These lessons show how you can build character education into all of your lessons. Select artists you admire and point out their good qualities. Teresa uses a lot of children's literature with her lessons. See Character Counts for a list of recommended books (Archive) teaching the six pillars of character education.
Students will listen to a story and then discuss similarities and differences in people around the world. Why were the different color people fighting with each other? Were any of them happy when they were fighting? Did they solve any of their problems by fighting? Who was the peacemaker in the story? How did they solve their problems by getting along? Have you ever not liked someone because they were different?
Begin project by discussing the word "collage" which means to paste in French.
Students will create a "self-portrait" collage by cutting out magazine pictures and gluing them to their collage tray.
Students will choose a gingerbread figure to represent themselves in their self-portrait collage.
Students will cut out magazine pictures that represent their likes and dislikes.
All paper cut outs will be arranged on the collage tray (covering the entire tray) and then glued down.
Students will share their completed artwork with the class and projects will be displayed to share with the entire student body.
Students will listen to story and then discuss Picasso's childhood. How do you think Pablo felt in kindergarten? How did he feel when no one understood him? How would you feel? Do you think it's good that he kept drawing and painting until someone did understand? Do you think you need to "stick to" things until you get good at them? What would you like to be good at?
Practice hand/eye coordination while the student creates design with glue and sprinkles with tempera mixture.
To understand texture, students will distinguish between smooth powder paint texture and corn meal texture.
Dip toothpick into container and drip glue onto mat board, creating lines and shapes.
Use shakers to sprinkle on tempera mixture (use all colors, one at a time).
Sprinkle with Diamond Dust for added texture and sparkle.
Character Education Emphasis: Peaceful Actions and Non-violence
Character Education Discussion:
Students will listen to story and then discuss alternatives to hitting. How can we use our hands to play, learn or work together? How do you use your hands to be helpful at home and school? How can you use your hands to show kindness and caring? Make sure each child gets an opportunity to share their alternatives.
Students will trace and cut out right and left forearms and hands.
Students will create original artwork using hands doing some activity·helping, playing, working, being kind.
Working in pairs, trace forearms and hands on multicultural construction paper.
Using scissors cut forearms and hands from paper and set aside.
On white drawing paper draw, color and cut out object/objects to place in your hands.
Mount hands and object/objects onto black construction paper gluing in a three dimensional manner.
Character Education Emphasis: Diversity and teamwork
Character Education Discussion:
Students will listen to story and then participate in a discussion. What was wrong with the box of crayons? Have you ever been afraid of or not liked something different? What happened when the crayons got to know each other better? Would the finished picture have been the same if they hadn't worked as a team? They were each unique but together created something wonderful.
Each student will create an individual work of art.
Students will work with a variety of art tools and materials.
All student artwork will be assembled into one group project.
Students will understand respecting differences and teamwork.
Trace crayon template onto white drawing paper using pencil.
Draw a self portrait onto the crayon.
Use crayons to color portrait.
Try to make yours different (unique) from everyone else's work.
Add your unique crayon to the rest of your classmates to form a group project.
Students will listen to story and discuss how this story was about co-operation. How did each of Anansi's sons help him when he was in trouble? Did this story explain why the moon is in the sky? How did it get there? Can you think of ways you could work with other people to solve problems?
Create and paint an Anansi sculpture based on the description given in the book.
Have each student inflate a balloon.
Layer with one coating of dampened plaster gauze.
When dry, tape on pipe cleaners and bend so they look like legs.
Then wrap with another layer of dampened plaster gauze and allow to dry overnigh.t
Students will listen to story and then participate in a discussion. What do you think a memory is? How did Wilfrid Gordon McDonald Partridge show he was a kind and caring child? What could you give, of your own, that would make someone feel warm, remember long ago, make them laugh or cry and something precious as gold? Do you think what Wilfrid did was special? How could you do something to be kind to someone?
Use watercolors to experiment with different watercolor techniques.
Use watercolor strips to design an original weaving.
Demonstrate the following watercolor techniques: wet on wet, crayon resist, splatter, scratch resist, wet on wet with salt, dry brush.
Have each student fold paper into four strips. (3"x12" or 7.6 x 30.5 cm)
Fill each section with a different watercolor technique. ( in remaining spots repeat or redo two techniques)
When dry cut strips into 1" (2.5 cm) sections.
Choose a total of ten strips, at least one from each technique.
Character Education Emphasis: Honesty and kindness
Character Education Discussion:
Students will listen to story and discuss the girl's behavior. Where did her problems begin? Did everything get worse when she wasn't kind? Was there a turning point when she finally was honest? Have you ever gotten yourself in trouble by not telling the truth?
By viewing various prints compare and contrast different techniques of applying color.
Students will create an original artwork using the Impressionist style of painting.
Using oil pastels the students will create a garden scene in an Impressionism style.
Students will critique each others work upon completion. Both areas of praise and improvement should be included.
Students will listen to story and then discuss how the jungle animals treated Gerald. Were the other animals kind to Gerald? Who was the first to be kind and caring? When the music was right could Gerald dance? How did the other animals react? Can you do something different than anyone else?
Use paint to create a watercolor wash and finish with a wet-on-wet technique.
Represent an imaginative dancing giraffe in a jungle setting.
On 12"x18" (30.5 x 46 cm) paper paint a bright yellow wash.
While still damp drop blobs of brown paint on wash creating random spotted pattern.
While papers are drying, practice dancing like a giraffe paying attention to dance poses.
When papers dry draw giraffe onto yellow spotted paper, outline with black marker and cut out on black line.
Create jungle scene background on dark construction paper using crayons.
Glue cut out giraffe to background.
Add movement lines to make the giraffes' dance have more rhythm.
Students will listen to story and then discuss the use of co-operation in the story. How did the different groups co-operate? What were the results of their co-operation? How can you become more involved in community work?
Students will listen to story. Involve students in a discussion of the colors and emotions in the story. How do different colors make you feel? Are some colors sad and others happy? Do you feel better if you wear certain colors or are surrounded by them? Have you ever had a "pink" day? What were you doing? Have you heard the expression· "I'm feeling blue?" What color are you today?
Create a self portrait
Work with value when painting your portrait
Using a mirror, draw with pencil a self portrait.
Observe carefully while drawing, don't just draw and make things up.
Choose one color that represents how you feel.
Color your portrait with oil pastels creating different values of your color by adding white (tinting) or black (shading) to your original color.
Blend your colors to create new values.
Outline with thick black lines for emphasis to finish portrait.
These will not be a realistic rendering but will convey a sense of emotion giving feeling to your portrait.
Students will read assigned selections from book. Students will research and study the history of the American flag. A student-led discussion will provide all students with background knowledge for this project. What did the flag mean during the Revolutionary War to those fighting? What does our flag mean to you? Did the tragedy of "9-11" make the flag more important to you?
Study the artwork of Jasper Johns, contemporary artist.
Design flag to use in a relief sculpture based on one of the many American flag designs
Create relief sculpture with multi-layers
Use a color scheme to paint that reflects the American flag
Character Education Emphasis: Self-esteem and diversity
Character Education Discussion:
Students will listen to story and discuss Grace's faith in herself. Have you ever wanted to do something and talked yourself out of it? Do things always have to be done the same way? Can change be good? Do you always get what you want when you believe in yourself? How did Grace achieve her dream of playing Peter Pan?
Did it make a difference that she was a girl and black? Is there something special that you would like to do?
Study and discuss Faith Ringgold's paintings on Fabric
Choose idea for the center of you quilt and draw it on quilt
Design a combination of squares to surround your central design
Design a picture for the middle of your quilt that shows your family doing something special together
Design squares surrounding central picture to show what is special about you·i.e. favorite food, clothes, color, sports, friends and whatever else you can think of that makes you special
Draw all designs in pencil on quilt, outline with black fine tip marker
Karen and her students, along with the help of a resident artist erected a sculpture last spring based upon 6 pillars of character. It is 6 telephone poles (brightly painted) held together with stainless steel rings (read - "All six pillars alone are fine, but together very powerful.") Steel bands have the character trait words. They are surrounded by a 25 foot diameter black concrete slab that has 12 mosaic (4" x 4" or 10 x 10 cm) around the outside. There are also stainless steel figures that swivel at the top of the poles. See picture of installation to get idea of size. See close up of W mosaic tile.