This document outlines a 4th grade art lesson plan taught over two class periods focused on family rituals. In the first class, students explore different cultural examples of family rituals through a presentation. They then brainstorm and sketch ideas for paintings of objects representing their own family rituals. The second class has students transfer their sketches to canvas boards and begin painting them, with guidance on principles of design like establishing a focal point. The goal is for students to incorporate art elements and design principles to create paintings expressing meaningful family rituals through symbolic objects.

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Michele McGuire
Title:
Theme: Family Rituals
Grade Level: 4th
Total Time: 45 minutes
PREPARATION
Materials
For each student:
 Pencil
 Ruler
 Eraser
 Paper for group discussion and personal reflections
 1 sheet of sketch paper 9 x 12
For teacher
 Folder for students’ sketches
Resources
 PowerPoint presentation for interactive discussion of family rituals
 Preliminary sketch prototype
 Painting prototype
Vocabulary
 Ritual: Performing an act or a series of acts in the same way repetitively. A
formal ceremony or series of acts in a particular situation done in the same way
each time.
 Sketch: A drawing done quickly to study an idea without details.
 Tradition: information, beliefs and customs handed down from one generation
to another. Manner, method, patterns of thought that are established in
customary behaviors or social attitudes.
TEACHING THE LESSON
Objectives
Students will:

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 Explore the definition of ritual through a multi-cultural, interactive presentation
of family-centered rituals.
 Brainstorm examples of family rituals in a group format.
 Individually identify an object associated with a family ritual that the student
would like to express in paint.
VA.5.4.18
Demonstrate an understanding of various purposes for creating art (e.g., aesthetic,
functional, historical, cultural, therapeutic, social, enjoyment, careers,
environmental)
VA.6.4.7
Use a variety of stimuli to produce a work of art (e.g., local and diverse cultures,
styles, periods of art, global issues, past, present, future)
VA.6.4.10
Create works of art using a variety of collaborative methods (e.g., small and whole
groups, interdisciplinary)
VA.7.4.4
Recognize art as creative expression in different cultures, places, and times (e.g.,
local and global community events, traditions, celebrations, customs)
VA.7.4.5
Examine personal artwork and the works of others (e.g., distinguish parallels,
famous artists, appropriate elements of art, subject matter, aesthetics, individual
styles, relationships to other disciplines)
Introduction
The topic of family rituals will be introduced with an inquiry based PowerPoint
presentation using four multi-cultural examples (20 minutes).
 Italian: A 10-year-old Italian named Luis narrates a video about how his
extended family gathers to make pizza every year.
 American: Faith Ringgold, Tar Beach (image selected from book)
 Hispanic: Carmen Lomas Garza, Making Tamales
 Chinese: Chang-an Le, Tea Time
As part of the presentation, students will be asked a series of questions to help them
understand the definition of ritual, make connections with examples of family rituals
and objects associated with the presented rituals.
Possible questions include:

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 How would you describe the ritual activity presented in the artwork or
video?
 What object(s) represent the ritual?
 How does the artist depict the object(s)? What style?
 What series of acts do you see in the image?
 What are they doing?
 Why is that a ritual?
Demonstration
After the PowerPoint presentation, I will present my painting of an object associated
with my family ritual and discuss why it is meaningful to me.
Student Activity
Students will work in groups to brainstorm ideas of family rituals and an object that
represents that ritual. Students will begin a preparatory sketch of an individually
selected object (18 minutes).
Guided Practice
Student groups will be asked to describe an example of a ritual they brainstormed
and its associated object. (5 minutes)
 What is one family ritual your group thought of?
 What are the series of acts involved in the ritual?
 What object did you select and how does it represent the acts of the ritual?
Students will then individually conceive of a family ritual and begin basic concept
sketches of an associated object. (5 minutes)
Potential questions to engage students in the process:
 If you were going to create a painting about the object(s) associated with a
family ritual what would you select?
 What is something you do with family members repetitively?
 What object(s) do you associate with the ritual?
 How could you present that as subject matter in a painting in an interesting
way?
Clean-up
(2 minutes)
 Student sketches will be collected into a folder.
 Pencil and erasers will be gathered by a member of each group.

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Assessment
 A student volunteer will be asked to define ritual and give an example from
his or her family activities.
 I will suggest students consider bringing a photo of the object they want to
paint.

5. 5
Michele McGuire
Title:
Theme: Family Rituals
Grade Level: 4th
Total Time: 45 minutes
PREPARATION
Materials
For each student:
 Pencil
 Ruler
 Eraser
 Student sketches
 Canvas board 9 x 12
 Paper for ritual description
For teacher
 Folder for students’ sketches and ritual description
 Milk crate for students’ canvas boards
Resources
 Sketch prototype
 Ritual painting prototype
Vocabulary
 Background: The area in an artwork that is behind objects in the foreground.
The scenery that is behind something.
 Center of interest: The visual focal point of an artwork; that part of a
composition that is first to attract attention; an area of dominance in an artwork
 Elements of art: The basic visual tools artists use to create a work of art: line,
shape, form, texture, color, value, and space
 Foreground: The area of the artwork that appears nearest to the viewer.
 Middle ground: The area partway in the distance as opposed to the immediate
foreground or very distant background.
 Principles of design: Guidelines artists use to organize the elements of art, such
as pattern, rhythm and movement, proportion and scale, balance, emphasis,
contrast, harmony, unity, and variety

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 Proportion: The size and scale of objects. People and objects in the foreground
will be larger than people or objects in the middle ground and even smaller in
the background.
 Simplified: Emphasizing generalized forms and color rather than drawing and
defining representational details.
 Sketch: A drawing done quickly to study an idea without details.
TEACHING THE LESSON
Objectives
Students will:
 Incorporate age appropriate knowledge of the elements of art and principles of
design to render a concept sketch in preparation for a painting.
 Incorporate knowledge of scale, proportions and establishing a center of interest
to problem solve the composition in preparatory sketches.
 Produce preparatory ideas for a painting of an object as subject matter in an
artwork that expresses a family ritual of the student.
VA.5.4.12
Identify proportions and scale (e.g., portraits)
VA.5.4.17
Examine the center of interest as emphasis in a work of art
VA.6.4.2
Combine grade-level appropriate elements of art and principles of design in a 2-D
product
• painting
• printmaking
• drawing
VA.6.4.5
Produce artwork that involves problem solving (e.g., brainstorming, practice, drafts,
sketches, models)
VA.6.4.6
Select subject matter, symbols, and/or ideas to communicate meaning
Introduction

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(5 minutes)
Using my preparatory sketches and painting, I will review the concept of ritual using
my ritual painting.
 Who can describe the family ritual that my painted object presents?
 What is special to me about the object I chose?
Demonstration
(5 minutes)
After the review of family ritual, I will discuss principles of design with the students:
 What is the center of interest of my artwork? How have I established focus
in my composition?
 How have I designed other elements of the composition around this
emphasis?
 What principles of design have I incorporated into the style of my painting?
 What have I placed in the foreground?
 Middle ground?
 Background?
I will communicate to students in their paintings, to think about a part of their
designs that they would like to make special by rendering in gold paint in the
painting.
Student Activity
Sketch out a design of an object chosen as representational of a family ritual and
transfer it to a canvas board in preparation for painting in another lesson.
(35 minutes)
Guided Practice
I will move around the room discussing rituals, objects chosen as subject matter and
concepts for developing emphasis in the composition with the students. I will
remind students to think about the principles of design and to establish a center of
focus as part of their compositional development.
Clean-up
(4 minutes)
 Student volunteers will be selected to pick up the different materials:
o 2 students per each supply.
 2 students will collect sketches and place them in a folder.
 2 students will collect the canvas boards and place them in the milk crate.

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Assessment
(1 minute)
A student volunteer will be asked to share:
 How did you present your chosen object as the subject matter in an
interesting and creative way?

9. 9
Michele McGuire
Title:
Theme: Family Rituals
Grade Level: 4th
Total Time: Two 45 minute class periods
PREPARATION
Materials
Supplies for Weeks 3 and 4
For each student:
 Student sketches
 Canvas board 9 x 12
For student groups:
 Paints
 Paint brushes of different sizes
 Foam plates (for palette and mixing)
 Water containers
For general classroom
 Paper towels
 Drying racks
 Bowl with sponges for cleaning
 Bowl for dirty brushes
Resources
 Color wheel
 Painting prototype
Vocabulary
 Acrylic: A water-based plastic paint
 Color juxtaposition: A color theory in which two or more colors are placed side
by side
 Color schemes: Plans for organizing colors, which include monochromatic,
analogous, complementary, triad, split complimentary, warm, and cool
 Proportion: The size and scale of objects. People and objects in the foreground
will be larger than people or objects in the middle ground and even smaller in
the background.

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 Ritual: Performing an act or a series of arts in the same way repetitively. A
formal ceremony or series of acts in a particular situation done in the same way
each time.
 Simplified: Emphasizing generalized forms and color rather than drawing and
defining representational details.
 Value: An element of art that refers to lightness or darkness
TEACHING THE LESSON
Objectives
Students will:
 Produce artwork that reflects problem solving through the development of a
color scheme, and the practice of mixing wet paint color to render a 2-D product.
 Create an original artwork that incorporates concepts of the elements of art and
principles of design in it compositional organization.
 Produce a painting that communicates concepts of personal meaning by
developing an object associated with a personal family ritual as subject matter.
 Demonstrate consideration of materials by mixing paint responsibly and
conservatively in the best effort to make lasting supplies.
VA.5.4.4
Develop basic color theory (e.g., value, color schemes, color wheel)
VA.5.4.19
Demonstrate responsibility, conservation, and proper and safe use of tools,
materials, and equipment
VA.6.4.2
Combine grade-level appropriate elements of art and principles of design in a 2-D
product
• painting
• printmaking
• drawing
VA.6.4.8
Transfer ideas and feelings to others through original works of self-expression
Introduction
Using a color mixing chart, I will lead the class in a discussion about color mixing in
preparation for rendering their paintings (10 minutes).

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I will remind students to select a part of their designs that they will be able to make
special by rendering in gold paint.
Demonstration
1. Paint Mixing
a. A foam plate will be used for paint mixing.
b. For simple color mixing, for example mixing yellow and blue to make
green:
i. Place a small amount of yellow on the plate with a clean brush
ii. Place a small amount of blue next to it on the plate with a clean
brush.
iii. Mix it together.
iv. Adjust the color by adding either color in small increments until
the desired hue is achieved.
c. To make a lighter value of a hue:
i. Place white on the plate.
ii. Place the desired color next to it on the plate.
iii. In small increments add the color to the white until the desired
hue is achieved.
iv. If you start with the color, you might use a whole tube of white
and still not get it as light as desired.
d. To make a darker value of a hue:
i. Place the color on the plate.
ii. Place brown next to the color.
iii. In small increments add the brown to the color until the desired
hue is achieved.
iv. If you have a cool color a small amount of black might achieve the
desired hue better, rather than the warm color of brown.
e. To mute the brightness of a color:
i. In small increments, add the color that is directly opposite it on
the color wheel.
2. Paint application
a. Get a small amount of paint on your brush
b. Stroke it across the surface of the canvas board.
c. Before moving on to a new color, swipe as much paint out of the brush
on the plate as possible.
d. Use a paper towel to wipe excess paint from the brush before cleaning in
the water.
e. Different brushes make different types of strokes so use the right brush
for the job.
f. After selecting a small area of the painting to render in gold, leave it
blank. That will be made available at the end so leave it for last.

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Student Activity
Students will render a painting the presents a recognizable object as representative
of a family ritual. Students will write a three to four sentence paragraph describing
the ritual and the object. (75 minutes)
Guided Practice
I will move around the room discussing any color mixing questions or other concerns
that arise. I will help students pace themselves by giving periodic time reminders.
Clean-up
(10 minutes)
 Students will be classed by groups to put wet canvases on drying rack.
 2 students will collect trash from each table.
 1 student will collect bowls of water.
 1 student will collect dirty paint brushes in container.
 2 students will collect paint trays and place on supply table.
Assessment
(4 minute)
At the end of the painting days, student volunteers will be asked to share their ritual
and object:
 How did you present your chosen object as a reflection of your family ritual
activity?

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References
Clements, R. D. and Wachowiak, F. (2010). Emphasis art: A qualitative art program for
elementary and middle schools. (9th ed.). Boston: Allyn & Bacon
Merriam-Webster Online (2014). Retrieved from http://www.merriam-
webster.com/dictionary.

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