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ARTE 342

1/3 Name: Georgi Beck


DAILY PLAN

Lesson Title: Lets Go Fly A Kite! Grade Level: 3

Skills:
-Given examples of traditional kites of Japan that tell stories, students will use this knowledge
to create a story of flight that has personal significance to the student
-Using watercolors and watercolor paper, students will create a 9 by 12 rectangular kite using
at least one wash and having an outline to emulate the Edo Kites
-Students will practice creating thumbnail sketches, experimenting and practicing
compositional techniques that demonstrate an understanding of foreground and background

Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and works: Cr1.1.3, Cr1.2.3
Anchor Standard 2: Organize and develop artistic ideas and works: Cr2.1.3, Cr2.3.3
Anchord Standard 3: Revise, refine, and complete artistic work: Cr3.1.3
Anchor Standard 7: Perceive and analyze artistic work: Re7.2.3
Anchor Standard 8: Construct meaningful interpretation of artistic work: Re8.1.3
Anchor Standard 9: Apply criteria to evaluate artistic work: Re9.2.3

Academic Language: Foreground, Background, Outline, Portrait, Thumbnail sketch

Overall Lesson Objective:


Given a teacher PowerPoint presentation and visual examples on the history of kites, students
will discuss and identify the cultural significance of Edo Kites and its unique style using color,
line, composition, and imagery that emulates the style of the Edo Kites. Using pencil,
composition worksheet, watercolor paper, and watercolors students will experiment with at
least 4 different compositions of their subject, and translate their final composition onto their
kites.

Daily Objectives/Essential Questions/Academic Language:


-Given a teacher presentation and visual examples, students will identify different forms of
flight
and build a group cloud cutout that lists all the different forms of flight
-Given a teacher presentation with examples of traditional Edo kites, students will identify the
cultural significance of Edo kites and successfully describe formal artistic techniques of
composition, color, and line used in the kites
-Given paper and pencil, students will experiment with at least 4 different compositions of their
subject

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
ARTE 342
Rubric (Attached)

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
-PowerPoint presentation -Kite examples from Japan
-At least three examples from teacher or past students -Composition Worksheet
-Demo Video -Cloud Cutout for Group
Discussion
-Watercolor Cheat Sheet

Art Materials Necessary for the Lesson:


-Pencils -Watercolors -Brushes -9 by12 Watercolor paper
-Scrap paper -String -Scissors -Wooden sticks
-Cups for water -Paper towels -Sharpies

Teacher Activities Student Activities


ARTE 342
Introduction:

-What are things that fly? Students gather and we discuss things that
-How is flight part of our lives? fly and consider how flight plays a role in
-What do we think about when we think of our lives
flying?

Development:
Using the Visual Presentation and visual Students respond to presentation and visual
examples, we discuss things that fly, and focus examples, actively participating in
on the history of kites and their significance in discussion. Students should be able to
multiple cultures. We analyze different types of discuss the examples and describe the color,
flight and discuss how flight shows up use of line, use of space, and imagery.
everywhere in the all aspects of the world. We
identify how flight affects our lives.

The task is assigned to create a watercolor kite Students listen to teacher demonstration
that reflects their personal story with flight. and think of ways they want to frame their
The teacher demonstrates how to create personal story of flight.
thumbnail sketches using the worksheet and
how to use composition techniques of
foreground and background to create their
kites.
Students are given worksheet and pencil
Examples are put in a place where all students and begin designing their kites. Students
can see and refer to. Teacher walks around make sure to write down key colors,
room and prompts questions: What are you watercolor techniques, and ideas to
designing? What story are you trying to tell? remember what story they want to tell.
How are you going to use the foreground and
background to tell a story? What images are
you using and how do they relate to you?

Conclusion:
Students finish their pieces for the day and
Teacher gives a 5-minute warning until clean-up clean-up. Sketches are turned in to
to make finishing touches. The last 5 minutes of designated spot.
class will be spent cleaning up, with items being
returned to a designated location.
ARTE 342
2/3 Name: Georgi Beck
DAILY PLAN

Lesson Title: Lets Go Fly A Kite! Grade Level: 3

Skills:
-Given examples of traditional kites of Japan that tell stories, students will use this knowledge
to create a story of flight that has personal significance to the student
-Using watercolors and watercolor paper, students will create a 9 by 12 rectangular kite
using at least 3 watercolor techniques demonstrated by the teacher
-Students will write a story that clearly explains what story their kite is depicting, explaining
how the color and imagery shapes the story
-Given visual examples, students will identify the significance and style of edo kites and how it
is shaped by the environment

Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and works: Cr1.1.3, Cr1.2.3
Anchor Standard 2: Organize and develop artistic ideas and works: Cr2.1.3, Cr2.3.3
Anchord Standard 3: Revise, refine, and complete artistic work: Cr3.1.3
Anchor Standard 7: Perceive and analyze artistic work: Re7.2.3
Anchor Standard 8: Construct meaningful interpretation of artistic work: Re8.1.3
Anchor Standard 9: Apply criteria to evaluate artistic work: Re9.2.3

Overall Lesson Objective:


Given a teacher PowerPoint presentation and visual examples on the history of kites, students
will discuss and identify the cultural significance of Edo Kites and its unique style using color,
line, composition, and imagery that emulates the style of the Edo Kites. Using pencil,
composition worksheet, watercolor paper, and watercolors students will experiment with at
least 4 different compositions of their subject, and translate their final composition onto their
kites.

Daily Objectives/Essential Questions/Academic Language:


-Students are reminded of the presentation from the previous
-Given their sketches, watercolor paper, watercolors, brushes, and cups of water,
students will create their own designs using color, line, imagery, and composition to create a
unique story of flight that is personally significant
-Given a teacher demonstration, students will learn different watercolor techniques they can
use
in their kites and pick at least 2 they want to use in their kites.

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
Rubric (Attached)
ARTE 342

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
-Powerpoint presentation -Kite examples from Japan
-At least three examples from teacher or past students -Composition Worksheet
-Demo Video -Watercolor Cheat Sheet
-Cloud Cutout for Group Discussion

Art Materials Necessary for the Lesson:


-Pencils -Watercolors -Brushes -9 by 12 Watercolor paper
-String -Scissors -Wooden sticks
-Cups for water -Paper towels -Sharpies

Teacher Activities Student Activities


Introduction:

-What is a kite and what are they used for? Students gather and we reflect on the
-What story of flight have you decided to previous class. Students are reminded of
depict? the history of kites and we discuss the plans
-How are you going to use watercolor they have to depict a story of flight.
techniques to help tell the story of your kite? Students actively participate in discussion.
-How are you going to use line, color, imagery,
and composition to tell a personally significant
story about flight?

Development:
Students listen to the teacher demonstration
The teacher uses the demo video to teach how and learn about techniques they can use in
to properly use watercolor, materials, and how their kites.
to do a wash, wet on wet, and wet on dry.

Students work on their watercolor kites.


Examples are put in a place where all students Students use the plans and watercolor cheat
can see to refer to. Teacher walks around the sheets as they work.
room and prompts questions: What watercolor
techniques have you decided to use? What
story is your kite telling? How can your story
change based on color and imagery? How are
you going to create a certain effect that you
want using the watercolor?
ARTE 342
Conclusion:
Students finish their pieces for the day and
Teachers gives a 5-minute warning to make final clean-up.
touches on their watercolor pieces. The last 5
minutes will be spent cleaning up and returning
items to a designated location.
ARTE 342

3/3 Name: Georgi Beck


DAILY PLAN

Lesson Title: Lets Go Fly A Kite! Grade Level: 3

Skills:
-Given examples of traditional kites of Japan that tell stories, students will use this knowledge
to create a story of flight that has personal significance to the student
-Using watercolors and watercolor paper, students will create a 9 by 12 rectangular kite
using at least 3 watercolor techniques demonstrated by the teacher
-Students will write a story that clearly explains what story their kite is depicting, explaining
how the color and imagery shapes the story

Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and works: Cr1.1.3, Cr1.2.3
Anchor Standard 2: Organize and develop artistic ideas and works: Cr2.1.3, Cr2.3.3
Anchord Standard 3: Revise, refine, and complete artistic work: Cr3.1.3
Anchor Standard 7: Perceive and analyze artistic work: Re7.2.3
Anchor Standard 8: Construct meaningful interpretation of artistic work: Re8.1.3
Anchor Standard 9: Apply criteria to evaluate artistic work: Re9.2.3

Overall Lesson Objective:


Given a teacher PowerPoint presentation and visual examples on the history of kites, students
will discuss and identify the cultural significance of Edo Kites and its unique style using color,
line, composition, and imagery that emulates the style of the Edo Kites. Using pencil,
composition worksheet, watercolor paper, and watercolors students will experiment with at
least 4 different compositions of their subject, and translate their final composition onto their
kites.

Daily Objectives/Essential Questions/Academic Language:


--Given their sketches, watercolor paper, watercolors, brushes, and cups of water,
students will create their own designs using color, line, shape, and the symbolism
to create a unique story of flight that is personally significant
-Students put together their kites using wooden sticks and string
-Students will clearly write a statement about the story their kite tells, describing how
their choice of color, watercolor techniques, and imagery shaped them

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
Rubric (Attached)

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
-Powerpoint presentation -Kite examples from Japan
ARTE 342
-At least three examples from teacher or past students -Composition Worksheet
-Cloud Cutout for Group Discussion -Watercolor Cheat Sheet

Art Materials Necessary for the Lesson:


-Pencils -Watercolors -Brushes -9 by 12 Watercolor paper
-Scrap paper -String -Scissors -Wooden sticks
-Cups for water -Paper towels -Sharpies

Teacher Activities Student Activities


Introduction:

-What story are you telling with your kite? Students gather and we reflect on our kites
-How are you using color, watercolor so far. We are reminded of the long path
techniques, shapes, and lines to tell that story? kites have taken throughout history, and
-How are you using imagery to tell your story? how they used elements of color, line, and
-How are you going to describe your kite to shape to tell a story using imagery. We talk
others and tell them what it means? about what they are going to write down in
their written statement, and are reminded to
talk about how the art techniques we chose
shaped our story
Development:

Students are reminded of the proper use and Students ask questions to help finish their
watercolor and the techniques they should be kites. Students view the kite story example
using to emulate the Edo-Kites. and think of how they will write their story.

Teacher walks around and assists with the Students work on finishing their kites.
written statement. Teacher prompts questions:
What did you create? What colors did you use
to tell your story? How did you use watercolor
techniques to develop the design?

Conclusion:

Students are given a 5 minute warning for Students clean-up their areas and put their
clean-up. Students return materials to a kites in a designated location.
designated location.

Critical Comments and Reflections:


ARTE 342
(Problems, successes, and what to think about for next lesson)
Overall this lesson was very successful. Having the Demo video keeps the students engaged
because I called out each individual student throughout, keeping them on their toes. Time is
really key to this lesson, and emphasizing for the students to work slow, because if they mess
up a lot and keep asking for new paper it wastes their worktime. This lesson could possibly be
extended to 4 days to include time to allow students to catch up, write an artist statement, and
possibly have a class presentation of the finished work. Students need to understand they are
emulating the style, therefore using an outline and bold colors in their design. Black sharpies
should be used after the students sketch on their design to prevent the black causing problems
with bleeding into other colors.
ARTE 342

10-8 Points 7-5 Points 4-0 Points


Technical Skill Student properly uses Student uses Student does not
watercolors and watercolor and properly use
sharpies to create a sharpies but does not watercolors and
wash and outline of create either a wash sharpies and does
their subject or an outline not create a wash
or outline their
subject
Conceptual Student was able to Student was not able Student did not
Complexity connect the specific to fully connect the connect the
style of Edo Kites and specific style of Edo specific style of
recreate a similar style Kites with their Edo Kites with
in their kite creation their creation
Kite Student experimented Student Student 01
Worksheet with 3-4 different experimented with compositions of
compositions of their only 2 different their kite
kite compositions of their
kite
Formal Student shows clear Student shows some Student shows no
Quality understanding of understanding understanding of
foreground and between the foreground and
background in their foreground and background and
final kite composition middle ground and draws their
and has the main does not draw their subject too small
subject filling the subject big enough to
foreground fill the foreground