Level 2: ART 211

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
Tissue Paper Color Mixing
Central Focus Overlapping Color
Grade Level 1-3
Class Size 20 students
Time 30 minutes
Class Demographics CI and ED students

National Visual Arts Standards Addressed (At least two) 4pts
VA:Cr2-PKa, VA:Cn10-PKa

Forms 2D 3D 4D
Frames Cultural Subjective Structural Postmodern
Conceptual
Framework
Artwork Artist Audience World

LEARNING OBJECTIVES (At least 2) 6 pts
As a result of this lesson, students will be able to:
1. Use a water/glue mixture to apply at least two overlapping tissue paper scraps to a piece of paper
2. Identify at least two colors using a touch screen device

TEACHER MATERIALS 4pts
Teacher example
Handout on stain glass windows
Tye die poster
Frank Lloyd Wright poster


STUDENT MATERIALS 6pts
9x12 white paper
Shallow tubs for water
Assorted tissue paper scraps
Water
Non-toxic glue
Adapted paintbrushes
Coloring pages
Large crayons

ARTISTS/ARTWORK IN CONTEXT
Key Artists Frank Lloyd Wright
Key Artworks N/A
Key Critical Questions 1. Can this student hold the adapted paintbrush by himself?
2. Does this student need to be placed in an area with fewer distractions?
3. Can this student brush the water/glue mixture onto the paper without hand-over-hand?
4. Can this student tear the tissue paper?

VOCABULARY AND LANGUAGE ACQUISITION
Vocabulary Stain glass: that has been colored, enameled, painted, or stained, especially by having pigments
baked onto its surface
Tearing: pulling apart or into pieces by force
Language Functions Interpret
Language Demands Syntax Discourse
Language Tasks and
Activities
1. The student will look at the colors on his paper and identify them using his touch screen
device
Language Supports 1. Pointing to colors on the touch screen device
2. Hand-over-hand

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Set Induction 4pts Instruction Methods 4pts
The teacher will show some examples of Stain Glass Windows
The teacher will ask if anyone has heard of Frank Lloyd Wright
Direct Instruction
Group Discussion
Instruction 12 pts Instruction Methods 4 pts
The teacher will hold up an example of the tissue paper project
The teacher will explain that we will be tearing paper to mix colors
The teacher will explain that each table contain an adapted paintbrush for each
student, some scraps of tissue paper, white paper, and shallow buckets of a
Direct instruction
Direct instruction
Direct instruction

Level 2: ART 211

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
water/glue solution
The teacher will give a brief demonstration on how to tear the tissue and attach it
to the paper
For the CI students, their paras will use hand-over-hand to help them tear the
tissue and glue them onto the paper

For the ED students, the teacher will pass out a checklist for the assignment,
which will include step-by-step images

The students will work on tearing tissue paper and applying them, overlapping,
on their white paper

As the students work, the teacher will ask them to use their touch screen devices
to identify the colors they see
When the students finish, the students will use a pencil to write their names on
their piece. CI students may need hand-over-hand help.

The teacher will give early finishers crayons and a coloring sheet to work on
while the rest of the class finished.

As the students leave, the teacher will hand them a handout on stain glass
windows.

Demonstration

Hands-on student
involvement/Independent student
work
Hands-on student
involvement/independent student
work
Hands-on student
involvement/independent student
work
In progress visual assessment

Hands-on student
involvement/independent student
work
Independent student work
Lesson Closure 4pts Instruction Methods 4pts
The teacher will point to the students work and exclaim, All done!
The teacher will make sure to praise the student for working by saying good
when the project is finished.
The para will guide the students to their next class while the teacher cleans up.
Direct instruction


ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS
Adaptations and Accommodations 6pts
Adapted paintbrushes-For CI student
Shallow containers for water-For CI student
Seat student in isolated corner-For both CI and ED students
Frequent breaks-For ED students
Give students list of steps for project in order to avoid frustration-ED students
Enrichment and Extensions 2pts
Tear paper without hand-over-hand help
Arrange paper scraps into a representation form
Activity for Early Finishers 2pts
Students may use crayons to color a coloring page

OBJECTIVE-DRIVEN ASSESSMENTS 6 pts
1. Visual assessment whether students applied at least two tissue paper scraps to a piece of paper. (VA:Cr2-PKa)
2. Visual assessment whether students identified at least two colors using their touch screen device. (VA:Cn10-PKa)

INTERDISCIPLINARY CONNECTIONS 2pts
Architecture

REFERENCES 2pts
B. Gerber. (Eds.)(2006). Reaching and Teaching. Reston, VA: National Art Education Association

Developed and written by Taylor Schuck, Art Education, Illinois State University, 2014 *