Dot Day Activity Lesson Plan
"Dots n' Spots"
This lesson can be used to connect English Language Arts to the Visual Arts through a reading of the book, "The Dot" by Peter H. Reynolds. Students will learn how to connect literature to the arts, artists and cultures who have used dots in their artwork, and how to create their own work of art!
Unit Theme:
Children's interaction with literature
Lesson:
Dots n' Spots
Integrated Subject:
English Language Arts
Level:
2
Projected Time:
5-10 minutes for overview of lesson; 20-25 minutes to create paintings
Lesson Overview:
In conjunction with reading the book, "The Dot" by Peter H. Reynolds, and with learning about Dot art that has been created, students will create their own dot pictures using q-tips and paint on black construction paper. The students will be exposed to art in English Language Arts and art from different artists.
Children's interaction with literature
Lesson:
Dots n' Spots
Integrated Subject:
English Language Arts
Level:
2
Projected Time:
5-10 minutes for overview of lesson; 20-25 minutes to create paintings
Lesson Overview:
In conjunction with reading the book, "The Dot" by Peter H. Reynolds, and with learning about Dot art that has been created, students will create their own dot pictures using q-tips and paint on black construction paper. The students will be exposed to art in English Language Arts and art from different artists.
Teacher Exemplar
Visual Culture Component:
Elementary students will be reading the book "The Dot", which gives meaning to any artwork that students create. This lesson/activity will give them further understanding of art and art concepts and ways that they can create their own artworks.
Vocabulary:
Grade 2, Visual Art, Approved 2010
Standard 1
The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicator VA2-1.1
Identify the materials, techniques, and processes used in a variety of artworks.
Indicator VA 2-1.3
Use and combine a variety of materials,techniques, and processes to create works of visual art.
Indicator VA 2-1.4
Use all materials and tools in a safe and responsible matter.
Standard 2
The student will use composition and the elements and principles of design to communicate ideas.
Standard 3
The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Standard 5
The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others.
Indicator VA 2-5.1
Identify purposes for the creation of works of visual art.
Indicator VA 2-5.2
Describe and discuss the different qualities and characteristics of his or her own artworks and those others.
Standard 6
The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Grade 2, English Language Arts, CCSS
CCSS.ELA-Literacy.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Elementary students will be reading the book "The Dot", which gives meaning to any artwork that students create. This lesson/activity will give them further understanding of art and art concepts and ways that they can create their own artworks.
Vocabulary:
- Dot - a small, round mark
- Pointillism - small, distinct dots that use color to create a larger image
- Shape - the form of an object; how it is laid out in space
- Movement - action in art
- Rhythm - a pattern created using lines, forms, and colors in painting
- Contrast - to be different in a way that is obvious
- Indigenous Australian Art - art made by the indigenous (native) people of Australia
- Contrast - to be different in a way that is obvious
- Analysis - the study of a work through an examination of its component parts and their interrelationships
- Story Elements - character, plot, theme, setting, conflict
- Visual Representation - visual aid, text aid, or pictures, maps, illustrations that enhance, clarify, or convey meaning
Grade 2, Visual Art, Approved 2010
Standard 1
The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicator VA2-1.1
Identify the materials, techniques, and processes used in a variety of artworks.
Indicator VA 2-1.3
Use and combine a variety of materials,techniques, and processes to create works of visual art.
Indicator VA 2-1.4
Use all materials and tools in a safe and responsible matter.
Standard 2
The student will use composition and the elements and principles of design to communicate ideas.
Standard 3
The student will examine the content of works of visual art and use elements from them in creating his or her own works.
Standard 5
The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others.
Indicator VA 2-5.1
Identify purposes for the creation of works of visual art.
Indicator VA 2-5.2
Describe and discuss the different qualities and characteristics of his or her own artworks and those others.
Standard 6
The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Grade 2, English Language Arts, CCSS
CCSS.ELA-Literacy.RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Objectives- The learner will:
- Be able to identify the artistic concepts of pointillism.
- Discuss works by different artists that have used pointillism and dots to create their artwork.
- Be able to use the tools given to them (q-tip, paint, black construction paper) to create the artwork using dots to create movement, rhythm, and shape.
- Show neatness and pride in their work, they will be able to follow directions and create artwork that they are proud of.
- Be able to discuss their artwork with each other and be able to describe what worked well with their projects.
- Extend their knowledge of pointillism and dots into English Language Arts with the discussion of "Dot Day", the book, "The Dot" by Peter H. Reynolds, and the study of other artwork that uses dots.
- Be able to understand the differences of the characters within the book
- Be able look at the illustrations of the book to understand "Dot Day" and why it is important
Procedure:
- Watch a PowerPoint presentation on Dots and be able to identify specific artists who have used this technique (2 min.)
- Listen to an excerpt from the book "The Dot" by Peter H. Reynolds (3 mins.)
- Discuss works by artists who have use International Dot Day to celebrate "The Dot" (1-2 mins.)
- Pick specific colors that the want to use for their artwork (6 colors to be used with groups of 2-3) (1 min.)
- Each student will be given a black construction paper and a handful of Q-Tips to use for their paintings
- Write their name in white colored pencil/chalk on the back of their paper
- Create a color scheme they want to use for their circles (each circle gets two colors)
- Be able to use rhythm and movement to create a flowing circle piece of art
- Students will dip the q-tip into the paint and place a certain pattern of colors onto the construction paper (20 mins.)
- Students will finish their paintings and put their artwork on the drying rack at the back of the classroom (1 min.)
- Will clean up their area and throw away q-tips and any trash around their area (1 min.)
- Will rinse out pallets used for paint (1 min.)
- I will take pictures during the process and have students artwork displayed online
Materials- For a class of 18
- 18 pieces of black construction paper - 9" x 12"
- 180 Q-Tips (10 per student)
- 8 tempura paint colors per student (10-12 different colors to choose from)
- 18 Newsprint Papers - to create a "mess-free" art space
- Paper towels at each section
Assessment:
- Your art is representative of the pattern and colors that you have decided on.
- You successfully added color in a pattern, while also taking into account rhythm, movement, and shape.
- You are able to make the connection between your artwork and the Dot Day activity.
- You are able to explain pointillism and other artists that have been known to use dots to create their paintings.
- You have completed the art project in a neat and orderly way.
- You used the book "The Dot" to create your own work of art.
Artists or Art History Focus:
- International Dot Day: International Dot Day, a global celebration of creativity, courage and collaboration, began when teacher Terry Shay introduced his classroom to Peter H. Reynolds’ book The Dot on September 15, 2009.
- Georges-Pierre Seurat: Georges-Pierre Seurat was a French Post-Impressionist painter and draftsman. He is noted for his innovative use of drawing media and for devising the technique of painting known as pointillism.
- Indigenous Australian Art: art made by the indigenous people of Australia; Dot painting consists of various paint colors like yellow (the sun), brown (the soil), red (desert sand) and white (the clouds and the sky). These are traditional Aboriginal colors. Dot paintings can be painted on anything though in aboriginal times they used to paint dot pictures on rocks, caves etc. Mostly Indigenous Australians painted nature like animals or lakes and of course, the dream time. They used to paint stories and legends on caves and rocks to represent their religion.
Cultural Connection:
Evaluation:
- Your painting is representative of the rhythm and movement that you decided on
- You successfully added the color and pattern that you decided on
- You are able to identify the importance of International Dot Day
- You are able to identify artists that have used dots (pointillism) to create their artwork
- You are able to connect English Language Arts to the Visual Arts by representation of your artwork
PowerPoint Presentation
Your browser does not support viewing this document. Click here to download the document.
Student Examples:
Lesson Reflection:
There were a few things that I thought went really well with this lesson. I really enjoyed teaching it and watching everyone use the creative process to choose what colors and shapes they wanted to use. I feel like this lesson gives students the creative freedom to make the picture as individual as they want. I enjoyed seeing all of the different works that were created and there were no two pictures that were the same. These pictures really pop and all of the participants seemed to really enjoy making them.
There were also a few things that could have been done differently in this lesson. I think that I should have focused more Aboriginal Australian art and the history of it. I also think that I should have specified the types of shapes that were to be made. I liked the different shapes the participants did, but I think the idea of linking it to the book "The Dot" is making circles. I also think that if the lesson time had been longer than I should have talked more about pointillism and artists that do this. This lesson also could have been done on different colors of paper or material.
This lesson was a lot of fun to teach and I would definitely want to use it in the future.
There were a few things that I thought went really well with this lesson. I really enjoyed teaching it and watching everyone use the creative process to choose what colors and shapes they wanted to use. I feel like this lesson gives students the creative freedom to make the picture as individual as they want. I enjoyed seeing all of the different works that were created and there were no two pictures that were the same. These pictures really pop and all of the participants seemed to really enjoy making them.
There were also a few things that could have been done differently in this lesson. I think that I should have focused more Aboriginal Australian art and the history of it. I also think that I should have specified the types of shapes that were to be made. I liked the different shapes the participants did, but I think the idea of linking it to the book "The Dot" is making circles. I also think that if the lesson time had been longer than I should have talked more about pointillism and artists that do this. This lesson also could have been done on different colors of paper or material.
This lesson was a lot of fun to teach and I would definitely want to use it in the future.