Bonnie Calderwood

Shiqi Kiki Yu
Lauren Ely

TLS 321 Service Learning Project Lesson Plan

1. Age/developmental stage of students: 4-5 year olds

2. Number of students: 12
3. Overall Lesson Learning Objectives:
a. Students will be introduced to the basic elements of
art; shape, color, value, texture, and space by looking at
different artwork and reading a story.
b. Students will be able to notice and discuss the basic
elements of the art presented.
c. Students will be able to use their imagination and
prior knowledge to make connections with the work of art.
d. Students will be able to follow directions and use
their creativity to create their personal work of art.
4. Standards:
a. NAEYC Standards-

Standard #1: Promoting Child Development and Learning

1a: Knowing and understanding young childrens

characteristics and needs, from birth through age 8.

1b: Knowing and understanding the multiple influences on

early development and learning

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging
learning environments for young children

Standard #3: Observing, Documenting, and Assessing to support Young Children and Families

3a: Understanding the goals, benefits, and uses of assessment including its use in
development of appropriate goals, curriculum, and teaching strategies for young children

3b: Knowing about and using observation, documentation, and other appropriate assessment
tools and approaches, including the use of technology in documentation, assessment and data
collection.

3c: Understanding and practicing responsible assessment to promote positive outcomes for
each child, including the use of assistive technology for children with disabilities.

3d: Knowing about assessment partnerships with families and with professional colleagues to
build effective learning environments

Standard #4: Using Developmentally Effective Approaches to Connect with Children and Families

4a: Understanding positive relationships and supportive interactions as the foundation of their
work with young children

4b: Knowing and understanding effective strategies and tools for early education, including
appropriate uses of technology
Bonnie Calderwood
Shiqi Kiki Yu
Lauren Ely

4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches

4d: Reflecting on own practice to promote positive outcomes for each child

Standard #5: Using Content Knowledge to Build Meaningful

Curriculum

5a: Understanding content knowledge and resources in

academic disciplines: language and literacy; the arts
music, creative movement, dance, drama, visual arts;
mathematics; science, physical activity, physical education,
health and safety; and social studies.

5b: Knowing and using the central concepts, inquiry tools,

and structures of content areas or academic disciplines

5c: Using own knowledge, appropriate early learning

standards, and other resources to design, implement, and
evaluate developmentally meaningful and challenging
curriculum for each child.

b. National Art Standards-

VA.CR.1.K- Engage in exploration and

imaginative play with materials.

VA.CR.2.K- Through experimentation, build skills in various media and

approaches to art-making.

VA.CR.3.K- Explain the process of making art while creating.

VA.RE.7.K- Describe what an image represents.

VA.RE.8.K- Interpret art by identifying subject matter

and describing relevant details.

VA.CN.11.K- Identify a purpose of an artwork.

5. Book (Author/Illustrator, Title): Little Blue Little

Yellow by Leo Lionni
a. Inquiry questions to lead discussion of book:
Notice this color mixing here, what does this
remind you of from before?
What shapes do you recognize here?
What colors are mixed here?
Have you ever mixed colors like this?

What colors mixed make new colors?

Bonnie Calderwood
Shiqi Kiki Yu
Lauren Ely

6. Work of Art (include image): see below

a. Title: St Germain de Pres, 1954
b. Artist: Marc Chagall
c. Media: Color Lithograph (type of print)
d. Why this work of art (1-2 sentences):
We chose this work of art because of the
lines and colors which our young children will
be interested in. They will be able to
recreate the elements of art used in this
piece (lines, colors, negative and positive
space), to create their own interpretations.
e. Inquiry questions to lead discussion:
What colors do you see in this piece?
Do any see any colors that may have been
mixed?
What shapes can you find?
Are there any animals? People?
How can we mix colors?

7. Movement/Music activity:

The Color Song

Tune: If You're Happy and You Know It
Do the moves along with the song.

(( ))
If you are wearing red, shake your head
If you are wearing red, shake your head
If you are wearing red
Then please shake your head
If you are wearing red, shake your head
Bonnie Calderwood
Shiqi Kiki Yu
Lauren Ely

If you are wearing blue, touch your shoe

If you are wearing blue, touch your shoe
If you are wearing blue,
Then please touch your shoe
If you are wearing blue, touch your shoe

If you are wearing green, bow to the queen

If you are wearing green, bow to the queen
If you are wearing green,
Then please bow to the queen
If you are wearing green, bow to the queen

If you are wearing yellow, shake like Jell-O

If you are wearing yellow, shake like Jell-O
If you are wearing yellow,
 Bonnie Calderwood
Shiqi Kiki Yu
Lauren Ely

Then please shake like Jell-O

If you are wearing yellow, shake like Jell-O

If you are wearing black, pat your back

If you are wearing black, pat your back
If you are wearing black,
Then please pat your back
If you are wearing black, pat your back

If you are wearing brown, turn around

If you are wearing brown, turn around
If you are wearing brown,
Then please turn around
If you are wearing brown, turn around

a. Learning Objectives:
Students will be able to identify colors
Students will be using their understanding of colors to follow the direction
of the music
Students will discover the different definition of one color by looking at
their friends shirts, dress, and shoes.
b. Materials-
Speaker to play the music
 Bonnie Calderwood
Shiqi Kiki Yu
Lauren Ely

If in an uniform wearing classroom, scarves or colored fabric to include all

colors
c. Prompt/Instructions-
The students in our classroom will use the
colors of the clothes they chose that day, or
choose from a selection of scarves or fabric
provided if wearing uniforms. We will play the
Color Song for the students. When students
hear the lyrics about the colors, they will follow
by the direction of the song to perform different
movements and gestures. After this, they can
have chances to see and discuss the definition
of each color.
8. Art Lesson: Handprint Color Mix
a. Learning Objective (make sure these support your
overall learning objective, or ARE your learning
objectives)-
Student will learn about the expressive
qualities of color
Students will discuss the successful use of color
in selected artworks
Students will use colors to make visual art work
Students will identify colors

b. Materials-
Long piece of white paper (or individual pieces of white paper depending
on class)
Paint Brushes
Blue Tempera Paint, Yellow Tempera Paint, Red Tempera Paint, Purple
Tempera Paint, White Tempera Paint, Green Tempera Paint, Orange
Tempera Paint (Or any washable paints that is available)
c. Prompt/Instructions-
The students will come in groups of 3-4 students at a time to the
table with the paper on it. An adult will be present to help paint their
hands if needed, but the children can do it themselves as well. The
children will be able to chose the color they want first. If they desire, they
can use two colors at once first and then mix their hands together after
placing their hands the first time. After each child has done one color,
they will choose another color to paint on their hands without washing the
previous color off. They will make handprints two or three times to see
how many colors they can make. Once this is done, they can wash their
hands, and try new colors and combinations. The children can also make
different scenes on the paper using their hands as well, they do not need
to put one handprint down and be finished. If they have green hands,
Bonnie Calderwood
Shiqi Kiki Yu
Lauren Ely

suggest making grass or trees. If there are children who are sensitive to
having paint on their hands, or want to wash their hands right away, they
can do each one hand a different color, and mix just once with their hands
so they can experience it, but also do it quickly
if they are struggling with it. If the children are
showing a lot of interest in how this works, we
will also have different materials for making the
prints. We can use different color papers, and
see if the same colors look different on the
different paper, or if they look the same.