LESSON PLAN 5 EMOTIONS & PICASSO

WORKDAY 2

Teacher:
Unit: _________

Jacqueline Abend
Emotions

Grade: 1st
Topic: Emotions & Picasso, Workday 2

Essential Questions:
1. How are our lives influenced by emotions?
2. What kinds of emotions have inspired artists to create?

3. How does art communicate emotions?

NJCCCS Standard:
1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are appropriate to
the production of works of art in a variety of art media.
National Core Arts Standard:
Creating: Generate and conceptualize artistic ideas and work
Connecting: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Common Core:
CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Daily Performance Objectives:

Knowledge: Value of a color refers to its relative light or darkness.

Skills: Ability to mix colors

Understandings: Picassos Blue and Rose Period communicated different emotions.

Prior Knowledge:

Knowledge: How to mix paint to get a tint.

Skills: Ability to use paint and paintbrushes.

Understandings: Colors can communicate different emotions.

Materials and Aids: Tempera paint in blue and white, palettes for paint, paint brushes, paper
towels, 9 x 12 paper, rulers, plates, pencils smocks, placemats, teacher sample
Time Frame for the Lesson:
Time Frame of
Activity
5-7 minutes

Student Will

Teacher(s) Will

Respond to teacher prompts about value

and Picasso. Listen to teacher directions.

Ask students to recall what they did last

class. We explored Picassos Rose Period,
but what was the name of his other
period? Can you show me how he felt
during his blue period? When we want to
mix a value of a color, should we start
with white first or the color first? Why?

5 minutes

Listen to teacher directions, watch

demonstrations. Divide their paper into
sections.

Give each student a white piece of paper.

Have them write their name on the back.
Remind students what they need to get in
order to paint. Remind they how much
paint they should use (do not fill to the
top). Show them how they will divide
their paper into sections using a ruler
(one vertical, horizontal, and diagonal
line) and a plate (curved line/s).
Demonstrate with a red marker how to
fill in shapes. Ask them to gather their
materials and start working.

25 minutes

Mix white with blue to create at least

three different values of color. Finish
painting over their entire paper.

Walk around the room to check that

students are on task, help those with
questions. Prompt students to share
explorations.

5 minutes

Clean up materials when prompted.

Demonstrate careful listening skills by
following teacher directions. If time,
share reflections.

Remind students to clean up. Ask them to:

Stand up when you hear the colors
Picasso used to describe his different
periods.
Push in your stools when you hear a style
of art Picasso was known for.
Line up when you hear a technique of art
Picasso used.

Assessment/Evaluation:

Formative Value mixing of Blue Period painting

Summative N/A

Adaptations

ELL Learners: Allow ELL students to sit next to another and work together. Model directly behavior.

Special Needs: Ensure comfortable art making process/space.

Homework: N/A