Art Lesson Plan #1

Lesson Title: Glue Painting

Big Idea: Resistance
Grade Level: Kindergarten
Month: Spring
Class Periods Required: 3 to 4 30 minute sessions, back to back (one per day)
Lesson Overview: After exploring the effects of change on certain objects, for example, heat
making chocolate melt, the children will discuss what they believe will happen to the watercolor
when painting over dry glue. The children will use white glue, watercolors, and large white
paper. They will learn how the glue resists the watercolors by drawing a design with the glue,
letting it dry, and then painting the paper with watercolors over the glue. This activity will also
give the students an opportunity to represent something in a different way. The children then
write an artist statement about their artwork and are given the opportunity to view their peers
work.
Key Concepts: Artists experiment with forms, structures, materials, concepts, media, and artmaking approaches using glue and watercolors to explain a single idea or series of ideas.
Students will discover color mixing with the watercolor as well as devise ways to represent an
idea through drawing with glue.
Essential Questions:

How do artists work with glue and watercolors?

How do artists determine whether a particular direction in their work is effective?

o Kid Friendly: When does making your art feel right? What do you do when you
know you need to try something new?

How do artists learn from trial and error when using the glue and watercolors?

Content Areas Integrated:

Visual Art Techniques

Literacy

Art Standards:
VA: Cr2.1.Ka
Through experimentation with glue and paint, children will build skills in various media and
approaches to art making while exploring resistance with different objects

Children will be able to make various lines, shapes, or drawings with glue

Core Academic Standards

Literacy
CCSS.ELA-LITERACY.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely
linked events, tell about the events in the order in which they occurred, and provide a reaction to
what happened.
Common Vocabulary and Concepts: Color and representation
Prior Knowledge: How to use glue properly (Just a dot, not a lot! No puddles), How to use
paint properly, Safe procedures in the studio, How to hold a paintbrush, How to gather materials,
How to clean up when the project is done
Materials: Glue, watercolors, paintbrush, white paper, paint smock, water cup
Procedure:
Day One

1. The teacher and children will explore how different effects cause objects to change. For
example, heat makes chocolate melt or water makes paper tear easily. (Approximately 10
minute discussion and demonstration) The children will discuss how and why the objects
changed.
2. After the discussion, the teacher will explain to the children that they will be creating a
picture with glue. The teacher will review how to use the glue (no globs), appropriate
behavior during the studio, how to get supplies, and clean up procedures. The teacher will
then give a short demonstration of how to create the picture using the glue.
(Approximately 5 minutes)
3. Children will be sent to gather their supplies by table and instructed to start as soon as
they get their supplies and sit at their table spot. Children will be given about 10 minutes,
possibly more if available, to create their picture. If the children finish early they may
read a book in the quiet area.
4. The children will spend the last 5 minutes of class putting away their materials (put glue
back in baskets, away paint smocks) and placing their work in a safe area (drying racks
by the sink) to dry. Be sure to remind children to have their name on their work.
Day Two
1. Children will gather on the carpet and the teacher will explain the next step in the activity
(painting with watercolors). The teacher will explain to the children that they will paint
all over the paper, not just on the glue. The teacher will demonstrate the process to the
children. The teacher will review how to gather supplies, how to use the watercolors, and
clean up procedures. (Approximately 10 minutes).

2. The children will be dismissed by table to gather their supplies. Once the children have
their supplies, they will get to work at their designated table spot. (Approximately 15
minutes).
3. Once the children are finished they will place their work in a safe area (drying racks by
the sink) to dry. Be sure to remind children to have their name on their work. If they
finish early they can read a book in the quiet area.
4. The children will spend the last 5 minutes cleaning up their area and putting supplies
away (put away water colors, wash off brushes, wash out water cup, put away paint
smock).
Day Three
1. Children will collect their artwork from the drying area as they come in the door. The
teacher will instruct the children to analyze their work for about 2 or 3 minutes. The
children will then turn to a partner at their table and discuss what they observe in their
artwork. (Approximately 5 minutes)
2. The children will gather as a class to discuss their observations. The teacher will have the
children think about why the watercolors resisted the glue. The children will be given an
opportunity to talk to a shoulder partner then will share as a class. (Approximately 10
minutes)
3. The teacher will have the children reflect on their artwork and think about the process
they took and the decisions they made. The teacher will then explain to the children that
they will write an artists statement explaining what they drew, the process they took in
creating it, and any decisions they had to make throughout the process. (Approximately 5
minutes)

4. The children will be given 10 minutes to write their artists statement. If they finish they
will put it in the finished basket. If not, they will put it in the not finished basket to
finished at the beginning of the next class.
Day Four
1. Children will be given about 10 minutes to finish their writing, if needed. If they have
already completed their work, they can read a book in the quiet area.
2. Children will place their artwork and artist statement at their table spot. The teacher will
explain to the children that they will be given time to walk around to view their peers
work and read about their process and decisions, as well as what their picture represented
(gallery walk). This will be a quiet time so all children are able to focus. (Approximately
10 minutes)
3. After the gallery walk, the teacher and children will gather on the carpet to discuss what
they observed during the gallery walk. They will discuss they different process people
took, the decisions they had to make, and what their picture represented.
Activities to Engage Children in Imagining, Exploring, and/or Experimenting: Children will
use their own imagination to create a picture out of glue that represents their experience and
ability. There are no limits as to what the children can draw, as long as it is appropriate in the
school setting. Children will be able to use colors they prefer to best represent their picture. The
children will also be able to explore with glue and watercolors, and what effect they have on one
another.
Encouraging Problem Solving in Divergent Ways: Children will be encouraged to determine
how much glue is needed when making their picture in order for the activity to work properly.

The children will also be able to decide on what they would like to draw, or represent, with the
glue.
Opportunities to Revise/Reflect and Improve: Following the studio, the children will discuss
why the glue resists the watercolor when painted over the top. They will have a time for
reflection where they can think about what they have created, the process they took, and decision
they made in creating their work. Children will be encouraged to reflect on what went well and
what they could change to make the studio better if they were to do it again.
Opportunities for Children to Share Learning/Understanding/Work: Children will write a
brief statement of what their artwork represents and how they went about making their artwork.
They will also add any extra information they want their audience to know about their work.
Children will then place their work at their table spot and the class will have the opportunity to
do a gallery walk to view all of the artwork.
Adaptations for Various Learning: If children have difficulty using the glue bottles to create
their picture, they will be given the option of dipping a Q-tip in the glue and using that to create
their picture. If children are speeding through their work, they will be encouraged to add details
to their picture.