Monster Mash

Student Teacher: Sarah Kedzior

Project Title: Monster Mash

Grade Level: Kindergarten

Lesson Rationale: Students will be reviewing/introduced to different versions of popular cartoon monsters, such as from Monsters, Inc. and Where the Wild Things Are. They will then imagine and create their own version of a monster using specific components discussed, like horns, fangs, claws, and tails. Students will create unique monsters using watercolor paper, tissue paper, water, glue, and a paintbrush for application. Using inspirations from the beginning of the lesson, the students will design a monster fully for themselves and on their own. They will express themselves and the personality behind the idea of the monster through different color combinations, choices of monster characteristics, and creation of multiple textures.

State Goals:

1. State Goal 25: Know the Language of the Arts

A. 25.A1d Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.

B. 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence, mood).                                                                                                                          

2. State Goal 26: Through creating and performing, understand how works of art are produced.

A. 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing, and constructing.

B. 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building, and imagination.

3. State goal 27: Understand the role of the arts in civilizations, past and present.

A. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations, and recreation.

B. 27.B.1 Know how images, sounds and movement convey stories about people, places, and time.

Objectives:

State Goal Codes

Skill Objective: Given tissue paper, a glue and water mixture, and paper, students will successfully create a monster unique to their personalities based on color choice, texture, and choices of monster characteristics. Conceptual Objective: Given examples of monsters in popular culture and the basic components of a typical monster, students will appropriately design a monster form based on color choice, texture, and choices of monster characteristics.

25.A1d, 25.B.1, 26.A.1e, 26.B.1d   25.A1d, 25.B.1, 27.A.1b, 27.B.1

Assessment Questions and Criteria:

1) Did the student successfully design a monster form using the basic components of a monster?

A) The student successfully designed a monster utilizing most of the basic monster components that were presented in the beginning of the introduction and demonstration.

B) The student somewhat successfully designed a monster using a few of the basic monster components.

C) The student poorly designed a monster that did not use any of the basic monster components.

2) Did the student skillfully demonstrate knowledge of tissue paper application?

A) The student skillfully showed knowledge of tissue paper application through tissue paper color choice and implementation of texture.

B) The student somewhat demonstrated knowledge of tissue paper application through use of a little texture.

C) The student did not apply tissue paper as demonstrated, having no thought behind color choice with no texture applications.

Instructional Resources and Materials: The background information for this lesson plan was mostly gathered from prior knowledge about the popular subject matter. Additional information and visual examples were gathered using Internet and library resources. In the classroom, poster boards of popular culture monster examples will be used to provide the instructional background material. These will serve as an introduction to the project while also presenting creative uses for tissue paper application and how to design a unique monster.

 Art Materials for the Lesson:

1. Tissue Paper-variety of colors and multiple sheets of each
2. Watercolor paper-15 sheets
3. White, multi-purpose glue-1 gallon
4. Water
5. Paintbrush-12
6. Cup for water-12
7. Pencil-12
8. Oil Pastel-12
9. Round-tip safety scissors-12

Management and Safety Issues: The largest safety concern is the students’ use of scissors to cut out their monsters. To ensure the safest possible classroom situation, the class helpers and I will be supervising and offering help to anyone who demonstrates a need.

In-Class Activities:

Time	Learning Activities	Purpose
15 minutes	Introduction: Introduce a variety of examples of popular illustrated monsters. Use the posters made for visuals. Ask the students to brainstorm monster characteristics. Elaborate on and talk about what makes a monster a monster. Indicate the amount of characteristics they must include in their monster. Explain that monsters, as we are creating them, are not real, but fun creations of the imagination.	The introduction will serve as the basis for the project overview. It will give students ideas about different types of monster characteristics they can utilize when introduced to this project’s art context. Brainstorming these characteristics with pop culture visuals will help reinforce the basic monster components introduced.
15 minutes	Demonstration: A. Presentation/Explicit Instruction Draw a monster using a pencil. Talk about the components/parts being used. Outline the monster using a black marker. Make the lines thick so it is easier to cut out. Cut the monster out using safety scissors to prevent injury. Write name on back. Choose tissue paper colors to use. Talk about what certain colors can indicate and emote. Rip off pieces of tissue paper to use. Consciously decide sizes for different parts of the monster. Approximate size per piece should be about two thumb sized. Practice tissue paper application on scraps of watercolor paper before starting application on monster. Apply tissue paper pieces using 2/3 glue and 1/3 water mixture and paintbrush. Repeat the step above, covering entire body. Skip to final pre-prepared step once students understand how to apply the tissue paper. B. Structured Practice/Exploration Learning activities during the demonstration include brainstorming monster characteristics they want to include in their own monster and practicing the tissue paper application on scrap paper. I will provide examples of each step of the process to speed along the demonstration. I will skip to the next step when a new step has to begin. I will tell them at the end of the demonstration how far along they are supposed to be at the end of day one. I will also show them an example of their intended progress destination. I will ask them how to apply the tissue paper correctly and ask true/false questions about what parts of a monster to include in their own designs.	By talking students through the project process step-by-step, it gives them opportunity to ask questions about any discrepancies and see the actual process in real time. Explain the importance of form and shape in regards to monster design. Demonstrate proper production techniques in each step. Give reasoning for each artistic decision made when creating the monster.
		Brainstorming monster characteristics will give a personal connection to the artwork for each student. Practicing demonstrated applications will help students hone skills before actual use is implemented on their monster form. Make sure their personal choices in monster shape/ form and color are being used correctly and efficiently.
15 minutes	Development: A. Guided Practice/Feedback Have students begin their monster projects. As the steps progress, make sure they are being safe using scissors and appropriate amounts of glue. Help rip up tissue paper pieces for time’s sake. Have students practice tissue paper application on scraps of watercolor paper. Be encouraging and positive by commenting on students’ monster designs and color choices. Ask questions about students’ understanding about project.	Practicing demonstrated applications will help students hone skills before actual use is implemented on their monster form. Make sure their personal choices in monster shape/ form and color are being used correctly and efficiently. Encourage students’ progress and reinforce concepts provided during the demonstration.
5 minutes	Closure:(Reflection/Review/Discussion/Cleanup) At this point students should be about a quarter of the way done in applying tissue paper layers. Have the students clean up their work area. Organize the tissue paper, dispose of glue, and recycle paper scraps. Store pieces in a safe place to dry.	The first day will end with an assessment of the progress made on the project. Projects will be laid out to dry. Work areas will be cleaned up using teamwork.

Student Examples