Animal Print Lesson Plan

LESSON PLANNING TEMPLATE FORM D: DUPLICATE AS NEEDED
Lesson prepared by:___Rebecca Zastrow_____

Lesson
title/topic
Pattern through Animals Subject area Visual Art
Date Week 4/5 Time 1-2 weeks Grade 1st
STANDARDS/OUTCOMES
1A. Use materials, technique, media technology, and processes to communicate ideas and experiences.
1B. Use art material and tools safely and responsibly.
1C. Use visual characteristics and organizational principles of art to communicate ideas.
1D. Be involved in the process and presentation of a final product or exhibit.
2A. Apply knowledge of materials, techniques, and processes to create artwork.
2B. Apply knowledge of how visual characteristics and organizational principles communicate ideas.

OBJECTIVES Through these learning activities, the student will be able to:
-Identify patterns
-Expand knowledge of regular patterns to include randomly placed patterns on animal prints
-Differentiate between angles and organic shapes
-Operate new tools (stylus, brayer, ink) to create a print
-Create a finished print and prepare it to be displayed in the annual student art show

INSTRUCTION Teaching strategy: _______________________
Introduction/Instructional activities/Conclusion
The lesson is introduced through a series of questions asking the class about patterns, how they are
made, and where the students see them. Through images on the computer, shown to the class
through a projector onto the television screen, we discuss the various random patterns found on
animals. The patterns are then used to explain the difference between angles and organic shapes.

The printing process is then demonstrated to the class, drawing our design with permanent marker
on the foam tray, making sure to incorporate pattern, then using the stylus to engrave the lines,
applying ink onto the tray with the brayer, and then placing the piece of construction paper on top,
pressing it down and rubbing in order to transfer the ink.

The students are then given all materials (foam tray, permanent marker, stylus, and construction
paper) so that they may begin creating their design. Once the design is completed and is traced over
with the stylus, the students then may apply the ink to their own tray, placing the paper and
transferring the design to create their own animal print demonstrating pattern.

How this lesson provides for ASSESSMENT of student learning:
Pre-assessment
The lesson begins with questioning the students on their knowledge of patterns, asking for examples of
patterns they have been introduced to in the past.

Checking up
As the students work on creating their prints, they are asked to explain their choice in animal and how their
design incorporates pattern. They then are asked to discuss their pattern based on angles and organic shapes.

Post-assessment
Students will be evaluated on their final product/print, assuring the incorporation of pattern in their animal
design. The concepts of organic shape, angle, and pattern also prepare the students for the material covered in
the end of the year art exam.

How this lesson provides DIFFERENTIATION for the students in this class
The lesson is demonstrated so that visual students may see the process. At the same time, the
process is being explained so that auditory students may hear the description of the process. The
students then practice the process themselves, allowing for kinesthetic students to be interactive with
the materials.

RESOURCES NEEDED
Foam trays, construction paper, brayer, ink, spoon, stylus, permanent marker, computer, projection system

REFLECTIVE ASSESSMENT of lesson and student success (To be written on back after lesson is taught)

The students enjoyed experimenting with a new process and material. All of the students
understood the concept of drawing an animal design for the print, but some of them struggled
with incorporating a pattern onto the animal. Some used geometric shapes on the animal for the
sake of adding a pattern while some students did not incorporate a pattern on their animal at all.
The idea of using organic shapes to create animal prints needs to be emphasized and covered
more at length in the future. The lesson also seemed to go better when taking two weeks to
complete instead of rushing the students to complete everything in one week. Some students
struggled with the idea of how much pressure to use with the stylus, some barely making an
imprint while others gouged holes into their foam plate. This is another concept that needs to be
explored more extensively. The students also need to receive a few more reminders regarding the
idea of the ink needing to dry before it can be touched as well as the idea of not placing their
paper back on to the tray since it wont line up and will ruin the print with a second stamping.

Animal Print Lesson Plan

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LESSON PLANNING TEMPLATE FORM D: DUPLICATE AS NEEDED

Lesson prepared by:_Rebecca Zastrow___

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