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Problem-Based Lesson Plan ARTE 301

Title of Lesson: Sand Art

Teacher: Abigail Taylor
School: Ogden-South
Grade Level[s]: Kindergarten
Date to be Taught: 3/ 28 /19

Big Idea that drives Lesson/Unit:

Time is all around us. The seasons changing, is one way we can see time moving.
The clocks on the wall also let us know that time is happening. But time is not always the same
everywhere. Throughout history, time has been shown and measured in different ways. Different
cultures have different calendars. Time is not the same on Earth, as it is on Jupiter. There are
many interesting and strange ways that we see time work in our lives, and beyond.

Key concepts about Big Idea:

● Time is different on different planets
● The sun helps us measure time
● The seasons changing is shown by changes in weather
● Time can be measured in many ways, besides clocks
● Calendars are marked differently in different cultures
● Time affects artwork

Fine Arts Goals Met by the Objectives:

 Cr1.1. Students who meet the standard understand how to generate and conceptualize
artistic ideas and work
o a. Engage in exploration and imaginative play with materials

 Re8.1. Students who meet the standard understand how to construct meaningful
interpretations of artistic work
o a. List details and identify subject matter of works of art

3-4 Essential Questions:

● How long does a piece of art last?
● What happens if you make a piece of art out of sand or sawdust?
● Why create something if it will not last?

Vocabulary Acquisition:
● Sawdust carpets (alfombras de asserin): a tradition in Central America and Mexico. Uses
colored sawdust that is poured on the ground in patterns and vibrant color. Used in
religious ceremonies and day of the dead.
● Tradition: Things that are taught to us from our family, that have been happening for a
long time

Problem-Based Lesson Plan ARTE 301

● Culture: The language, art, food and ideas of a group of people

Key Artistic Concepts:
● Time sensitive art

Artmaking Materials Needed:

 One piece of paper for each student
● Cardboard box for sand to be contained in
● Pre made colored sand following directions in link above
● Play sand, powder paint, ziplock bag
● Sticks to create patterns.
● 14 shoe boxes?

Contemporary/Historical/Multicultural exemplars:
● Azucena Roma

Problem-Based Lesson Plan ARTE 301

● DISCUSSION: (40 minutes)
o Schedule [Agenda of day’s events] (2min)
▪ First, I’ll greet the class.
▪ Next I will introduce our new lesson.
● Today we will be creating a piece of art using sand. But this piece
of art will not be something that will last long. Because we are
creating this in sand, it will not stay that way for very long. Today
is about exploring and playing.
▪ Then, I will show my presentation and examples of art from Azucena
● We will discuss the artwork and discuss the artist, the art, and how
time affects art.
▪ Next, I will give a demonstration of how we will work with the sand.
▪ Last, students will be able to create their own patterns and art using the
● PRESENTATION: (5 minutes)
o Show image of Azucena’s work: (2 min) Have you seen examples of these kind
of patterns or colors before? Where? What do you like about this image? What do
you think it’s made from? Why is it outside?
● If they do know where they’ve seen this technique used, ask them
to teach you about it
● Explain how this is a traditional artistic practice in Mexico, Central
America and Guatemala. Talk a little about Azucena as an artist
and her influences. (this is where I will define culture and
o Azucena Roma is an artist from New Orleans. Have you
heard of New Orleans before? It is a place in Louisiana, a
state that is further south than us. It is usually much warmer
there than it is here. In New Orleans, there is a lot of
colorful art and lots of music. The food in New Orleans has
a lot of fish, and spices. The food in New Orleans is
sometimes different than food we eat here, in Illinois. The
music, art and food of New Orleans creates the culture of
New Orleans. Azucena Roma is inspired by these things
and she uses this inspiration in her artwork.
o She is also a first-generation Guatemalan American, which
means that she is the first one in her family to be born in
America, while her parents were born in Guatemala.
Guatemala is in an area called Central America, near
Mexico (reference to map).
o Like New Orleans has its own culture, so does Guatemala.
● Show the before and after pictures of her work being affected by
wind and time.

Problem-Based Lesson Plan ARTE 301

o Essential questions and Discussion [3 minutes]

▪ How long does a piece of art last?
▪ What happens if you make a piece of art out of sand or sawdust?
▪ Why create something if it will not last?

● DEMONSTRATIONS: (5 minutes)
o Show them how they will be asked to behave with the sand
▪ We will all be sitting at the big table together, so it is easy for us to share
the sand together.
● The bins are to be shared. Sand will not be thrown around, or
moved from one place to another quickly because it could get very
messy very quickly.
● We will not be eating the sand, throwing the sand, or taking big
scoops of sand.
▪ We will all have our own boxes that we can use the sand in.
o We will not touch other people’s work, and will keep a respectful distance when
we are working or getting sand from the bins.
o Show the kinds of designs they can make.
▪ I am going to start by taking one scoop of red sand and putting it in my
box. I do not need a lot of sand. I want to make sure that my friends will
also be able to use this sand. Then I am going to spread this sand so it
covers the bottom of my box. Next I am going to grab one scoop of yellow
and sprinkle it on top of my red, because I want to see how just a little bit
of yellow looks on the red. Next I am going to take a scoop of blue and
slowly pour the blue over the red and yellow, in a circle. Pouring the sand
from the cup, letting the sand fall from my cup, creates different lines and
shapes. Now I will take my stick and create patterns in the sand. I am just
creating any pattern that I think will look nice in the sand or is fun to do. I
think it is fun to make circles. I might try to create a flower shape like
Azucena did, because I think it is pretty.
▪ Maybe I don’t like this design and I want to make a new one. That is
simple. I can either add more sand on top, or clear off the sand I have by
putting it in this box which will be where we put the sand when we are
done using it.
▪ When I am completely done with what I’ve done, I will carefully pour the
sand I have into our big bin at the table used for sand we are finished with.
Don’t pour the sand back into the bins of colored sand, because it will
mess with the colors.
o They can use their fingers, or sticks, or pour the sand in lines.
o They won’t be keeping the sand or the pattern they made, but tell them they can
recreate it again on paper, they can add glue to a paper and sand on top, and that’s
how the piece lasts longer.
● DESIGN/WORK SESSION: (25 minutes)
o Bins full of different colored sand will be at one big table that we will all work

Problem-Based Lesson Plan ARTE 301

▪Bins will be brought separately, and bags of sand will be brought and
emptied into the bins before they begin working.
▪ Each student gets their own box to work in.
o Scoops will be in each bin for students to move sand from. They will be instructed
to do this respectfully and slowly, being mindful of their space with other people.
Don’t get sand in other people’s space, and don’t fling sand.
o Each student will have one box to work in to minimize the mess made
o They will create patterns in the sand using different colors.
o This time is for exploring patterns, color combos and movement.
o While students work, I will be using the sand side by side, and assisting with any
student who needs help.
▪ During work time, I can ask them if they have made sand castles before,
played in a sand pit, or seen art made from sand before
▪ We can also talk about any interests they have aside from art, so I can get
to know them better.
● SHARE: (2 minutes)
o Before cleaning up, ask that they share what they like about their piece, and to
look at what others did
▪ Ask for volunteers to share what their pieces were about.
▪ Now I would like everyone to stand up and look at what your friends
made. Don’t touch their sand but look and tell them what you like about
their sand drawings.
o Was this fun?
o Would you do it again?
o What didn’t you like about this lesson?

● CLEAN UP: (3 minutes)

o Before they put the sand into the big bin, take photos of all pieces.
o After the photos are taken of the work, they can put the sand into the big bin.
o Leave all items at the big table and go back to your regular desks, leaving all sand
and materials alone.

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