Crandall University

Emotion Painting

Developed by: Jennie Niles, Jordan Nowlan, Emily Steeves

Grade level: 3

Universal Design for Learning

Representation
2.1 Clarify vocabulary and
symbols
A word wall will be present in
the classroom to aide student
understanding of key concepts.
2.5 Illustrate through multiple
media
The teacher will illustrate the
concepts of colour and lines by
showing pictures and drawing
on the white board.
3.1 Activate or supply
background knowledge
Students will be asked to
discuss the term emotion,
focusing on the types of
emotion and when they
experienced them.
Action and Expression
4.1 Vary the methods for
response and navigation
Students will have the
opportunity for verbal
explanation during wholegroup and small-group
discussion.
5.1 Use multiple media for
communication
Students will be able to
communication through verbal
discussion as well as artistic
expression.
6.1 Guide appropriate goal
setting
The agenda and outcomes will
be clearly visible and written in
student-friendly terms on the
whiteboard.
Engagement

Outcomes
Visual Arts Outcomes:
Discuss simple compositional elements in
their art work and the art work of others,
e.g., horizontal line, area of emphasis,
symmetrical balance, repeating shapes.
Use a variety of sources to stimulate
ideas on art work, e.g., poems, songs, the
environment.
Use warm, cool, light, dark colours for
expressive and representational purposes
describe how people may have different
responses to an art work.
Recognize that a response to art involves
feelings, understandings and knowledge,
e.g., medium, subject matter, and
composition.

Required Materials, Tools and

Technology

SWBAT (in student friendly terms):

Students will be able to express and
communicate emotion through art and
music.
Students will be able to use art
techniques such as line, painting,
drawing, and colours to express their
emotions.

Special Concerns
Individuals who struggle with
oral presentation will have the
opportunity to display their
work and allow it to be
interpreted without explanation.

Assessment (formative/summative, self/peer)

What prior data is informing your instruction?
The teacher will facilitate a discussion on the term
emotion using prompting questions such as: "What
does the word emotion mean? What kinds of
emotions do we experience on a day-to-day basis?"
This discussion will guide the rest of the lesson as
students will be investigating their own emotions as
well as the emotions of others through artistic
expression.

What assessment strategies will measure the learning

from the outcomes?
Students will investigate warm and cool colours
as well as lines, determining how they might be
used to represent emotion in painting. They will
engage in a discussion following the painting
activity about how the artists in the class used
these concepts and what influenced the use of

Laptop
ELMO projector
Smartboard
Paint
Paper
Party Guest song (Nutcracker)
Dance of the Sugar Plum Fairy
song (Nutcracker)
Mouse King song (Nutcracker)
Mixing trays
Water cups

Art supplies will be provided so

students will not need to have
their materials present.
Differentiation
This lesson will be
differentiated to include the
following Multiple
Intelligences:
Musical
Intrapersonal
Interpersonal
Visual/Spatial
Kinesthetic
Verbal/Linguistic

In-Class Support
Teachers will use proximity to
ensure that students are on
task. If students need and
clarification, the teacher can

7.1 Optimize individual

choice and autonomy
Students will be given the
opportunity to paint and
express themselves however
they want during the
painting activity. They will
also interpret painting
during the gallery walk
without explanation.
7.2 Optimize relevance,
value, and authenticity
Students will discuss
emotion and how that
effects them, including realworld examples.
7.3 Minimize threats and
distractions
The teacher will use
proximity to ensure students
are on task.
8.3 Foster collaboration and
community
The students will have the
opportunity to participate in
small-group discussion,
working together to discuss
any patterns and influences
they saw during the gallery
walk. They will also
participate in various wholegroup discussions.

these concepts.

Timeline / Elaboration
Before (APK)
2m
"What does the word emotion mean? What kinds of
emotions do we experience on a day-to-day basis?"
During

1.

2.

3.

4.

5.

6.

7.

8.

23 m
The teacher will facilitate a whole-group
discussion about warm and cool colours.
"How do certain colours make us feel?
Why? What else do these colours
represent?"
The teacher will ask students what kind
of lines people can draw. Ask students
what they might represent (zig-zag =
chaos).
The teacher will explain to students that
they will using these ideas in a painting
activity.
Students will be separated into three
groups by numbering heads 1-3.
Students will be asked to say their
number as the teacher points to them.
Once each student has a number, they
will be asked to go to the station with
that particular number.
The teacher will explain that students will
be painting to music. Each station will
paint to a different song (The Mouse
King, Dance of the Sugarplum Fairy, Party
Guest). Students will be allowed to draw
whatever they want (use the lines they
have just discussed, or not), focusing on
how the music makes them feel or the
image it creates in their heads.
Following the activity, the three groups
of students will return to the original
classroom to share their works.
All students paintings will be displayed
on the desks around the class. Students
will be asked to circulate the room and
will be given three post-it notes each.
Students will be asked to put a post-it
note beside a total of three paintings
with an emotion describing what they
think the painting represents.

Opportunity for individual/small group instruction

Students will have the opportunity to participate in
an independent painting activity. Students will also

address their questions

quickly while circulating the
room.

Cross-curricular Connections
Music Outcomes:
3.1.4 experiment with a
range of ways of
communicating
thoughts, experiences
and feelings through
music, with an
emphasis on notational
styles
3.4.3 explore ways in
which music expresses
and enhances their life
experiences
3.5.3 explore
connections between
music and other arts
disciplines
3.6.2 share ideas and
feelings about each
others responses to
music

Reflection
The preparation of this lesson
plan went quite well. It was
interesting to link the art
outcomes with music
outcomes. We enjoyed that
this lesson involved many of
the multiple intelligences. IT
was great that the
intrapersonal intelligences
was addressed thoroughly
throughout this lesson plan
due to the ability for students
to reflect on their own work
and the work of others.

engage in a small-group discussion at their table

groups regarding the influence of music when
painting. During the activities, the teacher will
circulate the room to ensure that students are not
having any difficulty and will provide further
instruction if necessary.
After

5m

Teacher will select a painting with multiple post-it

notes beside it and ask the students why the wrote
the emotion they did. Following the discussion, the
teacher will ask the artist to come forward and tell
the class what they were trying to represent and
what type of music they painted to. Teacher will play
a short clip of the music.