Art Lesson 1: Inuksuk

Stage 1: Desired Results

1. Component 6 - QUALITIES AND DETAILS: Students will represent surface qualities of objects
General and forms.
Learning 2. Component 10 (iii) - MEDIA AND TECHNIQUES: Students will use media and techniques,
Outcome(s) with an emphasis on exploration and direct methods in drawing, painting, print making,
sculpture, fabric arts, photography and technographic arts
1. A. Texture is a surface quality that can be captured by rubbings or markings.
Specific 2. B. Painting
Learning -Learn simple brush skills: holding and unloading the brush, applying paint, cleaning the
Outcome(s) brush
- Paint directly without preliminary sketching
Learning
1. The students will practice making art using different textures and painting.
Objective(s)

Stage 2: Assessment Evidence

Summative Formative  Discussion, popsicle stick method, reporter at

Assessment Assessment random, popsicle stick method, final product

Stage 3: Learning Experience

 To get ready before the
lesson:
 Cardstock paper – put on
table during lunch?
 Water paint
 Brushes
 Water containers
Tech to Resources to  Paper towel
 NA
Do Bring  Thin white paper
 Sample
 Book
 Extra glue, scissors, pencils
 Students need to get:
 Supply box (should have
glue, scissors and wax
crayons inside)
Time Content/Description Notes
Have an extra
Title: Painting the sky activity ready for
 Ask students to clean up their lunch and then go get their supply students – i.e.
boxes. While they are doing this, put enough paint and water colouring picture
15 minutes containers on the table.
 Tell students we are first painting, because I would like it to dry. For cleanup – I will
12:55-1:10  Remind students that it is okay to make mistakes – it does not choose a student
mean we give up, but we try again and make the best out of it. from each table to
 Tell students we are going to paint a sky – not just any sky, but a collect brushes and
sunset sky. another student to
collect the paint.
  Tell students they all need a sheet of white paper. Ask them to The adults will clean
write their name on the sheet. Give them a minute to do this. up the water
When they are done they should touch their ears. containers.
 Paint sky one colour at a time. Show students where about to
start and give them all a minute to do each colour – we will start
with yellow. Show students where about to start, and paint
before they paint. When I say Go they are allowed to start.
When they are done they should touch their nose.
 Repeat this step for orange and red. Show students how to mix
the colours.
 Give students about 2 minutes per colour.
 Praise good behaviour/attitude.
 When students are done, ask them to leave the painting on their
table, and then go put their brushes and water in the sink.
 Then have them sit on the carpet.
 Jenn and Allison (?) can help clean up.
 Get the students attention by saying hands on top, that means
stop.
Title: Reading the book
 Ask all students to come to the carpet.
 Tell them they are probably wondering what we are making.
 Show them the front cover of the book The Gift of the Inuksuk
15 minutes by Mike Ulmer. Ask the students if anyone knows what the Formative
picture on the front cover shows by raising their hands. If Assessment:
1:10 – 1:25 nobody knows, tell them it is called an Inuksuk. Discussion
 Tell the students we are going to read the story and ask the
students to listen for why the Inuksuk was important.
 Once the story is finished ask the students that question by
using popsicle stick method.
Title: Explain and doing shading method.
 Tell students we are going to build an Inuksuk. Ask them what
an Inuksuk is made out of. The answer should be rocks.
 Tell the students we are going to shade a paper for the rocks
with wax crayon. Show students how to do this by doing it on
the brick wall. Show students that this makes a textured surface,
which will make it look more like a rock.
 Write down more ideas for students to shade on: a small chair, Formative
the wall, the vent behind Mrs. Tolley’s desk, the top of a pencil Assessment:
case box. Tell them what not to try – a smooth surface like a Reporter at random
15 minutes
table and soft surfaces like the carpet because then the paper
will rip. Again, hand out
1:25 – 1:40
 I will ask one student to report the directions back to me, colouring pictures
reminding other students to listen carefully to see if he/she is when students are
correct. done early.
 I will ask students to think of which surface they want to use
and keep it in their head.
 I will look for students who are sitting quietly. They will come
get a paper from me and a wax crayon from their supplies. They
may start when they have their supplies.
 I will give students about 5 minutes to do this.
 When students are done tell them to go back to their seat.
 Title: Drawing the rocks.
 Tell students to turn their coloured papers over.
 Tell them to find a pencil and do what I do.
 They will all draw 2 tall rectangles – I will do it on the board. I
will give them a minute to do this. Remind students that these
10 minutes shapes do not have to be perfect because rocks come in all sorts
of shapes and sizes. Student should get about a minute to draw
1:40 – 1:50 their rocks. When they are done, they have to put their hands
on their head.
 Repeat this step for 2 wider triangles, 2 narrow ones, and one
square.
 Anytime students need to be paying attention or to get them
together clap hands or say hands on top that means stop
Title: Cutting out and gluing the pieces together
 Tell the students they are allowed to cut out the pieces and glue
them down. Remind the students that they should first lay out
Have the book on
the pieces to see how they want it before gluing. Show them my
the whiteboard
sample and show them which pieces go where. Have student
ledge so students
repeat instructions.
10 minutes can see the picture.
 Walk around, observe and assist where necessary. Jenn and
Allison may help along as well. Praise any good behaviour.
1:50 – 2:00 Find extra glue and
 Tell students that once their rocks are glued, they may put their
scissors for
art on the horseshoe table.
students who need
 Ask them to clean up all their supplies – recycling, supplies, etc.
them.
 Praise them for any good behaviour at the end and throughout
the lesson.
 Tell them it is time for recess.
Title: If extra time
 Ask students to come to the carpet and talk about how to make
different Inuksuk’s.
 Show pictures in books
 Tell students that if they ever want to make another art project
about an Inuksuk they can make different designs.
 Or play four directions if there is enough time – or voting with
feet game if students are very restless.
 Tell them it is time for recess.
Reflections and
Follow Up