Crayola Crayons, 24 Count
Watercolour Paint Set - 8 colours
Flat Paint Brushes
Fine Line Ultra-Clean Washable Markers, 24 Count
Pointed Tip Metal Scissors
Pip-Squeaks Washable Glitter Glue, 16 Count
Crayola Washable No-Run School Glue, 236 mlStudents will be able to:
- create a cone-shaped hat;
- create patterns with geometric and organic shapes;
- use crayon resist technique;
- explain their process;
- express opinions about the works.
Steps
Step One
- Draw a semi-circle on a half piece of Bristol board so the base is about 50 cm (20").
- Cut it out.
Step Two
- Use shape tracers and crayons to make a design all over the Bristol board.
- Use geometric and organic shapes.
- Create patterns.
Step Three
- Use watercolours to paint over the whole Bristol board.
- Use several colours and let them mix together.
Step Four
- Fold the Bristol board into a cone.
- Measure it so it fits your head.
- Staple it together.
Step Five
- Use markers to scribble lots of coloured lines all over a plastic sheet.
Step Six
- Spray a fine mist of water all over the marker.
Step Seven
- Place a double sheet of tissue paper on top of the wet marker.
- Gently pat the surface of the paper.
Step Eight
- Once the tissue paper is dry carefully separate the 2 layers.
Step Nine
- Gently twist the paper into 2 puffy strips.
Step Ten
- Decorate the hat with glitter glue and other embellishment.
- Staple the tissue paper to the bottom of the hat.
Learning Goals
Extensions
Have students:
- use the crayon resist technique and shape tracers to create a set of small shape cards – one for each of 5 shapes;
- find examples of the various shapes in their home, for example, square tiles and round plates;
- record the examples on the back of the appropriate card;
- share what they have found with each other.
Prepare
- Prior to this lesson teach or review geometric and organic shapes.
- Place students in groups of about 6 so they can share the materials.
- Cut out enough shape tracers for each group.
- Gather and make available books about shape, for example, Shape by Shape, by Suse Macdonald; A Circle Here, A Square There, by David Diehl; I Spy Shapes in Art, by Lucy Micklethwaite; and Round is a Mooncake, by Roseanne Thong.
- Download and display the Shape, Form and Repetition posters available on this website.
Introduction
- Conduct a read-aloud with one of the shape books.
- Invite students to point out shapes they see in the classroom.
- Record their observations on a chart paper divided into columns to represent the various shapes.
- make a small doodle drawing to represent the object along with the word for it in the appropriate column - Explain that shapes are so much fun that today they are all going to make a Happy Hat to celebrate shapes.
- Introduce the challenge.
Activities
The Challenge
- Create a cone-shaped hat.
- Create patterns with geometric and organic shapes.
- Use crayon resist technique.
- Explain how you made your hat.
- Share your ideas with others.
The Process
- Make sure everyone understands the challenge.
- Establish success criteria with your students, for example,
I know I am successful when I have:
- created a cone-shaped hat
- used tracers to draw organic shapes
- used tracers to draw geometric shapes
- repeated shapes to make patterns
- used crayon resist technique
- made sure that my finished hat is in good condition - Guide students through the steps outlined in this lesson plan.
- Observe students as they work.
- Provide individual assistance and encouragement.
Sharing
- Ask students to wear their hats as they walk slowly around the room.
- On your signal, ask them to stop and face someone.
- Ask students to say one thing that they think is special about their partner's hat.
- Ask students to continue to walk around the room on your signal, stopping and sharing repeatedly.
- Have students return to their seats.
- Invite them to share something about the hats with the whole class.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss the hats – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
- Use a checklist to track progress. (Downloads - HAT_tracking.pdf)
- Have students reflect on their work using the self-assessment form. (Downloads - HAT_self-assessment.pdf)
