Meditative Art

1st Grade
Unit of Instruction
Haley Moss
Brandan Haag
Samantha Elert
Alex Cannon

The lessons in this unit are geared towards an elementary school located within the
northwestern region of Texas. This elementary school has roughly 1000 students and has a roughly 25
students to a classroom. This elementary school is situation within a middle socioeconomic class, with
roughly 35% of students being economically disadvantageous, and has a diverse student ethnic
population; 43% White, 34% Hispanic, 10% Asian or Pacific Islander, 10% African American, and
3% Two or more races. Approximately 10% of these students are bilingual, 16% of these students
receive some form of special education, and 8% of these students are considered Gifted and Talented.
The six cohesive lesson plans will provide students with the education necessary for building
knowledge of color, manipulation of colors, how color affects our emotions, how students can use art
as a way of meditation, and for exploring imagination, and last but not least learn about different
shapes and forms. This unit is focused mainly on how students can utilize and apply the elements and
principles of art into meditative processes. Introducing meditative art at a young age can be very
rewarding and influential for students on the grounds that it presents art in a deeper sense; by showing
students that art can be more than just a process and result, it can be a way to cope and manage one's
emotions/feelings. Also by connecting historical context into the art, students will gain a higher
understanding of why art and art making is an important part of our culture and history.
Lesson 1: Building knowledge of Colors. This lesson will teach students about the primary,
secondary and tertiary colors and how to mix them successfully. Having knowledge about colors and
color mixing is an important stepping stone
Lesson 2: Manipulating Color in Media. This lesson will teach students about tints and shades
of color, as well as teach students how the media affects color tints and shades. Learning about the
different tints and shades of color is paramount for the art making project, making slime and using it as
a relaxation technique.
Lesson 3: Colors and our emotions. This lesson will teach students the differences between
warm and cool colors, as well as soft and intense colors, and how they can affect our emotions. This
lesson is benefiting to students because it will build their confidence with materials, as well as show
students that emotion can be explored through color.
Lesson 4: Meditation Jars, in this lesson students will be able to use their knowledge of color
based on the three previous lessons, to create a meditation jar that will promote an emotion based off
the use and creation of the jar.
Lesson 5: Exploring our Imagination. This lesson will introduce to students the creation of
composition, as well as vocabulary terms such as composition and imagination. In turn, students will
be able to use their observation skills to see elements and principles of art in a different way.
Lesson 6: Shape and Form. This lesson will show students the wide variety of different shapes
that can be utilized in art and art making, as well as teach students vocabulary terms that will further
their understanding and application of shapes into their work.
Directly preceding this Unit would be a unit titled Individual Expression. This Unit will
explore the idea of understanding community and how they fit into the world as an individual. The
purpose of this unit will be to allow student freedom to experiment with different techniques and art
tools that will be taught over the course of the Unit. Students will be given different materials to
explore, to create an art piece that represents them as an individual. This unit will be very open ended,
so that each student can focus more on their creativity and imagination of one's self by experimenting
with their own desired materials that will be provided. This unit will be a significant educational link
to the next unit of instruction in that it will get students thinking more about their own emotions and
how the want to represent themselves through art.

The unit directly following our Unit of Instruction will be The Cultural Impact of Color. This
will play in very nicely after we have addressed and promoted the significance of color and emotion.
The lessons will focus on how color and the meaning of color can vary depending on different cultures.
Within the unit we will go more in depth studying how color has shaped the way we perceive certain
styles of art throughout history. There will be a variety of different activities students will participate in
to familiarize them with an understanding of certain cultures color influences.

Lesson Plan
University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #1 - Building Knowledge of Colors, 1st Grade, 110 minutes over two class periods, 55 minutes
each
II. Lesson Rationale:
Students will learn about the primary colors red, blue, and yellow. Students will learn about secondary
and tertiary colors. Students will learn how to mix secondary and tertiary colors from primary colors.
III. Key Concepts:

Color Mixing
Primary colors
Secondary colors
Tertiary colors

IV. Essential Question:

What are the primary colors?
What are the secondary and tertiary colors?
How do we make secondary and tertiary colors?
V. Lesson Objectives:
The student will be able to identify the primary colors.
The student will be able to identify the secondary and tertiary colors.
The student will be able to explain how to make secondary and tertiary colors.
VI. Specific Art Content:

 Color

Primary color

Secondary Color

Tertiary color

Color Mixing
VII. Resources & Materials for Teacher:
Mensa for Kids, Introduction to Color.
http://www.mensaforkids.org/teach/lesson-plans/introduction-to-color/
Primary Colors - Intro Lesson. https://www.youtube.com/watch?v=KmnzbnWBmnY
BrainPOP, Colors. https://jr.brainpop.com/artsandtechnology/art/colors/preview.weml
Fichner-Rathus, Lois. Understanding Art. 7th Edition. [Chapter 2]
Isaac Newton, Prism English
Helen Frankenthaler. Bay Side (1967) Acrylic on canvas.
Hans Hofmann. The Golden Wall (1961) Oil on canvas.
Claude Monet. Haystack at Sunset Near Giverny (1891) Oil on canvas.
Claude Monet. Impression: Sunrise (1872) Oil on canvas.
Edvard Munch. The Scream (1893) Casein on paper.
Emil Nolde. Still Life, Tulips (1930) Watercolor on paper.
Judy Pfaff. Voodoo (1981) Contact paper collage on mylar.
Pablo Picasso. The Old Guitarist (1903) Oil on canvas
Mark Rothko. Blue, Orange, Red (1961) Oil on canvas.
Vincent Van Gogh. Starry Night (1889) Oil on canvas.
Printed Color Wheel Sheets
Printed Primary, Secondary, and Tertiary Color quiz
VIII. Resources & Materials for Students:
Vocabulary
Chromatic - having color

Primary color - red, blue, yellow

Secondary Color - orange, green purple;

made by mixing primary colors

Tertiary color - made by mixing primary

colors with secondary colors

Materials
Colored Pencils

Crayons

 Blank color wheels

Pencils

IX. Instruction and Its Sequencing:

Day One of the Lesson
1. Introduction/Motivation:
Students will look at paintings by famous artists
Students will examine the colors used in the pieces.
2. Guided Practice
The teacher will demonstrate how to fill in a color wheel.
3. Independent Practice
The students will fill in their blank color wheels according to teacher lecture and demonstration
Students will identify the colors that belong on the color wheel.
4. Closure
What concluding event can I design that allows students to reflect on the essential question and
how the lesson helps to investigate the big idea?
Students will share with the class what they have learned about primary, secondary, and tertiary colors.
5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity
6. Classroom Management Procedures
Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.
Day Two of the Lesson
1. Introduction/Motivation:
Students will revisit their color wheels.
Discuss what they learned last class.
Students will be shown a short video about color.
Discuss what they learned in these video(s).
2. Guided Practice
The teacher will introduce the vocabulary of primary colors to the class.
What does the word primary mean?
What are the primary colors?
What do we know about the primary colors?
The teacher will introduce the vocabulary of secondary and tertiary colors to the class
What do the words secondary and tertiary mean?
What are the secondary and tertiary colors?
What do we know about the secondary and tertiary colors?
3. Independent Practice
Students will label the primary, secondary, and tertiary colors on their color wheel.
4. Closure
Students will be given a short quiz to determine their understanding of colors

5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity
6. Classroom Management Procedures
Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment..
X. Summative Assessment and Evaluation:
Students will have a short quiz to identify the primary, secondary, and tertiary colors as well as to
demonstrate their knowledge on how to make these colors. Students will be asked to color in boxes
with a crayon or colored pencil and label the space below with the corresponding color. Below is an
example test for student assessment.
Example Quiz
Student Name: _____________
Color in each box with one of the PRIMARY colors and label them:

1. _____________________

2. __________________

3. ___________________

Color in each box with one of the SECONDARY colors and label them:

1. _____________________

2. __________________

3. ___________________

Color in each box with one of the TERTIARY colors and label them:

1. _____________________

2. __________________

3. ___________________

Students would be graded on the accuracy of their primary, secondary, and tertiary colors as well as if
the label corresponds to the correct color group and the colored box. Each response is worth roughly
7.8 points on a 100 point scale or 1 point on an 18 point scale.
XI. Interdisciplinary Connections:
English, First Grade
(6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
(A) identify words that name actions (verbs) and words that name persons, places, or things
(nouns);
(B) determine the meaning of compound words using knowledge of the meaning of their
individual component words (e.g., lunchtime);
(C) determine what words mean from how they are used in a sentence, either heard or read;
(D) identify and sort words into conceptual categories (e.g., opposites, living things); and
(E) alphabetize a series of words to the first or second letter and use a dictionary to find words.

XII. References & Resources:

Mensa for Kids, Introduction to Color.
http://www.mensaforkids.org/teach/lesson-plans/introduction-to-color/
Primary Colors - Intro Lesson. https://www.youtube.com/watch?v=KmnzbnWBmnY
BrainPOP, Colors. https://jr.brainpop.com/artsandtechnology/art/colors/preview.weml
Fichner-Rathus, Lois. Understanding Art. 7th Edition. [Chapter 2]
Isaac Newton, Prism English

Helen Frankenthaler. Bay Side (1967) Acrylic on canvas.

Hans Hofmann. The Golden Wall (1961) Oil on canvas.
Claude Monet. Haystack at Sunset Near Giverny (1891) Oil on canvas.
Claude Monet. Impression: Sunrise (1872) Oil on canvas.
Edvard Munch. The Scream (1893) Casein on paper.
Emil Nolde. Still Life, Tulips (1930) Watercolor on paper.
Judy Pfaff. Voodoo (1981) Contact paper collage on mylar.
Pablo Picasso. The Old Guitarist (1903) Oil on canvas
Mark Rothko. Blue, Orange, Red (1961) Oil on canvas.
Vincent Van Gogh. Starry Night (1889) Oil on canvas.
Printed Color Wheel Sheets
Printed Primary, Secondary, and Tertiary Color quiz
XIII. Art TEKS
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(A) invent images that combine a variety of lines, shapes, colors, textures, and forms;
(B) place components in orderly arrangements to create designs; and
(C) increase manipulative skills necessary for using a variety of materials to produce drawings,
paintings, prints, constructions, and sculptures, including modeled forms.
XIV. National Art Standards
Anchor Standard 2: Organize and develop artistic ideas and work
Explore uses of materials and tools to create works of art or design.
Anchor Standard 3: Refine and complete artistic work.
Use art vocabulary to describe choices while creating art.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Classify artwork based on different reasons for preferences.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Identify times, places, and reasons by which students make art outside of school.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Understand that people from different places and times have made art for a variety of reasons.

Lesson Plan
University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #2, Manipulating Color in Media, 1st Grade, 55 minutes
II. Lesson Rationale:
Students will learn about tints and shade of colors. Students will learn how to add color to different
media. Students will learn how media affects color tints and shades.
III. Key Concepts:
Tints and shades
Media manipulation; how can we change media
IV. Essential Question:
How can we change the tint or shade of colors?
How can we add color to different media?
How does media affect color through tints and shades?
V. Lesson Objectives:
The student will be able to discriminate between tints and shades of colors.
The student will be able to demonstrate how to add color to different media.
The student will be able to demonstrate how media affects color through tints and shades.
VI. Specific Art Content:.

 Saturation

Chromatic

Media

Hue

VII. Resources & Materials for Teacher:

Home Training Tools - How to Make Slime.
http://www.hometrainingtools.com/a/slime-recipes-project
Emmymade - How to Make Slime Recipe #1. https://www.youtube.com/watch?v=SATp0cgFoKU
Steve Spangler Science. How to Make Slime.
https://www.stevespanglerscience.com/lab/experiments/glue-borax-gak/
Sea Lemon - How to Make Slime. https://www.youtube.com/watch?v=bL6yauBbz5U
VIII. Resources & Materials for Students:
List all materials needed for students art making, discussions, and/or other activities, and vocabulary
list.
Water

Glue (Clear or Opaque)

Borax

Food Coloring

Mixing bowls

Storage Container

IX. Instruction and Its Sequencing:

Day One of the Lesson
Introduction/Motivation:
Students will be creating their own personal slime for use in the classroom.
Students will be using their knowledge of colors to create colorful slime
Students will be able to play with the slime as an alternative to discipline or as a relaxation technique.
Guided Practice
Instructors will demonstrate the project by:
Performing a walkthrough on how to create slime
Show students how to measure materials for the project
Add different pigments when creating the slime
3. Independent Practice
Students will complete the project by:
Choosing a minimum of two colors to add to their slime
Creating slime with minimal teacher intervention
4. Closure
Students will be asked to:

Place their slime into storage containers and store within the classroom
How will students use this art project
5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity
6. Classroom Management Procedures
Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment..
X. Summative Assessment and Evaluation:
Students will be assessed according to the rubric below. They will be graded on the number of colors
they used when creating their slime. Additionally, they must be able to describe whether their slime is
a saturated color or not and how the different media (opaque or clear glue) affected the saturation of
their slime.
Unsatisfactory

Progressing

Meets
Expectations

Exceeds
Expectations

Colors

The student did

not use any
color to create
their slime.

The student used

one color to create
their slime.

The student
used two colors
to create their
slime.

The student used

more than two
colors to create
their slime.

Saturation

The student
could not
describe whether
their slime was
saturated or not.

The student could

not describe their
slime as being
saturated without
teacher help

The student
could describe
their slime as
being saturated
with minimal
teacher help

The student could

describe their
slime as being
saturated without
teacher help

Understanding

The student
could not
understand how
media affects
color saturation

The student could

not understand
how media affects
color saturation
without teacher
help

The student
could
understand how
media affects
color saturation
with minimal
teacher help

The student could

understand how
media affects color
saturation without
teacher help

XI. Interdisciplinary Connections:

Science, First Grade

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations
following home and school safety procedures and uses environmentally appropriate and responsible
practices. The student is expected to:
(A) recognize and demonstrate safe practices as described in the Texas Safety Standards
during classroom and outdoor investigations, including wearing safety goggles, washing hands,
and using materials appropriately;
(B) recognize the importance of safe practices to keep self and others safe and healthy; and
(C) identify and learn how to use natural resources and materials, including conservation and
reuse or recycling of paper, plastic, and metals.

XII. References & Resources:

Home Training Tools - How to Make Slime.
http://www.hometrainingtools.com/a/slime-recipes-project
Emmymade - How to Make Slime Recipe #1. https://www.youtube.com/watch?v=SATp0cgFoKU
Steve Spangler Science. How to Make Slime.
https://www.stevespanglerscience.com/lab/experiments/glue-borax-gak/
Sea Lemon - How to Make Slime. https://www.youtube.com/watch?v=bL6yauBbz5U
XIII. Art TEKS
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(C) increase manipulative skills necessary for using a variety of materials to produce drawings,
paintings, prints, constructions, and sculptures, including modeled forms.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures. The student is
expected to:
(A) identify simple ideas expressed in artworks through different media;
(C) discuss the use of art in everyday life; and
(D) relate visual art concepts to other disciplines.

XIV. National Art Standards

Anchor Standard 2: Organize and develop artistic ideas and work
Demonstrate safe and proper procedures for using materials, tools, and equipment while
making art.
Anchor Standard 3: Refine and complete artistic work.
Use art vocabulary to describe choices while creating art.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Classify artwork based on different reasons for preferences.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Identify times, places, and reasons by which students make art outside of school.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Understand that people from different places and times have made art for a variety of reasons.
LESSON PLAN
University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 3
Colors and our Emotions, 1st Grade, 55 minutes
II. Lesson Rationale: Students will be able to distinguish the difference between warm and cool
colors and how those colors affect our emotions. Students will also be able to recognize the difference
between intense and soft colors. This lesson will benefit students by building confidence with
materials, and the ability to explore emotion through color use.
III. Key Concepts:
Intensity
Softness
Warm Colors
Cool Colors
IV. Essential Question:
Can students identify warm and cool colors?
Can students identify the difference between soft and intense use of color?
Can students successfully use warm, cool, soft, and intense colors?
V. Lesson Objectives:
Students will be able to identify warm colors and cool colors
Students will be able to identify the difference between soft and intense use of colors.
Students will be able to successfully use warm, cool, soft, and intense colors.
VI. Specific Art Content:

 Students will practice the ability to practice intensity and softness of color through layering of
mark making using prismacolor markers.
Students will be able to identify and practice the use of warm and cool colors by filling in
emotion charts.

VII. Resources & Materials for Teacher:

Emotion Chart
Name:________________
Emotion 1
Cool
Colors

Warm
Colors

Emotion 2

Emotion 3

Emotion 4

Soft
use of
Color
Intense
use of
Color

VIII. Resources & Materials for Students:

Prismacolor Markers
Emotion Chart on cardstock paper
.
IX. Instruction and Its Sequencing:
Day of the Lesson-Day 1
1. Introduction/Motivation:
Students will be introduced to the difference warm and cool colors.
Students will be introduced to the difference between intense color use and soft
color use.
Students will be introduced to the different methods of creating soft and intense
color pallets.
2. Guided Practice
We will be having discussions about about soft, intense, warm, and cool colors
make us feel.
When you see this soft shade of blue, how does this make you feel?
When you use a bright shade of red, how do you think you make other
feel?
3. Independent Practice
Students will fill in their own emotion charts with 4 emotions, and different
ways to display it using soft, intense, warm and cool colors.
4. Closure

 Students will write a brief paragraph to reflect on the relationships between

colors and emotion.
5. Formative Evaluation
Students will be graded on the neatness of their emotion charts. They will also
be graded on the use of warm, cool, soft, and intense colors. Their final
reflection will be graded on their ability to discuss the relationship between
color and emotion.
6. Classroom Management Procedures
Checking in frequently with students on progress.
Monitoring students use of materials as well as ability to practice proper use of
color.
Clean up time as a class towards the end of class.
Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:

Excellent
10
Use of Cool
and
Warm Colors

Good
5

Fair
1

Student successfully
identified and used 4
different warm and
cool colors.

Student successfully
identified and used 3
different warm and
cool colors.

Student successfully
identified and used 2
different warm and
cool colors.

Use of Intense and Student successfully

identified and used 4
Soft Color
different soft and
intense colors.

Student successfully
identified and used 3
different soft and
intense colors.

Student successfully
identified and used 2
different soft and
intense colors.

Exploration of
Emotion

Student successfully
identified 4 separate
emotions.

Student successfully
identified 3 separate
emotions.

Student successfully
identified 2 separate
emotions.

Neatness of
Emotion Chart

Student created clean

and neat emotion
chart.

Student created clean

emotion chart with few
flaws.

Student created
emotion chart with 3
or more flaws.

Reflection

Student wrote
reflection about 3-4

Student wrote
reflection about 2

Student wrote
reflection about 1

colors and the

emotions associated
with those colors.

colors and the

emotions associated
with those colors.

colors and the

emotions associated
with those colors.

total=_______x2=
Final total________
English, First Grade
(6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
(A) identify words that name actions (verbs) and words that name persons, places, or things
(nouns);
(B) determine the meaning of compound words using knowledge of the meaning of their
individual component words (e.g., lunchtime);
(C) determine what words mean from how they are used in a sentence, either heard or read;
(D) identify and sort words into conceptual categories (e.g., opposites, living things); and
(E) alphabetize a series of words to the first or second letter and use a dictionary to find words.

XII. References & Resources:

http://psycnet.apa.org/journals/xge/123/4/394/
http://www.colorobjects.com/en/color-columns/the-colour-real/item/357-psychology-of-colourin-the-educational-environment.html
XIII. Art TEKS
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures. The student is
expected to:
(A) identify simple ideas expressed in artworks through different media;
(B) demonstrate an understanding that art is created globally by all people throughout time;
(C) discuss the use of art in everyday life; and
(D) relate visual art concepts to other disciplines.
XIV. National Art Standards
Anchor Standard 2: Organize and develop artistic ideas and work
Explore uses of materials and tools to create works of art or design.
Anchor Standard 3: Refine and complete artistic work.
Use art vocabulary to describe choices while creating art.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Classify artwork based on different reasons for preferences.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Identify times, places, and reasons by which students make art outside of school.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Understand that people from different places and times have made art for a variety of reasons.

Lesson Plan
University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 4
Meditation Jars, 1st Grade, 55 minutes
II. Lesson Rationale: Students will be able to understand the vocabulary word kinetic. They will be
able to use emotive color to create a soothing, calming or even exciting mediation jar. They will be
able to discuss how these jars make them feel and how their processes create art.
III. Key Concepts:
Interactive Art
Kinetic Sculpture
Meditation
IV. Essential Question:
Can students successfully create kinetic sculptures using donated materials?
Can students demonstrate the relationship between kinetic sculpture and meditative processes?
V. Lesson Objectives:
Students will be able to successfully create kinetic sculptures using donated materials.
Students will be able to demonstrate the relationship between kinetic sculpture and meditative
processes.
VI. Specific Art Content:
List the specific art content to be taught, such as concepts about art, the nature of art, skills, elements
and principles, processes, and techniques used to communicate ideas.
VII. Resources & Materials for Teacher:
Steve Snedeker - http://www.stevesnedeker.com/4565/sensational-artwork-using-water.html
http://mindfulmichigan.com/making-a-mind-jar-for-kids/
VIII. Resources & Materials for Students:
Fine Glitter
Glitter Glue
Food Coloring
Soda Bottles
Beads
Water
IX. Instruction and Its Sequencing:
Day of the Lesson-Day 1

1. Introduction/Motivation:
Students will be shown an artist that relates to lessons. They will be instructed to reflect
back on the emotion and color lesson. They will be asked to pick 2 colors that
compliment each other and create a soothing color palette. Students will also be
instructed to add 2 other elements (beads, sea shells, gems, etc)
2. Guided Practice
Students will be guided in which other elements should be added to their mediation jars.
3. Independent Practice
Students will choose which colors compliment each other and how those colors make
them feel.
4. Closure
Students will write a paragraph about their personalized meditation jar. This reflection
should discuss how their jars help sooth them, and make them feel.
5. Formative Evaluation
Students will be graded on use of emotive color, use of materials, understanding of
kinetic art and meditation. Students will also be graded on a reflection that will be
turned in; this reflection should discuss how these jars make help sooth students and
make them feel.
6. Classroom Management Procedures
Checking in frequently with students on progress.
Monitoring students use of materials as well as ability to practice proper use of color.
Clean up time as a class towards the end of class.
Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
Excellent
15

Good
7.5

Fair
1

Student successfully
used 2 emotive colors.

Student successfully
used 2 emotive colors.

Student successfully
used 2 emotive colors.

Students were
respectful using
materials.

Student overused
material 1 time.

Student was wasteful

using materials.

Understanding of
Meditation

Students successfully
demonstrated 3-4
meditative processes.

Students successfully
demonstrated 2
meditative processes.

Students successfully
demonstrated 1
meditative process..

Reflection

Students reflection
clearly discusses how
meditation jars affect
them using 3-4
emotions. (soothing,

Students reflection
clearly discusses how
meditation jars affect
them using 2 emotions.
(soothing, calming,

Students reflection
clearly discusses how
meditation jars affect
them using 1 emotion.
(soothing, calming,

Use of Emotive Color

Use of Material

calming, exciting)

exciting)

exciting)

total=_______x2=
Final total________
XII. References & Resources:
http://mindfulmichigan.com/making-a-mind-jar-for-kids/
https://www.washingtonpost.com/news/inspired-life/wp/2015/08/25/why-making-art-is-the-ne
w-meditation/?utm_term=.5a60739ac9a1
XIII. Art TEKS
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(C) increase manipulative skills necessary for using a variety of materials to produce drawings,
paintings, prints, constructions, and sculptures, including modeled forms.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures. The student is
expected to:
(A) identify simple ideas expressed in artworks through different media;
(C) discuss the use of art in everyday life; and
(D) relate visual art concepts to other disciplines.
XIV. National Art Standards
Anchor Standard 2: Organize and develop artistic ideas and work
Explore uses of materials and tools to create works of art or design.
Anchor Standard 3: Refine and complete artistic work.
Use art vocabulary to describe choices while creating art.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Classify artwork based on different reasons for preferences.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Identify times, places, and reasons by which students make art outside of school.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Understand that people from different places and times have made art for a variety of reasons.

Lesson Plan
University of North Texas

Art Education

I. Lesson 5:
Exploring Our Imagination, 1st Grade, 55 minutes
II. Lesson Rationale:
Students will be introduced to the creation of compositions.
Students will understand vocabulary terms such as composition and imagination.
Students will learn to use their observation skills to see elements and principles of art in a
different way.
III. Key Concepts
Composition
Watercolor
Creativity
IV. Essential Question:
Identify the essential question(s) to be investigated in this lesson.
Can the student use shapes and form to draw a creature?
Can the student correctly use tools for watercolor.
Will the student be able to explain why they drew the creature they saw in the watercolor form.
V. Lesson Objectives:
The student will be able to use basic shapes to create a unique image.
The student will use concepts learned in the shape and form lesson.
The student will understand how to use watercolors and markers.
VI. Specific Art Content:
Watercolor
Outlining
Figuratively drawing
Imagination
VII. Resources & Materials for Teacher:
The instructor will need examples of watercolor creatures previously created.
The instructor will need a paper cutter and watercolor paints to create the watercolor blobs.
The instructor may provide simple images of animals and animal parts that can be used to
construct a creature.
VIII. Resources & Materials for Students:
Students will need watercolor paper and watercolor paints.

 Students will need their sketchbooks to practice drawing shapes.

Students will need a vocabulary list and reference images.
.
IX. Instruction and Its Sequencing:
Day of the Lesson (One Day)
Introduction/Motivation
Students will be introduced to watercolor paints.
Students will look at images of various forms and creatures as inspiration.
Students will discuss their favorite animals/pets.
Guided Practice
Did the students successfully use watercolor paints and brushes?
Did the students understand and recite the vocabulary terms?
Is there evidence of creative shapes and forms drawn on the watercolor blobs.
3. Independent Practice
Students will keep a sketchbook with their practice drawings.
Students will draw a creature using the blob shape.
7. Closure
Students will compare the watercolor creatures they have created and explain why they drew the
creature that they did.
8. Formative Evaluation
The instructor should find evidence of creature sketches in the students notebooks.
The instructor should have a finished watercolor creature created by each student that utilizes
lines and shapes.
Students should be able to explain why they drew the creature they created.
9. Classroom Management Procedures
Students will stay in their assigned seats and take turns using the watercolors and markers.
The instructor will make rounds around the classroom and help any students that need assistance.
The students will be assisted by the instructor when cutting the watercolor paper.
Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
TOPIC/GRADE

FAIR

GOOD

EXCELLENT

WATERCOLOR

Messy, Unfinished

Finished

Finished & Clean

CREATURE

Unfinished

Finished

Finished & Neat

CONDUCT

Inattentive, Unruly

Attentive

Attentive & Participatory

XII. References & Resources:

The instructor will use their previous school knowledge of watercolor as well as Google Images and
any animal reference booklets and magazines available in the school library.
XIII. Art TEKS
(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning,
understanding, and applying the elements of art and principles of design. The student uses what the
student sees, knows, and has experienced as sources for examining, understanding, and creating
artworks. The student is expected to:
(A) identify similarities, differences, and variations among subjects in the environment using
the senses; and
(B) identify the elements of art, including line, shape, color, texture, and form, and the
principles of design, including emphasis, repetition/pattern, and balance, in nature and
human-made environments.
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(A) invent images that combine a variety of lines, shapes, colors, textures, and forms;
(B) place components in orderly arrangements to create designs; and
XIV. National Art Standards
Anchor Standard 2: Organize and develop artistic ideas and work
Explore uses of materials and tools to create works of art or design.
Anchor Standard 3: Refine and complete artistic work.
Use art vocabulary to describe choices while creating art.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Classify artwork based on different reasons for preferences.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Identify times, places, and reasons by which students make art outside of school.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Understand that people from different places and times have made art for a variety of reasons.

Lesson Plan
University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Shape and Form, 1st Grade, 55 minutes
II. Lesson Rationale:
Students will learn that there are different shapes ranging from geometric to organic.
Students will learn vocabulary terms such as straight, curved, three-dimensional,
two-dimensional, organic and geometric.
Students will understand the importance of shape and form in terms of creating art.
III. Key Concepts:
Geometric
Organic
2-Dimensional
3-Dimensional
Straight
Curved
IV. Essential Question:
Can the students correctly identify different shapes?
Will the students be able to understand the difference between organic and geometric shapes?
Will students be able to create their own shapes and forms?
V. Lesson Objectives:
The student will be able to identify the different shapes and forms found in various artworks.
The student will be able to identify and illustrate the shapes introduced to them in their
sketchbooks.
Students will be able to use the vocabulary terms learned to describe their own artwork.
VI. Specific Art Content:
Shape and form.
Sketching and shape identification.
VII. Resources & Materials for Teacher:
The instructor will need stock photo images of basic two-dimensional and three-dimensional
shapes.

 The instructor should create a Powerpoint consisting of examples of shapes and forms as well
as work by artists such as Piet Mondrian, Kasimir Malevich, Joan Miro and Pablo Picasso.
The instructor may have simple objects such as blocks and stones as tangible examples of
geometric and organic shapes.
The instructor should have access to YouTube in order to show the class an Art with Mati and
Dada cartoon.
VIII. Resources & Materials for Students:
Students will need a sketchbook and something to write and draw with.
IX. Instruction and Its Sequencing:
Day of the Lesson (One Day)
Introduction/Motivation:
Present students with a powerpoint that gives them examples of famous artists who have used
shape and form.
Provide students with basic three-dimensional objects to be passed around as examples.
Students will watch a cartoon about Kasimir Malevich on YouTube.
Guided Practice
The instructor will ask students to identify shapes found around the classroom and at home.
(Doorways, car tires, etc.)
3. Independent Practice
Students will use their observation skills to mimic shapes shown in the powerpoint as well as
the ones being passed around the classroom.
Students will be asked to identify shapes by their names when applicable.
10. Closure
Students will submit their sketchbooks for review and be asked to draw their favorite shape and
briefly explain why they like it.
11. Formative Evaluation
The instructor should find evidence of at least three shapes drawn in each students
sketchbook.
Re-teaching of certain parts of the lesson can be done individually after evaluating the
sketchbooks.
The instructor may sporadically observe and ask students to identify shapes around the
classroom, such as squares, triangles, etc.
12. Classroom Management Procedures
The lesson requires no movement around the classroom. Students should be stationary at their
assigned seat and keep their hands to themselves as they draw in their sketchbooks and discuss
the lesson.
TOPIC/GRADE

FAIR

GOOD

EXCELLENT

SKETCHBOOK

Unfinished

Finished

Finished & Accurate

SHAPE
WORKSHEET

Unfinished

Finished

Finished & Accurate

CONDUCT

Inattentive, Unruly

Attentive

Attentive & Participatory

Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
Students will be given a worksheet with basic shapes that they must label.
Students will keep a sketchbook with their notes and drawings.
The instructor will keep the finished work sheets as well as photo documentation of each
students sketchbook.

XI. Interdisciplinary Connections:

Math, First Grade
(6) Geometry and measurement. The student applies mathematical process standards to analyze
attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about
their properties. The student is expected to:
(A) classify and sort regular and irregular two-dimensional shapes based on attributes using
informal geometric language;
(B) distinguish between attributes that define a two-dimensional or three-dimensional figure
and attributes that do not define the shape;
(C) create two-dimensional figures, including circles, triangles, rectangles, and squares, as
special rectangles, rhombuses, and hexagons;
(D) identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as
special rectangles, rhombuses, and hexagons and describe their attributes using formal
geometric language;
(E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms
(including cubes), and triangular prisms, and describe their attributes using formal geometric
language;
(F) compose two-dimensional shapes by joining two, three, or four figures to produce a target
shape in more than one way if possible;

XII. References & Resources:

Resources include Google Images and YouTube.

XIII. Art TEKS

(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning,
understanding, and applying the elements of art and principles of design. The student uses what the
student sees, knows, and has experienced as sources for examining, understanding, and creating
artworks. The student is expected to:
(A) identify similarities, differences, and variations among subjects in the environment using
the senses; and
(B) identify the elements of art, including line, shape, color, texture, and form, and the
principles of design, including emphasis, repetition/pattern, and balance, in nature and
human-made environments.
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(A) invent images that combine a variety of lines, shapes, colors, textures, and forms;
(B) place components in orderly arrangements to create designs; and
XIV. National Art Standards
Anchor Standard 2: Organize and develop artistic ideas and work
Demonstrate safe and proper procedures for using materials, tools, and equipment while
making art.
Anchor Standard 3: Refine and complete artistic work.
Use art vocabulary to describe choices while creating art.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Classify artwork based on different reasons for preferences.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Identify times, places, and reasons by which students make art outside of school.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Understand that people from different places and times have made art for a variety of reasons.