Breaking the Mold

Big Idea: Body/Self

Art Ed. Approach: Modified
choice-based play 4th Grade

Becca Stevenson | Erika Rodriguez | Rebecca McIntire

Art 133 | California State University, Sacramento
 Lesson
Overview
Breaking the Mold: Finger
Painting

discuss paintings in groups and with the class.

TSW

learn about inspiration artist, Iris Scott

connect the assigned reading with Iris Scott,
and collaborate in groups.
use only their body to create a painting (i.e.
hands, feet, hair, etc.).
Vocabulary Introduced:

self-expression: individual feelings,

thoughts, and ideas. senses: taste, sight,
touch, smell, sound. Emphasis on
touch/body.
smearing: coat or mark (something) messily
or carelessly, often with a greasy or sticky
substance.
dabbing: press against (something) lightly
narrative: a spoken or written account of
connected events (factual or imaginary); a
story.
 Essential
Questions
Guiding Divergent Thinking

What are some ways the body can expressive in art?

In what ways can the body be used an art tool?

How can the body create meaning in works of art?

How body create or tell a story?

Any prior experiences with finger painting?

How did you feel about having to use your body

as tool?
 Inspiration Artist:

Iris Scott

Scott, Iris. Jake the Giant, 2016. oil on canvas

"Whatever I shouldn't be doing

is exactly what I need to be doing."
 Creating
Connections
Content Area: Literacy

Get into table groups of 3-4 TSW

...write a memo summarizing the assigned reading

Discuss connections between Ruth Shaws material, collaborate in groups then discuss key
Progressive era theories and Iris Scotts concepts in class.
contemporary application of finger painting.
Formative Assessment Method:
One person from each group will report out in 5
Observation of speaking and listening
minutes
 Analyze writing samples (memo)
 Studio
Investigation
Content Areas: Visual Art, Physical
Ed. & Literacy

TSW

1. Create a painting that visually expresses their unique personalities using only their bodies (fingers, hands, arms,
etc.). [visual art]

2. Demonstrate fine-motor control by using their fingers and hands to create a painting. [physical ed.]

3. Create and narrate a story about their artwork and share it in group/class discussion. [literacy]

Formative Assessment Method: We will be looking for...

 Painting techniques, such as dabbing and smearing.
Elements of composition: unity, balance, movement, rhythm, focus, contrast, pattern and proportion.
Evidence of fine-motor control (finger movements) and hand-eye coordination
Descriptive narratives
 Studio
Investigation
continued...

Materials: Newspaper

Tempra Paint
Paper
Palettes
Water Bowls
Paper Towels
 d to finish their paintings and clean.
Instructions:
In groups of 3-4, students will analyze their
Gather paintings and create a story that they will then
desired share with the class.
materials
Individually
work and
create a
finger
painting.
15
minu
tes
befor
e
class
ends
,
stud
ents
will
be
aske