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BTSALP Roles & Responsibilities
WEEK OF January 12 - 15th
The American Flag


WEEK OF January 5 - 9th:
LESSON OBJECTIVES: Students will be inspired by the work of Piet-Mondrian, reviewing varieties of squeares, rectangles, vertical and horizontal lines, primary colors and be introduces to BALANCE as a principle of art.
  • scissors
  • glue sticks
  • WHITE CARD STOCK (on blue chair behind computer) - one for each student - their canvas
  • red, yellow, blue paper scraps (replenish as needed) - additional materials are on back paper cutter.
  • skinny black strips
  • ball point pens for artist signatures
(keep tables cleaned up and organized at end of each class)
  1. Show Piet Mondrian PPT
  2. Have students cut a variety of squares and rectangles from each of the primary colors, laying them out on papers - preferrably straight up and down (not tilted or crooked)
  3. After 15 minutes of organizing masterpiece, have them glue them down in a "balanced" way.
  4. Add black strips horizontally and vertically to accent their balance, Glue down
  5. Add artists signature in bottom right hand corner.
Link to lesson example:
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WEEK OF December 1 - 5th:
Characteristics and habitats of wetland animals. Students will create a pop up close up of a wetland animal.

WEEK OF October 27 - 30th - students to straight to seats


  • Any size black construction paper
  • Copy off black line of bats.pdf. One for each student.
  • Scissors
  • Glue sticks
  • oil pastels


  1. Have students cut out bats from the black line
  2. Lightly glue bats down where the student would like to position them (looks better if they don't overlap). TIP - if they use too much glue, they will not pull off when finished and white paper with leave a blotch on the masterpiece.
  3. Using first pastel color, gently rub small outward (back & forth) strokes from the edges of the bat, going all the way around. Then use same strokes around that line of color and another and another til you get close to the outer edge. Blend the colors with fingers or paper towels in the same direction they were applied. Use blues, purples and golds.
  4. When finished applying color and all blending, remove the bats.
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WEEK OF October 20 - 24th - have students come to front of room on floor first video. Prompt them to touch or point to the part of their body with the Dem Bones video song.

LESSON OBJECTIVE: Students will be introduced to the bones in their body, then draw and color a skeleton to outline those bones.



  • 9x11 Black Construction paper
  • White crayons or chalk
  • OIL Pastels


(Entire drawing will be done in white chalk until they color it in with one bright pastel color)
  1. Using the video below, students will follow step by step instructions. You will pause the video between the steps, giving the students time to complete them.
  2. At the very beginning stress page orientation (portrait position), location (where on the page)and the size and direction of the shapes and lines. Example - have them point to the top of the page where head goes. Stress the prepositions for placement and have the students repeat them before they draw after each segment of directions.
  3. When finished with all the contour drawing, color in with bright pastel color if time.
  4. Title "Dem Bones" - Students can write that at the top,

WEEK OF October 13 -15th: All materials for this lesson should be near the teacher computer on a gray chair. Project the sample below as you give explicit instruction.


Students will create a pumpkin landscape showing awareness of positive (used) and negative (empty) space using geometric shapes (straight edges and points/vertices only. Explain the difference between organic and geometric shapes - organic are curvy.


  • scissors
  • glue sticks
  • black construction paper for background
  • orange paper (pumpkin shape)
  • green paper (ground & stem)
  • blue paper (sky / background)


  1. Start with the pumpkin and finish it first.
  2. Add green stem and ground
  3. Blue sky last
  4. Pieces may touch the edge of paper, but not hang off the edge.
  5. Cut, then glue before cutting again - otherwise paper will be wasted.
  6. Apply glue to cut/small piece - not to background paper = craftsmanship rule.
  7. Because this is a lesson on negative space, pieces need to NOT TOUCH.
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WEEK OF October 6 - 10th:


  • The following pdf needs to be copied on white 8 1/2 x 11 cardstock for this lesson
one per student.
  • Assorted colors waterbase markers distributed in red baskets
  • graphite pencils or black pens for tracing hand.


Students will be able to determine the difference between Warm and Cool colors. Warm colors are generally colors that are associated with things that are warm: The sun, ovens, summertime, overheated cars, sweaters and exercising. Cool colors remind us of things that are cool: Swimming pools, snow, ice tea, rainy days, the sea and a breeze. Warm and cool colors are helpful to remember when you're trying to figure out what colors to paint or color your picture.
  • Outline your hand on top of the concentric circles. If you have tiny hands and want a challenge, you can outline two hands!
  • Start with your background Cool colors: Blue, Violet and Green. Count out the stripes to make sure you don't miss any. I usually make a mark inside each stripe so I don't lose track of which color I'm using.
  • After you finish your background, take out your Warm colors: Red, Orange and Yellow. Match up the colors to their compliments and fill them in. Don't forget little shapes of the fingers that may overlap into two different colors!


Coloring is done in a pattern without skipping any of the concentric segments.
Hand is colored in warm colors only.
Background is colored in cool colors only.


You need to print the following document on cardstock for each student. Reams of cardstock are on shelf underneath the printer in the back of the room.


Students will create their own "accurate art resource" of a color wheel and color theory chart


  • printed blackline of "The ABC's of ART" by M.C. Gillis (need to copy attached pdf below)
  • baskets on tables of assorted twistable crayons and color pencils
  • Project video below while beginning instruction


Students will explore the basic concepts of color theory while filling in the information on paper with the proper colors. They will learn and be able to reiterate the following colors....
  • Primary colors
  • Secondary colors
  • Intermediate colors
  • Warm colors
  • Cool colors
  • Complimentary colors
  • Analogous colors
  • Rainbow colors
  1. Does coloring show a solid color? (no scribble marks)
  2. Is all coloring done inside the lines
  3. Has the student used the proper color as the example
  4. Could this chart be used to teach from?

Color Theory

WEEK OF September 22 - 25th


LESSON OBJECTIVE: Self Portraits and Value of Color.

Talk first about drawing your face. Oval head (taking up most of the space), then ears in the middle, then hairline from one ear to the next, line for the part of the hair if its a girl, eyes where the ears are in the middle, then nose half way b/w eyes and chin, and lips half way b/w nose and chin (its all about halves or middles). Look at many different hairstyles and how to draw them from the hair line. Use the students for examples when showing this orientation. Color theory will be discussed more when mural is put together.


5' X 8" Index cards - should be by paper cutter, if not, there are packages under the printer in back of the room. Students create with coloring tools - no pencils first.
Using 6 of the tables in the art room, distribute 2 baskets of colors per table - one basket with twistable crayons and color pencils and one basket with the water base markers. One table will be all reds, one all purples, pinks, lavenders, one all blues, one all greens, one all yellows and golds, one all oranges, ....Because they are using markers, pencils and crayons, it will allow for various shades and hues of the same color.
Encourage best coloring - no scribble marks. Monitor proper use of the twistables and tight marker tips.


When finished with portraits, have students add line designs and patterns to the background. Names in bottom right corner "small" or on back of paper. Hold onto these - DO NOT SEND BACK TO CLASS...they will be mounted on a strip of butcher paper showing color theory. The above picture links to lesson website if you would like to look at it.

CONCLUSION & ASSESSMENT: How does portrait compare to the actual artist. Compare. Where would each portrait go on a color wheel.?

WEEK OF September 8 - 19th (2 week lesson) the 17th is part 2 of a 2 part lesson.

MATERIALS:Screen Shot 2014-09-09 at 6.03.12 PM.png

Large heavy white drawing paper (on large paper cutter), graphite pencils (front of room on floor by pencil sharpener - may need to be sharpened), WEEK 2: water based color markers (these are in a big tub in back of room and need to be divided out into red baskets and put on about 6 of the tables)
OTHER RESOURCES: Assorted cardboard shapes (in ziplocks back of room between cutting board and my desk - these can be mixed up and spread out on the tables so students have lots of choices.)
WEEK 2: Stapled packets of line designs and patterns,


The students will review the art elements shape, space, and texture. The student will create a collage using each of these art elements.


WEEK 1: One way to create space in a work of art is by overlapping, that is having one shape in front of others. Using your cut out shape, trace around the edges in the center of your white paper. We will continue tracing shapes, only we want all the other shapes we trace off to look as though they're behind the central shape. To do this, lay your shape somewhere near the central shape. When tracing the second shape, trace along all lines until you come to the outline of the central shape. Continue this process until you've filled the paper with overlapping shapes.
DEMONSTRATE TRACING UNDER THE DOCUMENT CAMERA - pressing down firmly on the shape, holding pencil straight up as the tip presses against the edge
WEEK 2: Using your markers, fill each shape with a different texture. Texture is the quality of a surface. Name different surface qualities furry, rough, smooth, etc. Creating visual texture makes your drawing more interesting. It is not difficult to do, but requires patience. To create a texture, simply come up with some mark (an x for example) and repeat it, letting the mark overlap itself until you fill the area. Look around your room to get ideas and examples for different textures. Once each of your shapes has a texture on it, color in your backgrounds solid.
Before you call your work finished, make sure you have filled your space with your shapes, and have filled each shape with your textures. Mount your work and display for everyone to enjoy. WORK WILL BE MOUNTED ON BLACK CONSTRUCTION PAPER by classroom teachers.

WEEK OF August 25 - 29th

LESSON OBJECTIVE: LINE - Students will create a cityscape inspired by Hilary Emerson Lay.

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  • Review and explore how "line" is used in art.
  • Use at lease 3 different styles of line to create community building(s)


  • Collaborate and communicate with neighbor artists while designing a building to be part of a single mural.
WEEK OF September 22 - 25th
LESSON OBJECTIVES: "An artist is an artist because they use detail, detail, detail." -anonymous-
Base Line Self Portrait.
Students will draw a self portrait, date it and put it away to use as a comparison for improvement at a later date following portrait instruction and practice.

Materials: White card stock, graphite pencil (no erasers). Pencils are in front of room on floor. Twistable crayons. Mirrors (in cupboard under stereo system.) Only use the mirrors if you can find them.


Draw a picture of yourself.

  1. Begin with your face and then your whole body. Use a mirror for your face if one has been provided for you.

  2. Include things you like in your drawing.

  3. Put yourself in your favorite place.
  4. Add as much detail as you can and put your best effort into it.
  5. Add color where appropriate. Match your skin color as accurately as possible. You may need to layer a few colors to get the exact color.
  6. Have your teacher save this drawing in a place it can be retrieved and compared at the end of the year.
  7. If time, outline in black ink.
WEEK OF December 8 - 12th
WEEK OF December 15 - 19th
WEEK OF January 5 - 9th
WEEK OF January 12 - 15th
WEEK OF January 20 - 23rd
WEEK OF January 26 - 30th
WEEK OF February 2 - 6th
WEEK OF February 9 - 12th
WEEK OF February 17 - 20th
WEEK OF February 23 - 27th
WEEK OF March 2 - 6th
WEEK OF March 9 - 13th
WEEK OF March 16 - 19th
WEEK OF March 23 - 27th
WEEK OF March 30 - April 1st
WEEK OF April 8 - 10th
WEEK OF April 13 - 17th
WEEK OF April 20 - 24th
WEEK OF April 27 - May 1st
WEEK OF May 4 - 8th
WEEK OF May 11 - 15th
WEEK OF May 18 - 22nd
WEEK OF May 26 - 29th
WEEK OF June 1 - 5th