RESPECT,

What Does it Mean to Me?

A Lesson Plan for Kindergarten

By Sheryl Lamme

Standards

National Standards for Visual Arts Education Grades K–4 Understanding and Applying Media, Techniques, and Processes Students use different media, techniques, and processes to communicate ideas, experiences, and stories. Students use art materials and tools in a safe and responsible manner.

Using knowledge of Structures and Functions Students use visual structures and functions of art to communicate ideas. Choosing and evaluating a range of subject matter, symbols, and ideas Students explore and understand prospective content for works of art. Students select and use subject matter, symbols, and ideas to communicate meaning.

Reflecting upon and assessing the characteristics and merits of their work and the work of others Students understand there are various purposes for creating works of visual art. Students understand there are different responses to specific artworks.

Show-Me Standards

Select and use elements of art for their effect in communicating ideas through artwork - Identify and use lines, shapes, and color.

Communicate ideas about subject matter and themes in artworks created for various purposes Create original artwork that communicates ideas about the following themes: People (e.g., self, family, friends). Analyze and evaluate art using art vocabulary Identify the subject of artworks

In Fine Arts, students in Missouri public schools will acquire a solid foundation, which includes knowledge of process and techniques for the production, exhibition or performance of one or more of the visual or performed arts.

Grade Level Expectations

Select and use elements of art for their effect in communicating ideas through artwork - Identify and use lines, shapes, and color.

Communicate ideas about subject matter and themes in artworks created for various purposes Create original artwork that communicates ideas about the following themes: People (e.g., self, family, friends). Analyze and evaluate art using art vocabulary Identify the subject of artworks

Rationale and Goals It is important for students to understand that respect is an attitude and that being respectful will help them succeed in life. The goal of this lesson is for kindergarten students to gain a deeper understanding of respect.

Enduring Big Idea People can make art to share feelings and tell stories. Students will examine selected examples of Norman Rockwell’s wo rk and identify the feelings / moods portrayed via facial expressions and body language of the subjects.

Students will review the Positive Behavior Support Matrix for Partridge Elementary. They will create a painting, which shows a person/ people displaying respect in a school setting.

Essential Questions What is respect? How does respect look? How does it feel to be respectful? How does it make others feel? How does it feel when someone treats you with disrespect? How could you show respect in a painting?

Knowledge Base and Key Concepts Norman Rockwell was an American artist and illustrator whose works portray a view of American life. Students will know that art can be made to show feelings and to tell stories.

Objectives The student will be able to:

Describe the ways that artists visually convey feelings.

Describe how artists use line, color, shapes and space in works of art. Use line, color, shapes and space to express the feeling of respect in

a painting that depicts a person / people in a school setting.

Vocabulary Expression, body language, space, color, line, sha

Days 1-2: Anticipatory Set – What is Respect? View teacher created prezi on Respect

http:/prezi.com/r96ofpiwwye7/respect-what-does-it-really- mean-to- me/Discuss the ways respect looks: in all school settings, entering and exiting the building, in the classroom / at specials, on the playground, in the cafeteria, in the restrooms, hallways, computer lab, during assemblies, and on a school bus. Divide class into groups of two to three students and assign an area where they will role-play how respect looks in these different settings. Allow time for creation of simple props if needed, allow time for practice. Have students take turns acting out ‘respect’ as teacher and media specialist film.

Images for VTS, selected for strong narrative and rich discussion potential:

Norman Rockwell, The Coin Toss, Saturday Evening Post October 21, 1950

Homecoming Marine, Saturday Evening Post cover October 13, 1945

Moving Day, May 16, 1967, Look magazine

Days 3-5 - Art Production

1. Review videos of students role-playing respect. Tell students that they will pick one of the school settings where they show respect and create a painting. Explain that the painting may show one or more people.

2. Use Smartboard to view teacher created voicethread on the use and

care of cake tempera paint. http://voicethread.com/share/1344586/

3. Show teacher created exemplar.

Explain – The students in my painting are showing respect in the cafeteria. They are keeping their hands to themselves, talking quietly, and using good manners.

Day 6 Closure

Use Photobooth software to record each student’s reflection of his or her painting.

Allow class to view these reflections.

Assessment Student will be able to:

Recognize the ways that artists visually convey feelings. Identify how artists use line, color, shapes and space in works of

art to show feelings Use line, color, shapes and space to express the feeling of respect in

a painting that depicts a person / people in a school setting.

Student Engagement and Adaptations for Special Needs The teacher will circle the art room as students are working to provide assistance, answer questions, and offer motivation.

Students finishing early may write a one to two sentence reflection on their painting.

Students who are highly talented will be encouraged to show a foreground, mid-ground, and background in their work.

Students with special needs will be encouraged to explore painting a face that shows emotion (happy or sad). Severely disabled students will be encouraged to explore the process of painting.

Materials Smartboard Computer, with Photobooth software Cake tempera paint Medium size student brushes Water containers Newspaper

12” X 18” 70# White Paper

Preparation Required Pre-view images, prezi, and voice-thread being used on Smartboard to ensure they open properly. Pre-fill water cups Experiment with Photobooth Reserve computer lab or mobile lab cart in advance. Enlist support of library / media specialist and /or parents for assistance in recording student reflections.

References http://www.nrm.org/ Partridge Elementary School – Positive Behavior Matrix *attached

Teacher Reflection I will know this lesson is successful:

When I see my students modeling respect during the course of

the school day. I will see successful application of the elements of art – line,

color, shape, and space in their work. Student work demonstrates a clear understanding of the lesson

objective – student paintings show people / person showing respect in a school setting.

Students Walking Down the Hall Respectfully by Dyani, age 6

Students Playing Respectfully on the Playground by Christina, age 6