Title: Kindergarten Fruity Flower Garden Length: _1-2 Class Periods_

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this information from (previous)
teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Pre-assessment is based largely on observation and direct student interactions which have taken place during previous art classes. While students
were adding the textured resist areas to their Matisse’s Garden felt birds, I noted that most students apparently lack a basic understanding of
stamping or printing as a means to create multiple images or shapes. The painting segment of the Matisse’s Garden project indicated that a
segment of the student group has a basic understanding of color mixing, but that the majority do not. I have also noted that many students in this
group are uncomfortable creating large, full-arm strokes when creating art. As kindergarten students, this lesson is based largely in the practice of
creative experimentation and discovery. However, the activities in this lesson have been designed to address some of these areas of artistic
development.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

You are artists creating collaborative and independent printmaking pictures using fruits and vegetables to encourage young people to be more
enthusiastic about making healthy eating choices.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Technique IB Key Concepts:

Discovery Causation
Improvisation Connection
Color Reflection

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists improvise and use different techniques to make artistic discoveries

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Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Upon completion of the printmaking project, students will be able to describe printmaking in their own words
Bloom’s: Understand
Standard: Observe and Learn to Comprehend
GLE: Artists and viewers recognize characteristics and expressive features within works of art
Art Learning: Materials and Techniques

Upon completion of the printmaking project, students will be able to describe artmaking choices and discoveries
Bloom’s: Analyze
Standard: Envision and Critique to Reflect
GLE: Identify that art represents and tells the stories of people, places, or things
Art Learning: Critical Reflection/Aesthetics/Transfer

After demonstration and discussion, students will be able to utilize tools and technique to create interesting floral printed compositions
Bloom’s: Create
Standard: Invent and Discover to Create
GLE: Create two- and three-dimensional work of art based on person relevance
Art Learning: Expressive Features and Characteristics of Art

Upon completion of this project, students will be able to describe how printmaking relates to the world around them in their own words
Bloom’s: Understand
Standard: Relate and Connect to Transfer
GLE: Artists and viewers contribute and connect to their communities
Art Learning: Transfer

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

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(Multiple means for students to access content and
multiple modes for student to express understanding.)
Extensions for depth and complexity:
There is no extraordinary requirement for differentiation There is no extraordinary requirement for differentiation
related to the access of resources and/or process because this related to the expressive quality of the product or performance
project should allow all students to participate in the because all students in this class should be able to create an
artmaking process at an appropriate level. The students will expressive piece of art during this lesson based on pre-assessed
initially practice mark-making to create stems using oil pastel. proficiencies. The lesson itself focuses on expressive and
Individual results will vary and are encouraged. There are no engaging mark-making as well as individual choice and
written student materials that need to be translated, and most of investigative discovery
the students do not read yet. Verbal Spanish instruction will be
provided to individual students as needed to ensure that each
student is able to participate and to access resources and
process.
Access (Resources and/or Process) Expression (Products and/or Performance)
This project will provide ample opportunity for extension of Students will have the opportunity to augment their
depth and complexity for students of varying abilities and compositions or to leave them relatively simple. Students will
interests. Student will be assessed on their understanding of the have the opportunity to use multiple printing devises, colors,
process and participation rather than on the product mixed colors and textures, and to add detail. Students may
improvise and diverge from the printing process as long as
No accommodation is necessary for students who work at printing is a significant component of the work.
different speeds for this lesson. Work will be distinctly
different in many ways. One flower stem and flower print is
the minimum and there is no maximum number of flower
stems or flower prints that a student may create in his or her
work. Pre-assessment indicates that completing this work
according to general expectation will not present difficulty for
any students in these classes.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Printmaking
Texture
Organic shape

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Collaborative project:
Roughly 24” section butcher paper
Masking tape (first placed on clothing)
Oil pastels

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Fruit and vegetables (Onions, peppers, okra, potatoes, celery, citrus, apples, cabbage, artichokes, mushrooms, etc.) with cutting board and knife
Acrylic Paint
Recycled foam dishes
Paper Plates
Paper towels
Painting smocks or shirts
Individual Project
Full sheet construction paper
Masking tape (first placed on clothing)
Oil pastels
Fruit and vegetables (Onions, peppers, okra, potatoes, celery, citrus, apples, cabbage, artichokes, mushrooms, etc.) with cutting board and knife
Acrylic Paint
Recycled foam dishes
Paper Plates
Paper towels
Painting smocks or shirts

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Short PowerPoint presentation to help students understand and envision. This will include images of produce in art, the bounty of harvest, flowers
in art, and flower printmaking examples from the artist Angie Lewan (UK). Angie Lewan has eagerly given her consent for images and other
materials available on her website to be used during instruction.

Harvest Time Art Video example of fruit printing project

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Pre-cut butcher paper

Collect paint smocks and clean
Create PowerPoint
https://d.docs.live.net/738fbf6a672e9555/Teaching/Student%20Teaching%20CLP/CLP%20Lesson%20Plans/Kindergarten%20Fruit%20Printmakin
g/Fruity%20Flower%20Garden.pptx
Buy and prepare fruits and vegetables
Tape paper to the tables
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Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Before students engage in this project, I will check with their homeroom teacher to ensure that no food allergies exist which could cause a danger.
The main concern during this lesson is that clothing might be damaged during the printmaking process. Students will be required to have a painting
smock and will be assisted in putting it on and taking it off at the end of the class.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

This list of questions and prompts will be utilized as a resource upon which to draw during discussion. Not all questions will be asked.
o Has anyone every created art or an image by printing?
o If your hand is covered in paint and you press it against paper, is that a print?
o What other types of things could make a print?
o Why might an artist use printing to create art?
o Why do you think so many artists make art that shows fruits and vegetables?
o Why do artists create art that shows flowers?
o What is harvest time?
o How does harvest time relate to Thanksgiving?
o How has the artist made these printed flowers seem real?
o Has the artist used only one color to create the flowers and other parts of the print?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

o What patterns and textures do each fruit or vegetable create?

o What happens when colors and textures mix?

o How else is printmaking used other than for making art?

o How else can you use printmaking to create art?

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Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
Introduction: This first day instruction and artmaking may happen
over the course of two class periods. If so, the instruction and
process will be repeated with only slight modifications. One class
may complete a collaborative project based on the same instruction
as a means to synchronize the schedules of two kindergarten classes.

Students seated on the floor

Instructor seated among them in a chair

Instructor will introduce the lesson to the students through the use of
a PowerPoint presentation, discussion, and short video

Instructor will engage the students in a discussion to help motivate

the students. Leading questions may include:

This list of questions and prompts will be utilized as a

resource upon which to draw during discussion. Not all
questions will be asked.
o Has anyone every created art or an image by printing?
o If your hand is covered in paint and you press it against
paper, is that a print?
o What other types of things could make a print?
o Why might an artist use printing to create art?
o Why do you think so many artists make art that shows fruits
and vegetables?
o Why do artists create art that shows flowers?
o What is harvest time?
o How does harvest time relate to Thanksgiving?
o How has the artist made these printed flowers seem real?
o Has the artist used only one color to create the flowers and
other parts of the print?
Instructor question structure to promote learning will be: Students will learn about the printing process and about the basic project
Instructor will engage students in a dialogue about printmaking or
stamping to create art
Students will learn about fine art
Instructor will talk about ask questions about fruits and vegetables
as a subject matter in fine art
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 Entire
Instructor will talk about ask questions about flowers as a common PowerPoint
subject in fine art Students will learn about Vincent van Gogh and his flower art discussion 5

Instructor will talk about ask questions about the printmaking Students will learn about contemporary artist Angie Lewan and how she
artwork of contemporary artist Angie Lewan uses printmaking to create flower images

Instructor will talk about ask questions about harvest time fruits and Students will learn about harvest time celebrations that occur during
vegetables autumn and early winter

Instructor will introduce the video clip and play it for the students Students will learn one way that sliced fruit can be used to create prints Video clip and
discussion 5
Instructor will engage the students in a question and answer session Students will learn communicate ideas with their instructor and with their
to discuss what students learned during the video peers

Instructor will assemble students at the demonstration table for the

first phase of the demonstrated instruction

Instructor will demonstrate how to hold the paper down while Students will learn how to control the work surface while drawing Demonstration of
creating expressive marks mark-making
using oil pastel 5
Instructor will demonstrate how to create large, full-arm expressive Students will learn that artist create marks in a variety of ways
marks using oil pastels to create flower stems

Instructor will demonstrate and describe using multiple colors, Students will learn that art does not have to adhere to realism
realistic and fanciful, to create flower stems

Instructor will instruct students to return to their workstations to Students will learn through the process of art-making and Students creating
create varied and expressive stems using oil pastels experimentation stems using oil
pastel 5

Instructor will reassemble students at the demonstration tables

Instructor will engage the students in a short question and answer Students will learn that descriptions of the process and outcomes is an
session about their flower stem discoveries expectation and activity in art

During demonstration and discussion, other adult helpers will place

painting smocks on each student

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 Instructor will demonstrate using cut fruits and vegetables to create Students will learn basic printmaking technique.
multi-color and mono-color prints using acrylic paint and basic Students will learn basic acrylic paint use technique
printmaking techniques Students will learn to use paint in a responsible way in the classroom 5 minutes for
demonstration
Instructor will direct students to return to their work to complete the Students may learn about colors, textures, process, problem-solving etc.
printmaking process through experimentation and the art-making process
Students will learn how paint and color react with the color of the work
Students will print flower patterns using fruit and vegetables surface and with the color and texture of other paint 10-minute student
work time
Adults will rotate color palettes so that each student group is able to
experiment with a different set of colors (warm palette, cool palette,
neutral palette)
Checklist activity
One of three adults in the room will engage students at each table in Students will learn to reflect will occur while
a group discussion in order to assess learning and to allow the Students will learn that art is a process of decision making and discovery and shortly after
students to discuss their discoveries and artworks students complete
printing
Instructor will direct students to wash their hands and to return their Students will learn to follow instruction and procedure
painter’s smocks to the bin

The adults in the room will collect work and clean the classroom 5
during student self-cleaning

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will engage in a reflective show and tell process as table groups or as a class during another class period. Time and the fact that student
work will contain wet paint makes this impossible to perform during this class period. The limited literacy skill of the students necessitates that this
be an oral reflection

Students will be engaged in the checklist question assessment activity by the adults in the room during the activity. The maturity of the students
and the class dynamic will likely necessitate that this checklist activity take place with students as a group within their workgroups

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
 Were students able to describe printmaking in age appropriate Assessment Checklist
terms? Checklist does not include a numeric rating scale, only yes or no

 Were students able to describe artmaking choices and  Did student to describe printmaking in his or her own words?
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 discoveries?
 Did student describe artmaking choices and discoveries?
 Were students able to utilize tools and technique to create
interesting floral printed compositions?  Did student utilize tools and technique to create interesting floral
printed compositions?
 Were students able to describe how printmaking relates to the
world around them in age appropriate terms?  Did student describe how printmaking relates to the world
around them in his or her own words?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes,
omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)

This lesson has been successful for its intended purposes. Students have eagerly engaged in creative exploration and discover through directed
experimentation and play. The classroom has been chaotic in large part because students have been so excited to share their discoveries with
others. It is difficult to ensure that these young artists are not doing something that is unacceptable in the classroom while also providing them with
the chance to experiment and learn. If I were teaching this class with no other adults in the classroom, I am not sure how I would proceed. Possibly
through the use of stations. I might also try to have only a portion of the class engage in this activity while others are doing a more structured
lesson. It is just a lot to manage when trying to keep students relatively clean and supplied with the materials they need to create. This could also be
a great outdoor project, especially if the paper could be hung at eye level. The outcome was great and something that would be exciting for parents
and school visitors. The learning and engagement were excellent. Simply a matter of logistical challenges. Perhaps apply paint to the fruit using a
mounted paint roller, a brayer, or some other means to reduce the amount of paint applied. I will have to work on this idea over time.

This was education and exciting for the young students. I do think that this could be more manageable and refine with even slightly older students.
Sue was excited by the success of this project and is currently considering seeing how it works with first-grade students. I suspect that these
slightly older students will be more manageable and that the learning will be at least as profound. This may prove to be the answer to my questions.

During a second, third, and fourth teaching of this lesson, the other adults in the room and I learned to control the chaos a little. I eventually
directed students to create an agreed upon number of flower stems. Observation from the first collaborative project provided a list of behaviors
and activities that were inappropriate and appropriate. Describing and modeling these behaviors during demonstration made the process more
manageable and increased the effectiveness of the reflective activity. I taught this lesson to first grade students in an impromptu lesson. It was
considerably easier and more fruitful with slightly older students. I might consider trying to have some sort of mini lesson with a few students in
order to diagnose logistical inefficiencies before teaching a full-scale lesson of this nature and with students of this age in the future.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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 Assessment Checklist
Name: Checklist does not include a numeric rating scale, only yes or no

 Did student to describe printmaking in his or her own words?

 Did student describe artmaking choices and discoveries?

 Did student utilize tools and technique to create interesting floral printed compositions?

 Did student describe how printmaking relates to the world around them in his or her own words?

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