Observations

WHAT I LEARNED..

Lesson plains
I also learned how to do and understand lesson plains for each day. Mrs. Campbell
would write out her lesson plains each week. She always did them by times. The
class started at 8am and she would go on to put restroom break at 8:10am and so
on. She also explained to me that a lot of the books that are provided for her in the
class room had pre written lesson plains that she could follow. As I went over the
book I seen the lesson plains were written with dates and everything with them. I
surprised me that she did not have to make up her own lesson but it was right in
front of her. The only thing she had to do was take the time to read and understand
the lesson for the day, and how to go about teaching them. I had also figures out
that when doing our lesson plaining it is smart to break student come into groups
and plain lessons that will keep the students attention. Each lesson should only be
about 30 mins long. When teaching the lesson it best to break the students up into
groups of 3 or 4 to allow for more sufficient learning.

Lesson Plains

Art

Lesson Plan: A Blast With BubblesPoppies

Andrew Dasburg, United States
1931
OverviewThis lesson uses bubbles to help children look more closely at the painting Poppies and linkit to similar objects in the real-world. Bubbles are a fun way to help children do some seriouslearning!
Age Group
Early childhood (ages 3-5)
Standards21st Century Learning Skills Addressed:Critical Thinking and Reasoning
Collaboration
Self-Direction
2009 Colorado Academic Standards Primary Area Addressed:
Visual ArtsObserve and Learn to Comprehend
Relate and Connect to Transfer
Additional 2009 Colorado Academic Standards Addressed:
Language ArtsOral Expression and Listening

Length of Lesson
One 30-minute lesson
RationaleBy first experiencing the reaction of bubbles to surfaces in the real-world, then using that information to imagine how the bubbles would react to surfaces in the Poppies painting, students are making significant cognitive and tactile connections. This activity also helps them learn how to look closely at a work of art in a fun and engaging way.
ObjectivesStudents will be able to:describe what happens when bubbles land on different surfaces;
closely at and identify details in Andrew Dasburgs Poppies;
predictions about what types of surfaces in a still-life will pop a bubble; and
explain why their bubble-popping predictions might have been right or wrong.
look

make

MaterialsAt least one bottle of bubbles with a bubble wand (you can get as fancy as you want here!)
to an outdoor space, or appropriate indoor space, to blow bubbles
flowers, a glass vase, a table, and fabric to set up a still-life with objects similar to those in the painting
About the Art sheet on Poppies (found at the end of the lesson plan)
One color copy of the painting for every four children, or the ability to project the image onto a wall or screen
Access
Real

LessonWarm-up: Blow some bubbles for the children and allow them to pop the bubbles and have some silly time. Then have the children observe the bubbles as they land, noting which surfaces make them pop and which dont. You may choose to write down their observations. Help the children take turns blowing bubbles as well (theyll love it!).
the painting with the students. Have them describe some of the surfaces and textures in the painting. Ask them to imagine that you were blowing bubbles in that room. Would the bubbles pop when they landed on the poppies; the wall; the vase; the table? They can have fun saying pop when you mention a surface on which they think the bubbles would pop, and bounce or soft on surfaces that they think would not pop the bubble. Talk about why the bubbles would or wouldnt pop.
up a still-life similar to the one in the painting. Blow bubbles to land on the surface of each object. Were their hypotheses correct about what would and wouldnt pop the bubbles?

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A

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Featured Lesson Plans

Celebrate summer with these flower themed lesson plans. Be sure to check out all the flower inspired exhibits and activities at the Denver Art Museum this summer. Bouquet of Flowers in a Vase: While You Were Sleeping...(Elem, L.A.)
and Glass Bottle: So Many Colors to See!(ECE, V.A.)
and Roses/Grateful Dead, Oxford Circle, Avalon Ballroom, San Francisco: More Heads are Better than One(Sec, V.A.)
About the ArtPoppies by Andrew Dasburg, United States, 1931Who Made It?At age five, Andrew Dasburg traveled with his widowed mother from his birthplace of Paris to New York. A fall into an excavation site at age seven sent Dasburg to a home for children with disabilities, where his artistic talent was first encouraged. He enrolled in art school at the Art Students League at age 16, and at 19 he was awarded a scholarship to the Leagues summer program in Woodstock, New York. In 1909 Dasburg traveled to Paris,
where he was profoundly moved by seeing Paul Czannes paintings for the first time. (Czanne is a renowned French painter who has been called a forerunner of modern painting.) An art collector loaned Dasburg a small Cezanne still-life of apples so he could copy the painting over and over again to better understand and emulate Czannes style. Back in New York, Dasburg continued to immersehimself in the art world, experimenting with color theory and abstraction (not depicting an object exactly how it looks but
simplifying, distorting, or rearranging it to reflect an emotion or sensation).
Dasburg moved to Taos, New Mexico, around 1930, where he lived for the remainder of his life. Addisons diseaseand the fatigue and depression that came with itkept him from working for nearly a decade, but he started painting again at age 60. After his diagnosis, Dasburg moved away from oil paint and watercolors and began using ink, pencil, and pastels. He also made lithographs, or stone prints. He died at age 93, with the distinction of being the oldestsurviving participant from the 1913 Armory Show, the first
International Exhibition of Modern Art in America.
Petunia
Skull

What Inspired It?Increasingly influenced by the landscape of New Mexico, Dasburg resolved to give up pure abstraction, realizing he gained more satisfaction in reacting to shapes and forms he observed in nature rather than working from pure invention. He simplified and transformed the objects he observed, using angular lines and geometric shapes to represent them without destroying their identity as objects.
Dasburgs real interest was not in studying flowers or their symbolism, but in simply creating a good picture. The poppies were only a starting point for a study in color, shape, balance, and rhythm. Dasburg made sure each individual shape that he used contributed to the picture as a whole. Rhythm was particularly important to him; he said that the force of gravity and the upward impulse in living things were fundamental factors in considering rhythm. Looking at the poppies, its easy to see both the force of
gravity as the blossoms droop and petals fall, and the impulse in living things in their natural upward growth.
For more resources related to this artwork, check out the "Find Out More" section for this object on Creativity Resource online.Things to Look ForPoppies by Andrew Dasburg, United States, 1931
Warm and Cool Colors
- See more at: http://creativity.denverartmuseum.org/?lesson-plan=a-blast-with-bubbles#sthash.UHau1Iy5.dpuf
Multicultural
Preschool Multicultural ActivitiesPassports
Promote multicultural awareness and self esteem with this early childhood education activity by Matina.Materials: Paper and a camera.
Description: We made passports by stapling white paper to construction paper. Then from January until May we studied a different country. We studied Russia, Africa, Ireland, Israel, China, Antarctica, Australia, Mexico, Japan, France, Hawaii, and Saudi Arabia. Then for each country the youngsters wore a hat or a prop from that country (ex: France, beret). We took pictures of each child wearing his or her hat or prop. Then I glued the pictures into each child's individual passport and gave it to them along with a world
traveler certificate at the end of the year. They had lots of fun "dressing up!"
World Passport
Teach pre-k and kindergarten children the concept of "Around the World" with this early childhood project by Gina. You may want to take more that one week to accomplish this project.
Materials: Blank booklet and a stamp for each country.
Description: Teachers decide which countries you want your class to visit. We did Russia, China, Mexico, Egypt and United Kingdom. We took a sheet of paper for each country and researched facts through books, the internet and guest speakers. We wrote down important facts and when we were done, I had made "stamps" from each country (Ex: Egypt = Pyramid) and the children glued them at the bottom of their sheet.
Once the week was up we went through our passport and planned a 'Round the world party where each child dressed like the people from one of thecountries we visited and we made native foods and played native games.
Bulletin Board: Native American Symbols
Create a bulletin board with this multicultural activity for preschool and kindergarten children by Nikki.
Materials: Large piece of brown butcher paper, paint, paint rollers, precut symbols (canoe, teepee, turtle, deer etc.).

Healthy professional
relationships
Maintaining healthy professional relationships
are very important. This allows for you have
others to help you out if you have any
questions or concerns about lessons, class
room problems or even faculty. Maintaining a
healthy professional relationship will also allow
for your job to go a lot smother and your
teacihing experience to be more fulfilling.

Summary of what I have

learned
Lesson

plains
Examples of lesson plains
Healthy professional
relationships