Art Lesson Plan

Group:
Morgan
Sarah
Rachel
Angela
Lacey
Time Frame: 30 minutes in class for explanation/book reading and 1 hour in the museum
Grade: 1st
Materials:
Book
Writing utensil
Paper
Quiet personal time in the museum
Book Ideas:
Glad Monster, Sad Monster by Ed Emberley
My Many Colored Days by Dr. Seuss
Summary:
Have children look at 5-6 pieces of artwork and draw, write, and/or explain what
emotions are noticed within the piece. Look at them individually, then come back around
in groups to discuss the emotions that were noticed.
Objective & National Art Standards
Knowledge of Others- Works cooperatively with children and adults
o Participates successfully as a member of a group
o Shares experiences and ideas with others
VA:Re.7.1.1a- Select and describe works of art that illustrate daily life experiences of
ones self and others
Vocabulary:
emotion
happy
sad
angry
frightened
upset
scared
excited
Outline/Procedure:
1. First, we would read the book Glad Monster Sad Monster to the class. We would be sure
to point out the colors and shapes on the monsters and how that may match that

2.
3.

4.
5.

monsters emotion. In order for students to actively participate, well encourage them to
show us what their face and/or body looks like when they feel that emotion.
We would then compile a list of the emotions we heard in the book. After that, we would
leave it open to the students to add to the emotions list based on their prior experiences.
Well explain that when we get to the museum, theyll have the task of looking at various
pieces of art, and identifying the emotions that associate with each piece. This could be
left open to each students perception (ex: emotion that the subject in the piece is
feeling, the emotion the artist may have been feeling, the emotion the viewer is feeling,
etc.)
The list that we previously created in class will be available to students while they
preview the 5-6 pieces of artwork. As they look at each piece they would write or draw
the emotions they see in the piece.
Then, the class will move from piece to piece and discuss what the students saw. All
students will be encouraged to share at least one emotion they gathered from the
artwork and explain why they felt that.

Accommodations:
For children who dont have the vocabulary to explain, give them clip art images of faces
and have them circle or point to the clip art face that this piece of art reminds them of.
Examples:

Example: For paintings such as these, children might talk about how the paintings make
them feel, how the characters in the painting feel, or they might talk about how the artist
possibly felt or wanted the viewer to feel.