Lesson 1: Jasper Johns Name Paintings

University of North Texas Art Education

I. Grade Levels and Duration: K-1, 1 one hour class period

II. Lesson Rationale: In this lesson students will discuss how art can depict everyday things like
letters, names, and numbers. They will discuss how Jasper Johns uses these everyday things as
symbols in his artwork and what a symbol is. This will teach students to recognize symbols in
everyday life.

III. Key Concepts:

Symbols are seen in everyday life.

IV. Essential Question:

Where do we see symbols in everyday life?

V. Lesson Objectives:
The students will be able to identify symbols in everyday life
The students will be able to create a resist painting using the letters of their names as symbols

VI. Specific Art Content:

Signs and symbols, resist, watercolor techniques

VII. Resources & Materials for Teacher: projector, images of Japser Johns’ artworks

VIII. Resources & Materials for Students: paper, black crayons, watercolor paints and brushes

IX. Instruction and Its Sequencing:

Day 1 of the Lesson

1. Introduction/Motivation: show Japser Johns Numbers in Colors and ask
Do you see anything hidden in the painting?
Why would Jasper Johns use numbers in his paintings?
What are symbols? What other symbols do we see in every day life?
Could our name be a symbol for who we are?
2. Guided Practice: Show examples, hand out paper, guide them through folding to create
squares, show how to outline squares in black crayon, show putting one capitol letter in every
square. Then explain resist between crayon and watercolor
3. Independent Practice: Students will finish writing their names and watercolor one color per
box.
4. Closure: clean up, bling, line up and ask
What artist did we learn about today?
What did he use as symbols in his art?
What other symbols do we see in everyday life? What symbols do you see in this
classroom?
5. Accommodations
ELL: can write their name in their own language, written instructions and visual demo.
Disability: Discussion buddy, Big crayons and paintbrushes that are easier to hold, and
help folding.
 6. Classroom Management Procedures: “Hold your paper up when it looks like mine”, Bling,
assigned seats, one table at a time if possible.

XI. Interdisciplinary Connections:

This lesson teaches students about symbols and symbolism which also show up in math and science.

XIII. Art TEKS

(3) Historical and Cultural Relevance
(A) identify simple subjects in art
(C) identify uses of art in everyday life

XIV. National Art Standards

VA:Re.7.1.Ka identify art uses in personal environment
VA:Re.7.2.Ka Describe what an image represents
VA:Re8.1.Ka Interpret art by identifying subject matter
 Adinkra Stamp Fabric
University of North Texas Art Education

I. Grade Levels and Duration: 1st-3rd 2-3 one hour class periods

II. Lesson Rationale: In this lesson students will discuss how we use symbols to convey an idea and
how different cultures use similar or different symbols. Students will then create their own symbols
and try to guess what each other’s symbols mean. This teaches students about non-verbal
communication and how to recognize and decipher symbols in everyday life.

III. Key Concepts:

Symbols can convey ideas across cultures

IV. Essential Question:

How do symbols convey ideas across cultures?

V. Lesson Objectives:
The students will be able to design a symbol that represents something
The students will be able to create a stamp of their symbol and use that stamp to create an artwork
inspired by Adinkra cloth

VI. Specific Art Content: Signs and symbols, adinkra cloth, clay techniques, stamping,

VII. Resources & Materials for Teacher: powerpoint, adinkra video, projector, computer, clips or
tape

VIII. Resources & Materials for Students: model magic, paper, paint, crayons, watercolor paint,
brushes

IX. Instruction and Its Sequencing:

Day 1 of the Lesson

1. Introduction/Motivation: Presentation on Adinkra and symbols, group brainstorm of symbols
2. Guided Practice: after they have 3 symbols we will pick one and do Clay stamp and coils
demo and they will make their stamps.
3. Independent Practice: brainstorm and draw 3 symbols and what they mean on paper, Check
with me
4. Closure clean up, bling, line up, closure questions:
Why do we use symbols?
What kinds of things do we use symbols for?
EQ: How do symbols convey ideas across cultures?
5. Accommodations
ELL: written instructions, demos
Disability: cut clay or foam instead of coils, premade stamp base.
6. Classroom Management Procedures: Withholding clay and doing 1 on 1 demos. Bling,
assignment seats
Day 2 of the Lesson
3. Introduction/Motivation: Review of symbols, ask students to identify symbols they saw this
week or symbols they see in the room. Show kids more Adinkra cloth and point out the frames
on the fabric. Explain stations and split the class up based on their progress.
 4. Guided Practice: Demo on using a ruler, and show what their “frame” should look like. Then
when ready for stamps demo on using their stamps and hand out all stamping materials
3. Independent Practice: use ruler to make lines around the edges to create a “frame”.
Watercolor their paper a bright color. Fill the inside of the frame with stamps.
7. Closure clean up, bling, line up, closure questions:
Why would we put symbols on fabric or clothing?
8. Accommodations
ELL: written instructions, demos
Disability: large crayons and the ruler and paper taped down for them.
9. Classroom Management Procedures: withholding materials until I have checked off their
work thus far, bling, stations for stamping, clay, painting, and crayons.
Day 3 of the Lesson
5. Introduction/Motivation: Have each child hang their adinkra pieces on the board to make a
big piece of “fabric” and explain how critiques work.
6. Guided Practice: Critique questions
What do you think each symbol means?
Could we use these symbols in other places?
What do you think our piece of fabric says/symbolizes about our class?
10. Closure clean up, bling, line up, closure questions:
What did we learn about this lesson?
What was the fabric we learned about called?
Where was that fabric made?
What was it used for?
How do we use symbols in a similar manner?
11. Accommodations
ELL: discussion buddies, providing questions in their own language in advance and
allow them to answer in their own language on paper and translate.
Disability: Questions given in advance so they can think about their response.
12. Classroom Management Procedures: guiding questions and instruction or critiquing.

XI. Interdisciplinary Connections: This lesson uses Geography/Social Studies to teach students
about other cultures and uses symbolism, which pops up in Math and Science.

XIII. Art TEKS

(2) Creative Expression
(C) increase manipulative skills
(3) Historical and Cultural Relevance
(A) Identify simple ideas in artworks of different media
(4) Critical evaluation and response
(A) explain ideas about personal artworks

XIV. National Art Standards

VA:Cr1.2.2a Make art with various materials and tools
VA:Cr3.1.2a Discuss and reflect with peers about choices made in creating artowrk
 Hokusai Landscape Prints
University of North Texas Art Education
Grade Levels, and Duration: 2nd and 3rd, 2 one hour classes

Lesson Rationale: In this lesson students will be recalling their knowledge of landscapes to creates prints of different
landscapes that show depth in at least 2 different ways. This makes students recall and use previous knowledge while
learning to depict realistically deep landscapes and connecting those landscapes to the ways people live.

Key Concepts: Cultures adapt to the landscapes around them.

Essential Question: How do cultures adapt to the landscapes around them?

Lesson Objectives:
The students will be able to identify how cultures adapt to different landscapes.
The students will be able to depict 1 identifiable landscape showing depth in 2 ways.

Specific Art Content: Katsushika Hokusai, The Great Wave, Printmaking, Linocut, Brayer

Resources & Materials for Teacher: tape, aluminum foil, computer, projector, powerpoint, printer, worksheet

Resources & Materials for Students: photos of landscapes, Styrofoam plates, pencils, paper, brayers, printing ink, paint
brushes, clips or tape,

Instruction and Its Sequencing:

Day 1
1. Introduction/Motivation: Powerpoint, think pair share, video, and assignment. 15 min.
2. Independent Practice Draw designs, check them with me, and transfer 30 min.
3. Closure Clean, Bling, Line up, Questions and discussion 15 min.
Where was our artist today from?
What is one way we show space?
What would life be like if we lived in a desert? A tundra? A rainforest?
4. Formative Evaluation Check in between drawing and transferring to see progress
5. Accommodations ELL: lots of pictures, written directions, one on one help and demos
Spec. Ed: Move closer, take breaks, more time to think and process, discussion buddy, big pencils or a pencil
holder.
6. Classroom Management Procedures Bling strings, assigned seats, withholding supplies until necessary, students help
pass out supplies, clean up jobs.
Day 2
1. Introduction/Motivation: Review: Hokusai, The Great Wave, Printmaking, depicting space, and the assignment.
Explain printmaking stations procedures. 10 min.
2. Independent Practice Finish printing blocks, catch up on previous string art assignment, worksheet
3. Guided Practice: Printmaking station where students roll out ink and print a few students at a time and dry.
4. Closure: Everyone hang their art on the board for a discussion
What do we see that we like?
Where and how did our friends show space?
What would it be like to live in one of these spaces?
How does where we live shape how we live?
Clean, Bling, Line up
Formative Evaluation Critique evaluating craftsmanship, creativity, and learning
Accommodations ELL: lots of pictures, written directions, one on one help and demos
Spec. Ed: Move closer, take breaks, more time to think and process, discussion buddy, big pencils or a pencil
holder adaptors for brayers.
Classroom Management Procedures Bling strings, assigned seats, withholding supplies until necessary, students help
pass out supplies, clean up jobs.

Interdisciplinary Connections: Students learning about Geography and Maps in Social Studies and Environments and
landscapes in Science.
Art TEKS
(2) Creative Expression (B) compositions using Elements and Principles and (C) produce prints
(3) Historical/Cultural relevance: (A) identify main ideas and (D) connect art to other disciplines
(4) Critical Evaluation (B) identify main ideas in collections of art

National Art Standards

VA:Cr2.2.3a Demonstrate the safe and proficient use of materials, tools, and equipment
VA:Cr3.1.3a Elaborate visual information by adding details in an artwork to enhance emerging meaning.
VA:Pr6.1.3a Explain how and where different cultures record and illustrate stories and life
VA:Re.7.2.3a Determine messages communicated by an image.