The document discusses how art is experienced both in its creation and encounter. It can convey messages, moods, and symbolism open to interpretation. The objectives are for students to discuss art using strategies, use lines to communicate, identify colors with emotions, and create works expressing personal experiences. A multi-day lesson plans activities using construction paper, printmaking, and pastels to portray emotions related to rollercoasters. Assessment strategies include pre/post-tests and checklists.

2. Big Idea
Art is Experience
“Art is not the possession of the few who are
recognized writers, painters, musicians; it is the
authentic expression of any and all individuality.”
-John Dewey

3. Key Concepts
• Art is the experience of making art
• Art is the experience of encountering art
• Art can convey a message.
• Art can convey a mood.
• Art can convey symbolism that the viewer
interprets.

4. Essential Questions
• How do we experience making art?
• How do we encounter art?
• How do artists convey messages?
• How do artists convey moods?
• How do artists use symbols?

5. Objectives
s
• The student will discuss artworks with peers using VTS
strategies.
• The student will use a variety of line to types to
communicate a message.
• The student will identify colors with emotions.
• The student will use colors as symbols for emotion.
• The students will create line drawing schemas that
communicate emotion
• The student will identify meaning expressed their
artworks.
• The student will communicate personal experience in
an artwork using line and color.

7. Day One
(ArtmakingActivity A: Students will construct a
three dimensional rollercoaster out of
construction paper strips. )

9. Day Two
(Artmaking Activity B: The students will work
two-dimensionally to make a printmaking
plate. The students respond the painting, The
Giant Dipper, and make the lines of a roller
coaster using glue. )

10. Day Three
Artmaking Activity C: students will choose colors
that express their feelings about roller
coasters. Paint will be applied to plates with
rollers, and prints will be made.
Students will discuss as a class and develop
schemas for portraying emotions.

12. Day Four
• “Tell of a time when you felt too small. Explain
why you felt small, and who helped you.”
(Art making Activity D: Student will use a
schema and oil pastels to communicate their
feeling in a self-portrait.)

14. Assessment Strategies
• Pre-assessment/Post-assessment
• Checklist: Auditory-Sequential vs. Visual-
Spatial Learning Styles
• Checklist: Fine Motor Skill Assessment
• Student Product Self-Assessment