Students use their own emotional responses to understand why artists create artworks about climate change.
Students practice fine motor and artwork skills in the Inquire stage.
Students use creativity and their own perspective to create their own works of art.
This is lesson 1 of 3 in our K-2nd grade Emotive Art unit.
Make sure you have appropriate collaging materials pre-cut for students.
You could source these materials from magazines, printouts, facial feature cutouts, or body part cutouts.
Students could write a sentence explaining their feelings in their artwork or verbally share it with their teacher and peers depending on their written and verbal abilities.
An example of a finished collage could be created by the teacher to support learners unfamiliar with collaging.
Sentence starters could be provided to support students with lower writing abilities.
You could have students cut collage pieces you desire your students to practice their cutting skills.
This lesson features artworks that would engage students to communicate their feelings about climate change. They would learn how to use cutting, gluing, collaging, and other art techniques to create a piece and lead the climate conversation. This resource is verified and is recommended for teaching.
Teacher engages students by asking them to demonstrate using their face and body different feelings (happy, excited, sad, angry, worried, etc.).
Teacher introduces students to the vocabulary words.
Teacher explains the difference between emotions (what's inside), facial expression (our face showing our emotions), and body language (our body showing our emotions).
Teacher explains that students will be learning about emotions in artworks.
Teacher shows the climate change artworks and encourages students to use their facial expressions and/or body language to demonstrate their emotions when looking at the artwork.
Students can explain why they feel those particular emotions.
It is important for the teacher to emphasize to the students that it is also OK if they do not know why they are feeling a certain emotion and that they may need time to process their feelings.
It is important to highlight to students that people have emotions when looking at the artwork. Art impacts everyone in different ways.
Students discuss as a class why the artist would want us to feel certain emotions whilst looking at artworks.
Teacher explains to students what each artwork is about.
Teacher creates groups of students.
Teacher gives each group of students collaging materials and a copy of one of the artworks discussed during the Investigation stage.
Students use the provided materials to create an emotional portrait of how they feel looking at the artwork in front of them.
Students share their work and explain why they feel that way. Students may write a simple sentence using sentencers or verbally explain their emotions to their peers, depending on student ability.
Caring for Our Oceans (Emotive Art #3)
This lesson engages students with an environmental issue and allows them to use their artistic skills to create an artwork about caring for the oceans.
Duration: 50 minutes
Subjects: Art, Social-Emotional Learning
Grades: K, 1st, 2nd
Type: Lesson Plan