Drawing ingredients: cut paper food collage
This unit provides Kindergarteners with the opportunity to practice cutting simple shapes that, when put together, create the ingredients to make their favorite (or least favorite) meal.
Relationship to Life
Students in Kindergarten will expand upon their knowledge of colors and shapes. Kindergarteners still refine motor skills and hand-eye coordination. With this lesson, students will be able to utilize these new skills to assemble shapes, cut with intention and purpose, to create an image about food. Students will also be asked to describe what they’ve made, thus encouraging conversation and the use of new vocabulary.
Announced by the appearance of circular images with lines, which seem to suggest a human or animal figure. During this stage the schema, or visual idea, is developed. The drawings show what the child perceives as most important about the subject. Children are not yet concerned with depicting an image realistically- their aims are still to figuratively represent an image. Creative process is recognized and understood. Details and color add purpose and meaning to images. Space- objects are placed in a haphazard way throughout the picture, and the use of color is more emotional than logical. Usually space is ignored, and proportions or figures and composition vary.
Letters and Numbers are gradually incorporated into works as the children learn about them in school and at home. The use of letters and numbers helps children portray, in greater detail, their ideas and often drawings start to have some sort of narrative.
Colors begin to have reason behind why they are selected. More often than not, color is chosen based on preference, not because it is entirely realistic or true to the subject being drawn. However, color choice does make sense as details are incorporated.
Problem/Activity Statement
Students are presented with the task of creating a cut paper collage that shows all parts of a meal. Students must first cut out each individual piece of food, and then layer them to assemble the meal. Students must be able to describe their actions to the teacher, and be able to remember thought process and technique, and show evidence of reasoning and decision-making.
Goals
Students should:
Understand: The art making processes necessary to design and create their object.
(MACF Standard: 4)
How artists create their work.
(MACF Standard: 7)
Know:
Be able to identify primary and secondary colors, and be able to identify shapes and forms and use them in personal artwork.
(MACF Standard 2)
Be Able to: Demonstrate the ability to create 2D works that show knowledge of unique characteristics of particular media, materials and tools, and produce/construct an object that enables personal voices.
(MACF Standard: 1)
Demonstrate an understanding of foreground, middle ground and background.
(MACF Standard: 2)
Create 2D expressive artwork from memory or imagination to tell a story.
(MACF Standard: 3)
Objectives
Identify and use ideas of one’s self to communicate through art making.
Experiment with materials provided to achieve desired or unexpected effects.
Use a variety of tools and techniques to apply the formal qualities of art.
Utilize newly learned knowledge of colors and shapes to create interesting images reflective of concepts learned.
Demonstrate an understanding of ways artists plan and assemble collages.
Instructional Concepts
“The cakes and pies, the best known of Thiebaud’s work, are painted from his imagination and from long-ago memories of bakeries and diners. But he also paints from life.”
"My subject matter was a genuine sort of experience that came out of my life, particularly the American world in which I was privileged to be . . . . I would really think of the bakery counters, of the way the counter was lit, where the pies were placed, but I wanted just a piece of the experience. From when I worked in restaurants . . . [it was] always poetic to me."
Color can be used for emphasis in a composition.
Forms can be identified by the use of surrounding objects in the environment.
Forms can be described in relation to parts of a whole.
Balance can be achieved through the arrangement of line, shape, color, texture, space, or form within a composition.
Unity can be achieved through repetition of line, shape, color, texture, space, or form in a composition.
Introducing children to art develops their visual awareness and provides a springboard for personal image making.
Resources and Materials
Materials: Exemplars:
Black construction paper Teacher Exemplar
Colored construction paper (scraps)
Pencils
Markers
Glue
Scissors
Motivation
For the first lesson, the teacher will ask students what their favorite and least favorite foods are. The teacher will share his or her own preferences with the class. The teacher will ask students to list some ingredients that can be found in their favorite foods. The teacher will then show students the teacher example, and will show students how to cut out different parts of a meal and assemble them to make one complete meal or course.
Questions
Topic Questions:
Do you think using paper in a collage is kind of like cooking?
How is making artwork similar to cooking? How is it different?
Association Questions:
What is your favorite food? What is your least favorite food?
What ingredients can be found in these foods?
Visualization Questions:
Can you think of a way to break up a certain kind of food so that it is assembled using simple shapes with details added later?
What details make a collage look more or less realistic?
Transition questions:
What Elements and Principles of Design are most important to remember when making an image about food?
Procedures
Demonstration
The teacher will first introduce the lesson by holding a discussion about favorite and least favorite foods. The teacher will show students the teacher example, and the teacher will tell students why they chose this food. The teacher will then show students how to cut simple shapes that, when glued together, begin to create the shape of food. The teacher will explain the importance of gluing bigger shapes down first, and to add smaller details later.
Vocabulary:
Collage- Artwork made using an assemblage of materials.
Ingredients- The components of a mixture, or parts of a whole concerning food.
Distribution
For the first lesson, students will be given sketch paper. Students will be instructed to draw a food of their choice. It could be a whole meal, or one kind of food. Students may use pencils, colored pencils and markers to create their sketches. For the second, third and fourth lesson, students will be provided with one 12” x 18” black piece of construction paper, and smaller colored construction paper pieces. Students will have pencils, scissors and glue available for use on each table. Students will have work returned to them at the start of each lesson.
Work period
Lesson 1
On the first day, the class will discuss their favorite and least favorite foods. The teacher will show students the teacher exemplar, and will explain to the class why this food was chosen. The teacher will ask students to complete a primary sketch of a food of their choice. The sketch must be colored and rendered to the best of the students’ abilities.
Lesson 2
On the second day, the teacher will demonstrate how to plan and cut out the shapes needed to create food. The teacher will show students that it is necessary to cut out larger shapes first, and add details after. Students must use their sketches to inform the creation of their images. Students will begin to cut, layer and glue paper pieces.
Lesson 3-4
In the beginning of the third lesson, the teacher will hand work back to the students. The teacher will hold a brief discussion about any difficulties students might be having with the materials, and will answer any questions before the students continue working on their images. Students who think they are done should be encouraged to return to their images and add other details, such as more ingredients, a drink, utensils or a plate. By the end of the fourth lesson, students should have a piece that contains several colors, shapes, and layers of paper.
Clean-up
At the end of each class, students must make sure their names are on their projects. Any projects with wet glue must be placed on the drying rack. Projects will be returned to students during the next meeting. Students will be instructed to help clean up scraps and return them to the classroom paper trays.
Closure
The teacher will go over what should have been accomplished by the end of the class, and what will be expected of each student during their next meeting. The teacher will ask students about connections made and realizations had by students about their projects during the creative process. The teacher will review where materials and projects should be put away, and the class will be dismissed.
Evaluation
Students will be evaluated based on their display of comprehension of the objectives presented during the lesson. Students should have been able to create a collage using cut paper to depict food of their choice. Students should have created an image that compiles different shapes and colors to create a likeness to their food choice. Students should have been able to create the impression of layers, foreground and background, and an understanding of three-dimensionality in a 2-D image.
Did the students…
Did the students create a preliminary sketch of their favorite or least favorite food?
Did the students create a collage using simple preliminary shapes?
Did the students add smaller details to their image?
Were the students able to describe the different components of their image?
Relationship to Life
Students in Kindergarten will expand upon their knowledge of colors and shapes. Kindergarteners still refine motor skills and hand-eye coordination. With this lesson, students will be able to utilize these new skills to assemble shapes, cut with intention and purpose, to create an image about food. Students will also be asked to describe what they’ve made, thus encouraging conversation and the use of new vocabulary.
Announced by the appearance of circular images with lines, which seem to suggest a human or animal figure. During this stage the schema, or visual idea, is developed. The drawings show what the child perceives as most important about the subject. Children are not yet concerned with depicting an image realistically- their aims are still to figuratively represent an image. Creative process is recognized and understood. Details and color add purpose and meaning to images. Space- objects are placed in a haphazard way throughout the picture, and the use of color is more emotional than logical. Usually space is ignored, and proportions or figures and composition vary.
Letters and Numbers are gradually incorporated into works as the children learn about them in school and at home. The use of letters and numbers helps children portray, in greater detail, their ideas and often drawings start to have some sort of narrative.
Colors begin to have reason behind why they are selected. More often than not, color is chosen based on preference, not because it is entirely realistic or true to the subject being drawn. However, color choice does make sense as details are incorporated.
Problem/Activity Statement
Students are presented with the task of creating a cut paper collage that shows all parts of a meal. Students must first cut out each individual piece of food, and then layer them to assemble the meal. Students must be able to describe their actions to the teacher, and be able to remember thought process and technique, and show evidence of reasoning and decision-making.
Goals
Students should:
Understand: The art making processes necessary to design and create their object.
(MACF Standard: 4)
How artists create their work.
(MACF Standard: 7)
Know:
Be able to identify primary and secondary colors, and be able to identify shapes and forms and use them in personal artwork.
(MACF Standard 2)
Be Able to: Demonstrate the ability to create 2D works that show knowledge of unique characteristics of particular media, materials and tools, and produce/construct an object that enables personal voices.
(MACF Standard: 1)
Demonstrate an understanding of foreground, middle ground and background.
(MACF Standard: 2)
Create 2D expressive artwork from memory or imagination to tell a story.
(MACF Standard: 3)
Objectives
Identify and use ideas of one’s self to communicate through art making.
Experiment with materials provided to achieve desired or unexpected effects.
Use a variety of tools and techniques to apply the formal qualities of art.
Utilize newly learned knowledge of colors and shapes to create interesting images reflective of concepts learned.
Demonstrate an understanding of ways artists plan and assemble collages.
Instructional Concepts
“The cakes and pies, the best known of Thiebaud’s work, are painted from his imagination and from long-ago memories of bakeries and diners. But he also paints from life.”
"My subject matter was a genuine sort of experience that came out of my life, particularly the American world in which I was privileged to be . . . . I would really think of the bakery counters, of the way the counter was lit, where the pies were placed, but I wanted just a piece of the experience. From when I worked in restaurants . . . [it was] always poetic to me."
Color can be used for emphasis in a composition.
Forms can be identified by the use of surrounding objects in the environment.
Forms can be described in relation to parts of a whole.
Balance can be achieved through the arrangement of line, shape, color, texture, space, or form within a composition.
Unity can be achieved through repetition of line, shape, color, texture, space, or form in a composition.
Introducing children to art develops their visual awareness and provides a springboard for personal image making.
Resources and Materials
Materials: Exemplars:
Black construction paper Teacher Exemplar
Colored construction paper (scraps)
Pencils
Markers
Glue
Scissors
Motivation
For the first lesson, the teacher will ask students what their favorite and least favorite foods are. The teacher will share his or her own preferences with the class. The teacher will ask students to list some ingredients that can be found in their favorite foods. The teacher will then show students the teacher example, and will show students how to cut out different parts of a meal and assemble them to make one complete meal or course.
Questions
Topic Questions:
Do you think using paper in a collage is kind of like cooking?
How is making artwork similar to cooking? How is it different?
Association Questions:
What is your favorite food? What is your least favorite food?
What ingredients can be found in these foods?
Visualization Questions:
Can you think of a way to break up a certain kind of food so that it is assembled using simple shapes with details added later?
What details make a collage look more or less realistic?
Transition questions:
What Elements and Principles of Design are most important to remember when making an image about food?
Procedures
Demonstration
The teacher will first introduce the lesson by holding a discussion about favorite and least favorite foods. The teacher will show students the teacher example, and the teacher will tell students why they chose this food. The teacher will then show students how to cut simple shapes that, when glued together, begin to create the shape of food. The teacher will explain the importance of gluing bigger shapes down first, and to add smaller details later.
Vocabulary:
Collage- Artwork made using an assemblage of materials.
Ingredients- The components of a mixture, or parts of a whole concerning food.
Distribution
For the first lesson, students will be given sketch paper. Students will be instructed to draw a food of their choice. It could be a whole meal, or one kind of food. Students may use pencils, colored pencils and markers to create their sketches. For the second, third and fourth lesson, students will be provided with one 12” x 18” black piece of construction paper, and smaller colored construction paper pieces. Students will have pencils, scissors and glue available for use on each table. Students will have work returned to them at the start of each lesson.
Work period
Lesson 1
On the first day, the class will discuss their favorite and least favorite foods. The teacher will show students the teacher exemplar, and will explain to the class why this food was chosen. The teacher will ask students to complete a primary sketch of a food of their choice. The sketch must be colored and rendered to the best of the students’ abilities.
Lesson 2
On the second day, the teacher will demonstrate how to plan and cut out the shapes needed to create food. The teacher will show students that it is necessary to cut out larger shapes first, and add details after. Students must use their sketches to inform the creation of their images. Students will begin to cut, layer and glue paper pieces.
Lesson 3-4
In the beginning of the third lesson, the teacher will hand work back to the students. The teacher will hold a brief discussion about any difficulties students might be having with the materials, and will answer any questions before the students continue working on their images. Students who think they are done should be encouraged to return to their images and add other details, such as more ingredients, a drink, utensils or a plate. By the end of the fourth lesson, students should have a piece that contains several colors, shapes, and layers of paper.
Clean-up
At the end of each class, students must make sure their names are on their projects. Any projects with wet glue must be placed on the drying rack. Projects will be returned to students during the next meeting. Students will be instructed to help clean up scraps and return them to the classroom paper trays.
Closure
The teacher will go over what should have been accomplished by the end of the class, and what will be expected of each student during their next meeting. The teacher will ask students about connections made and realizations had by students about their projects during the creative process. The teacher will review where materials and projects should be put away, and the class will be dismissed.
Evaluation
Students will be evaluated based on their display of comprehension of the objectives presented during the lesson. Students should have been able to create a collage using cut paper to depict food of their choice. Students should have created an image that compiles different shapes and colors to create a likeness to their food choice. Students should have been able to create the impression of layers, foreground and background, and an understanding of three-dimensionality in a 2-D image.
Did the students…
Did the students create a preliminary sketch of their favorite or least favorite food?
Did the students create a collage using simple preliminary shapes?
Did the students add smaller details to their image?
Were the students able to describe the different components of their image?