Student Teacher: | Kristine Theveos |
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Planned Lesson Duration: | Session One 30 minutes; Session Two 20 minutes |
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Learner's Grade Level: | K-1 |
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Magic Bubble Prints |
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Topic |
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Visual arts lesson that uses selected materials to create paintings by |
individual students. Students are asked to use "magic" bubbles to create |
designs on paper, and they are encouraged to relate their designs to objects |
they have seen in the world. |
Rationale |
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This lesson encourages children to use their imagination to relate what they |
see on paper to shapes they already know. This lesson develops awareness of |
shape and color which helps students develops visual literacy skills that are |
used throughout their lives. |
Component Objectives |
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Artistic Perception |
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Each student will identify and discuss symbols he/she creates on paper to |
objects seen in the world. |
Creative Expression |
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Each student will create a bubble print painting using a bubble and liquid |
watercolor mixture as well as a variety of bubble wands, baskets, etc. |
Aesthetic Valuing |
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Students will be able to use color, shape and line at developmentally |
appropriate levels to describe the image they see in their design(s). |
Students will have a discussion about the paintings hung on the bulletin board |
and see what types of images the class comes up with compare to what the |
creator might have seen. |
Strategy |
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Direct Teaching, Guided Discovery, Think-Pair-Share |
Procedures |
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Introduction |
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Teacher poses a few questions: How many of you have seen bubbles floating |
in the air? What shape(s) have you seen? Suppose you caught them on paper, |
do you think they would stay the same shape? The teacher explains that they |
are going to read a short story about magic bubbles called, Bubble Bubble |
written by Mercer Mayer. As they listen to the story, have them look at the |
different shapes the boy's magic bubbles took. |
* Activity Sequence |
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Session One |
1. Read book to class. |
2. Discuss the different types of shapes the boy's magic bubbles took. |
3. Explain that they are going to go outside and blow some bubbles of their |
own. Tell them to experiment with the different types of wands in the |
tubs, and try capturing the bubbles many different ways so that they |
create different shapes on their paper. Suggest some ideas, but don't |
limit students, on how they might make a print on the paper. Like blowing |
bubbles up on a container and popping them using their paper, or blowing a |
bubble directly on the paper and using an eye dropper lightly drop water |
color on the bubble letting it run down to the outside edge. |
4. Take students outside, and allow them to create their paintings. Have |
students put their names on the back of the paper first, and be sure there is |
enough paper out so they can make as many as they'd like to in a set amount of |
time (15 minutes). |
5. Allow paintings to dry overnight. |
Session Two |
1. Have children take out the paintings they made the day before. |
2. Ask them to look at the dried image and think about what shape(s)it they |
see, and what colors make up the shape. |
3. Have the students tell a partner what color(s),and shape(s) they see on the |
paper, and the wand techniques they used to create it(them). |
4. Hang the paintings up on the bulletin board. |
Clean-up |
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After session one: | Ask students to empty tubs into the class sink, and put |
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wands on the dish drainer. Also have the students hang their pictures on the |
clothesline to dry overnight. Have them put any extra paper away in the paper |
tray. |
Closure |
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Ask students about the different techniques they used to create their |
painting. As a class, discuss the different shapes and colors they see in the |
paintings. Are there any that are the same? Ask students if they have seen |
these shapes(symbols) any where outside the classroom. Tell the students that |
as they go home, look around them and look for any shapes (symbols) they might |
have seen in class today. |
Evaluation |
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Teacher evaluates lesson based on the completed bubble prints by each student |
and listening to students' discussions. The bubble prints should show symbols |
representing objects in the real world. Evidence of line, color and shape |
should be noted. In pairs and as a class, the teacher will listen to the |
students talk and share information about the different shapes and colors they |
see in the paintings they have created. Students should be able to accurately |
state the colors and trace with their fingers the shapes they see in their |
paintings. |
Materials |
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-Bubble, Bubble by Mercer Mayer |
-Five small tubs with bubble and liquid watercolor mixture |
-Various sizes of white paper |
-Bubble wands, strawberry baskets, straws, etc. |
(Anything that can make bubbles) |
-Bubble mix |
-Liquid watercolor |
Extensions |
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Bubble, Bubble is a really neat story about a boy that purchases magic |
bubbles. I like how he uses his imagination to get himself out of really |
tough situations. The illustrations allows the reader to see what the boy |
sees in his bubbles. I like how the story goes until the last four pages. I |
don't like how Mercer Mayer has the boy dumping his magic bubble mixture on |
the ground, and then having him say "Anyway, everyone knows there's no such |
thing as magic bubbles." To me she show mistreatment of the enviroment by |
dumping the bubbles out, and then throws the boy's wonderful imagination in |
the trash with his bubble jar. A suggestion I make is to not read the last |
two pages, and end on "Blowing bubbles made me tired so I went home." The |
page this statement is on shows the boy dumping the bubbles out, so I would |
generate a discussion about how this might hurt the earth, and how might he |
have better dispose of the bubble mix if he didn't want them any more. Of |
course it is entirely up to the individual teacher on how they might approach |
the ending of this story. |