The Art Center

Lesson Plan Archive

Kindergarten | Construction Paper Fringe Piñata

Objective: Students will demonstrate the safe and correct usage of scissors to create a two-dimensional piñata out of colored paper.

National Learning Standard: VA:Cr2:1:Ka – through experimentation, build skills in various media and approaches to art-making

Supplies Needed: Piñata template, rainbow coloring handout, 20 1 x 8.5″ construction paper strips in various colors, scissors, glue stick, crayons, walkthrough video

1st Grade | Design Your Own Mask!

Objective: Students will use crayons to design a wearable mask that contains areas of even, solid color.

National Learning Standard: VA:Cr2:1:1a – explore uses of materials and tools to create works of art or design

Supplies Needed: rainbow & sunshine coloring sheet, die-cut paper white mask sets, pencil, crayons, black elastic cord, walkthrough video

2nd Grade | Paper Weaving Houses

Objective: Students will use colored construction paper to weave a two-dimensional representation of a house with a roof (optional).

National Learning Standard: VA:Cr2:2:2a – make art with various materials and tools to explore personal interests, questions, and curiosity

Supplies Needed: turtle template handout, pre-cut green and yellow paper strips, 9×12” colored construction paper, ruler, scissors, glue stick, crayons, walkthrough video

3rd Grade | Weaving on a Cardboard Loom

Objective: Students will demonstrate the additive process of weaving yarn on a loom to create a textile swatch.

National Learning Standard: VA:Cr2:2:3a – demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes

Supplies Needed: wavy paper loom & colored paper strips, cardboard looms (pre-strung), 12yds of yarn (any color), scissors, plastic weaving needle, pencil, marker (as needed), walkthrough video

Texture Drawing

Grades: K-1st
Duration: 45 min

Objective: Students will create a drawing project as they learn how to use lines to create texture.

National Learning Standard: VA:Cr1.1.Ka, VA:Cr1.1.1a , VA:Cr1.2.Ka, VA:Cr1.2.1a, VA:Cr2.1.Ka, VA:Cr2.1.1a, VA:Cr2.3.Ka, VA:Cr2.3.1a, VA:Cr3.1.Ka, VA:Cr3.1.1a

Vocabulary: Line: foundation for drawing; it is the first and most versatile of the visual elements in art.

Texture: using line to convey what an object may feel like; smooth, fuzzy, sharp Form: using line direction to help create shape.

Movement: using changes in line direction, thickness, or texture to create a feeling of movement.

Art History: the academic study of the history and development of painting, sculpture, and the other visual arts.

Supplies Needed: Texture Drawing video, Texture Drawing handout, 9×12 piece of paper, pencil

My Perspective

Grades: 2nd-3rd

Duration: 45 min

Objective: Students will create a perspective drawing project after viewing famous perspective artworks and learning how line direction and size can be used to create space.

National Learning Standards: VA:Cr1.1.2a ,VA:Cr1.1.3a, VA:Cr1.2.2a, VA:Cr1.2.3a, VA:Cr2.1.2a, VA:Cr2.1.3a, VA:Cr2.3.3a, VA:Cr3.1.2a, VA:Cr3.1.3a, VA:Re9.1.2a, VA:Cn10.1.2a, VA:Cn10.1.3a


Perspective: the art of drawing solid objects on a two-dimensional surface so as to give the right impression of their height, width, depth, and position in relation to each other when viewed from a particular point. Or, a point of view.

Vanishing Point: the point at which receding parallel lines viewed in perspective appear to converge.

Line: foundation for drawing; it is the first and most versatile of the visual elements in art.

Horizon Line: the point where the earth meets the sky.

Direction: line that is either horizontal, vertical or diagonal. A line can also be curved not straight. Every line has a direction of some sort. Artists use lines to create different effects on the viewer’s eyes.Direction lines can be used to lead the viewer’s eye through an image.

Space: Depth created on a flat surface. Can be done by overlapping, placement on the paper, size, detail, color and value, and perspective.

Supplies Needed: My Perspective video, two 9”x12” piece of paper, pencil, ruler, 2 inch paper square

Andy Warhol – Pop-Art Prints

Grades: K-3rd
Duration: 45 min

Objective: Students will produce a colorful work of art utilizing a simple printmaking process to create repetition. 

National Learning Standard: VA:Cn10.1.K-3, VA:Cn11.1.K-3, VA:Cr1.1.K-3, VA:Cr2.1.K-3, VA:Cr2.2.K-3, VA:Cr3.1.K-3, VA:Re7.1.K-3, VA:Re7.2.K-3

Elements/ Principles of Art: Color and Process

Art History:  Andy Warhol (1928-1987)- An American artist and film maker famous for creating the Pop-Art movement. 

Vocabulary:  Pop-Art: an art movement that emerged in the United Kingdom and the United States during the mid- to late-1950s. The movement presented a challenge to traditions of fine art by including imagery from popular and mass culture, such as advertisingcomic books and mundane mass-produced cultural objects.

Printmaking: an artistic process based on the principle of transferring images from a matrix onto another surface, most often paper.

Repetition:  the use of two or more like elements or forms within a composition. The systematic arrangement of a repeated shapes or forms creates pattern. Patterns create rhythm, the lyric or syncopated visual effect that helps carry the viewer, and the artist’s idea, throughout the work.

Supplies Needed: 9”x12” white paper, scrap paper, foam printing matrix, ballpoint pen, markers

Joan Miro – Symbols, Shapes, and Space

Grades: K-3rd
Duration: 45 min

Objective: Students will be encouraged to layer and fill a page with many different shapes and images to create an abstract composition.

National Learning Standards: VA:Cn10.1.K-3, VA:Cn11.1.K-3, VA:Cr1.1.K-3, VA:Cr2.1.K-3, VA:Cr2.2.K-3, VA:Cr3.1.K-3, VA:Re7.1.K-3, VA:Re7.2.K-3

Elements/ Principles of Art: Line and Shape

Art History:  Joan Miro- A Spanish painter who lived from 1893-1983. Focused on surrealism to create abstracted, dream-like compositions. 

Vocabulary:  Surrealism: a 20th-century avant-garde movement in art and literature that sought to release the creative potential of the unconscious mind, for example by the irrational juxtaposition of images.

Abstract: art that does not attempt to represent external reality, but seeks to achieve its effect using shapes, forms, colors, and textures.

Composition: the arrangement of elements within a work of art

Supplies Needed: pencil, eraser, 18”x24” white paper, markers