handouts: Day 2
Thumbnail Sketches
Use the boxes below to detail out the three animal narratives that you wrote about on the
front of this page. Pay careful attention to composition, emphasis, balance and proportion.
46
2. Color Theory Handout: Day 5

Name:
Color Association
Red: Energy, danger, strength, power, determination,
passion, desire and love.
Orange: Joy, sunshine, enthusiasm, happiness, creativity,
success and encouragement.
Yellow: Joy, happiness, intellect and energy.
Green: Nature, growth, harmony, freshness, safety and
money.
Blue: Sky, water, trust, loyalty, wisdom, confidence,
intelligence and truth. Also gives a very calming feeling.
Purple: Royalty, power, luxury, ambition, mystery, magic and
wisdom
47
2. Color Theory Handout: Day 5
Color Association
Describe the colors that you will use in your piece to represent the emotion behind your
animal narrative. How will these colors help the viewer understand your story? Explain why
you are choosing each color.
48
2.: Artist Statement: Day 6
Artist Statement
Use this worksheet to describe the process you went through to create your piece. Start with
the image selected and thumbnail drawings and move into the story behind your charcoal
drawing. Finally, describe how your color and line choice match the emotions tied to your
animal narrative. Consider the following questions.
Why did you select this animal for your piece?
What do you appreciate about your chosen animal?
How did you choose to draw your animal in order to tell a story to your viewers?
Did you run into any difficulties when working with charcoal?
What do you feel you did best in your charcoal drawing?
What colors did you use for your pastel piece and what meaning is tied to each color?
How did you use line to express emotion in your pastel piece?
Are you happy with how your piece turned out? Why or why not?
49
3. Visual examples for instruction: Day 1 & 2
Day I & II PowerPoint Presentation

(Additional questions and dialogue listed by image in section 4.5 Description of Visual
Examples)
LOLA
ANIMAL APPRECIATION
WHY SHOULD WE APPRECIATE

ANIMALS?
Give comfort in times of

sadness
Feel safer
Boost your mood
Keep you company
Give you something to care

for
DID YOU KNOW.
There are many artists that focus on the

unfair treatment of animals!
BANKSY SIREN OF LAMBS
DANA ELLYN PUG.PIG
50
RUBY ROTH- WE DONT EAT

ANIMALS
DID YOU KNOW.
There are also artists who use art to

celebrate animals!
ANDY WARHOL ARCHIE & AMOS
NORMAN ROCKWELL: MUTTS
FRIDA KAHLO MANY PETS
CONNOR JONES ANIMALS CANT HELP

THEMSELVES. WE HAVE TO HELP THEM.
9 year old
Sold artwork at a yard

sale
Wanted to use the profit

to help animals
Called shelter & asked

for their wishlist
51
BUT FIRST, LETS BRAINSTORM!
Share with a partner a time when

your felt truly connected to an
animal
It could be a story about your
own pet when they were able
to truly change your mood
Orit could be an animal that
you feel personally connected
to because of the
characteristics is holds.
THUMBNAILS
Now that we have brainstormed, its time to get creative!
52
3. Visual examples for instruction: Day 3
Day III PowerPoint Presentation

Examples)
ERIKA FARKAS
ANIMAL APPRECIATION
WHAT IS THE DIFFERENCE

BETWEEN THESE TWO?
53
3. Visual examples for instruction: Day 5
Day V PowerPoint Presentation

Examples)
JACKSON POLLOCK OCEAN

GREYNESS
ANIMAL APPRECIATION
WASSILY KANDINSKY
COMPOSITION VII
FRANZ KLINE BLACK

REFLECTION
COLOR THEORY
What did all those pieces have in

common?
54
3. Visual examples for instruction
Visual Board
55
Teacher Examples: In Class Pieces
56
Teacher Examples: Previously Made Pieces
Teacher Charcoal Drawing
Teacher Interpretive Pastel Drawing
57
4. Students artwork examples
Selected Student Artwork and Artist Statements

Briden Artist Statement
I selected the gorilla because they act and look a lot like humans. I find gorillas very
encouraging because they are amazingly strong. I also find gorillas calm and peaceful unless
they are provoked like me. My title for the charcoal drawing is Kong the King of Apes.
58

Alex Artist Statement
I selected this pictures because it reminds me of my dog. My thoughts were to have a
little detail but not too much. It demonstrates that I love my pet. I had the hardest time with the
head. I needed to find the shape of the head and how big it was. I think I did well on the body,
and making it look like a dog.
59

Christian Artist Statement
I chose this image because it reminded me of my frogs who would always on a rock. I
had a hard time drawing the frogs legs. I couldnt get the leg to be the right shape. I chose
circles and straight lines for my image. In the end, I think it turned out alright.
60

Bella Artist Statement
I brought this picture in because I thought it was very cute. My thoughts when picking
the thumbnail drawings were, am I going to be able to draw this with charcoal, and can I make
it look good? The cuteness and lovingness of the dog really stood out to me in my final image.
Also it demonstrated how nice she is. I had a hard time making the face outline, but I think I did
the ears really well. I did achieve what I hoped for in the image. For the pastel drawing, I chose
green for safety and nature, blue for loyalty and confidence, and yellow for joy and energy.
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Tom Artist Statement
The reason I chose to focus on a mosquito is because I thought people should pay
more attention to them. They bite people, but they also keep bug populations down. I dont
have a pet, so I chose an animal that often gets overlooked as a bad bug. I had a hard time
drawing with the charcoal because I couldnt really get where the animal would be in
comparison to the wings and legs. I think my finished charcoal drawing turned out well. For the
pastel piece, I chose red for strength because the wings and legs hold up the entire body. I
chose green because mosquitos belong to nature. Finally, I chose yellow because they have
energy.
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Matthew Artist Statement
In my piece, I wanted to demonstrate that my fish likes to squirm around. I had a hard time
drawing the outline of the body. I think I did the fins well. For the pastel piece, I chose green, blue
and purple. Green was chosen to represent how active my fish is. Red was chosen because he is a
danger to other fish. Blue represents the water that he lives in. I used purple to show that he has a
lot of power.
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Lilly Artist Statement
I brought in my picture because I thought it would be fun trying to do my cat in a
thumbnail drawing. For my charcoal piece, I liked the way my cats ears are big and that I could
draw them in the picture. For the pastel piece, I did purple because it is power and my cat has a
lot of power. I chose blue for loyalty because my cat is very loyal to me and I thought it would
be a good color. Yellow represents happiness because my cat is always happy.
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Yesenia Artist Statement
What made me pick this pictures is because it was really cute and because he looks so
small. It demonstrates the face and what he looks like. I had a hard time drawing the face
shape. I think I did well on the fur. I kind of achieved what I wanted to. The colors I chose were
orange, yellow, purple and blue. Orange represent enthusiasm. Yellow represents happiness.
Purple was used to show how much of a diva my dog is. Blue was used for loyalty. If I could
change something, I would possibly change some of the colors.
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J.T. Artist Statement
In the charcoal drawing, the head was really hard to do. For the pastel piece, I put green
for growth, blue to represent a calming feeling and red for energy and love.
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Azalea Artist Statement
What made me choose a flamingo for my animal is because they are nice and I like
them. I had a hard time with the pastel drawing. For the pastel I chose blue, purple and green. I
thought these colors would like nice. I do believe I achieved what I hoped when I originally
decided to draw a flamingo.
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5. Class Photos and St. Marys Exhibition
Class Photos
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St. Marys Exhibition
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Expressive Emotion Animal Pastel Drawings: A Lesson Plan For 5 Grade

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Expressive Emotion Animal Pastel Drawings: A Lesson Plan For 5 Grade

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Expressive Emotion

Animal Pastel Drawings

Social Issues / Concepts of the Lesson:

What does appreciation mean?

State Goal Codes

1.1 Conceptual/Cognitive Objectives:

will actively participate in a peer to peer discussion detailing

pencil and paper, students will successfully construct three quick

depict a drawing of their momentous animal encounter.

students with proficiently portray an expressive version of their

Dana Ellyn: (Present) Contemporary painter whose style borders between

Jackson Pollock: (1912-1956) Influential American painter. Led abstract expressionist

Abstract Expressionism: Art movement that occurred after WWII categorized by

4.4 Art Terms/Vocabulary Define each fully.

Balance: Components of a piece are distributed equally throughout the work.

Represent: A symbol, word or picture that stands for something else.

How does this

Dana Ellyn Pug.pig

What do you see?

Ruby Roth- We Dont

How is this piece

Andy warhol Archie &

4.6 List of references

5.2 Instructional Resources and Materials:

Wassily Kandinsky: http://www.wassilykandinsky.net/

Balance: Components of a piece are distributed equally throughout the work.

This opening exercise will

Introductions of the teacher, students and

immediately grab students attention,

How many students in here have a

Students who have a pet will raise

their hand. Teacher will call on

How many students have a

have them elaborate on what type of

pet they have. Teacher will then

animal. Teacher will tie the

upset. They make me laugh. They bring

question, by asking students to

describe what makes that animal so

Can someone please tell me what its

special to them, calling on multiple

highly about a pet? - APRECIATION

Teacher will relate back to the

Begin PowerPoint and introduce the theme

students by opening a PowerPoint

Teacher will also clarify the benefits

How do you show your animal that you

How does this piece make your

Teacher is able to excite the

feel? (Sad, confused).

who focus on animal appreciation.

impact on the world through art.

What do you see? (Half pig, half

What do you think the artist is trying

How is this piece different from the

Why do you think Roth wanted to

Move onto to artists who use art to show

Note how he had a strong

Explain how his work is based on

Liked to include dogs in many of his

Owned many pets

Painted herself surrounded by her

Sold art to raise money for shelter