Painting How We Feel

Tools and Materials: Display artwork from the week before to provide inspiration, pencils, erasers, sharpies to represent detail, tempera, paper, water, cups for water, brushes, and sponges
Introduction:
Students will meet in the classroom. Review questions from previous week:
  • What makes a person creative?
    • They think of new ideas
    • They approach things in ways that are original to them
    • They are inventive and resourceful
    • They look at new possibilities to solving problems as they work on projects
  • How can you develop your creativity?
    • Do not worry what other people think about your work
    • Do not be afraid—of rejection, of being different, of not doing it right, or of getting a bad grade
    • Examine different ways of doing things
    • If you don’t have what you need, think about what else you can use
    • Try doing things a new way
    • Take time to think about it; pray about it
    • Talk about your ideas with someone else; get a second opinion
    • Practice and look at things you are interested in, study them
Ask students to look for things in the paintings from the week before (displayed in classroom) that show creativity and explain why.
Tell students:
  • Today we will be painting feeling pictures. Think about how you feel right now, or recall a strong feeling you have had. Can you remember a time when you were very happy? or very excited? or sad? Think of one of those times and try to create a painting that shows how you felt inside. This is not suppose to be a painting of something you have seen; it can be a picture of colors, lines, or shapes. Use colors that seem best to you. Big splashes of color, different kinds of lines and shapes, watery paint, or very dry brush strokes. What kind of lines would tell me that you are happy? lonely? excited? Keep working until you have told about the feeling you chose.
  • Don’t worry about what the person beside you is painting.
  • Don't be surprised or disappointed if no one can tell what you are painting. Everyone feels different inside and uses different ways to tell about it.
Process:
  • Students use tempera to create paintings about their feelings
  • Eight minutes before class ends, students clean up
  • Students will write their name on an Exit card and answer the following question: What feeling did you paint about? Why? 
Assessment:
  • Formative: Assessment is done through teacher observation of student’s participation during group discussions, during painting, and during informal interviews. Learners should be able to demonstrate a basic understanding of what creativity means and if they consider themselves creative.
  • Summative: Individual artwork will be reviewed for thinking of new ideas, for approaching something in a way that is original to them, and for looking at new possibilities to solve problems that occur as they work.