Session Date
Lesson Topic
Primary and Secondary Colors, Good Control Over Marking Tools, and Scissor Safety.
Lesson Outline
Project Initiating Activity:
After reading the book Mouse Paint to Alexandra, we talked about the following: primary colors, secondary colors, how to show primary and secondary colors using crayons, and how to mix colors using paints and brushes.
Book reference:
Stoll, E.S. (1989). Mouse paint. Clarion Books.
Having worked with Alexandra previously, I knew she needed more practice in controlling her marking tools. We started out completing two Mouse Paint activities with jumbo crayons. The larger crayons were easier for Alexandra to hold and control. She completed an activity related to the story: three mice each dancing in a puddle. She colored one mouse red, one yellow, and one blue. Then we did some problem solving: the red mouse was dancing in a yellow puddle, and the puddle turned orange. She colored the puddle orange. Then I asked her what color puddle was the blue mouse dancing in? We looked back to the story for guidance. She completed the activity for each mouse and puddle and showed better control with her coloring. Next she completed another Mouse Paint activity where there were jars of paint that were ordered like a math equation: red + yellow = orange, and so on. She wanted to use paint for the red + blue = purple. We pretended we were scientists in the lab. She counted three drops of paint for each primary color to mix her secondary colors. She was very careful mixing the paints. She completed her color wheel activity with the mice and puddles. She traced the letters of each color with the corresponding color crayon. We read the letters of each color aloud. She commented that yellow was a long word. We counted six letters for yellow and six letters for orange. She did not want to paint the white mice activity with primary and secondary colors, so I had another activity for her.
I had not worked on cutting projects with Alexandra before, so we reviewed and practiced scissor safety: 1) how to walk safely with scissors, 2) how to safely pass scissors to a classmate, and 3) how to use scissors in a safe manner while honing good cutting skills. Using activities as our guide, we reviewed what we are allowed to cut with scissors and what we are not allowed to cut with scissors. I gave Alexandra an activity to look at and color only those objects we are allowed to cut with scissors: paper, yarn, and an activity with dotted lines for cutting. Then I gave her another activity for coloring and cutting practice. I know that Alexandra loves dinosaurs, so I had some dinosaur coloring and cutting activities for her. Each picture had five sections that were numbered but were out of order. Alexandra had to color each section, then cut out each section, place them in the correct numerical order, and then glue them on the paper to create the image. She enjoyed this and showed good problem solving skills in organizing the image. We will be practicing her coloring and cutting skills to get her ready for the next school year.
Music:
While Alexandra colored and painted, I had relaxing piano music playing that I knew she enjoyed in our previous class. Then when she was mixing her colors, I played the following songs that we sang along to and held up colors to go along with the music: 1) Primary Colors by Blippi, 2) Primary Colors Song by Gracie’s Corner, 3) So Blue by Baby Walrus & Nursery Rhymes & Kids Songs, 4) Yellow by Baby Walrus & Nursery Rhymes & Kids Songs, and 5) Something Red by Baby Walrus & Nursery Rhymes & Kids Songs. I had a display of flash cards, crayons, and pom poms in red, yellow, blue, green, orange, and purple to look at while the songs played.
It was a fun and productive first day!
National Core Arts Standards Pre K:
VA:Cr1.2.PKa
Engage in self-directed, creative making.
VA:Cr2.1.PKa
Use a variety of artmaking tools.
VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.
VA:Cr3.1.PKa
Share and talk about personal artwork.
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.
After reading the book Mouse Paint to Alexandra, we talked about the following: primary colors, secondary colors, how to show primary and secondary colors using crayons, and how to mix colors using paints and brushes.
Book reference:
Stoll, E.S. (1989). Mouse paint. Clarion Books.
Having worked with Alexandra previously, I knew she needed more practice in controlling her marking tools. We started out completing two Mouse Paint activities with jumbo crayons. The larger crayons were easier for Alexandra to hold and control. She completed an activity related to the story: three mice each dancing in a puddle. She colored one mouse red, one yellow, and one blue. Then we did some problem solving: the red mouse was dancing in a yellow puddle, and the puddle turned orange. She colored the puddle orange. Then I asked her what color puddle was the blue mouse dancing in? We looked back to the story for guidance. She completed the activity for each mouse and puddle and showed better control with her coloring. Next she completed another Mouse Paint activity where there were jars of paint that were ordered like a math equation: red + yellow = orange, and so on. She wanted to use paint for the red + blue = purple. We pretended we were scientists in the lab. She counted three drops of paint for each primary color to mix her secondary colors. She was very careful mixing the paints. She completed her color wheel activity with the mice and puddles. She traced the letters of each color with the corresponding color crayon. We read the letters of each color aloud. She commented that yellow was a long word. We counted six letters for yellow and six letters for orange. She did not want to paint the white mice activity with primary and secondary colors, so I had another activity for her.
I had not worked on cutting projects with Alexandra before, so we reviewed and practiced scissor safety: 1) how to walk safely with scissors, 2) how to safely pass scissors to a classmate, and 3) how to use scissors in a safe manner while honing good cutting skills. Using activities as our guide, we reviewed what we are allowed to cut with scissors and what we are not allowed to cut with scissors. I gave Alexandra an activity to look at and color only those objects we are allowed to cut with scissors: paper, yarn, and an activity with dotted lines for cutting. Then I gave her another activity for coloring and cutting practice. I know that Alexandra loves dinosaurs, so I had some dinosaur coloring and cutting activities for her. Each picture had five sections that were numbered but were out of order. Alexandra had to color each section, then cut out each section, place them in the correct numerical order, and then glue them on the paper to create the image. She enjoyed this and showed good problem solving skills in organizing the image. We will be practicing her coloring and cutting skills to get her ready for the next school year.
Music:
While Alexandra colored and painted, I had relaxing piano music playing that I knew she enjoyed in our previous class. Then when she was mixing her colors, I played the following songs that we sang along to and held up colors to go along with the music: 1) Primary Colors by Blippi, 2) Primary Colors Song by Gracie’s Corner, 3) So Blue by Baby Walrus & Nursery Rhymes & Kids Songs, 4) Yellow by Baby Walrus & Nursery Rhymes & Kids Songs, and 5) Something Red by Baby Walrus & Nursery Rhymes & Kids Songs. I had a display of flash cards, crayons, and pom poms in red, yellow, blue, green, orange, and purple to look at while the songs played.
It was a fun and productive first day!
National Core Arts Standards Pre K:
VA:Cr1.2.PKa
Engage in self-directed, creative making.
VA:Cr2.1.PKa
Use a variety of artmaking tools.
VA:Cr2.3.PKa
Create and tell about art that communicates a story about a familiar place or object.
VA:Cr3.1.PKa
Share and talk about personal artwork.
MU:Pr4.3.PK
With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).
MU:Re7.1.PK
With substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.
Assignment
N/A
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
It is great to be teaching Alexandra again!
Session Hours
2.00
Hours Attended
2.00
Entry Status
Review Status
Student Name(s)
Subject
School