Unit Title (BIG Idea) Unit Goal/s- Teacher’s name

The students will design and use art

Compositions: People and Nature media and subject matter for spatial Sharon Cole
observation and organization.
Lesson Title Grade Length of time-

Third Grade Art: Flower Bouquets 3 45 min period/ 3-4 days

General Lesson Objectives-
The students will use lines and shapes to create a composition.
VA. SOLs - Art SOLs-
Science Standard 3.8 The student will investigate and 3.5 The student will develop ideas inspired by a
understand basic patterns and cycles occurring in variety of sources, including print, nonprint, and
nature. Key concepts include contemporary media, for incorporation into works of
a) patterns of natural events such as day and night, art.
seasonal changes, simple phases 3.7 The student will use the following in works of art:
of the moon, and tides; 1. Color—intermediate, warm, cool; 2. Space—
b) animal life cycles; and positive, negative; 3. Balance—symmetry,
c) plant life cycles. asymmetry, radial; 4. Contrast; 5. Pattern—motifs
3.8 The student will use organic and geometric
shapes in observational drawing.
Materials: Resources for lesson or parts of lesson-
• First half demo: hands drawn and cut out Show famous bouquets on screen:
• Second half demo: flowers partially drawn/painted Pablo Picasso’s Bouquet of Peace.
• Make a completed demo with a written project Vincent Van Gough’s Sunflowers.
statement to be posted on the board.
• Preload pictures for artwork discussion.
Setup for students- 11”x15” & 11”x7” watercolor papers,
pencils/erasers, scissors, watercolor paints, white glue,
brushes, construction paper crayons, sharpies, silk flowers
Vocabulary-
Line, shape, overlapping, composition, warm colors, cool colors, movement, space, balance, observation
Anticipatory Set-
Is it okay to combine different ideas together to make new and creative ideas? Can we do this with works of art?
We will combine two works of art into one of our own.
Direct Instruction-
1. Input- Picasso’s Bouquet of Peace shows his desire for people to join together in love and harmony. The brightly
colored flowers express a sense of hope and rebirth, and the bouquet forms a friendship between two people. In
Spring we think of rebirth. Can a flower’s life cycle be a rebirth? (Yes) Look at the simple lines and bright colors.
Why do you think Picasso used so many different colors for the flowers and petals instead of all the same
for the bouquet? Point out how the green stems have two lines that connect everything together, starting below
the hands, going between the hands, up to the flowers, and even on top as leaves or green shoots. The hands
overlap the stems to create space. You know there is a space for the stems behind the hands. Now let’s compare
and contrast it to Van Gogh’s Sunflowers painting. How are they different? Point out the warm/cool colors of the
background and flowers. How are they alike? The stems bend to give the illusion of movement. The flowers have
balance. Are the flowers placed to evenly around the painting? Yes, they are balanced. Van Gogh painted the
flowers from direct observation. Everyone say “observation!” Both artists arranged and connected everything
together in their paintings to make a composition. Everyone say “composition!” We are going to become Flower
Bouquet Artists and we will also draw our flowers from direct observation. (Introduce concept by showing a
finished sample project with written statement, “I will use lines and shapes to create a composition.”) Pin the
sample on the board for easy student reference.
Guided Practice-
1. Modeling/ Demo-
Demonstrate the project step by step using inquiry based instruction:
a) On two 11x7 pieces of paper, trace outline of my hands/forearms with black sharpie. Add details and color with
crayons. Cut out hands. Set aside.
b) Use 11x15 paper vertically, explain difference between vertical and horizontal to students.
c) Observe, draw and color flowers from silk ones with crayons.
d) Place flower centers on paper first, spaced out to leave room for petals (only use green at end for stems)
e) Color petals on each flower using a different color than flower center. Color green stems.
f) Does yours have to look exactly like mine?” (No!)
g) Second/third class period: Review the line, color, shape possibilities of our flowers. Show demo on correct
watercolor painting techniques and care of paintbrush while painting over the entire drawing including the
flowers. “What level of craftsmanship is this?”
h) Third class period outline flowers/stems with sharpies. Glue on hands to overlap stems. Trim arms at edges of
paper.
2. Directions-
Look for lines and color in hands. Look for shapes in the leaves and petals. Start by putting your names on the
back of hands and big drawing paper. Always use good craftsmanship. Encourage them to stop and reflect often to
make sure they are creating balance and movement.
3. Check for understanding-
Questions are asked above during demo. Last check would be, “Raise your hand if you have any additional
questions about what we are doing today, and I will come around to talk with you.” If questions benefit the entire
class, share with the class a great question that may help everyone with their project.
Distribute materials Closure-
Teacher will place materials on tables prior to the start of 1. Clean-up-
class to allow more instruction time. Quiet helpers will put the supplies away and sponge
Independent Practice- off tables.
The students will outline on paper, color and cut out their 2. Summative assessment: Group share 3-4
hands/forearms. Then observe/ draw/color flowers/stems vocabulary word descriptions about their finished
during the first/second class periods. The students will artwork.
finish flowers and then watercolor paint their entire 3. Summary-
drawing during the second class period. The students will Challenge students to create new art by combining
outline flowers/stems with sharpies, and glue on their ideas from direct observation and other artwork.
hands during the third class period.
Evaluation of student work- Differentiation-
A visual craftsmanship rubric is always posted on the -SPED- Help student with their piece as needed.
board and is addressed during demo. Work is informally -gifted- Write a 2-3 sentence paragraph about their
evaluated based upon the following: piece or draw in their sketchbooks.
1. Creativity: Student produced work that was creative -if done early-
and unique. Read to students a relevant story or allow individuals
2. Understanding and application of art skills and to read their own stories quietly. Another option is to
concepts: Student applied concepts and skills draw in their sketchbooks.
emphasized for this project.
3. Craftsmanship and control: Student was mostly neat, Teacher Reflections-
in control of art medium and work was of good quality. Adjust lesson plan according to how successful each
4. Time and Effort: Student followed expectations and step of the project was, for future use.
procedures for proper behavior, use of art space and
art materials.
Bouquet of Peace, 1958 Pablo Picasso Sunflowers, 1888 Vincent Van Gogh