LESSON PLAN

Teacher Candidate Kiarra Roundtree

School High Point Elementary

LESSON NUMBER 1
Lesson Title Introducing Silhouettes & Watercolor
Length of Class Period 45
Approximate Number of Students in Each class 20
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

Elementary School - Kindergarten
7PE Explore their environments and experiences for artmaking ideas.

CONTENT STATEMENT – PRODUCING/PERFORMING

Elementary School - Kindergarten
1PR Explore and experiment with a range of art materials and tools to create and
communicate personal meaning

CONTENT STATEMENT – RESPONDING/REFLECTING

Elementary School - Kindergarten
1RE Describe their artworks and efforts and share their artmaking processes.

(Stage One) Performance-based Assessment Objectives

1. Students will Explore different medium options for creating their watercolor
silhouettes.
2. Students will learn to Explain their artwork and appreciate their peers work.

(Stage Two) Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will create a 11x13 watercolor silhouette painting using watercolor paper
to create a background and a silhouette.
2. The Kindergarten class will learn about Silhouettes and positive and negative
shapes.

The Kindergarten class will be introduced a 5-10 minute PowerPoint presentation of the
introduction to a silhouettes and watercolors. This will also be the kindergarten class first
time learning about positive and negative space in art. I will be asking the class questions
along with the PowerPoint on where they could have seen a silhouette before and help the
students identify negative shapes that appear during the PowerPoint. At the end of the
PowerPoint, I will show the students what we will be making for the project. The
students will be creating profile view portraits of themselves on a watercolor background
using salt as the key ingredient to spread the colors. After the PowerPoint, I will instruct a
demonstration on how to use watercolors and their effect with adding salt to spread the
colors. I will tell the students that they can make a rainbow or use complimentary colors
of cools or warms.

Academic Language
Vocabulary
Silhouette
Negative space
Positive space
Watercolor

Additional Language Demands

Accommodations for Special Populations

Harry has a communication disability. He currently has a reading level below his peers in
his class. He has hand and eye coordination but cannot communicate his ideas with
others or with the instructor.

1. I will have Harry sit next to me so I can see if he has a question or can identify an
object during the presentation that he might find difficult explaining.
2. I will show Harry Kara Walker’s work in front of him printed out. I will then ask him
which one does he want to make his Silhouette resemble? I will have him point to
which one of her works he is inspired from.
3. Harry will learn the vocabulary words by using images and seeing the word in
action. For example, to learn about Silhouettes he will be shown what it looks like
and hear the word being said on a classroom Ipad.

I will specifically for his project have him choose already cut out templates on what he
wishes to create and for the watercolor portion, I will have him look at watercolor pictures
that he can use as reference to make his project.

Art/Visual Culture Examples

Kara Walker – Silhouette artist

Preparations
Materials/Resources for Teacher
Scissors
Painters tape
Black paper
Materials for Students
Salt
Watercolors
Brushes
Watercolor paper 11x13
Flashlights
Pencils
Markers
Black construction paper
Watercolor painting resource books
Glitter
Safety Procedures
Do not throw salt at each other or eat the salt
Please walk when holding your paint brush
Please walk when hold scissors when cutting out your silhouette

(Stage Three) LEARNING ACTIVITY

Getting the Classroom Environment Ready
I will start by welcoming each student by name into class, and have them sit in their
assigned seat that we have already established the beginning of the semester.

Procedures for the Teaching/Learning Structure (indicate approximate time for each
step)
Day Time Instruction Materials

1 2-3 Greeting students at the door and

minutes announcing what we will do before we
walk into the classroom.

The students will sit on the “presentation

mat” when they are introduced a new
project when it is being projected as a
PowerPoint in the classroom
1 5-10 Introducing students to Silhouettes and Overhead Projector
minutes watercolors with negative and positive
shapes. PowerPoint

The PowerPoint will include the following

questions that students must answer after
they have raised their hand
 Where have you seen cool and
warm colors
 Where are cool and warm colors on
the color wheel?
 Introduce Kara Walker to students
and show her select class
appropriate works.
  Vocabulary words Silhouette,
Negative space, Positive space
1 10 I will have the students surround me at the Demo table
minutes demo table while I use watercolors and salt
to create the first step of the project.

Students will watch me make the

watercolor background on watercolor
paper using warm colors, cool colors, or
the option to make a rainbow background
1 25 I will give students the rest of class to work
minutes on the assignment and I will attend to each
student if they have questions or need ideas
for inspiration
1 5 minutes I will have students utilize the last 5
minutes of class to clean up their area and
wash out their paint brushes and to sweep
salt off the table into the trash bins. Also
put all wet watercolor paintings on the
drying rack.

After students are done cleaning their area.

They will remain seated until dismissal.

1 2 minutes I will close class by telling the students that

next class they will be making the
silhouettes.
2 2-3 Greeting students at the door and
minutes announcing what we will do before we
walk into the classroom.

While at the door, I will announce them to

sit at their seat and I will recap on what we
have done last class and ask the students if
they remember what we said we were
going to do this class? The answer will be
adding their profile portrait silhouette to
their dried watercolor paintings.
2 10 I will demonstrate how to make the
minutes Silhouette and show examples of what
other classes have done for inspiration and
recap Kara Walkers work.

I will have 2 students volunteer for the

demonstration and they will draw my face
 profile view. It will begin by myself sitting
in a chair in front of the classroom also in
front of the dry erase board. The lights will
be off, and the students will trace my
shadow by using a flashlight and shining it
on my face while I sit sideways so the
students will see the profile of my face.
While the lights are off, one of the other
student volunteers, will trace my shadow
with a regular 2B pencil. It will still show
up on black paper. The students are
required to use half of the black
construction paper (just enough so they can
cut out their faces).

2 25 After the demo, I will have students partner

minutes with each other for tracing their faces and
ask them if they want to add an expression
like the “thinking face” (see attached for
example)

For Harry, I will specifically show him the

examples of what he can do for his profile
view, and he can point to what he would
like to do. Since another student had to
trace him, I will remind him that he needs
to sit still so the student can capture his
shadow.

I will periodically check with each student

to see how they’re doing.

When students are finished cutting out

their silhouettes they can glue it to their
project.
2 5 minutes The last 5 minutes of class, I will have
students clean up their area (paper cut out
paper) and they will put it in our reusable
bin if the paper excess cut outs are big
enough to recycle for different projects
2 2-3 I will dismiss the students and tell them
minutes that next class they must think of a positive
word they can add to their project and they
can use water colors again and make their
word.
3 2-3 Greeting students at the door and
minutes announcing what we will do before we
walk into the classroom.

I will recap what we did last class and ask

the students if they remember what I
mentioned last class that we will be doing
this class? The answer will be creating the
positive word on their watercolor project.

I will direct the students to surround me

around the demo table to watch me create
the word using watercolor paints.
3 10 The students can use black water color Demo table
minutes paint to create their word. I will use for the
demo the word brave and the students.

The students will learn about bold fonts

and italics. They have some idea what that
is from earlier lessons and from their
homeroom teacher. I will ask them what
are bold and italic fonts and where do you
see them?

I will also tell them the word has to be as

big as both of your hands to take up the
page and be on the opposite side of where
your silhouette is.

After I finish painting the word I will the

option of glitter on the word with some
glue mixture.

3 25 I will have the students think of a word if

they have forgotten to think of one last
class. I will have them sketch out a few
words on a blank sheet of paper and then
use the final on their watercolor project.

For Harry, I will have him look at a book

of positive words he can choose from. I
will have him look at it and he can sketch
on his own.

If some students finish early then have the

 option to read a book, create a watercolor
paining on a smaller piece of paper or help
clean up.

I will check in with students and ask them

why they chosen their positive word and
how does it make them feel? They can also
write their responses on a paper I will hand
out to them near the end of the class.
3 5 The last 5 minutes I will have the students
clean up their area, wash their brushes and
have their paintings dry.

I will ask the student in a whole how they

thought of the project and what have they
learned.

I will then tell the students they all did a

fantastic job with their projects and I will
dismiss them when the class ends.
Clean-up Procedures (Room, Materials & Work Storage)
At the end of each class, students will use the last 5 minutes to clean up and push their
chair into the table and remain seated until dismissal by the cleanest and quietest row to
line up at the door.

Closure, Review & Anticipation (what’s next?)

I will tell the students when leaving have a great rest of the day and tell them what the
next project will be.

Supplemental Activity
If students finish early, they may color in their sketchbooks or read a book in the
classroom.

Teacher reflection focused on the lesson after it has been taught

N/A

Be sure to attach to the full instructional unit

Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons