DRAFT: This module has unpublished changes.

Lesson Plan #1                                                                                          Name: Olivia Chak

Course: EDC 2200-01                                                                              Professor: Sharon Prince

 

Part One: Goals

 

1. Age of the Children/ Grade Level: 3-4 years old/Pre-K
2. Art Activity: Torn Paper Collage (Open-Ended Art Activity)
3. Objectives:

Children should be able to have a choice.
Children should be able to incorporate the elements of art.
Children should be able to create their own torn paper collage.

4. This is an open-ended activity that emphasizes process and exploration of the material because there is no right or wrong way of making a collage and children have a “REAL” choice when they choose the materials that they want to use for their collage.

 

Part Two: Provide a Plan

 

1. Materials:

Assorted Colors of Construction Paper (9”x12”) & (12”x18”)
White Paper (9”x12”) & (12”x18”)
Drawing Paper
Glossy Paper
Craft Sticks
Small Pint Size Containers of Glue
Small Box of Used Construction Paper for Collage
Small Box of Wallpaper Designs
Small Box of Tissue Paper in Assorted Colors
Small Box of Miscellaneous Paper

 

Children will use the craft sticks as a tool to rub/spread glue on their torn pieces of paper to create their torn paper collage.

 

2. The physical set-up will take place in the art center. The materials will be placed in an organized manner like the paint tray method where children can easily grab their own materials.

 

3. Children are familiar with:

Assorted Colors of Construction Paper (9”x12”)
White Paper (9”x12”)
Drawing Paper
Craft Sticks
Tissue Paper in Assorted Colors
Elmer’s Glue Bottle (instead of Small Pint Size Containers of Glue)

 

4. During clean-up children will come up one by one to put back the materials they used and any type of paper they didn’t use. For example, the small pint size containers of glue will be place back where they were, the torn construction paper will be placed in the “Small Box of Used Construction Paper for Collage”. If the children get frustrated and don’t know where the paper belongs they will simply just place it in the “Small Box of Miscellaneous Paper”.

 

Part Three: Description of the Activity

 

1. The children were asked by the cooperating teacher to sit at the table by the art center. First, I introduced what a collage was by reading them a book written and illustrated by Eric Carle called Brown Bear, Brown Bear, What Do You See? I told the children the pictures in these books were actually collages and explained what a collage was. I then said, “Boys and girls, today we’re making a torn paper collage.” The children were excited and said, “Yay!” I explained to them some rules before they were to get started and I asked some children to come up and help me demonstrate how they could tear paper.

 

2.  a.)

            One child was smiling with so much excitement when I told the group, “Boys and girls, today we are going to make a collage.” When I told her she could go over to pick up materials, she quickly got up and picked up a pink 12”x18” sheet of construction paper and brought it back to her table. She then came back for the small pint size container of glue and walked carefully back to table. After that, she walked back to the table to collect a craft stick and a handful of miscellaneous papers that could be used for her collage. She walked back to her seat and once she sat down and raised her hand to get my attention and said, “Miss Chak, can I start?”

            The other child was smiling when I told the group, “Boys and girls, today we are going to make a collage.” He however was so excited that he ran up today and asked me, “What kind of collage are we doing today?” I replied, “You are creating your torn paper collage however you want.” When I told him that he could go over to pick up materials, he quickly ran over got up and picked up a white 12”x18” sheet of construction paper and brought it back to his table. He ran to the table to collect a craft stick and a handful of miscellaneous papers that could be used for his collage.  After that, he came back for the small pint size container of glue and walked quickly back to table. He noticed the small sheets of glossy paper so he came up and picked up a few colors such as blue, green, and red. After that, he ran back for some tissue paper and when he finally sat down he said, “Miss Chak, I’m ready.”

 

     b.)

            While I was observing both children as they were working, I noticed many differences in how they created their collages. They both chose different materials to work with.

I noticed that the girl took her time with her collage. She knew how to use the craft stick and apply the glue onto the torn paper she wanted to glue on. She noticed a change in colors when she glue on a yellow sheet of tissue paper because she said, “Why is this color orange and not yellow?” She continued to glue on as many colors as she could until she filled up her entire paper.

However, the boy was working very quickly with his collage. He quickly tore his glossy paper into many pieces. He had blue, green and red pieces. He dipped his finger into the small pint size container filled with glue and then put the glue that was on his finger all over the all torn pieces of glossy paper. I was shocked because I started to see him form a pattern of “red; red; blue; blue; green; green.” He then continued without using the crafts stick to apply glue and I found the child highly interesting to watch.

 

3. They were all full of energy and were really excited to work with me. Like I said one child asked me, “What kind of collage are we doing today?” I replied, “You are creating your torn paper collage however you want.” When the child heard that you could see his jaw drop in amazement that I’m not telling him what he can or cannot do.

 

4. I discussed some “elements of art” while I explained to them what they were going to be doing after reading them the book written by Eric Carle, Brown Bear, Brown Bear, What Do You See?

 

5. I helped the children investigate material by supplying them with material that were appropriate for them to use and explore the difference in each material.

 

6. One instance of discovery was when the child noticed a change in colors when she glued on a yellow sheet of tissue paper because she said, “Why is this color orange and not yellow?”

 

7. The activity ended up with clean up and they all helped me put away many of the materials that weren’t used or could be used again.

 

8. There weren’t any unanticipated problems that couldn’t be handled.

 

Part Four: Evaluation

 

1. The activity did promote exploration of material and encourage creativity because children learned new things they never could happen. For example was when the child noticed a change in colors when she glued on a yellow sheet of tissue paper because she said, “Why is this color orange and not yellow?”

 

2. I can improve the way I presented because I noticed I was very nervous. I was calmer after I was comfortable with them, but I would definitely teach this lesson again.

DRAFT: This module has unpublished changes.