Students will draw an animal of their choice and then "color" it in by writing out the word of what ever body part they are filling in. For example, if they are making an elephant, when they get to the trunk they would fill it in with the word "trunk" in gray marker, over and over until it's filled in. Lasting Ideas & Results:
Unity and harmony, this project will show untiy and harmony because the whole project is made of words. Essential Question(s):
What is unity and harmony and how can I show it in my art? Desired Learner Outcomes:
Standards: Creation & Performance: 2.1, 2.2, 2.3, Elements & Principles: 3.1, 3.2 Daily Engagement Activities:
| Students will be able to...|| Students will know...|
|Create an art project with words.|| harmony and unity|
|Create an animal and color it in with words describing the animals different body parts.|| word art|
|Lesson Number|| Description of Activities|
|Day 1||Students will learn about harmony and unity. Students chose an animal and will draw it big on their page.|
|Day 2||Students will start "coloring" their animal in with words that describe their animals body parts.|
|Day 3||Students will continue filling in their animals and can start on the backgrounds.|
|Day 4||Students will complete animal and backgrounds.|
Pre-Requisite Knowledge & Skills:
| Describe Performance Tasks|| Explain &/or Reference Criteria|
| Word animal project||Drawing of animal, filling it in with words, background, does it look harmonious and united?|
Students should know the body parts of animals. Procedures:
First chose an animal and draw it nice and big in pencil pushing lightly. (I will have photos of different animals students can look through if they need it).
Then students will get fine tipped colored markers which they will use to write the words of the body parts in the corresponding area. For example, they will repeat the word "leg" to fill in legs of the animal.
They can add small details like eyes and mouth without doing it in words.
Finally they can add a background of the habitat of where the animal lives, in words of course.
The last step is erase all the pencil lines.
Modifications, Adaptations, & Accommodations:
- White paper
- Thin tipped markers
I would not do this in a grade lower then third because they need to be able to spell well. For the older grades they can link this to a science project and get very specific with the body parts. Reflection:
Patience, patience, patience.