Anavi Amegashie

amegasam@dukes.jmu.edu
9/16/14
Lesson Theme: Hidden stories beneath the surface
Grade Level: Kindergarten
Time: One 40-minute period
Lesson Overview:
Students will be shown a slideshow of Iris Scotts work and learn what real vs. imaginary means
and how to discover hidden emotions within art based on color. Students will use finger paint
and their finger prints only to create an abstract piece of art that shows an emotion within the
painting.
Visual Culture Component/RELEVANCE:
The lesson on showing emotion through color in art with help students find hidden meaning
within not only artworks, but other relevant experiences such as reading a book, or reading between the lines within their relationships in life. Students will become more aware of others
thoughts and emotions and be able to express themselves using their deeper meanings in their
work.
Virginia Standards of Learning:
Visual Arts:
- K.2: The student will express ideas and feelings through the creation of works of art.
- K.3.1: The student will identify and use colorsred, blue, yellow, green, etc.
- K.3.2: The student will identify and use texturesvisual

Lesson Objectives:

- Students will describe where they see the finger prints in Iris Scotts work.
- Students will confirm which groups of colors show certain emotions.
- Students will create a finger painting based on whatever emotion they are feeling that day.
- Students will justify to the teacher how their color choice portrays their chosen emotion.
- Students will demonstrate their understanding of real vs. imaginary images.

Vocabulary:
- Realistic Image: A scene that you have seen in every day life. Exists in the real world.
- Imaginary Image: A scene more like a dream, with any image you can create in your mind.
- Mood: The feeling that you get when you look at a work of art.
- Texture: Raised paint that comes off your paper and creates a rough surface if you rub your

hands on it when its dry.

Historical/Cultural/Artist Information:
Educator must view listed images from Iris Scotts website and be able to identify what emotions
correlate with each image. Educator must also be able to describe the difference between real and
imaginary images.
Image Descriptions:

Blue Redwoods by Iris Scott - Deep blues and black create a creepy feeling in the viewer as well
as a sense of sadness. Forest makes them feel lost.

Fox Fire by Iris Scott - Reds in fox and sky create a distracted feeling in the viewer and distress
or anger, shown in the foxs stance as well as the confusion of leaves.

Limestone Creek by Iris Scott - White predominant color makes you feel at peace, water content
makes you feel clean and refreshed.

Respite by Iris Scott - Yellow center and open field makes viewer feel happy and calm/free.
Symmetry with dogs relieves stress.
Questioning Strategies:
Leading Response Questions 1. What do you see in this painting?
2. What do you feel when you look at this painting?
3. Do you think this picture is more like a photograph, or an imaginary scene from the
artists mind?
Information Process Questions 4. What do you think Iris Scott used to paint these?
5. How do the colors in this painting explain what emotion you are feeling?

Productive Questions 6. How would you show emotion through the color red?
Procedure:
*Preparation: Educator will set up several paint stations and have smocks ready . Finger paint
stations will be grouped in warm colors, cool colors, and neutral colors, and will only have a limited amount of paint.
1. Educator will show PowerPoint of images listed prior and teach students how different colors
can show different emotions as well as the difference between real and imaginary images.
(Ex. Red: Anger, Blue: Sadness, Yellow: Happiness, White: Cleanliness, Orange: Hyper,
Green: Jealousy) Students will then be directed to create an imaginary scene portraying their
chosen emotion. [10 mins]
2. Students will discuss with a partner what emotion they are feeling that day, what color they
are going to use, what their imaginary scene will be, and why. (Educator will walk around
during and verify each color) While other students come up to get their colors, palettes, and
smocks from front desk. [5 mins]
3. Students will spend the remainder of class finger painting using mostly their chosen color, but
have the option of including multiple colors. (Students must fill the page with paint) [15
mins]
4. During work time, Educator will walk around and observe and discuss each students emotions
with them.
5. Clean up. In groups of five, students will wash their hands and palettes, put them back on the
front desk, place their smocks back on the front desk, and place their pieces on the drying
rack. [10 mins]

Evaluation:
Students will be assessed on how well they filled their page with color, and how well their colors
and chosen emotion fit, as well as their explanations of real vs. imaginary images that they create.
Materials:
- Finger Paint (thickened to create texture)
- Paper
- Smocks
- Palettes

Resources:
Iris Scotts artwork website: http://www.irisscottfineart.com/Originals-s/1814.htm
Special Populations: English Language Learners
The PowerPoint presentation at the beginning of class will be used as visual learning for these
students, with the educator pointing to what they are referring to (i.e. color, subject, feeling) and
repeat the word in both the students native language and then English. Colors of paint may also
be labeled as the color in the students native language.