Painting with Natural Materials

Painting With Tools and Media from Nature
Kindergarten

Students will use leaves, sticks, mud and other experimental tools to create paintings. They will learn about  renewable resources and learn to utilize the natural world around them for artmaking. Not everyone has the means to buy art supplies, and this lesson addresses alternatives, while also exposing children to  new media and tools.

LESSON 1: EXPERIMENTAL MATERIALS  
I. Topic: Experimental Painting Tools
   Content Area: Kindergarten Fine Arts
       Big Idea: utilizing eco-friendly tools     
   Concept Statement:
       Students will learn about creating and using tools from sustainable, natural materials.

II. Objectives / Expected Learner Outcomes

• Students will use leaves, sticks, pine needles and other natural materials to repurpose for art making.  
  
• Students will discuss what materials are typically used for art making (brushes, paper, pencils, paint, etc.).   
  
• Students will learn to use unconventional materials for art making.
  
• Students will make compare and contrast how new materials behave (in comparison to materials they are familiar with)
  

III. Standards of Education
Virginia Standards of Learning

• K.5 The student will create works of art that connect to everyday life.
  


• K.12 The student will identify people who make art as “artists.”
  
• K.15 The student will describe and respond to works of art
  

Related Virginia Standards of Learning Science

• K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which (g) a question is developed and predictions are made from one or more observations and (j) unusual or unexpected results in an activity are recognized;
  


• K.11 The student will investigate and understand that materials can be reused, recycled, and conserved. Key concepts include (a) materials and objects can be used over and over again; (b) everyday materials can be recycled;
  

IV. Student Group Targeted
• Kindergarten
• Prerequisite skills/knowledge

• Students have experience with paint and brushes
  
• Students have experience being in nature and interacting with plants and nature
  
• students have not used liquid tempera
  

V. Time Required
2 40 minutes sessions
SESSION 1
Objective: Students will use natural materials that can be found outside as painting tools.
SOLs:

• K.5 The student will create works of art that connect to everyday life.
  

VI. Materials and Resources

• natural materials (leaves, pine needles)
  
• paper for painting (9x12)
  
• tempera paints
  
• smocks
  

VII. Itinerary and Instructional Strategies
Key terms/vocabulary to be introduced

• Mark making tools
  
• natural materials (leaves, pine needles, etc)
  


• liquid tempera (one color)
  
• palette
  

Questioning strategies/discussion

• What tools are typically used for mark making in art? (paint brush).
  
• What is a tool? (something that helps you do a job).
  
• So what is our job? (painting)
  
• Can we use this? (Show Leaf).
  
• Most will say no. Tell them I will prove them wrong.
  

Demonstration/guided practice

• I will do a short demonstration on the document cam of how to use the natural and recycled materials as “brushes” with the liquid tempera paint. Use this time to have kids identify materials as I introduce them (paper, palette, paint, leaf)
  

Student independent practice/activity

• Students will sit while helpers pass out materials: paper, pencils.
  
• Students will write their names on their papers
  
• I will pass out trays with plants, and tell kids to check them out.
  
• When they settle and are ready to move on, pass out paint trays.
  
• Paint will be distributed by the teacher a small amount at a time. Tables that are ready and quiet will get paint and be encouraged to experiment with their new materials.
  

Checking for understanding

• Questions asked to the class
  
• walking around and checking in on students individually
  

Clean up

• helpers pick up leaf trays + paint trays and put on counter.
  
• Teacher picks up artwork so they don’t get stuck together
  
• Hand out wipes to tables that look ready, wipe hands then tables.
  

Time flow

• 5: introduce project and discuss vocab
  
• 5: demo using materials
  
• 20: experiment with materials
  
• 10: clean up
  

Closure

• Students will review what they did during class.
  
• Review vocab: natural material, liquid tempera, tool.
  
• They will discuss what surprised them, what kinds of marks they made, what they liked best and least and why.
  

SESSION 2
Objective: Students will use natural materials as a painting medium.
SOLs:

• K.5 The student will create works of art that connect to everyday life.
  
• K.15 The student will describe and respond to works of art
  

VI. Materials and Resources

• paper for painting
  
• clay slips / mud
  
• paint brushes
  

VII. Itinerary and Instructional Strategies
Key terms/vocabulary to be introduced

• clay slip/mud (in little cups with lids with holes in the top to dip a brush into)
  
• medium
  

Questioning strategies/discussion

• Review what we did last week: what materials did we use? (natural materials as markmaking tools.)  
  
• This week we’ll use natural materials as a medium.
  
  • I will ask students about the materials they used last week (leaves) and what they remember.
    
  
  
  • What kind of paint did we use last week? (Tempera)
    
  • Do you think we can use a natural material instead of paint?
    
  • Off limits words: ew, gross. If I hear it, I’ll have to take your paint brush for a while.
    

Demonstration/guided practice

• I will demonstrate a few techniques using the document cam
  
  • dipping a brush in mud, talk about how it’s different from watercolor and tempera that they’ve used before
    
  • Talk about appropriate language concerning mud- it's not poop, it’s not gross, etc.
    

Student independent practice/activity

• Students will sit while helpers pass out materials: paper, pencils.
  
• Students will write their names on their papers
  
  • I will pass out brushes and tell kids to check them out.
    
  
  
  • When they settle and are ready to move on (sleeves rolled up, quiet, fingers locked), I'll pass out mud cups and students will encouraged to experiment with their new materials.
    
• I will give students individual feedback as they work to challenge them based on their current painting skill level.
  

Checking for understanding

• If there is time: We will view each other’s work and have a mini critique.
  
  • Students will stay in their seats and raise their hand if they want to share something about their work.
    
  • I will go to them, hold it up, and let them talk.
    
  • Possible prompting questions: how did you make this color? What mud did you use for this area? What is this a painting of?
    

Clean up

• I will walk around with a bucket and students will place their paint cups of slip in the bin, their brushes in a cup in the bin.
  
• Tables that look ready will pick up paintings and bring them to the drying rack. They will carry with 2 hands and place it on the rack, not on top of another painting. I will give out wipes for kids to take back to their seats. Wipe your hands and then the table.
  
• I will walk around with another bin and students will drop their wipes in then line up.
  

Time flow

• 5: review last class and discuss what we will do today
  
• 5: demo  
  
• 20: play with materials
  
• 10: drying rack/clean up
  

Closure

• Discuss what we did in class.  
  
• Review vocab: medium, mud/slip,
  

IX. Suggested Supplemental Activities

• Field trip outside to gather materials, or work outside.