Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

Teacher Candidate Olivia Johnson Stingel Elementary Ontario Local School Schools UNIT TITLE Length of Class Period Approximate Number of Students in Each class Beginning Date for this Unit Ending Date for this Unit Teacher Example: Jim Dine Whats in your Heart? 1 hour 25 January 13 2014 February 10 2014

ENDURING UNDERSTANDINGS Art is a form of communication and a way of expressing oneself. Symbols can be used to communicate an idea. Elements and principles can be used to improve artwork.

CRITICAL ISSUE / BIG IDEA Anticipatory Set (what do the students already know, why is this lesson relevant?) This unit teaches students about an Ohio artist and art history. They also relate symbols they see in everyday life to the symbols this artist uses to express ideas. This lesson also introduces students to collage. Central Focus (Form and Structure, Art Production, Context, Personal Perspective) Form and Structure- Color (warm/ cool), Texture, Emphasis Art Production- Painting, Collage, Drawing Skills Context- Art History of Ohio artist Jim Dine Personal Perspective- Creating a personal symbol to express what they love

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Essential Questions
How can an artwork tell you about the artist? How can artwork be a form of communication? What is a symbol? What symbols represent you?

Possible Integration Art History, Writing

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT Lesson One Title Collage Background Lesson Description Students will be introduced to the artist Jim Dine. Students will also create the background of their collage using paint and paint scrapers to create texture. Lesson Two Title Whats in Your Heart? Lesson Description Students will review how Jim Dine uses symbols to express ideas and emotions. They will then create a personal symbol for something that is important to them. Lesson Three Title The Collage Lesson Description Students will use scraps of paper to make another heart layer. They will also put all their hearts together to finish the final project.

Explain how technology has been used in this unit I used a projector to show images of artwork.

LESSON PLAN
Teacher Candidate Olivia Johnson School Stingel Elementary Ontario Local Schools LESSON NUMBER Lesson Title Length of Class Period Approximate Number of Students in Each class Beginning Date for this Lesson Ending Date for this Lesson 1- Day 1 Paper Making for Collage- Background 1 hour 25 January 13 2014 January 13 2014

CONTENT STATEMENT PERCEIVING/KNOWING

1PE Recognize and describe that people create art and art objects to communicate ideas and serve different purposes

CONTENT STATEMENT PRODUCING/PERFORMING

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CONTENT STATEMENT RESPONDING/REFLECTING

4RE Explain how personal interests and experiences are reflected in the subject matter of artworks. 5RE Discuss the meanings of visual symbols, images and icons observed in artworks

Performance-based Assessment Objectives Students will create a painting with texture to later be used in a final collage. Performance-based Assessment Strategies (attach assessment documents if applicable) Rubric Informal Assessment during discussion Academic Language Vocabulary
Symbol- a picture that has a larger meaning. Line- a continuous mark. Pattern- repetition of the elements of art. Texture- the way the surface looks or feels (rough, bumpy, smooth) Collage- putting many things together to make one work of art

Additional Language Demands

Accommodations for Special Populations Dwarfism- Student needs foot stool under his seat. I will assign his seat in the front of the room for easier access to demonstration table. He also lacks fine motor skills; I will give him more time during the cutting portion of lessons. I will also take this into consideration when grading. Art/Visual Culture Examples

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Preparations Materials/Resources for Teacher

Projector and computer with artwork as seen above Printed Symbols as shown below Materials for demonstration: Paper (12x12), tempera paint (blue, turquoise, purple and green), brushes, water bowl, paint scraper, pencil, place mat, large heart template

Materials for Students

Paper (12x12), pencils, Paint tray with tempera paint (blue, turquoise, purple and green) brushes, water bowl and paint scrapers. Place mats, large heart template (2 per table)

Safety Procedures

LEARNING ACTIVITY Getting the Classroom Environment Ready

Turn on computer and bring up pictures Turn overhead on Set up trays of paint. Get demonstration table ready

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Intro (7 min/ 53 min) What is a symbol? When something represents something else or an idea. You may not realize it but you see symbols every day. We are going to play a game and see if you can guess what these symbols mean. Show images one at a time as shown below.

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Then show this art work on projector by Jim Dine.

This is an artwork by a famous artist named Jim Dine who is known for painting hearts. Who likes to draw hearts? Why do you like to draw them? What do they mean? Love. Hearts are symbols for love. Instruction (12 min/ 41 min) Introduce Jim Dine- He is an artist from Ohio. He was born in Cincinnati, Ohio. He had a difficult time in school because he had a learning disability. He said he could never sit still and concentrate. The only subject he liked was art. He said he was able to get through school by drawing. When he was 12 years old his mom died, so his dad sent him to live with his grandparents. His grandparents owned a hardware store where he spent much of his time. This influenced some of his artwork which we will see later. Show the images: As you reach another personal icon explain its importance to Jim Dine Heart- What do you think this represents? We already said it represents love but also represents love for his wife. What do you notice about the colors he uses? The heart is done in warm colors (red, orange, yellow) and the background in cool colors (blue, green, purple) why do you think he does this? The colors are very different and make each other stand out. What color are most of the hearts? Tools- What do you think this represents? Represent his memories at his grandparents hardware store. Why would he put tools on a heart? What is texture? The way something feels. What kind of texture does it have? Does it look rough, bumpy, smooth..?

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Robe-What do you think this could represent? He was reading a newspaper and saw an advertisement for a bath robe. It was an empty robe just like his paintings. He thought that looks like me. He identified with the robe and decided it represented him.

Show teacher example of project. We will be making our own heart artwork inspired by Jim Dine. Ours will be a collage. What is a collage? When you put many things together to make one work of art. Today we will be painting papers that we will later use for the background in the collage Release students to class meeting table.

Demonstration (7 min/ 34 min) Now we need to create a paper for the background of our collage. What were the colors of Jim Dines backgrounds? Cool colors. What are cool colors? Blue, green and purple We are going to paint our paper with these colors then use these tools to scrap some of the paint away. This will create some texture. What is texture? The way a surface feels or looks. First write your name on the back of the paper with pencil I will dip my brush into this blue paint I will paint one area on my painting. Make sure it isnt too thin or the tools wont scratch away some of the paint. If you notice the paint is drying fast and you havent finished painting your entire page, stop painting and scratch that portion with the tools. Then go back to painting. While painting fill up the entire paper, cover all the white areas. 6|P age

When you are scraping, dont take off all of your paint. You only need a little. When finished with the scraper set it back on the tray with the handle up so the handle stays clean for the next person to use. What do I do if I need a different color on my brush? Just use another color do not have to clean off with water. But try not to purposely mix colors. Everyone at your table needs these colors so try not to mix them. If your paint dries before you get to scratch it then paint over top of it with another color. Then scratch it again. When you are finished put placemats with work on top on drying rack If you are finished early get a heart coloring page Table helpers get pencils and go back to seats I will then call table helpers by table to get paint trays Release rest of students to seats Pass out place mats and paper.

Work Time (21 min/ 10 min) Students will paint and use scraper tools If students are done have them put paintings on drying rack and get a heart coloring page.

Clean-up Procedures (Room, Materials & Work Storage)

Clean-up Procedures: (7 min/ 3 min) Table helpers take trays back Students will put placemats with papers on top on drying rack Wash hands

Closure, Review & Anticipation (whats next?)

Closure, Review & Anticipation: (1 min) Next time you will use water color to paint your largest heart. What do you remember about Jim Dine? What are warm colors? What are cool colors?

Supplemental Activity Heart Coloring Sheet

LESSON PLAN
Teacher Candidate Olivia Johnson School Stingel Elementary Ontario Local Schools LESSON NUMBER 1 -Day 2 Paper Making for Collage- Watercolor Lesson Title Heart Length of Class Period
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Approximate Number of Students in Each class Beginning Date for this Lesson January 20, 2014 Ending Date for this Lesson January 20, 2014 CONTENT STATEMENT PERCEIVING/KNOWING
1PE Recognize and describe that people create art and art objects to communicate ideas and serve different purposes

CONTENT STATEMENT PRODUCING/PERFORMING CONTENT STATEMENT RESPONDING/REFLECTING

4RE Explain how personal interests and experiences are reflected in the subject matter of artworks. 5RE Discuss the meanings of visual symbols, images and icons observed in artworks

(Stage One) Performance-based Assessment Objectives Students will create a watercolor heart with a salt technique that will later be used in their final collage. (Stage Two) Performance-based Assessment Strategies (attach assessment documents if applicable) Rubric Informal Assessment during discussions Academic Language Vocabulary Emphasis- a principle of art that makes something in the artwork stand out or become more noticeable. Additional Language Demands

Accommodations for Special Populations Dwarfism- Student needs foot stool under his seat. I will assign his seat in the front of the room for easier access to demonstration table. He also lacks fine motor skills; I will give him more time during the cutting portion of lessons. I will also take this into consideration when grading.

Art/Visual Culture Examples Jim Dine Artwork as seen above.

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Preparations Materials/Resources for Teacher

Materials for demonstration: Large heart template, 12x12 paper, pencil, black crayon, scissors, paint tray with brushes, watercolor, and water bowl.

Materials for Students

Large heart template (2 per table 15 total), 12 x 12 paper (25), pencils, black crayons, scissors, paint tray (one for each table) with brushes, watercolor and water bowl.

Safety Procedures

(Stage Three) LEARNING ACTIVITY Getting the Classroom Environment Ready

Cut paper Make up paint trays Take out the cool color watercolors out of containers

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Intro (2 min/ 58 min) Today we will be making the largest heart of our heart collage (show teacher example) Review (5 min/ 53 min) What is the artist name we learned about? Where is he from? What is the symbol he used in his art? Heart What is the meaning of a heart? He liked to use warm colors on his hearts and cool colors on his background. What are the warm colors? What are the cool colors? You already made a cool color background. Now we are going to make a warm color heart. Release students to class meeting table.

Demonstration (6 min/ 37 min) Eventually we will be painting today but we will cut out our largest heart so it is ready for paint. Each table has 2 large heart templates. You will share and take a template and trace it on the paper with pencil. Holding the heart still with one hand and tracing with the other. Then you will use scissors to cut out your heart. Then you will put your name and class code on the back. When I see you are finished we will put away the scissors and pencils and table helpers will get a black crayon. Jim Dine used black lines to make the heart stand out to create emphasis. You will go around the edge of your heart. You can color medium hard and then loosen you grip to make it look shaded. Or you can just make a thick line. When everyone is finished I will call another class meeting for painting. Release table helpers to get pencils and scissors Pass out heart templates Pass out paper Work Time (7 min/ 30 min) Students will trace and cut out large hearts Exchange supplies (2 min/ 28 min) 9|P age

Table helpers put away pencils and scissors Table helpers get black crayons for each person at table Work Time (5 min/ 23 min) Students will had black crayon to heart Release to class meeting table (on way table helpers put away crayons)

Demonstration (5 min/ 18 min) We will be painting this heart with water color. What kinds of colors did Jim Dine use for his hearts? He used warm colors. What are warm colors? Red, orange, and yellow. We will only use these colors today for this paper. First I will dip my brush in water then pick a warm color. I will paint on my paper in even brush strokes going the same direction. Now I need another color. I have already used red, what is another color I could use? Yellow or orange. Can I use green? No because it is a cool color. Before I use another color what do I have to do? Wash off my brush. Now I am picking orange. I can make it blend into my first color like this. If you paint over an area multiple times it will start to eat away your paper and make a hole. You can paint over top of your black crayon because the paint will not stick to it. Once you have painted your entire page. I will come around with salt. When you put salt on wet watercolor it makes neat affect. Demonstrate what happens when you add salt. After the salt is on your page do not move it or touch it. The next class once it has dried we will brush it off of your paper. Release table helpers to get paint trays Release rest of students to seats Pass out place mats. Work Time (13 min/ 5 min) Students will paint hearts

Clean-up Procedures (Room, Materials & Work Storage)

Clean- up (4 min/ 1 min) Table helpers put away paint trays Put artwork on drying rack on top of placemat

Closure, Review & Anticipation (whats next?)

Closure (1 min) What type of colors did we use today? Next class we will make a symbol to go inside your center heart that is important to you. Just like Jim Dine put tools in his heart.

Supplemental Activity Heart Coloring Sheet

LESSON PLAN
Teacher Candidate Olivia Johnson
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School Stingel Elementary Ontario Local Schools LESSON NUMBER 2- Day 1 Lesson Title What is in your heart? Length of Class Period Approximate Number of Students in Each class Beginning Date for this Lesson January 27, 2014 Ending Date for this Lesson January 27, 2014 CONTENT STATEMENT PERCEIVING/KNOWING CONTENT STATEMENT PRODUCING/PERFORMING
1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools. 2PR Invent imagery and symbols to express thoughts and feelings.

CONTENT STATEMENT RESPONDING/REFLECTING

(Stage One) Performance-based Assessment Objectives

Create a personal symbol that represents you.

(Stage Two) Performance-based Assessment Strategies (attach assessment documents if applicable) Rubic

Academic Language Vocabulary

Symbol- a picture that represents an idea.

Additional Language Demands Whats in your heart? Worksheet

Accommodations for Special Populations Dwarfism- Student needs foot stool under his seat. I will assign his seat in the front of the room for easier access to demonstration table. He also lacks fine motor skills; I will give him more time during the cutting portion of lessons. I will also take this into consideration when grading. Art/Visual Culture Examples Jim Dine artwork seen above. Preparations Materials/Resources for Teacher
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Whats in Your Heart? Worksheet, Rough Draft Heart Copies, pencil , red construction paper, small heart template

Materials for Students

Whats in Your Heart? worksheet, pencil, Rough Draft Heart, red construction paper, small heart template

Safety Procedures

(Stage Three) LEARNING ACTIVITY Getting the Classroom Environment Ready

Make copies of Whats in Your Heart? Worksheet Make copies of Heart rough draft (trace small heart on paper then make copy) Turn on Smart Board, open up PowerPoint.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Intro (12 min/ 48 min) Jim Dine used symbols in his work, what is a symbol? Something that represents something else. What is an example of a symbol? A heart symbolizes love. Hearts- What do you think this represents? Represents love for his wife. Tools- What do you think this represents? represent his memories at his grandparents hardware store Today you are going to create your own personal symbol that you will draw inside your heart. (show example) Your personal symbols should be something you care about or love. The title of this project is Whats in Your Heart?. You need to think about what you care about and then figure out a way to create a picture or a symbol from that. For example I care about my dog. Instead of writing dog on my heart what could I draw to represent that? A paw print, maybe a bone, or maybe something that represents the name of your dog. My dogs name is Holly because I got her at Christmas time. I could actually draw the plant Holly. Can someone tell me an example of something they care about and we will try to make it into a picture? Family, sports, etc How could I symbolize family? Maybe your familys favorite thing to do is to go to the beach. I could just make some waves. Or you could make shapes clustered together to represent the number of people in your family. Do a couple more examples and ask how they would draw a picture to represent that. Release to class meeting table. Demonstration (10 min/ 38 min) You will be brainstorming what is important to you that you want to include in your heart. You will think of many ideas but you will pick only one object to put in your heart. This worksheet will help you decide what is important to you and the picture you want to make to represent that. For example I did the first one for you. I said my dog was important to me. I wrote dog in the first column. Then I thought about what I could draw to represent my dog. I decided to make a paw print. Lets do the next row together. What is something you care about? Football Ok so what are some pictures you could draw to represent football? A football, a helmet, a goal post, etc.

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So in this column I will draw a football. I have some extra room and also want to try to draw a goal post. So I will draw it beside it. It is good to draw more than one picture because you will have more options. There are five rows to fill in with your ideas. Try to think of something that is important to you for each row and draw a picture in the box beside it. If you need help with spelling I will come around and help you but just do the best you can. Once you have completed drawing your symbols, you will circle the symbol you want to use for your final artwork. Release table helpers to get pencils Release rest of students back to their seats. Pass out worksheets

Work Time (25 min/ 13 min) Students will fill in worksheet with words and pictures Release students to class meeting area Demonstration (4 min/ 12 min) We are going to trace and cut out your small heart so next time you have it ready to draw your object on it. You will each get a piece of red paper and you will share the small heart templates at your table. You will trace the heart with your pencil just like you did with the large heart template last class. Hold the pencil straight up and down. Hold the heart with one hand and pencil with the other. Then you will cut it out and put your name and class code on the back. Table helpers get scissors Pass out red paper and small templates. Release students Work Time (7 min/ 5 min) Students will trace and cut out small heart

Clean-up Procedures (Room, Materials & Work Storage)

Clean- up (4 min/1 min) Each table will stack hearts and worksheets in piles at end of table. Students will throw away paper scraps Table helpers put away scissors and pencils

Closure, Review & Anticipation (whats next?)

Closure (1 min) Next class you will put your symbol on the heart you made today. Have students share symbols.

Supplemental Activity Draw symbol on paper and use crayons to color.

LESSON PLAN
Teacher Candidate Olivia Johnson
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School LESSON NUMBER Lesson Title Length of Class Period Approximate Number of Students in Each class Beginning Date for this Lesson Ending Date for this Lesson

Stingel Elementary Ontario Local Schools 2-Day 2 What is in your heart? 1 hour 25 February 3, 2014 February 3, 2014

CONTENT STATEMENT PERCEIVING/KNOWING CONTENT STATEMENT PRODUCING/PERFORMING

1PR Demonstrate beginning skill and craftsmanship in the use of art materials and tools. 2PR Invent imagery and symbols to express thoughts and feelings.

CONTENT STATEMENT RESPONDING/REFLECTING

(Stage One) Performance-based Assessment Objectives Create a personal symbol that represents you. (Stage Two) Performance-based Assessment Strategies (attach assessment documents if applicable) Rubric

Academic Language Vocabulary

Symbol- a picture that represents an idea.

Additional Language Demands

Accommodations for Special Populations Dwarfism- Student needs foot stool under his seat. I will assign his seat in the front of the room for easier access to demonstration table. He also lacks fine motor skills; I will give him more time during the cutting portion of lessons. I will also take this into consideration when grading.

Art/Visual Culture Examples Jim Dine artwork as seen above. Preparations

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Materials/Resources for Teacher

Whats in Your Heart? Worksheet, teacher example from last class, construction paper crayons

Materials for Students

Worksheet from last class, small heart made last class, construction paper crayons

Safety Procedures

(Stage Three) LEARNING ACTIVITY Getting the Classroom Environment Ready

Set up demo table with crayons, heart and worksheet made as example last class

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Intro (4 min/ 56 min) Today we will be copying your favorite symbol you made on the practice worksheet on to the small red heart you made last class. Release students to class meeting table.

Demonstration (7 min/ 49 min) First you will draw your symbol lightly with pencil first in case you make a mistake. Then you use these construction paper crayons to color your object. Once your object is colored you can add some line designs around it. What are some different types of lines you could add around it? Wavy, zigzag.. etc. You can add an outline around the heart to make it stand out. What is it called when we do this? Emphasis Color neatly and solid. If you object disappears from the crayon and you can see what it is try outlining it with a darker color. Table helpers get crayons and pencils Release rest of students back to seats Pass out hearts and worksheets Work Time (25 min/ 24 min) Students will draw symbol on small heart Stack hearts and worksheets at end of table Release students to class meeting table Table helpers return crayons Demonstration (5 min/ 19 min) Once you have finished your symbol on your small heart you will trace another heart that is medium size that you will glue paper scraps to to make a collage (show teacher example) What is a collage? For today we are only tracing it and cutting it out so it is ready for next class Trace the heart with your pencil while your helper hand is holding the heart. Then cut it out with scissors, and then put your name and class code on the back. Then stack it at the end of the table for me to collect Table helpers get scissors Release students Pass out medium heart template

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Work Time (14 min/ 5 min) Trace medium heart and cut out

Clean-up Procedures (Room, Materials & Work Storage)

Clean- up (4 min/ 1 min) Table helpers scissors and pencils away Students throw away paper scraps Stack medium hearts and end of table

Closure, Review & Anticipation (whats next?)

Closure (1 min) Next class we will use paper scraps to make a collage on your medium size heart. Have students share symbols.

Supplemental Activity Heat coloring page or draw another symbol and color with crayons

LESSON PLAN
Teacher Candidate Olivia Johnson Stingel Elementary Ontario Local School Schools LESSON NUMBER Lesson Title Length of Class Period Approximate Number of Students in Each class Beginning Date for this Lesson Ending Date for this Lesson 3- Day 1 The Collage 1 hour 25 February 10, 2014 February 10, 2014

CONTENT STATEMENT PERCEIVING/KNOWING

4PE Identify and point out visual art and design elements and principles in their own artworks and in those of others using art vocabulary.

CONTENT STATEMENT PRODUCING/PERFORMING CONTENT STATEMENT RESPONDING/REFLECTING

(Stage One) Performance-based Assessment Objectives Students will create a collage. (Stage Two) Performance-based Assessment Strategies (attach assessment documents if applicable) Rubric

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Academic Language Vocabulary

Collage- Putting many things together to make one piece of art Overlap- Putting on thing over top of another

Additional Language Demands

Accommodations for Special Populations Dwarfism- Student needs foot stool under his seat. I will assign his seat in the front of the room for easier access to demonstration table. He also lacks fine motor skills; I will give him more time during the cutting portion of lessons. I will also take this into consideration when grading.

Art/Visual Culture Examples Jim Dine artwork seen above. Preparations Materials/Resources for Teacher
Teacher example Medium heart cut out from last class, printed paper (warm colors), solid scrap paper (warm colors), glue, place mat, What is in your heart? writing prompt

Materials for Students

Medium heart cut out from last class, printed paper (warm colors), solid scrap paper (warm colors), glue, place mat, What is in your heart? writing prompt (one per student)

Safety Procedures

(Stage Three) LEARNING ACTIVITY Getting the Classroom Environment Ready

Make bins of paper for each table with solid and printed paper

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Intro (5 min/ 55 min) Review- What is a collage? Putting many things together to make one piece of art. We will be making our medium size heart by gluing pieces of paper on to it. This is a form of collage. Release students to class meeting table Demonstration (5 min/ 50 min) I will pass out your medium heart you cut out last class. Put this heart on your placemat while you are working to prevent glue from getting on the table First tear some pieces of paper off with your pointer fingers. Pick any color in the bin. Use a variety of colors. What types of colors are in the bin? Warm When I saw variety what do I mean? Lots of different colors. Use about half of solid paper and half of printed paper. This makes your artwork more interesting. You cant only use printed or only use solid paper. 17 | P a g e

Once you have a pile of torn pieces, take your glue and cover a portion of your heart (show appropriate amount of glue) Then place the paper scraps on top. Now I am ready for another piece I want it to be different from the piece I just glued down. What color should I choose? Where should I glue it? On the other side of the paper? Or next to it? I should glue it next to it but it should slightly overlap. What does it mean to overlap? Put one over top of the other. Overlapping is very important in collage. You want to completely cover the white of your background. If you dont overlap the white will show through between the pieces. You need to cover your entire paper with pieces of paper. Like this (show teacher example) Release table helpers to get glue Release rest of students Pass out hearts and bins of paper

Work Time (25 min/ 25 min) Students will glue paper scraps to medium heart Students pick up paper scraps Release students to class meeting table Demonstration (4 min/ 21 min) Once you have your heart completely covered with paper scraps we will put your entire piece of artwork together. I will pass out your cool color background, your water color heart, and your small heart with your symbol on it. First get out your background and watercolor heart. Put some glue on the back of the water color heart and stick it to your background and press it down. Then you will take your collage heart you just made, flip it over and put glue on it. Then stick this to the watercolor heart. When I see that everyone is done with this I will pass out your smallest hearts with your symbol. You will glue this on top of the collage heart. When you are finished put your artwork on the drying rack. When you are finished fill out the writing prompt about the symbol in your heart. Fill in possible examples. Pass out back grounds and watercolor hearts Work Time (10 min/ 11 min) Students will finish collage and put all heart pieces together on background Once watercolor hearts and collage hearts are glued pass out symbol hearts.

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Closure, Review & Anticipation (whats next?)

Closure (6 min/ 5 min) Ask for volunteers to show their work. Ask questions about artwork to student and to all students in class such as: Do you think your heart is the focal point? Why? What does your heart say about you? What did you include in your heart? What are your personal symbols? What do you like most about your artwork?

Supplemental Activity Heart coloring page or draw heart filled with things you love. Clean-up Procedures (Room, Materials & Work Storage)
Clean-up (5 min) Table helpers put away glue Students put placemats with collages on top on drying rack Students pick up all paper scraps and throw away Collect writing prompts

Works Cited Art worksheets. (2011, June 11). Retrieved from https://sites.google.com/site/msksartroom/my-forms Scholastic art. (2008, February ). Retrieved from http://panthers.k12.ar.us/high_school/departments/art/Lessons/Dine.pdf

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