Poetry in Triple Textures

Poetry in Triple Textures lesson plan

Paint first, and then write poetry! Express original ideas with picturesque words and appealing textures!

  • 1.

    As a whole class, review one to two examples of inspiring, well-known art masterpieces. How does each piece make students feel? What do they make you think of? What are you thinking as you observe these art pieces?

  • 2.

    Provide students with oak tag. Using Crayola® Erasable Colored Pencils, encourage students to create an original masterpiece that could inspire someone to write. Ask students to select a topic that lends itself well to rough textures, pearlized surfaces, or glittery areas. Students may consider depicting cultural artifacts, feelings, science topics, or recent events.

  • 3.

    Students cover their work area with recycled newspaper. Using a paper plate or other palette, students swirl a tiny amount of Crayola Tempera Paint with their choice of Crayola Tempera Mixing Mediums. Pearl it! Texture it! Or Glitter it! The swirls will create extra interest in painting spaces.

  • 4.

    Provide students with class time to paint their inspiring scenes. Ask them to include all three textured media in their work. Fill some spaces with just paint for contrast. Air-dry work overnight.

  • 5.

    Once student artwork is dry, provide class time for the first draft of their poems. Edit as needed and write the final draft on lines paper or word process if classroom computers are available.

  • 6.

    Encourage students to organize their visual art project and writing into an attractive display in the classroom or school hallway.

Standards

  • LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.
  • LA: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • VA: Select media, techniques, an processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of choices.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.
  • VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

Adaptations

  • Working in teams of two or small groups, students create 4-5 related scenes using Crayola Colored Pencils and Tempera Paint. Once complete, students take the scenes one at a time and brainstorm adjectives that help to describe what is going on in the scenes. Use these terms when writing an original story, using the paintings as inspiration. Bind the art and text in booklet form and display it in the classroom.
  • Students write their poems first; then swap the poems with a classmate. The classmate creates the visual art piece to accompany the poem. Display in the classroom.
  • As a whole class, collaborate to paint and write on a common theme that everyone in the class uses. Compare and contrast the unique results.
  • Students write an original poem. Select one student every few days to read his poem to the class. Each student responds to the poem by creating an original art piece. Display the poem and student art pieces on a bulletin board. Provide time in the day for classmates to view and comment on the original work.