Lesson Plan #: AELP-ARA0204
Submitted by: Angela Tabone
School/University/Affiliation: University of North Florida
Endorsed by: Dr. Michael Smith
University of North Florida
Date: October 11, 2002
Grade Level: 2, 3, 4, 5
- Arts/Visual Arts
- Arts/Process Skills
Duration: Two 45-minute sessions
Description: Students use coffee filters and watercolors to create a collage of flowers.
Goals: Sunshine State Standards (Florida) :
- Visual Arts – VA.A.1.1.2: uses art materials and tools to develop basic processes and motor skills, in a safe and responsible manner.
- portraits of flowers (see Internet sites below)
- white coffee filters
- watercolors (red, blue, yellow)
- color palate
- water pot
- white construction paper (large sheets)
- glue/water mixture (50/50)
- sponge brush
- Filter Sketch
Discuss the paintings by Hans Hofmann and Odilon Redon (see Internet sites below). Describe the colors the artists used. Explain why new colors are created when two or more colors blend. Talk about flowers (their different shapes, colors, and how bouquets really look). Explain that many times you cannot see all the flowers in a bouquet because they are usually overlapping.
Hand out 4-8 coffee filters and one large sheet of white construction paper to each child. Students should also get out their watercolors. Students will use the primary colors (red, yellow, and blue) to mix four new colors on a clean color palate. Students then use these colors to paint the coffee filters. Students may paint more than one color on a filter.
The coffee filters will need to dry. (Use a blow dryer to dry them more quickly.) Be sure the whole filter is dry or the colors may bleed onto each other. Once the filters are dry, they can be folded into quarters (The quarters are exact because the filter is a radial object.) Cut out the petals (see Filter Sketch in Materials ).
Then use a water/glue solution and the sponge brush to mount the flowers on the page. Have the children paint a vase, stems, leaves, and background with additional colors of their digression. Make sure the students sign their paintings!
Assessment: Use the Rubric (see Materials ) to evaluate whether or not students achieved the objectives for the assignment. The depth cue of interposition was reviewed because they applied it to their painting. Useful Internet Resources:
* Hofmann, Hans (1959). Smaragd, Red, and Germinating Yellow
* Redon, Odilon (1958). Flowers in a Chinese Vase
* Sunshine State Standards
Special Comments: Teachers should be aware that the printing industry uses the primary colors of magenta, cyan, and yellow.