Name: Bella Galli

Lesson: Art and Social Studies – “Fun with Frescoes”

Lesson title: “Fun with Frescoes”

Content Link: Social Studies
Grade level: 5th Grade
Time needed: 1 60-minute class period (to teach lesson); 3 60-minute class periods (to complete
project)

Focus: In this lesson, students will learn about the history and process of fresco painting, and
they will understand that it is a mural painting method using plaster. In order for children to
comprehend the concept of fresco painting, they will first learn about its origin and popularity in
the past; various artists’ works, from individuals such as Michelangelo, will be introduced to
help provide specific examples of this type of painting style. Pupils will examine and analyze the
murals, and they will explain the theme or message that the painting is meant to convey. Finally,
students will create their own frescoes based on the themes that artists like Michelangelo
captured in their own paintings.

Standards and Benchmarks:

 Content 1. Creating
o VA:Cr2.2.5a – Demonstrate quality craftsmanship through care for and use of
materials, tools, and equipment.
 Content 2. Presenting

o VA:Pr5.1.5a – Develop a logical argument for safe and effective use of materials
and techniques for preparing and presenting artwork.
 Content 3. Responding
o VA:Re.7.2.5a – Identify and analyze cultural associations suggested by visual
imagery.
 Content 4. Connecting

o VA:Cn11.1.5a – Identify how art is used to inform or change beliefs, values, or

behaviors of an individual or society.

Objectives:  Students will:

1.) Learn the definition of and study the process of fresco painting.
2.) Identify the difference between “buon fresco” and “fresco-secco.”
2.) Study various artists’ works who utilized the fresco painting technique, such as Michelangelo.
3.) Examine and determine pieces of fresco art, in order to interpret the artists’ messages, as well
as the cultural and historical context of the time periods during which the art was created.
 4.) Discuss with one another the differences and similarities between Diego Rivera’s and
Michelangelo’s artwork; they will recognize why these fresco murals and paintings encourage
audiences to think critically and to understand the values of certain cultures.
5.) Employ the technique of painting with acrylic paint on dry plaster (fresco-secco) to create
their own mini fresco murals.

Art Vocabulary
 Fresco/Fresco Painting
 Buon Fresco
 Fresco-Secco
 Mural
 Michelangelo
 Cultural/Historical Context
 Art Elements – Color, Shape, Movement

References/Bibliography: 
Benefits of Murals. (n.d.). Retrieved from http://crpbayarea.org/painting/benefits-of-murals/.

Fresco. (n.d.). Retrieved from https://www.britannica.com/art/painting/Fresco.

Fresco. (2019, September 26). Retrieved from https://en.wikipedia.org/wiki/Fresco.

Fresco facts for kids. (n.d.). Retrieved from https://kids.kiddle.co/Fresco.

Happy Scribbles Kids Art Site. (n.d.). Retrieved from https://scribbleskidsart.yolasite.com/art-

terms.php.

Materials:
 Acrylic Paints
 Paint Brushes
 Water/Plastic Cups for Water
 Plaster of Paris
 Metal Jar Lids (for the plaster to mold to)
 Plastic/Disposable Bowl (to mix plaster in)
 Rubber/Disposable Spatula (to mix plaster with)
 Paper
 Pencil
 Smart Board/Projector
* For this lesson, the students will make a fresco-secco, which means that the plaster will be
dried already when they paint it. I will prepare the plaster in advance for this project in order to
save time in the classroom and allow the students to focus on their paintings.

Instruction (DAY 1): 

1.) The teacher will greet students at the door and instruct them to take a seat on the carpet, in
front of the Smart Board or projector.

2.) Then, the teacher will begin by asking students if they know what a mural is. Once the
teacher gives a few students the opportunity to give their own definition, she will then ask if they
can give an example of one. The teacher may have a PowerPoint in which he/she introduces the
definition, stating, “A mural is ‘a very large image, such as a painting or an enlarged photograph,
applied directly to a wall or ceiling.’” He/she may then explain the importance of murals and
how they often portray beliefs and values of various cultures and even represent or celebrate the
history of a location or a certain era. The teacher would also continue to give other reasons as to
why murals are beneficial to a city, downtown area, or other location, using information from the
website crpbayarea.org, so that students may grasp murals’ significance in communities. The
teacher would also then provide some pictures of murals for the students to simply observe in
order to see a variety of examples.

3.) Art History – The teacher will then introduce a unique method of mural painting called
fresco, or fresco painting. He/she will explain that “a fresco, (according to kids.kiddle.co), is a
‘painting that is done on a wall,’ usually when wall plaster is still ‘fresh’ and ‘damp.’ This is
usually called a ‘Buon Fresco,’ which is Italian for ‘True Fresh.’ These terms came out of the
period of the Italian Renaissance, which began during the 14th century. This style of painting was
very popular at the time, and it was during this period that Michelangelo began his work on the
ceiling of the Sistine Chapel in Vatican City, and it is one of the most famous murals in history.
Though these terms came out of the Italian Renaissance, fresco painting had been around since
cave paintings existed in 1500 B.C.” The teacher would then provide background on the Sistine
Chapel and show a picture of it to the students, as well as show examples of cave paintings.

4.) Art Criticism – Next, the teacher will ask students what elements of art they notice within
the murals in the Sistine Chapel, as well as the cave paintings. This specifically might be color,
movement, value, and shape. He/she will have students discuss in groups what they notice about
the pieces, and then they will have time to share with each other and the rest of the class. The
teacher may ask questions such as, “What kinds of colors are being used in each mural? Does
one mural use value more than the other? Do these pieces of art remind you of other more
modern/contemporary art pieces or other pieces that you have seen before?”

5.) Aesthetics – The teacher will then ask students, “What kind of messages do you think
Michelangelo and/or the cavemen were trying to portray? What are the differences between the
more contemporary murals of the Sistine Chapel and the cave murals? What are the benefits of
fresco painting? What are the disadvantages of fresco painting? What do you wonder about the
current events occurring during these time periods? What do you think was important to the
painters, and why do you think they chose to portray these certain ideas?” Students will again
talk in groups and discuss their thoughts with each other and then with the whole class.
6.) Art Making – It is now time for the students to create their own frescoes. They will begin by
creating a sketch of what they would like paint on their fresco. The painting should have some
significance to their lives, whether it is inspired by their ethnic roots, portrays a message about
their family, friends, lifestyle, or even highlights current worldly issues. The next day, students
will then receive their dry plaster, and they may begin a sketch of their picture on the actual
fresco. Then, they may begin painting with acrylic paints. This may take 2-3 days to complete, as
students will always need to wait for their paint to dry once they complete portions of and their
whole painting. In order to save time and avoid a mess, the teacher will prepare plaster ahead of
time on which students can paint. He/she will explain to the students that they will create a
fresco-secco, rather than a buon fresco, because they will be painting on dry plaster instead of
wet plaster. The teacher will collect and use the lids of jars to pour the plaster into, so that the
plaster will take the shape of the lid as it hardens, thus giving a hard surface on which students
can paint. (The lid will be small, about 4 inches in diameter, at the most.) The plaster may take
10-12 hours to dry, so it is important that the teacher prepares these a few days ahead of time.
(The teacher will need to follow the instructions on the Plaster of Paris package in order to
properly make the plaster.) Finally, the students will display them on their desks, and the class
will have a mini art show where the students can walk around the classroom, share their frescoes
with their classmates, and explain the inspiration behind them.

My example:

Possible Adaptations: 
  A possible adaptation for this lesson could be painting the fresco while it is still wet
(using the “buon fresco” method). This is technically considered the authentic way of
creating a fresco and how famous artists generally utilized frescoes for their work. It is a
bit messier due to the wet plaster, and it takes a bit longer to complete because the
student will have to wait for it to dry over the course of a few days. Acrylic paint dries
quickly, especially when it is already on dry plaster. Therefore, it is a higher level of
difficulty than painting on dry frescoes.
 Another small adaptation would be to use watercolor paints or oil pastels to create the
mini mural, rather than acrylic paints. Using different types of paints may produce
various styles/appearances, because watercolor paints often appear more thinly than
acrylic, and oil pastels appear vibrant and bold.
 Another adaptation would be talking about another artist, Diego Rivera, and his mural
contribution to the Detroit Institute of Art. The teacher could have students observe his
mural that is in the DIA, as well as other murals, explain his painting process, and
describe his inspiration for painting them.

Teacher Evaluation:
Assignment: Fun with Frescoes Date:

6 Points - 4 Points – 1 Point – Score

Excellent Acceptable Needs Work
Directions
Followed directions
completely; actively
listened to
instructions.
Effort/Creativity
Best work given;
took time to create
idea and to complete
painting; used class
time efficiently and
participated in
discussion; created
original idea for
painting.
Understanding/Skill
Development
Applied painting
accurately and
thoughtfully onto the
plaster; understood
the concept and
background of fresco
painting.
 Care of
Supplies/Conduct
Uses proper
materials and
supplies; cleans
working area after
use; follows
classroom rules and
is respectful of
others and materials.
Total

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