Content Focus: SEL – social emotional learning

Language Focus: Listening and application

Vocabulary Focus: pointillism, impulse control

Standards:

• A.A.Cr.9.m: Make Engage in experimentation with the expressive qualities of media, tools, and techniques with refined craftsmanship.
• Learners will be able to identify what triggers a strong emotion and apply an appropriate calming or coping strategy to defuse the emotional trigger. (Wisconsin Social-Emotional Learning Competencies #3)

 

Arts Integration: Application of pointillism dot painting or dot artwork with social-emotional regulation using the control of impulses.

Lesson Objectives: I can learn to manage my impulses by controlling my actions.

Activities: Stop and Dot – similar to musical chairs

Engagement/Introduction: 

• Introduce Pointillism to students
• Bring out paper dot worksheets and bingo dabbers.
• Directions:
  • Have students complete the worksheets by starting and stopping their favorite tunes. Just like musical chairs, they must stop dabbing when the music stops. Students are practicing stopping on demand. This will apply to them controlling their actions when they have impulsive thoughts. The dabbers help students understand the technique used when creating pointillism artwork. They will need this for day #2.

 

Assessment Procedure: How much of their final artwork students completed using pointillism by controlling their impulse to just color with the markers/painting tools. Scored on a scale of 0 to 3. 0 – No Evidence, 1 – Beginning, 2 – Developing, 3 – Advanced

Materials: Bingo daubers, wooden mandala materials, rock mandala materials (for advanced level)

Modifications: 

• Allow students to use bingo dabbers or stamping markers
• Have pre-drawn out or printed images for students to use
• More Challenging: Have students use stencils, acrylic paint, and dotting tools to create a mandala on a rock.

 

Supporting Documents: Presentation

Contact: Katie Stadler (katie.stadler@oshkosh.k12.wi.us)