Lesson Plans and Student Work
UNCONVENTIONAL MATERIAL UNIT
-Pompoms of various sizes
-Large roll of table paper
-Latex or rubber gloves
-Markers, Colored pencils, and Pens
-Plastic paint sheets (lay on floors or tables to keep clean, but ideally this is an outdoor activity)
Objective: Through the use of exploratory bodily-kinesthetic painting process, students will learn to
associate words (specifically onomatopoeias) with art making as well as using unconventional materials as painting tools.
Developmental Rationale and Prior Learning: This is a lesson geared for first grade students with a lot of energy
and curiosity. At this age, students are entering their schematic, or symbol making phase. In this phase
students are beginning to recognize the relationships that shapes have with one another to form imagery.
They are also beginning to organize the space within their artworks and symbolizing parts of their environment. This lesson is an introductory lesson into an unconventional materials unit that will include many lessons requiring students to
think of everyday objects as art tools. This unit will require students to think outside of the box and problem-solve,
as well as explore and play with material.
Vocabulary: Students will be asked to identify key words and new terms from the story to add
to an ongoing word wall. Students will then be asked incorporate some of these vocab words into the artwork.
Accommodations/Modifications: Students will be read a children’s book with accompanying pictures. The terms
from the book will be written out and placed on the word wall with definition. There will a visual demonstration and
many points of repetition and review.
Spark: (reads the picture book titled, “SPLAT!”, to the class) OK, guys! We just read the book “SPLAT!” together. What items
or actions make a “SPLAT!” sound?(write SPLAT on the board and start a word web…
have a bag of items that make sounds that can be summed up in one word… ex: SNAP a rubber band, POP a balloon, ZIP a zipper)
Association: What kind of mess do you think a SPLAT sound would make? Can you think of any other word that would make
a mess like SPLAT? (bring out example items of onomatopoeias) Would you like to try some of these sound making items?
As you guys explore these items, I’d like you to think about how the sounds really sound like the words we use to describe them. Can you guys share some of the sounds your hearing? Tell me the best words you can to use to describe them (write these words on the board, maybe supply a few answers… SNAP, POP, ZIP). When a word imitates a sound it is called an “onomatopoeia”. (write this on board w/ definition and make a word card for the word wall) Can you guys say “onomatopoeia”? It’s a tricky one! Good! Now, we can also alter the sounds that items make by changing their surface. What sound does this item make? (throws pompom onto table) Not much of one right? But how about now? (dips pompom into water and throws it against table) That’s right! It makes a big SPLAT!
Recap: Wow, guys! I’m hearing lots of sounds happening, and you all did a great job assigning words to them!
Visualization: Today we are going to make a painting using pompoms that make a “SPLAT!”. We’re going to make splat art to experiment using tools to paint that aren’t paintbrushes. We’re going to work as a group to make a REALLY big painting. So I want everyone to stand in front of one of the stations, where you’ll see a few cups of paint, a cup of water, and some pompoms. While we’re “painting”, I want you guys to think about a couple of things. How can we change the way our splats happen? Maybe by the speed and distance at which we are throwing our pompoms? Think about all of the different colors we can use in this activity. How will the colors change the more SPLATS we make? How can we make the colors lighter or darker? How can you collaborate to make different SPLATS? Do these SPLAT shapes remind you of different forms? Recap: You guys are really thinking about how to make the best SPLAT painting ever!
Transition: (visual demo) How can we all work together to make this painting cohesive? (ask them if they know that word and then write it on board with definition). Maybe you can try some of the techniques we discussed earlier. Use more paint to get a bigger splat with darker colors. Maybe you want to use more water to lighten the color. If you want to mix color, what can you do? That’s right! Maybe aim your splat of one color to hit on top of another splat of a different color. Would you guys like to take a shot!? (Let class work for about 20 mins. making SPLATS) Alright everyone! Let’s take a look at our SPLATS! Do any of these shapes remind you of something?? Let’s add some lines and shapes inside of our SPLATS using pen and pencil. (demo turning a splat into a face, creature, whatever it reminds you of)
Recap: You guys are naturals! So many wonderful splats and so many beautiful layers! I love all of our SPLATS and the things they turned into!
Clean Up: We have about 10 mins. left to clean up! I would like two of you to grab a trashcan and go down either side of the table . As the trash cans come around, please throw your used pompoms in the trash. I would then like two people stationed at the sink and for everyone to slowly and nicely bring over your paint cups and water cups for the sink people to dump out. Once we are done cleaning up our supplies, I would like everyone to find their seats, and put your gloves on the table and smocks on the backs of your chairs.
Closure: You guys make a fantastic team! This piece is so beautiful! Let’s recap what we learned today. Can you tell me what the word “onomatopoeia” means? Can you tell me what “onomatopoeia” we made with our pompoms? Fantastic work! Exit Ticket: Give another example of an “onomatopoeia” that we discovered earlier today?