ARTED

UNIVERSITY OF WISCONSIN-STOUT

Lesson Title: Snowy Day Class/Grade: 1st Grade

Lesson subtitle: Exploring mood through color and
collage making.
Description/What: After listening to The Snowy Day story
students will be creating a landscape collage while showing
a certain emotion/mood using different colors. Students will
add buildings, trees, and people made out of prints with
designs to the collage.

Purpose/Why: Students will be able to tell and recall the Lesson Duration: 3 Days @30-45
difference between authors and illustrators when creating minutes per period
this collage. Through the collage students will be able to
describe the mood or emotion they want to show. Students
will also be able to recall what the purpose of the horizon
line is and what it does. Students will also learn about
printmaking with new materials and collage making.
Teacher Name: Mckenna Schley
Art Supplies:
- Chalk pastels (3 per student)
- 12”x18” pieces of construction paper- blue, pink, and purple colors (1 per student)
- White tempera paint (silver dollar size drop per 2 students)
- Paper plates (1 per 2 students)
- Thick paint brushes (1 per student)
- Newspaper (1 sheet per student)
- Paper towels
- Different color construction paper
- Sharpies (1 per student)
- Jelly print pads (1 per 2 students)
- Primary paint colors
- Washable markers (pink, blue, and purple)
- Newspaper
- Bottled white glue
- Scissors
- Q-tips
- Paint pads
- Mini whiteboards
- Socks/towels
- White board markers

Instructional Materials:
- The Snowy Day book
- Sample projects of different mood ideas
- Sample of design ideas for printmaking

References/Sources/Citations: Art Ed 138, https://prezi.com/xuy3mpltygf4/what-is-the-difference-

between-an-illustrator-and-an-author/
Visual Arts Lesson Plan Template (Adapted from Weiss, Fall 2021)
 ARTED
UNIVERSITY OF WISCONSIN-STOUT
https://guides.brit.co/guides/create-mood-using-color-and-value

Visual Arts Standards

National Core Art Standards

VA:Cr1.2.1a- Use observation and investigation in preparation for making a work of art.
VA:Cr2.1.1a- Explore uses of materials and tools to create works of art or design.
VA:Cr3.1.1a- Use art vocabulary to describe choices while creating art.
VA:Re.7.1.1a- Select and describe works of art that illustrate daily life experiences of one’s self and others.

Objectives for Learning

Art Production: Art Production:

I can make designs with q-tips when printmaking Student will learn what printmaking is and how
for my collage. VA:Cr1.2.1a designs show up on the jelly pads.
I can create a mood through the exploration of
color with the chalk pastels on my landscape. Student will learn what mood is and how to use
VA:Cr2.1.1a chalk pastels to create it.
Art History: Art History:
I can use my new vocabulary I learned from the Student will learn new vocabulary terms from the
book when talking about my landscape. book like mood and use it when talking about
VA:Cr3.1.1a their piece.
Art Criticism: Art Criticism:

Aesthetics: Aesthetics:
I can show a story through the different Student will be able to create and tell a story
components in my collage. VA:Re.7.1.1a through the people, buildings, trees, mood, and
other components in their landscape collage.

Vocabulary
Mood- the emotions that are pulled out of the viewer in of a piece of artwork, intentionally or
unintentionally.
Chalk Pastels- pure powdered pigment, color, packed into a stick form
Author- a person who writes the words in the book/story
Illustrator- a person who makes the pictures to go with the words of the story
Horizon line- a line that separate the ground and sky
Printmaking- process based on transferring images from a one thing onto another surface

Instructional Procedure

. DAY 1
Central Focus for Day 1: Students are learning authors vs illustrators and creating mood through color.
Visual Arts Lesson Plan Template (Adapted from Weiss, Fall 2021)
 ARTED
UNIVERSITY OF WISCONSIN-STOUT
Anticipatory Set
Welcome friends! Students will be read the book The Snowy Day from the Elmo on the smart boards. How can art make us feel
emotions? What kinds of activities do we like to do in the snow? Encourage raising hands and only call on students who are quiet and
raising their hand. (Allow 10 minutes with share time)

Input/Lecture
Give information on the difference between authors and illustrators. Talk about how Keats creates mood through his landscapes.
Connect the book pictures to what we will be doing. Tell the students that today we will be starting our landscape by using chalk
pastels to create a mood through color. What emotions do we feel? What colors go with what emotions? Talk about how we will also
be drawing a horizon line and painting the snowy ground today.

Demonstration
Students will sit at their tables and watch the demonstration of making a horizon line and creating the sky with chalk pastels on the
board and the instructor will use the Elmo. First thing we should do when we get out paper is put our names on the back. Our paper
should be turned the hotdog way and then take a pencil and draw a horizon line. It should be in the middle of our paper, but not a
straight line. It should be bumpy and have some hills. This is because the ground is not completely flat. Each student can use up to 3
colors max. We will be using the chalk above the horizon line because this will be our sky. Show how to use only 2 fingers when
blending the colors. Hands only go on our paper and do not touch any of our friends. If you switch colors, you can rub your fingers off on
some paper towel if needed. Show some examples of skies they can make and talk about how your color choices and movement of the
color should show a mood. Talk about what movement is. Make sure they are leaving no open spaces of paper. When the
demonstration is done each student should be called by table to pick their base paper either blue, pink, or purple and place it on their
newspaper.

Independent Practice
Students will pick their paper color of choice and first write name and draw horizon lines. Then students will begin using the chalk
pastels to create a colorful sky that shows mood and has movement. The instructor should make sure students are using only 3 colors
and 2 fingers to blend the chalk.

Demonstration
After 5-10 minutes call the students attention back to the screen and demonstrate how to paint the snowy ground. The instructor will
again use the Elmo. Talk about how get lots of paint on the thick brush and that this is the ground, so the paint goes below the horizon
line. Show how to paint with a dancing ballerina and edge to edge. Show how to put in the drying rack when finished and if you need
extra hands ask a friend for help. If extra time help your friends at the drying rack or use a coloring sheet. Show the students how to
clean their brushes correctly at the sink and where to put them.

Independent Practice
Bring the already prepared paint plates to tables. Students will begin painting below the horizon line with the white tempera paint.
Students will walk their paper over to the drying rack when finished and clean their brushes.

Clean Up
Students will each put their paper in the drying rack when finished. Tables will have assigned jobs and the “table scrubbers” will make
sure there is no extra paint or chalk on the table. Sink monitors will make sure there is no mess at the sink and paint everywhere.

Closure
Leave enough time after clean-up for group discussion. What is a horizon line/what does it do? Talk about how each horizon line is
different. What is an author? What is an illustrator? What is mood and how did we show it using color? What is movement? Next class
we will be doing printmaking! Bye friends, see you next class!

Alternative
If a student is allergic or has a noticeable issue with the chalk pastels, show how to use oil pastels. Stick with the same rule of 3 colors
and 2 fingers to blend. The oil pastels will be very similar to the chalk ones, just greasier and creamier.
If oil pastels are not available, use watercolors. Same rules of 3 colors. Show how to blend the watercolors with water and the brush.

Visual Arts Lesson Plan Template (Adapted from Weiss, Fall 2021)
 ARTED
UNIVERSITY OF WISCONSIN-STOUT

 Day 1
DAY 2
Central Focus for Day 2: Students are learning about printmaking and making designs with q-tips.
Review Day 1: What do we remember? What did our horizon line do? What is mood? How did we show mood? Author vs Illustrator?

Input/Lecture
Give information on printmaking and tell what it is. We will be using a printmaking technique to create our people. Talk about how
when we go outside, we all have different color clothes with different designs. Show some examples of designs.

Demonstration
Students will sit at their tables and watch the demonstration on the board and the instructor will use the Elmo. We will be using
different colored construction paper to put our prints on and jelly pads to put the paint on. Show and talk about how we will be painting
on the jelly pad first with one of the primary colors and a thick brush. While the paint is still dry, show how to make designs with a q-tip.
Then show how to carefully take one of our papers and place it on top of the painted jelly pad. Then you have to give your paper a
gentle massage to transfer the paint. Then show how to carefully pull your paper off and place it on a paint pad. You will be sharing
your paint pad with a friend so take turns. One can go first for one paper and the next friend can go first for the second paper. Talk
about what colors can show up the best on what paper. Show and tell how when done with 2 prints each you and your friend at your
table will take your 2 prints on your paint pad and bring them to the drying rack and then wash your brush in the sink. Remind students
how to wash brushes and where to put them when finished washing.

Independent Practice
Once demonstration is done students will one by one go up to the front table where there are construction paper pieces ready for
printmaking. Once everyone is seated, we put our names on the back of both papers. Students will be using the paint and jelly pads to
make prints. They get to choose between one of the primary colors and only one color at a time. Instructor should walk around and
monitor the process and ask questions- What design will you be doing? Are you taking turns? Are you using the materials correctly?

Clean Up
Once students place their prints on their paint pad in the drying rack, they are to assist other friends at the drying rack or washing
bushes. Tables will have assigned jobs and the “table scrubbers” will make sure there is no extra paint on the table. Sink monitors will
make sure there is no mess at the sink and paint everywhere. During clean-up have one student pass out a sock to everyone, one
student passes out a mini whiteboard to everyone, and another pass out a marker to everyone.

Demonstration
Once the instructor gets everyone finished call the students attention back to the board and Elmo projection. Talk about how next class
we will be making people out of our prints, and we are going to practice today. Show how to draw a stick person on the mini
whiteboard. Mention shapes like head is a circle. Then after showing a stick figure, trace along the outside of the figure and show how
to create a snowsuit around our person. Show how to add boots, mittens, and a hat if wanted. Let students erase and practice.

Closure
What is printmaking? What designs can we make with a q-tip? Talk about how next time we will be making a collage and cutting out
people from our prints. Tell the students to make piles of each item (whiteboard, sock, and marker) on the table by the door on the way
out. Thanks friends see you again next time!

Visual Arts Lesson Plan Template (Adapted from Weiss, Fall 2021)
 ARTED
UNIVERSITY OF WISCONSIN-STOUT

DAY 3
Central Focus for Day 3: Students will learn how to make people from prints and collage creation.
Review Days 1 & 2: What did we do last class? What technique did we use? What is a collage?

Input/Lecture
Give information on collage making and what it is. We will be using our prints to cut out people to go in our landscape. We also will be
adding trees and buildings to our collage. Recall how we drew snowsuit people on whiteboards. Show a finished project sample.

Demonstration
Students will sit at their tables and watch the demonstration on the board and the instructor will use the Elmo. Flipping our prints to the
backside we will be drawing our people just like we did last class. Show how to draw the people again and how to trace on the outside
of the stick figure. Remind students of extra things like a hat or scarf. Show how to cut it out and set them to the side for now. Remind
students about the sizing of the people. Each person can look different and be different sizes because we are all unique. Then show
how to take the already cut newspaper strips into trees. Talk about how the big tree goes closest to us and farther back in the distance
should be a smaller tree. Students can make up to 2 trees. Show how to cut the paper to make shorter branches. Talk about spacing
on the paper. How will you place everything to fit on? Talk about glue usage when putting the pieces on- “dot dot not a lot.” Show how
to use the construction paper to create buildings. It can be a short house or a tall castle. Let students be creative with building choices
and colors. Show how to draw a door, windows, and how to cut a roof. Associate shapes, square houses, triangle roof, etc. Show how to
glue on our cut our people. Remind students that objects don’t float and that everything should be connected to the snowy ground.
Show how to use a washable marker to create footprints behind our people if wanted. When done papers should go in the drying rack.

Independent Practice
Students will be called up to get their previous landscape paper and prints. Students may begin drawing people when they receive all
their papers. First, they will draw and cut out their people and then they can begin constructing trees and buildings. Instructor should
ask questions about placement when walking around and sizing of objects. Remind students of shape association. Remind students of
proper amount of glue needed. Ask students If students are finishing early remind them of things to add like snowflakes or footprints.
Students are to take their paper to the drying rack when finished.

Clean Up
Completed papers go in the drying rack. Table scrubbers are to make sure there is no glue leftover on the table and others are to make
sure there are no scraps on the ground or table. Everyone helps in cleanup so we are finished faster.

Closure
What is a collage? How did we tell a story with our pieces on our collage? How did we create a mood in our landscape? What was the
horizon line for? What do we remember about the story? What was printmaking?
If extra time ask about what was happening in their pieces, what were your people doing?

Assessment

Formative: Students will have participated and completed the steps needed for each day. Students
complete the project in the set number of days without setbacks.

Summative: Students are able to tell and share about their collage landscape. They are able to tell the mood they want to
show. They recall vocabulary terms and use them when describing their work. Students are also able to tell a story and
explain a vision of what is happing in the piece.

Visual Arts Lesson Plan Template (Adapted from Weiss, Fall 2021)