Teaching Artist Lesson Plan
Teaching Artist: Ronald Chironna
CAE Program: Parents as Arts Partners
School/Borough: PS 69R, Staten
Residency Dates: April 12, 19, 26, 2013
and May 3, 10, 2013
Number of Sessions: Five
Discipline: Visual Arts/Literacy
School Coordinator: Linda Sorrentino
Parent Liaison: Margaret Goodman
Grade Level: K-3
Students will understand/know:
meaning of the word emotion.
-- The various emotions that people exhibit.
-- The colors that represent the various emotions.
-- The facial expressions that portray various
-- How to use a paint brush.
-- How to mix primary colors to create secondary
-- Adding black to a color creates a shade
-- Adding white to a color creates a tint.
-- Artists use paint to create artistic compositions.
-- Artists use paint to depict themselves
and other people.
-- The definition of portrait and self-portrait.
-- Artists experiment with compositional elements.
-- Artists explore using various materials,
tools, and techniques to paint.
-- Artists make aesthetic decisions.
-- Artists use their imagination.
-- Artists describe what they do verbally
and in written form.
Students will be able to:
-- Identify and describe human emotions.
-- Represent those emotions using different
paint colors and facial expressions.
-- Control paint media and brushes.
-- Create lines, shapes, and compositions
-- Mix colors to create new colors.
-- Clean their brushes using paper towels.
-- Add black to a color to make a shade, and
white to a color to make a tint.
-- Make skin tones using expressive colors
rather than realistic colors.
-- Observe and identify facial characteristics
-- Make observations about works of art and
-- Discuss and evaluate their own artwork
and their classmates’ artwork.
-- Describe their artwork and art process
verbally and in written form.
-- What is emotion?
-- What are the various human emotions?
-- What facial expressions do people show
to express their emotions?
-- What colors are representative of emotions?
-- How can we use close observation skills
to help us create a better work of art?
-- What visual clues and details help identify
the person we’re portraying in a painting?
-- How does our choice of color and technique
affect the mood, tone, or interpretation of a painting?
-- How do we mix colors?
-- How do we use paint and the tools of painting?
-- Pencils, white paper (9” X 12”
or 12” by 18”), paint, paint brushes, paper towels, cups and lids.
-- Just Like Me: Stories and Self-Portraits
by Fourteen Artists, edited by Harriet Rohmer, or The Colors
of Us by Karen Katz.
-- Various portraits depicting various
emotions by the colors used in the painting by various artists.
-- Emotion, expression, paint, paintbrush,
primary colors, secondary colors, mix, portrait, selfportrait, skin
color, tint, shade, features of the face.
-- Hold up a series of cartoon faces depicting
various human emotions, and allow each student a turn
to identify that emotion. Emphasize that different people may identify the emotions portrayed differently.
-- Define the word emotion (a strong feeling
that usually results in physical effects) and ask the students to help compile a list of emotions to add to a word wall.
-- Discuss resource material (book and art).
Ask about the differences in the emotions depicted and the
colors and facial expressions used to exemplify those emotions.
-- Introduce painting, what painters do, and
where students see paintings.
-- Demonstrate the process of choosing a brush,
dipping the brush in paint, wiping off excess paint, and
applying it to the paper.
-- Model how to hold and move the brush when
-- Discuss primary and secondary colors.
-- Demonstrate mixing primary colors on the
paper to create secondary colors.
-- Explain and demonstrate what tints and
-- Emphasize that mixing will occur on the
paper, not in the paint cups.
-- Demonstrate the cleaning of brushes on
paper towels between the uses of different colors.
-- Help students define portrait and a self-portrait.
-- Explain that they will be painting a self-portrait
using the facial expressions and colors they choose
to express a particular emotion.
-- Have adults and some children act as helpers,
handing out the pencils (for name writing), paper, paint,
paint brushes, and paper towels.
-- Ask the students to begin their self-portrait
under-painting by outlining their head and shoulders and
filling them in with their chosen skin colors to depict an emotion.
-- As they work, show them how to hold the
brush to make more controlled lines or create broader strokes.
-- Prompt them to use different sides of the
brush and to change the pressure on the paper.
-- Have students choose descriptive details
to add to their self-portraits.
-- Let students know that they can include
details that they may not see when they look in a mirror (for
example, they might use their imagination to add a hat or a pattern to a shirt).
-- Encourage students to add something to
the background that may tell the viewer something about
-- Artist/ Instructor and the classroom teachers
will work individually with anyone who needs help.
-- If there is time, have students paint a
portrait of one of their parents, also expressing an emotion.
-- Observe students’ work-in-progress.
* How are they using their paint brushes?
* Are they able to mix colors?
they using an appropriate color, and depicting an appropriate facial expression to depict
the emotion they chose?
-- Question students during independent work.
-- Observe class discussions.
-- Take photos of students at work.
-- Warn students when the end of the work
period is approaching (flicker lights, music, etc.).
Group Share/ Documentation/Assessment
-- Have students share their artwork with
-- Conduct a peaceful discussion of the lesson,
with students using their paintings to describe the process
of how they made their artwork, and how their painting portrays the emotion they depicted.
-- Use accountable talk; backed up by evidence,
-- Use informal student reflection, and responses
to their experimentation with the materials and processes.
-- Compliment their efforts rather than the
-- Talk about the similarities and differences
in the art that was made.
-- Ask students:
they created their artwork.
choices they made.
it was difficult to do.
-- What did we learn today?
-- Would you paint on your own at home or
for a school project?
-- Are there any other ways you can think
of to show emotions in art?
-- What other subjects would you like to paint?
-- See if you can find examples of paintings,
portraits, and self-portraits in your books or in your own daily
-- Considering next week’s lesson, have
you used clay before? How?
-- If you have any clay objects at home, can
you bring one in next week?
-- Have everyone engage in cleaning up.
-- Take photos of the finished artwork if
they are to be taken home.
-- If students are willing, take photos of
the students holding their art.