Warm and Cool Soap Art
Overview
Art Lesson Plan for Kindergarten artists, featuring a warm/cool color drawing using the unique drawing medium of bath soap.
Lesson Plan/Activity Instructions
This activity meets the Texas Essential Knowledge and Skills for Fine Arts, Art, Kindergarten:
| (a) Introduction. (1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child. (2) Four basic strands--foundations: observation and perception; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Each strand is of equal value and may be presented in any order throughout the year. Students rely on personal observations and perceptions, which are developed through increasing visual literacy and sensitivity to surroundings, communities, memories, imaginings, and life experiences, as sources for thinking about, planning, and creating original artworks. Students communicate their thoughts and ideas with innovation and creativity. Through art, students challenge their imaginations, foster critical thinking, collaborate with others, and build reflective skills. While exercising meaningful problem-solving skills, students develop the lifelong ability to make informed judgments. (3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (b) Knowledge and skills. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) gather information from subjects in the environment using the senses; and (B) identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including repetition/pattern and balance, in the environment. (2) Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to: (A) create artworks using a variety of lines, shapes, colors, textures, and forms; (B) arrange components intuitively to create artworks; and (C) use a variety of materials to develop manipulative skills while engaging in opportunities for exploration through drawing, painting, printmaking, constructing artworks, and sculpting, including modeled forms. (3) Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to: (A) identify simple subjects expressed in artworks; (B) share ideas about personal experiences such as family and friends and develop awareness and sensitivity to differing experiences and opinions through artwork; (C) identify the uses of art in everyday life; and (D) relate visual art concepts to other disciplines. (4) Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. The student is expected to: (A) express ideas about personal artworks or portfolios; (B) express ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers; and (C) compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self-evaluations or exhibitions.
|
Drawing with Soap, a sudsy art experience for Kindergarten artists
Learning Intention:
I will learn to create art with unique mediums, like bath soap.
I will identify warm and cool colors in art and the environment.
I will try my best and use coloring tools appropriately.
I will be respectful of others in the classroom/art studio.
Success Criteria:
I used the soap as instructed. You can see strong lines in my work where the soap was.
I colored warm colors in the sky and cool colors in the water.
I can tell others how arm and cool colors make you feel when you see them in artworks.
My work demonstrates good craftsmanship. I colored neatly and treated the tools and my peers with respect.
Materials needed:
Inexpensive bath soap cut into small pieces, appropriate for young artists to grip easily.
Black construction paper, Tru-Ray brand works well, needs to be sturdy paper that can withstand getting wet by the students.
Crayola color sticks or colored pencils.
Instructions:
Teacher should introduce how artists can use a variety of non-traditional mark-making tools when they create a work of art. Remind students to not touch their eyes or mouth as the soap could taste bad or cause their eyes to water/burn. If this happens, they will need quick access to a sink to wash the soap from their hands or face.
Students create a line drawing of a warm sun setting over cool water using soap. The teacher could show photo images or artwork depicting sunsets/sunrises over water. It is also helpful to ask the students to walk around the room and find cool and warm colors. This allows the children to move about and focus on their coloring when the time comes.
Next, the students fill in the drawing with Crayola color sticks. The students can color over the soap lines without messing up the final result.
When the entire paper is filled with color, the students take their paper and place it in the sink and run a small stream of water over it. The student will gently rub the paper until the soap is dissolved. Place a piece of scrap paper under the paper an allow it to dry on the classroom drying rack. The students are easily engaged with the "magic" of the lines that appear.