TPE #6 Developmentally Appropriate Teaching Practices This TPE is about creating lessons that are age/skill appropriate

for each grade level. Children mature and the students in upper grades will have more skills than those in the lower grades; therefore, more can be expected out of them.

Artifact: This is a sample of one of the Meet the masters art Projects. This art project is a beginning level project on Rousseau's Shapes. It is a picture of a snake and the children are expected to draw overlapping objects to form the picture.

Rationale: With Meet the Masters program, there are three levels. All students learn about the same artist; however, the complication of the art that the students to is according to the level that they fall under. The beginning level focuses on basic art concepts such as overlapping, proportion and color. Many students at this age have trouble drawing large pictures, so the instructions at the beginning level of this project tell the students to use measuring tools such as their hands and fingers. The students at the beginning level have less advanced motor skills, so the shapes are every simple. The students are also taught how to blend colors to create various effects. It is hard for them to think abstractly, so things are kept simple and the more complex concepts such as blending and overlapping are walked through step by step.

Worhlng With: ROUSSEAII,SSHA?ES * Bqinnhg l^evet

ARTIST Henri Rousseau (ahn-REE roo-So) (1 8 4 4 - 1 9 1 0 ) French ART ELEMENTS Shape, value MEDIA Watercolorcrayons VISUAI,S Pnnt: Surprised! Storm in theJungle

LEVEL Beginning EMPHASIS Overlappingcompositionwith shape and color VOCABUI"ARY Shape, value, detail, foreground, background SUGGESTEDMUSIC Music from the late 1800s orjungle music

MATERIALS FOR INSTRUCTOR AND STUDENTS Classroom Folder: One9" x 12,, yellow construction paper Paper towel Artist profile slip InstructorTote: Watercolorcravons Watercolorpaintbrushes (round) Water cups Blue crayons Brown crayons Black crayons Pitcher(for instructor/volunteer) Student supplies: Completed Rousseau Lraming packet PREPARATION Display the Rousseau print in the front of the room. Tapethe 9" x 12" yellow paperhorizontally to the board. Have crayons,watercolorcrayons,water cup filled with water, and watercolor paintbrush closeby.

SET-UP minutes] [5 Appointthefollowingnumber students dishibute materials: of to the SUPPLIES Wate_rcolor paintbrushes; brown,andblackcrayons; crayons; blue, [6] watercups PAPER Yellow9" x 12"paper, paper towel,artistprofileslip [3] ORIENTATION[3 minutes] Our master artistRousseau in whatcountry?(FRANCE)Remember walk through lived the the jungle duringthe assembly? will continue We that walk today Let's think aboutshapes and color valuesthat we might see in Rousseau's jungle. Did Henri Rousseau atwayspaint realistically? (NO) What else did he use to inspire his art? (DREAMS,MAGAZn.IES, BooKS) Let'suse imagination create junglecomposition. our to a
PageI of3

Working With: ROASSEAU,SSHAPES- Begtnning Level DEMONSTRATION AND ACTTVTTY ltravethe students repeateachstepimmediatelywith their materials: ORGANIZE YOUR WORK ARBA [3 minutes] l. Put your papertowel, paintbrush,water cup, andwatercolorcrayonsin a cornerof your desk. 2. Placeyour yellow paperhorizontally on your desk. 3. Takeyour completed LearningPacketout of your desk. 4. Put the pencil,crayons, papertowel, andartistprofile slip to the uppercornerof your desk. DRAWING THE GRASS AND BRANCH [7 minutes] l. Using the blue crayon and heavypressure, draw three large bladesof grass. Measurethree fingers up, anywherefrom the bottom of the paper,and draw a dot. Draw three connected "sharkteeth" shapes.Draw them large to coverat leastharf the paper. 2. Usethe brown crtyon to draw a horizontal branchshape, threefingers down from the top of the paper. Make the branchburnpyand aboutthe width of a finger.

DRAWING THE SNAKE AIYD THE LEAVES [12 minutes] l. U.sing black crayon, draw the oval shape the snake's the of headnearthe branch. 2. Continuedrawing the long body shapeon top of and behind the branch. When the snake's bodygoesbehindthe branch,your linesmust*stop'n and'ostart" eithersideof the branch. on 3. Using the blue crayon, draw three or four leaf shapes (refer to the LearningPacket for inspiration). Connectthe leavesto the branchwith stemlines.

Page of3 2

Working With: ROUSSEAU,SSHAPES - Beginning Level COTORING THE COMPOSITION [12 minutes] l. Usingall colorsof wttercolor crayons,except black,havethe students color the leaves and grass. Draw the watercolor crayon strokesin the direction of the growth of the leaf. the Blendseveral shades colorsfor eachleaf andblade. of 2. Color the branchand the snakewith watercolor creyons. Use the black crayon to add detailto the snake (scales, eyes, etc.). 3' Whenfinishedcoloring,put the watercolor crryons away. Collectthe watercolor crayons at this time. MOUNTING THtr ARTIST PROFILE SLIP [2 minutes] (Profile slips for each artist are provided. They give a brief description of the artist, the technique,and the media usedin the art activity. Thry shoutdbe mountedon the back of each art project.) 1. Write yolr rutmeon the front of the artistprofile slip. 2. Usingglue,mountthe profile slip on the backof your artwork. 3. Encourage students discuss to their artworkat horneusingthis artistslip of information. PAINTING THE JIINGLE [6 minutes] Dip the paintbrushin the water (removeexcess drips), andcarefully paint over the coloredareas, stayingwithin the crayon lines, Paint one areaat a time. Have the students begin with the lightestcolorsfirst, asthe waterwill become dirty asmorecolorsarepainted. CONCLUSION Rousseau would be so pleased with your jungle scenes.He would love to go walking through this lushjungle andseethe beautiful,slitherysnakes! CLEAN UP [5 minutes] Appointthe following numberof helpers (who havefinished)to collect: SUPPLIES Watercolor paintbrushes; crayons; blue,brown,andblack crayons; [6] watercups TRASH [1] Paper towels

Page of3 3

f,
\: $.

..* . =._.-\

f\ t.. tu
i. I I

;! rt {l

Jl \t '1 t"

;J

tb*-

-s06rr't

t

''-rj'"*

*

ru

- - 9 'T\ !

.O

?
i

.'i
. '..'

t

\.

\.