Students use tracers to draw geometric and organic shapes on a semi-circle of Bristol board and paint over the surface with watercolours. Then they fold the decorated Bristol board into a cone-shaped hat.
Kindergarten to Grade 3
Language Arts Mathematics Social Studies Visual Arts
formgeometric shapesorganic shapespatternshape
Bristol Board - 38 cm x 50.8 cm (15" x 20")White Tissue PaperRegular (Not Washable) CrayonsMarkersSpray BottlePaper TowelsWatercolour PaintsPaint BrushesStaplerEmbellishmentsPlastic Cloth - about 50 cm x 76 cm (20" x 30")Glitter GlueWhite Glue
Draw a semi-circle on a half piece of Bristol board so the base is about 50 cm (20").
Cut it out.
Use shape tracers and crayons to make a design all over the Bristol board.
Use geometric and organic shapes.
Use watercolours to paint over the whole Bristol board.
Use several colours and let them mix together.
Fold the Bristol board into a cone.
Measure it so it fits your head.
Staple it together.
Use markers to scribble lots of coloured lines all over a plastic sheet.
Spray a fine mist of water all over the marker.
Place a double sheet of tissue paper on top of the wet marker.
Gently pat the surface of the paper.
Once the tissue paper is dry carefully separate the 2 layers.
Gently twist the paper into 2 puffy strips.
Decorate the hat with glitter glue and other embellishment.
Staple the tissue paper to the bottom of the hat.
Students 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.
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.
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 Repetitionposters available on this website.
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.
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.
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.
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.
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)