Setting The Scene With Paint

Setting The Scene With Paint lesson plan

Use stencil, printing, and stamping techniques to create unique story settings.

  • 1.

    Invite students to choose or write a story which takes place in a unique setting, such as characters who hide in dense woodlands, clamber boldly up steep mountains, lull about on palm-studded beaches, or inhabit a fantasy land or outer space.

  • 2.

    Working individually or in small groups, students determine which shapes, colors and textures are the best choices to portray story characters' activities. Encourage experimentation with different painting techniques to create designed paper for the story environment using Crayola® Washable Paint and Paint Brushes.

  • 3.

    Students cover the work area with recycled newspaper. Roll out a shallow layer of paint with a brayer (foam roller), one color on each paper plate.

  • 4.

    There are several different activities that students can use to create their artwork. Repeated stencil shapes. Create a stencil and make prints on construction paper. With Crayola Erasable Colored Pencils, draw a simple silhouette on oak tag or poster board. Leave at least 1/2 inch (1 cm) for a border. Cut the figure out of the center in an unbroken line with Crayola Scissors. Discard the center, and use the outline as a stencil. Place the stencil on top of colored paper. With a brayer, roll paint inside the stencil form. Repeat as desired, waiting for paint to dry before changing colors.

  • 5.

    Repeated veined prints. To make paint pans that eliminate drips when printing or stamping, cover the bottom of shallow pans with a flat sponge or double layer of paper. Pour a shallow layer of paint on top. Make prints on white construction or drawing paper. Crumple a sheet of aluminum foil about 3 inches (8 cm) larger than the paper on which you will print. Open the foil and flatten it, leaving the surface wrinkled. Paint the surface of the foil with brushes or brayers. (Experienced painters can mix colors on the foil.) Dip paper in water. Hold the corner and let the water drip off, back into the sink or container. Place damp paper on the painted foil. Smooth the wet paper with your hands. Pull the print off the foil. Note the "veins." Make additional prints.

  • 6.

    Stamp printing techniques. Use colored or white paper to make stamp prints. Make notches in the edge of cardboard with scissors. Dip the edge in paint. Drag the notched edge across the paper to create multiple lines. Make prints with crumpled paper or a pencil eraser. Dip in paint, and press onto paper. Dab paint onto paper with a sponge. Apply paint to bubble wrap with a brayer. Press paper onto the bubbles.

  • 7.

    When paintings are dry, students cut or tear the designed paper and use Crayola Washable Glue Sticks to attach the pieces to a background in order to build the scene. Fold paper in half to make a stand-up diorama. Add stability by folding the outside edges back toward the center crease.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Participate in collaborative conversations with diverse partners about grade level topics and texts with peers and adults in small and larger groups.
  • 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.
  • MATH: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
  • MATH: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles a s a category, and identify right triangles.
  • VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.
  • VA: Use visual structures of art to communicate ideas.

Adaptations

  • To accompany pictorial settings, students write names of characters, towns, etc.
  • Students create scenes that portray various locations for scenes in the same story. Students writes the parts of the story that fit each scene. Display story scenes in sequence in the classroom or other public place in the school.
  • Working in small groups or teams of two, students collaborate to create an original scene. Students write a poem reflecting the scene created.