Wild About Art- A lesson plan

WAH-HOOM, 1967.
Frank Day (Konkow Maidu, 1902–1976)
Oil on board, 23 3/4 x 29 7/8 in. Crocker Art Museum, gift of the Aeschliman McGreal Collection, 2017.62.5.

Objective

Students will sketch an animal head and use colored paper and collage materials to create features. Students will mount their work onto a background.

Process

Opening Discussion

Today, we are going to explore and create bold and beautiful animal art.

First, we will look at artworks of artist who have animal subjects. 

Show Maidu Spirit as Bear. Ask students the following questions: What is going on in this painting? What do you see that makes you say that? What more can we find? 

Show Cow Ridge. What animal can you see in this painting? What else can we see in this painting? Pattern? What in this painting is made from pattern? Are the patterns made of lines and shapes or both? Do you like this style of art? Why or why not? Artist explore with pattern and it’s an interesting technique that has been used throughout history. 

Tell students that they will be creating a mixed-media collage artwork that depicts a wild animal. We are going to use color, shape, line and patterns to create our bold and beautiful wild animals! This art project has 3 parts to it, so it’s important we are listening and following directions.

Procedure

Write on the board and explain the following steps:

1. Decide on an animal and draw. What is the shape of their head? The head of an animal can sometimes have more than one shape depending on how you view it. Demonstrate on the board different animals and explain to the students that they will have to trace the head of the animal onto their colored card stock paper.

• Students will draw the shape of the animal. Encourage students to “take up space”. The body should be about half of the size of the paper

2. Decorate animal. Use different materials to create your animal. Discuss/demonstrate to the students the definition of collage and the different techniques they can use to create a collage (tear, cut, glue etc.). Emphasize to the students that they must capture the different features of the face (mouth, nose, eyes, ears, etc.) Have them use patterned paper to fill in their face and scraps of paper to create the eyes, mouth, etc. They may use ink pens at the end to add small details. 

3. Cut out the head and attach to background paper. When students are finished with their collage, have them cut around their work, leaving them only with the head of their animal. When finished, have them choose a background paper to glue head. (or use double sided puff tape if possible)

Extension- Students can color or use more collage techniques to decorate the background

Clean Up

Everything but their work of art needs to be cleared off the table. Scraps that can be reused should be put back in the bin or can be recycled. All other materials come back to the supply table. Have students check under the floor for any scraps or other materials that need to be put away. When the floor and tables are cleaned, have them sit in front of their artwork so they can move onto the next activity. 

Conclusion

1. Clean up. Ask students to clean up and return all materials. Their artwork should remain at their desk for the “gallery walk” to conclude the lesson.
2. Class and/or table group discussion. What did we learn? What was challenging? What felt familiar? Shoutouts to helpful neighbors?
3. “Gallery walk”. Students will leave their artwork at their desk to be previewed by their classmates. (If they do not want to share, offer to turn over work). Invite students to line up behind you with their arms behind their backs. Discuss museum manners (hands to self, positive remarks). Slowly “snake” around the table groups so students may view the work of their peers.

MAIDU SPIRIT AS BEAR, 1978.
Dal Castro (Nisenan, born 1934)
Acrylic on canvas, 16 x 20 in. Crocker Art Museum, gift of the Aeschliman-McGreal Collection, 2017.62.8.

WAH-HOOM, 1967.
Frank Day (Konkow Maidu, 1902–1976)
Oil on board, 23 3/4 x 29 7/8 in. Crocker Art Museum, gift of the Aeschliman McGreal Collection, 2017.62.5.

TEMPTATION, 1883.
Hugo Wilhelm Arthur Nahl (American, born Germany, 1820–1889)
Oil on canvas, 14 x 17 in. Crocker Art Museum, Melza and Ted Barr Collection, 2017.104.

COW RIDGE, N.D.
Wayne Thiebaud (American, 1920–2021)
Etching hand-worked with colored pencil, 8 15/16 x 11 7/8 in. (plate), 14 15/16 x 17 1/16 in. (sheet). Crocker Art Museum, gift of the Artist’s family, 1995.9.42. © Wayne Thiebaud / Licensed by VAGA at Artists Rights Society (ARS), NY.

CA State Standards

Geometry
• K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
• K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
• K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
• K.G.B.4 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

A Child’s Place in Time and Space
• 1.4.3 Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.

Grade K-2
• K–2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• K–2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.
• K–2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• K–2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
Arts

K.VA:cr1.1 Engage in exploration and imaginative play with various art materials

1.VA:Cr1.1 Engage collaboratively in exploration and imaginative play with various arts materials

2.VA:Cr1.1 Brainstorm to generate multiple approaches to an art or design problem

3.VA:Cr1.1 Elaborate on an imaginative idea

4.VA:Cr1.2 Collaboratively set goals and create artwork that is meaningful and has purpose to the makers

5.VA:Cr2.2 Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.

6.VA:Cr2.1 Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

Materials

• White/Black 9 X 12in. Paper (Background)
• Tissue Paper (Background Option)
• Transparency Sheets (Background Option)
• Card Stock Paper (Animal Head)
• Scrapbook Patterned Paper
• Black Ink Pens
• Pencils
• Glue Sticks
• Scissors
• Double-Sided Tape (Puff Tape)