Creative Art Observation and Lesson Plan

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Table of Contents

Observation of the lesson
Lesson plan
Works Cited

Observation of the lesson

I observed a creative art lesson designed for three-year-old children. In particular, the teacher prompted children to draw pictures of their homes. At first, she showed how one could do draw a house by using crayons and markers. The educator encouraged learners to use various materials; for instance, they used pencils, markers, crayons, and so forth. Moreover, the teacher helped toddlers develop their communicative skills (Klein 29).

It is one of the goals that should be achieved by educators as well as parents (Klein 29). In particular, children were asked to create a story about their drawings. So, they used various words to describe the houses in which they lived.

They also expressed opinions about each other’s drawings. Additionally, during the lesson, the teacher prompted children to identify various colors. Children, who represent this age group, should develop this skill (Elkind 105). There are several strengths of the instructional strategies chosen by the teacher. For instance, learners could use various drawing tools that enabled them to display their creativity. Overall, this method encourages children to see that drawing activities can be very joyful. In my opinion, the teacher was able to engage students.

Moreover, the educator encouraged students to experiment with various colors. Therefore, they used a very diverse palette. In my opinion, this approach helps make learning activities more interesting. It seems to me that many of the techniques used by the teacher contribute to the development of children. These issues attracted my attention during the lesson.

Lesson plan

Standards

Children can extend their vocabulary through various learning activates, books, and field trips (NAYEC 5).
Learners are engaged in various activities that promote motor development (NAYEC 2).
Children have access to the materials that can facilitate their artistic expression (NAYEC 4).

Theme: Depicting people

Lesson topic: How do you draw your parents and friends?

Objectives

Language

One of the tasks is to help children extend their vocabulary. In particular, children should learn various words related to drawing materials. For example, one can mention such words as crayon, pencil, marker, and so forth.
Secondly, they will practice the use of words depicting various body parts such as head, shoulders, legs, feet, or eyes.
They will also learn the names of different colors.

Content

Children can use various materials to depict other people.
They can identify different colors.

Learning strategies

In the beginning, I will introduce and name the main colors that children may use to create drawings. For instance, it is possible to mention red, green, blue, yellow, or orange. Secondly, I will show how to create shades of various colors. This task is critical for highlighting the diversity of colors. So, in the beginning, children will learn by following the examples set by the teacher. Later, they will take part in the guided practice that will last for approximately 15 minutes. I must make accommodations for children who may have motor impairments. In particular, the teacher should help them practice finger-painting.

Key vocabulary

Body parts

Head, legs, feet, eyes, and shoulders

The names of colors

Green, blue, red yellow, green, and white

Materials

Chalk, pencils, washable markers, crayons, paints,

Motivation

At first, I will ask children if they want to draw their parents or friends. Additionally, I will show them how to create images. Moreover, I will showcase several images drawn by other students. I will also ask students if they want to know how to create such images.

Presentation

I will start with the motivational aspect which is necessary for engaging children in learning activities. The children will be seated in a semi-circle around me. Moreover, I will present a poster illustrating different colors. Moreover, I will show you how to use various crayons or pencils. Furthermore, I will respond to each of the questions asked by learners. Later, children will be engaged in independent practice.

Practice and application

During the independent practice, children will draw the images of people who are most close to them. For instance, they will be encouraged to paint pictures of their parents or siblings. Moreover, they will be encouraged to discuss these pictures.

Review and assessment

The informal assessment will be performed through observation of students’ work, especially their use of different tools (Orlich 331; Bagnato 10). Moreover, I will examine their palette. In contrast, the formal evaluation will be aimed at determining if children can tell the difference between colors and name them. Additionally, I will monitor their use of vocabulary that is necessary for creating images. So, I will make corrections if they are necessary. Furthermore, I will ask children to draw several images of their homes and their families (Heritage 18). They will also be asked to create a narrative about their pictures.

Extension

Furthermore, the teacher should explain how children can use drawing materials at home.

Works Cited

Bagnato, Stephen. Authentic Assessment for Early Childhood Intervention: Best Practices, New York: Guilford Press, 2007. Print.

Elkind, David. The Hurried Child: Growing Up Too Fast Too Soon, New York: Da Capo Press, 2007. Print.

Heritage, Margaret. Formative Assessment: Making It Happen in the Classroom, New York: Corwin Press, 2010. Print.

Klein, Tovah. How Toddlers Thrive: What Parents Can Do Today for Children Ages 2-5 to Plant the Seeds of Lifelong Success, New York: Simon and Schuster. NAYEC. “NAEYC Accreditation Criteria for Curriculum.” Projectwild. n. d. Web.

Orlich, Donald. Teaching Strategies: A Guide to Effective Instruction, New York: Cengage Learning, 2009. Print.

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