Art Lesson 2: Magnet art

Stage 1: Desired Results

1. 2–8 Describe the interaction of magnets with other magnets and with common materials
General
2. Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and techniques,
Learning
with an emphasis on exploration and direct methods in drawing, painting, print making,
Outcome(s)
sculpture, fabric arts, photography and technographic arts.
1. 6. Demonstrate that most materials are transparent to the effects of a magnet. A magnetic
Specific
field will pass through such materials, whereas other materials interact with a magnet.
Learning
2. Paint using experimental methods, including without a brush. •
Outcome(s)
3. Paint directly without preliminary sketching
1. By the end of this lesson, students will demonstrate that paper is transparent to the effects
Learning of magnet by creating a design using paint.
Objective(s) 2. By the end of this lesson, students will demonstrate how to paint without using a brush
through magnet art.

Stage 2: Assessment Evidence

Summative Formative
  Art work, observation, planning, sharing
Assessment Assessment

Stage 3: Learning Experience

 Resources to bring
 Sample
 Collect items out of Dad’s
shop
 paper
 Planning sheets
 Wand magnets
Tech to  Planning sheet on Resources to  trays
Do smartboard Bring  Resources to prep
 Paint on plates
 Paint shirts?
 Magnets in basket
 Water in containers
 Materials to demonstrate –
paint, water, paper, magnet,
paperclip.
Time Content/Description Notes
Title: Introduction to transparency of materials to magnets
Have materials to
 Have students sit on the carpet.
7 minutes demonstrate ready
 Read story beautiful oops.
1:00-1:05
https://www.youtube.com/watch?v=_Wbj3Hux0jM
 Discuss perseverance and that it is okay to make mistakes
Have materials to
Title: Explaining art project and rules
demonstrate ready
 Show students what they will be doing. Some things to point
10 minutes
out:
1:05-1:15 Planning sheet on
 1. Students will be working in pairs as one student is needed to
smartboard
hold the paper and the other student will have to run the
 magnet. I will make the groups. Ask students what would happen
if they did not hold their paper flat.
 2. Show students different materials they can use – a paper clip,
bolts, etc.
 Demonstrate with paint how to make a design on paper and
show sample. They will choose an object, dip it in the paint, and
put it on their paper. One student will hold the paper and the
other one will make a design on their paper by moving the
magnet under the paper.
 Tell students that once they are done with one object, they are
to put it into their water cup and dry it with paper towel. They
can then decide to use a different object or different colour or
both to repeat the step. The students will take turns painting.
 Before they start painting, students will have to fill out a
planning sheet. Show the planning sheet on the smartboard.
 They will have to decide if they want to make one big poster,
two small posters, which objects they want to use, which
colours, and what kind of design they will make.
 Students should not just do anything, they should try make
different designs – such as flowers, letters, etc. They can choose
a design of their choice, but I want them to think about it. They
should also use a lot of colour, so that it will become a colourful
poster. It is okay if their design does not work out
 Rules:
 1. Students have to make smart choices – they should respect
each other and themselves.
 2. Students should be respectful to each other and the
materials. They are only to use the objects to make their art
project. Be careful with your clothes.
 3. Because we are not using a brush, our art project will not look
the same as if we would use a brush. This is okay. It is totally okay
to make mistakes while doing this project, it will just make the
poster look unique.
 No running or fooling around the classroom, because we are
using paint and we do not want it to spill.
 If students are not obeying, they will not be allowed to do the
art project and will have to sit by themselves at their seats and
write me some facts about magnets which we have learned so
far.
 Repeat some of the rules
Formative
Assessment:
Title: Getting started - planning planning
 Call groups one at a time – give them a planning sheet – they
will complete it in the classroom and show an adult when they Hand out materials
5 minutes are done. as students need
1:15-1:20  Once students have completed their planning sheet and showed them.
it to an adult, they may collect their materials: magnetic objects, Have an adult work
magnet wand, paper, plate with different types of paint on it, with a student if
cup of water, paper towel. there is an odd
number of
students?
 Title: Painting
 Walk around, help out, observe Formative
 Praise their artwork. Assessment:
 IF students get done early, they can make another one observation,
 Remind students to sign their artwork painting
 Remind students when they have five minutes left.
 When time is over, ask students to stop what they are doing by If students chose to
40 minutes
saying hands on top – that means stop. make two smaller
1:20-2:00
 Cleaning up: poster, make sure
 All magnetic materials go in one container on the counter – they they get started on
do not have to be cleaned. the second one on
 Water gets thrown in the sink time.
 Paper towel in the garbage
 Magnets in the basket
 Paintings on the horseshoe table.
Title: Closure
 Ask students to come to the carpet by having one student ring
the chimes.
Formative
5 minutes  Praise their good behavior and work
Assessment:
2:00-2:05  Let students show off their artwork and ask them what they
sharing
made, what they noticed, etc. – did magnets work through
paper?
 Tell them it is time for recess.

Reflections and
Follow Up