Crayon Bulletin Board Display

For our bulletin board we had two sides to work with.  One side of the board displayed all of the monster/human drawings that the students drew with the help of others in the class.  The other side of the board displayed the diversity of the class with "A Box of Crayons". A crayon box template was made by the teachers and all of the crayons were displayed in the crayon box.  Our bulletin board looked like this:

Our lesson was called A Box of Crayons and went as follows:

Names: Megan Togel, Ellen Thomsen

Lesson Title: A Box of Crayons

Grade Level: 1st Grade

Rationale:  The purpose of this lesson is to introduce 1st graders to specific elements of design that will be used for their project.  Typical 1st graders are active and easily excited.  This allows the students to be interested in any project as long as you keep them hooked.  1st graders also desire the approval of classmates and teachers.  This will allow students to share what they have made in their work while their classmates get to look at the work.

Multiple Intelligences:  

• For visual learners, we will have “A Box of Crayons” presented on a powerpoint for students to follow along.
• For kinesthetic learners, we will incorporate time for students to have independent practice with techniques we discuss.

Materials and Resources:

Students:

• pencil, crayons, scissors, construction paper

Teacher:

• crayon template
• powerpoint, computer, projector

Vocabulary:

• Line: A continuous mark made on a surface by a moving point.
• Color: What is seen when waves of light meet our eyes.

National Standards/Objectives:

• NVA 1d. Art Production: use art materials and tools in a safe and responsible manner.
• NVA 2c.  Artist Perception: use visual structures and functions of art to communicate ideas.
• NVA 3a.  Art Criticism: explore and understand prospective content for works of art.

Procedure: 

• Anticipatory Set: Discuss with the students the elements of design and go over the vocabulary in our lesson.  We will then lead into diversity.  We will ask the students what diversity is, what it means, and where it is seen.

Step 1: Powerpoint

Teachers will explain the elements of design on the powerpoint. 

Step 2: Diversity Drawings

The teacher will explain to the students what the diversity activity will consist of. The teacher will demonstrate how to fold and cut their construction paper into thirds for the drawing activity.  The teacher will also have examples of the head, body, and legs to show the students for their drawings.

Step 3: Guided Practice

The teacher will show examples of the head drawing and then have the students draw their head.  The teacher will repeat this step with each part of the drawing before the students draw their own.

Step 4: Independent Practice

The students will begin to draw a head on one of their pieces of paper they have cut out.  When they are finished, they will turn their head drawing into the teachers.  They will then move on to draw the body on their second sheet of paper.  In the meantime, the teacher will pass out the head drawings to students so they do not get their own head drawing.  The teacher will then collect the body drawing from the students and they will finish their diversity drawing with the legs.  Again, the teacher will pass out the body drawings to the students so they do not get their own, and the same will be done for the legs drawing.

Step 5: Powerpoint

The teacher will pull up the poem, “A Box of Crayons” on the screen so the students have a visual of it.  The teacher will read the poem aloud to the students.

Step 6: Guided Practice

The teacher will explain to the students that they are going to draw themselves in their crayon template.  They must include themselves, but can also include things they like to do in the background.  The teacher will show the students examples of what is expected.

Check for Understanding: The teacher will show good examples of staying in the lines and making the crayon drawing neat with no scribbles.

Step 7: Creating a crayon

Students will then be instructed to take their crayon template and draw themselves and things they like to do.  They will color their drawing when they are done.  When the students are done coloring, they will cut their crayon out and put their name on the back of their crayon. 

Step 8: Display

1. Teacher will display all crayons in a giant box of crayons that will be created with construction paper.
2. The box of crayons will be labeled as Miss Thomsen’s and Miss Togel’s Crayons.

Closure: 

Review the vocabulary terms discussed in today’s class and review diversity.  We will review what diversity means and how everyone in class is not the same.

Clean Up: 

Students are responsible for cleaning up their table before they are able to turn in their crayons.  

Integration: 

This lesson could be used in a social studies classroom or over Martin Luther King Jr. day to discuss the idea of diversity.

Adaptations:

For an ELL learner, we would have a teacher paired up with the student for further instruction.

Student Evaluation:

A rubric is attached that the students will hand in with their project.

Teacher Evaluation:

1. Was the student able to create a drawing of themselves?
2. Was the student able to integrate lines and color in their project?
3. Was the project grade level appropriate?

Creating a Drawing : A Box of Crayons           Teacher Name: Megan Togel and Ellen Thomsen  Student Name:     ________________________________________

CATEGORY	4	3	2	1	Score
Drawing	Drawing is expressive and detailed. Shapes and lines are used to add interest to the drawing. Student has great control and is able to experiment a little.	Drawing is expressive and somewhat detailed. Little use has been made of shapes and lines. Student has basics, but had not "branched" out.	Drawing has few details. It is primarily representational with very little use of shapes and lines. Student needs to improve control.	The drawing lacks almost all detail OR it is unclear what the drawing is intended to be. Student needs to work on control.
Color Choices	Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed.	Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed.	Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed.	Student needs to work on learning color relationships and using that knowledge in his/her work.
Time/Effort	Class time was used wisely. Much time and effort went into the planning and design of the drawing.	Class time was used wisely. Student could have put in more time and effort.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.
Creativity	Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through.	Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the drawing.	Student has copied some drawing from the source material. There is little evidence of creativity, but the student has done the assignment.	Student has not made much attempt to meet the requirements of the assignment.