Serving Art Educators
and Students Since 1994
Character Education Art Lessons
Submitted by: Teresa Holt
Twin Chimneys Elementary School, O'Fallon, Missouri
| Kindergarten | | 1st Grade | | 2nd Grade | | 3rd Grade | | 4th Grade | | 5th Grade |
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.
Time: 1 Class Period
Grade Level: K
Materials/Resources:
The Land of Many Colors
Character Education Emphasis: Peace and Respect
Character Education Discussion:
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?
Art Objective:
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.
Procedure:
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.
Pablo Picasso: Abstract Art with an Attitude
Time: 1 Class Period
Grade Level: K
Materials/Resources:
Pablo Picasso
Character Education Emphasis: Perseverance
Character Education Discussion:
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?
Art Objective:
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.
Procedure:
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.
Discuss different textures.
Time: 1 or 2 Class Periods
Grade Level: 1st Grade
Materials/Resources:
Hands Are Not for Hitting
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.
Art Objective:
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.
Procedure:
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.
The Crayon Box that Talked
Time: 1 Class Period
Grade Level: 1st Grade
Materials/Resources:
The Crayon Box that Talked
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.
Art Objectives:
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.
Procedures:
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.
Display during February as a tribute to Dr. Martin Luther King along with the text of The Crayon Box that Talked.
Anansi
the Spider
A tale from the Ashanti
Time: 3 Class Periods
Grade Level: 2nd Grade
Materials/Resources:
Anansi the Spider
Character Education Emphasis: Co-operation
Character Education Discussion:
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?
Art Objectives:
Create and paint an Anansi sculpture based on the description given in the book.
Procedure:
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
Pop and remove balloon.
Paint body black.
Paint eyes white.
Display by hanging from ceiling in classroom.
Abstract Watercolor Weavings
Time: 3 Class Periods
Grade Level: 2nd Grade
Materials/Resources:
Wilfrid Gordon McDonald Partridge
Character Education Emphasis: Caring/Kindness
Character Education Discussion:
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?
Art Objectives:
Use watercolors to experiment with different watercolor techniques.
Use watercolor strips to design an original weaving.
Procedure:
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.
Weave alternating with black paper strips.
Mount on mat board.
Time: 1 Class Period
Grade Level: 3rd Grade
Materials/Resources:
The Girl With a Watering Can
Impressionist Prints
You can find many more prints on this page.
Cards: You can find many Impressionist paintings on the backs of the playing cards of the The Impressionist Art Game
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?
Art Objectives:
By viewing various prints compare and contrast different techniques of applying color.
Students will create an original artwork using the Impressionist style of painting.
Procedure:
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.
Giraffes Can't Dance·Can You?
Time: 2 Class Periods
Grade Level: 3rd Grade
Materials/Resources:
Giraffes Can't Dance
Character Education Emphasis: Kindness/Caring
Character Education Discussion:
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?
Art Objective:
Use paint to create a watercolor wash and finish with a wet-on-wet technique.
Represent an imaginative dancing giraffe in a jungle setting.
Procedure:
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.
Time: 2 Class Periods
Grade Level: 4th Grade
Materials/Resources:
The Garden of Happiness
Character Education Emphasis: Co-operation
Character Education Discussion:
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?
Art Objective:
Study and discuss Van Gogh's Sunflowers
Students will draw a still drawing.
Student will us impasto technique to paint sunflowers.
Procedure:
Students will observe sunflowers in vase and draw, carefully capturing all the details of the sunflower still life.
Students will mix tempera paint and flour in containers to create thick-textured paint.
Paint will be layered on still life with craft sticks, will create texture as they paint·impasto technique.
Allow painting to dry thoroughly.
Spray with fixative.
Apply brown tempera and wipe off for antique effect.
My Many Colored Portrait
Time: 2 Class Periods
Grade Level: 4th Grade
Materials/Resources:
My Many Colored Days
See My Many Coloring Days Accordian Book lesson.
Character Education Emphasis: Self-Esteem
Character Education Discussion:
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?
Art Objective:
Create a self portrait
Work with value when painting your portrait
Procedure:
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.
Time: 2 Class Periods
Grade Level: 5th Grade
Materials / Resources:
Selections from Fireworks, Picnics, and Flags: The Story of the Fourth of July Symbols
Character Education Emphasis: Patriotism
Character Education Discussion:
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?
Art Objective:
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
Procedure:
Examine Jasper Johns' Three Flags
Design flag based on American flag design
Start with mat board as base, build up multiple layers with cardboard
Cover sculpture with plaster gauze, let dry
Paint sculpture in colors representing America
Note: Veterans Day would be a great time to display these along with written descriptions of their views of patriotism.
Faith Ringgold Meets Amazing Grace
 |
Above: Quilt design, Tar Beach II by Faith Ringgold. You can buy the print of this on Amazon. |
Time: 3 Class Periods
Grade Level: 5th Grade
Materials/Resources:
Amazing Grace
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?
Art Objective:
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
Paint quilt
Procedure:
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
Paint designs being careful to retain detail
Stitch edges to keep from fraying
Character Sculpture Installation
Six Pillars of Character
Sculpture Installation at Jennings County High School
Karen Chilman, Art Teacher
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.
