Title: Matisse’s Garden Kindergarten Length: Three Class Periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may
also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a better understanding of what content
students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Preassessment will occur during the introduction discussion and demonstration

• Have you heard of Henri Matisse?

• Where if France? These are very young students, but it is possible that they may have some prior knowledge which can be used to generate
a good discussion and to enhance understanding and engagement.
• Have you ever cut out and glued paper to create art? I am looking for pre-assessment information and an opportunity to talk about proper
gluing techniques as a group.
• How is color and shape used to create art? The answers to this question should be telling as a pre-assessment. This should give me an idea
about how these young students have created art in the past.

Students will also complete a paper cutting exercise before beginning work on their final project. This will be used to assess student ability and to
diagnose and address difficulties. I have done quite a lot of reading recently about how to help students with scissor issues.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

You are an assistant working in Henri Matisse’s studio. Mr. Matisse is sick in bed and would like you to help him create a bird and its environment
to keep him company and to make him feel better.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

 Color IB Key Concepts:

 Shape
 Technique  Form

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  Experimentation  Function
 Reflection

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists experiment with shape and color to create art

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

After discussion and demonstration, students will be able to describe how shape and color can be used to create a bird and environment
Bloom’s: Create
Standard: Observe and Learn to Comprehend
GLE: Artists and viewers recognize characteristics and expressive features within works of art
Art Learning: Expressive features and characteristics of art
Numeracy, Literacy, Technology:

When questioned, student will be able to describe how he or she is creating a bird and environment using shape and color
Bloom’s: Understand
Standard: Envision and Critique to Reflect
GLE: Identify that art represents and tells the stories of people, places, or things
Art Learning: Critical reflection/aesthetics/transfer
Numeracy, Literacy, Technology:

After introduction and demonstration, students will be able to create compositions using color, shape, and technique
Bloom’s: Apply
Standard: Invent and Discover to Create
GLE: Create two- and three-dimensional work of art based on person relevance
Art Learning: Materials(s)/technique(s)
Numeracy, Literacy, Technology:

Upon completion of their work, students will be able to describe how their environment relates to their bird
Bloom’s: Evaluate
Standard: Relate and Connect to Transfer
GLE: Create two- and three-dimensional work of art based on person relevance
Art Learning: Historical/multicultural content
Numeracy, Literacy, Technology:

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Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) This instruction will include the reading of a book. The
students will also see each illustration and page of the book There is little emphasis on the final product. Students are being
on a screen while it is read. Demonstrations will be encouraged to experiment and to explore the materials and
conducted for each major phase of the project. Students techniques. Proficiency will be determined by the student’s
will be given instruction and practice in each of the phases engagement in the process rather than based primarily on the
of the project for the specific task at hand. outcome.

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Students will have the option to incorporate other materials and Students may incorporate personal experiences, stories, beliefs,
techniques in the creation of their work and will not be limited or feelings into the work that they are doing during this
to a rigid set of standards project

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Students will listen to a story read aloud during the introduction to this lesson. The discussion will include a clarification of challenging vocabulary included in the written text.
Each page of the book will also be viewable on a PowerPoint while it is read aloud.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

• Construction paper- 1 full sheet per student (in a variety of colors)

• Pieces cut into 4.5”x6” pieces (Larger and smaller paper as needed)

• Felt (To create the bird pre-cut into ovals, triangle wings, triangle beaks, and circle heads, rectangle head and legs,)

• Googly eyes

• Printed bird shape for observation

• Scissor

• Glue sticks and Craft Glue

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 • Book:” Matisse’s Garden” by Samantha Friedman and Illustration by Cristina Amodeo

• PowerPoint that includes each page of” Matisse’s Garden” by Samantha Friedman and Illustration by Cristina Amodeo, the lesson
objectives, an image of a finished example and citation

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

• Book:” Matisse’s Garden” by Samantha Friedman and Illustration by Cristina Amodeo

• PowerPoint that includes each page of” Matisse’s Garden” by Samantha Friedman and Illustration by Cristina Amodeo, the lesson
objectives, an image of a finished example and citation

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Practice reading the story

Create bird cutout or create a plan to have students create a bird

Print cutting practice sheet

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

No serious safety concerns exist:

Students will be using scissors which are appropriate for their age and stage of development
Students will be using adhesive which is appropriate for their age and stage of development

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Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

What type of habitat or environment will your bird inhabit?

Will it be safe or scary? How would you show that with color and shape?

Will your bird be easy to see or hidden?

How will you use color to make your picture exciting?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

What type of habitat or environment will your bird inhabit?

Will it be safe or scary? How would you show that with color and shape?

Will your bird be easy to see or hidden?

How will you use color to make your picture exciting?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

Students seated on the floor

Instructor seated at the front of the room next to Smart Board

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 Introduction with pre-assessment discussion PowerPoint

Read: • Book:” Matisse’s Garden” by Samantha Friedman and Relate discussion to personal experience and prior knowledge 10
Illustration by Cristina Amodeo

 Raft: You are an assistant working in Henri Matisse’s

studio. Mr. Matisse is sick in bed and would like you to
help him create a bird and its environment to keep him
company and to make him feel better.

 What color will you pick for your bird’s environment?

Why? What does color tell us about the environment?

During reading clarify vocabulary and continue pre-assessment

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Students take seats and select paper color Making decisions

5
Demonstrate creating bird from felt shapes Identifying simple shape within complex shape

15-20
Students glue bird shapes to work paper Creative problem solving and experimentation

Clean up Skill building and structure 5

Day
2 Begin class with a review of Matisse and a few select slides from the
PowerPoint 5

Talk about what type of shapes Matisse used with his bird Activate prior knowledge

Students finish attaching their felt bird as needed ?

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Distribute supplies
 Paper to cut 5
 Scissors
 Pencils
 Glue Sticks
 Work surface with bird

Gather students at demo table

Shape drawing with flat and folded paper Shape and drawing technique 5

Students return to their seats to draw one or two shapes

Practice drawing 5

Paper Cutting Demo 5

Students return to their seats to cut out their first shapes Learn cutting techniques (open jaw, small bites, using table to help hold 10
paper for some, left handed scissors, etc.

Inquiry Questions:

 What type of habitat or environment will your bird inhabit?

Ideation and problem solving
 Will it be safe or scary? How would you show that with
color and shape?

 Will your bird be easy to see or hidden?

 How will you use color to make your picture exciting?

Basic color theory
Touch on contrast and color
20
Students work time
Creative problem solving

Clean up
Practical skills 5

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Day
3 Begin class with the short version of the PowerPoint
Prior knowledge 5
Talk about shape and color

Show some examples of student work and talk about the choices the Analysis and evaluation 5
artist made and what the art tells the viewer

Raft: You are an assistant working in Henri Matisse’s studio. Mr. Ideation
Matisse is sick in bed and would like you to help him create a bird
and its environment to keep him company and to make him feel
better.

Inquiry Questions:

 What type of habitat or environment does the bird inhabit? 5

 Is it safe or scary? How would you show that with color and Inquiry
shape?

 Is the bird easy to see or hidden?

 How does color affect the viewer? 10

Student work time Creative problem solving

5
Gallery walk and discussion, table share, etc. Reflection

Student work time 10

Creative problem solving
Circulate and check for understanding:

 Did student describe how shape and color can be used to

create a bird and environment Assessment

 Did student describe how he or she is creating a bird

and environment using shape and color 5

 Did student create compositions using color, shape, and

technique
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  Did student describe how their environment relates to
their bird

5
Clean up Practical skills

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will discuss their artwork at that of their peers in table groups

Students will be asked how they are using color and shape to create an environment for their birds (Responses to be noted)

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Were students able to describe how shape and color can be used to create a bird
and environment?
Was student able to describe how he or she is creating a bird and environment
using shape and color when asked?
Were students able to create compositions using color, shape, and technique?
Were students able to describe how their environment relates to their bird?
 Did student describe how shape and color can be used to create a bird
and environment
 Did student describe how he or she is creating a bird and environment
using shape and color
 Did student create compositions using color, shape, and technique
 Did student describe how their environment relates to their bird

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

This lesson has gone very well for the most part. I ended up adding in some steps at Sue’s suggestion. While they do not improve the appearance of
the final product, her ideas did provide the students for additional learning opportunities that I believe have increased the educational value of this
lesson. Sue suggested having the students paint the felt shapes before they arranged them on the environment background. This step obviously
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 gave the students a chance to use paint and to see how it reacted to the yellow, orange and black felt shapes for the bird. There were many exciting
discoveries for the students who were eager to share them with the adults in the room and their peers. By accident, I discovered that applying
Elmer’s school glue to the felt several minutes before painting created an interesting resist. I incorporated this step into my instructions, which I
feel was successful as an experimentation and learning opportunity. I made a minor misstep during my first teaching of the second class. I had not
considered how long it would take for adults to hot glue the shapes to the environment paper. More importantly, I had not planned for or
adequately communicated what students should do while they waited. After some discussion with Sue, Claire, and Linda, I altered my instruction
so that students were practicing their scissor skills and precutting shapes out of paper to add to their composition. This worked more smoothly
during the next class. I also was more careful to consider student activity while waiting for this type of help when planning this and other lessons.
Sue was concerned that my expectations for the work were too rigid, but I believe she decided that they were not by the end of the project. Students
made their own decision as to how to arrange the shapes that I cut for their birds. I expected this but felt like the shapes were a good learning tool
that I have used with kindergarten students in the past. Sue suggested that I add some images of birds in their natural environments to my
PowerPoint to encourage students to extend their creativity when cutting and attaching paper. This was valuable advice that I have come to
appreciate a great deal. Not only did it provide a good segway to talk about using shapes to create a full composition, but it also gave me a good
way to talk to students about continuing their work when they initially felt like they had finished the project. Her predictions were dead on and I
will have to try to foresee this sort of event without the benefit of her years of experience. I am pleased with the learning and growth. A lot of
students made surprising strides in terms of scissor skills. This also created a situation where we could determine which students are left handed.
Sue was excited with the scissor worksheets, which I will make sure to employ again in a similar situation. I was also able to touch on some other
art terminology and practices that I had not planned for during this open-ended lesson. The final product is consistent with student age and
development. It is not something that will be particularly impressive for a lot of parents and teachers, but the lesson itself is academically solid. I
used a checklist and quick verbal interviews to assess student learning and was surprised by the effectiveness for most students. My biggest regret
is that the long-term issues with the Smart Board sapped a little energy from the book reading and presentation. Not a big deal, but disappointing
all the same.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

Assessment Checklist

Did student describe how shape and color can be used to create a bird and environment

Did student describe how he or she is creating a bird and environment using shape and color
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Did student create compositions using color, shape, and technique

Did student describe how their environment relates to their bird

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