Upper Elementary: Art History For

Art History
for
Upp er Elementary
teacher scripts & Art projects
Welcome To Art History!
This is a collection of art history lessons
for upper elementary that will take
students on a journey through western
civilization, from cave art to modern art.
Don’t worry if you’ve never studied art

history; this collection will walk you
through it with teacher scripts to read
aloud to your students. You can learn
right along with them! Each lesson also
has a simple art lesson to try, as well as
extension projects.
The main goal of this unit is to provide

an exploration of art history with a
format that is easily usable for teachers
who do not have an extensive
background in art history.
Overview
Each of the lessons will:
-explore, chronologically, the time period, the artists
-explore the main characteristics of art during that time

period
-outline hands-on projects for students to complete and

materials needed
-provide extension activities and information to encourage

discussion and reflection
-provide different versions of the reflection sheet to adapt

to older and younger students
-contain a script for the teacher to read aloud to the class
-contain relevant questions embedded in the scripts to guide

your discussion
-two versions of the Reflect & Review pages are included at

the beginning of this unit which can be used after each lesson
for further reflection.
©Whimsy Workshop Teaching.com

Overview of Art Periods Covered
Early Eras of Art History
These eras will we represented by an art genre or style.
(1500 BC) Prehistoric Art (Cave Paintings)

(8000-2000 BC) Egyptian Art (Hieroglyphics)
(800-50 BC) Roman Art (Mosaics)
(400-1300) Middle Ages Art (Stained Glass)
More Recent Eras of Art History

These movements will be studied through
specific artists and their work.
(1400-1600) Renaissance Art (Leonardo DaVinci)

(1600-1700) Baroque Art (Rembrandt)
(1800-1880) Romantic Art (Turner)
(1870-1890) Impressionist Art (Monet)
(1880-1920) Post Impressionist Art (Van Gogh, Seurat)
(1890-1920) Expressionist Art (Munsch)
(1924-1930) Surrealist Art (Dali)
(1904-1939) Cubist Art (Picasso)
(1945) Abstract Art (Crew, Mondrian )
(1950-1960) Op Art (Riley)
(1960) Pop Art (Lichtenstein)

Viewing Art
Note: You will need a way to project images of
artwork via web searches. I have not included the
artwork in this unit for copyright reasons, but all of
them are easily found with a web seach.
I have indicated what to search for within each

lesson, but you are welcome to add your own
content as well!
For example, while searching for images of cave art,

we found a virtual tour of caves in France. We
turned off the lights are shared a virtual journey
that was completely captivating for the students!
(Web search: Cave Art Virtual Tour Lascaux France).

Classroom Photos
Here are some photos of our cave art project where
we simulated a cave wall with crumpled roll paper.
Here are some photos of our exploration of Egyptian

Art where we studied Egyptian style and heiroglyphics.

Classroom Photos
Here are some photos of study of Roman mosaics,
Vincent Van Gogh, and and Leonardo DaVinci.

** Organization **
These lessons are designed as a complete unit, so it is
suggested that you keep student work in a scrapbook. A
cover page is provided to glue on the front. They can
decorate it as they wish when done with lessons early.
After each lesson, students should glue their artwork into

the portfolio along with the review sheet. Assessment can be
completed based on participation, care and thoughtfulness of
work, and on the Reflect and Review pages.
While Art History for Elementary #2 focuses on more

lessons and more recent artists, this collection focuses
more on the teacher script, discussion, and
understanding of art as a reaction to the cul ture of
the time period.
If scrapbooks are not available, then you can keep student

work in a hand-made portfolio. Simply use large tag board
paper folded in half to make a large envelope.
The study of art will be more meaningful if you have

examples of the art work being discussed.
All of the art work discussed in this unit can be found
very easily on the internet simply by doing a general
search, or accessing an art webpage such as
http://www.artcyclopedia.com/
Even better if the images can be projected!
Materials Overview
To overcome the common problem of teachers having few material
resources, the projects in this unit require inexpensive and
commonly found materials, while still engaging students and teaching
concepts.
A list of common materials needed includes:
-paper (white and construction paper)

-a scrapbook or portfolio envelope for each student
-paint (bottled or disk) and brushes
-tissue paper (various colors)
-scissors
-glue (glue stick and liquid white glue)
-oil pastels
-markers
-pencils
-crayons
-pencil crayons
-tag board
-wax paper
-world map handouts
-time line hand out (to give a sense of time periods)
-colored chalk
-color clay, play doh or plastecine
-tracing paper (or white tissue paper)
-colored tissue paper or colored cellophane
**internet access for reference materials

World Map of Art History
Helpful Teaching Tips
The following information is not to teach directly, but rather to
give the teacher some guidance of possible concepts and terms
to use when discussing art.
Art Terms and Meanings

Color: Color is an important part of talking about art. It Is
usually related to mood, and so you may wish to ask students if
they see or use
warm colors: red, orange, yellow

cool colors: blue, green, purple
Line: When you talk about the use of line in a work of art, you
are discussing descriptive words such as thin, thick, zigzag,
diagonal, horizontal, vertical, straight, curved, etc. The nature of
the line will contribute to the mood of the picture. They may
create a feeling of energy, or quiet harmony, or
aggressiveness.
Texture: When you talk about texture, you are actually noticing
light being reflected on the surface of the picture; the real or
imitated sense of touch on a surface. You may use words like
rough, bumpy, fuzzy, smooth or prickly to describe texture.
Space: A sense of space is created by making objects
in a picture seem close or far away. This can be done
with perspective; diverging lines will create a feeling
of distance, blurriness of lines and lightness of color.
In general, cold colors tend to give the
impression of receding, and warm colors give the
impression of being closer.
Form: When you explore form, you are

talking about three dimensional subjects; they have
depth, width and height that you can describe.
Principles of Art
Other things to consider when discussing art are:
1. Value -the level of light in a picture
2. Contrast -the placement of opposite values in a

picture
3. Composition -the placement or arrangement of

shapes or colors in a picture
4. Balance -the symmetry or lack of symmetry in a

design that creates feelings of stability, crowding,
etc.
Additional Teaching Ideas
World Map – If possible, post a world map in your
classroom to refer to with each lesson. Older students
could have a corresponding photocopy of the world map
glued to the inside front cover of their scrapbooks;
younger students can simply observe the class map. Each
time a new lesson begins, mark the map where the art
period is taking place. Doing this makes the eras studied
less abstract in their minds, and they will eventually
begin to have a better sense of geography in general.
This will help them not only in art lessons, but in Social
Studies / History as well.
Time line – Consider creating a simple visual timeline

for students to refer to. Older students could have a
corresponding smaller version glued into the front cover
or first page of their scrapbook; younger students can
just observe the class timeline. As you begin each lesson,
mark the years of the era being studied. This will give
them a sense of how long ago the art was created and a
better sense of history in general. Exact dates are not
necessary, but students may notice that the number of
years between eras gradually decreases. This may lead
to an interesting discussion of recorded history! Ensure
that there is enough room at the more recent end of the
time line for labeling, since the art movements occur
more closely together.
Name:
Reflect and Review
Name / Date of art period:___________________________
Name / Country of artist:______________________________
Which art materials do you think were used:

_________________________________________________________
What is the subject of the art work?
_________________________________________________________
What do you notice?_________________________________________
_________________________________________________________
What was important to this artist? ___________________________
________________________________________________________
What are the colors used?____________________________________
Is the artist trying to make things look real?_______

What does it remind you of, or makes you think about?
_________________________________________________________
_________________________________________________________

Reflect and Review
Name:
Who is the artist? _______________

When did they live? ______________
Where did they live? ______________
What is the subject? _____________________
What colors were used? ________________
What does it make you think about?
____________________________________
Name:_______________
©Whimsy Workshop Teaching .com
Art History
Name ____________
©Whimsy Workshop Teaching .com
Lesson 1 – Prehistoric Cave Art
Project Description: Students will create their own version of
a cave drawing, experimenting with color and texture.
Class Time Needed: Approximately 45 minutes
Suggested Resources: drawings or photos of cave paintings,

web search images: cave art
Date For Time Line: 1500 BC
Countries: France and Spain
Materials Needed:
o construction paper - one black and one brown or gray per
student
o glue sticks
o charcoal sticks or colored chalk or pastels
Before the Discussion:

-Identify the time period on the class time line, and help
students to mark it on their own time line.
-Identify the country or countries on the world map and help

students to label their map the same way.

Teacher’s Script:
There is an old story that takes place

about 150 years ago, when a young boy in
France was out for a walk with his dog. As
he walked along through the fields and
forests, the dog suddenly disappeared.
The boy and his family went searching for

him, and when they returned to the place
it had disappeared, they were relieved to
hear the dog barking, yet they still could
not find it. Finally, they realized that the
dog had fallen into a large hole in the
ground.

Teacher’s Script:
After retrieving the dog, they discovered

that the hole was actually the entrance to
an ancient cave. As they walked deeper
and deeper into the dark cave, they
noticed mysterious pictures painted on
the walls. After much study it was
determined that the pictures were
thousands of years old, and made by
people who lived in those prehistoric
times.
That story, in fact, actually happened. Since then

there have been many more discoveries made of
drawings on the walls of deep, dark caves.
Who were these people and what sort of

pictures did they put on the cave walls? Why did
they draw on the walls in the first place?

Today’s art project will help us learn about
artists who lived many years ago, in
prehistoric times. It seems that there have
been artists as long as there have been
people on earth, and their art changes
according to their lives. So, we can say
that by looking at their art, we can learn
things about how they lived and what their
lives are like. We can even guess what they
thought about and why they made art.
Before we do that, though, we have to think
about how life in prehistoric times was
different than our lives now.
What do we know about that time?

Have any of you ever seen pictures
depicting that era in books or movies?
How would you describe the people?
What did they look like and what did

they do?
Life back then was very different from

life now, mostly because people lived
much more simply.
What things do we have that they didn’t

have? (Buildings, telephones, machines,
stores, airplanes, etc.)
Can you think of differences in the way

we live in terms of housing and food?

People who lived long ago didn’t live in houses the
way we do. They lived mostly in caves, which
provided a natural shelter from the rain or snow.
What do you imagine it would be like to be inside a
cave? (Dark, cold, scary, etc.)
What would people eat? (Nuts, berries, roots,

fish, eggs, animals).
In fact, their lives were quite hard and dangerous

compared to ours. The average life span was only
about 45 years. They spent most of their time
hunting and gathering food, and these are the
kinds of things that they drew on their walls.
(Show some examples of cave drawings.)
Some people think that the cave dwellers drew

things they hoped would happen, like catching a
large animal to feed their families. Other people
think the pictures told of things that already
happened, sort of like a story.

What sorts of things do we put on our walls
at school? (Information, academic
reminders, motivational posters, charts,
schedules)
Why do we choose these things? Do they
serve a purpose?
What sort of pictures or photos do we

choose to display in our homes, and why do
we choose those? (Vacations, family
portraits, scenic, celebrities)
All of these things are important to us in

some way, whether it is to help us work
better, or to remind us of a fun vacation or
a loved one. It is likely that cave dwellers
chose images of things that were important
to them, just as we do now. Looking at these
cave drawings, what do you think was
important to these people?
There are about 200 caves in France and
Spain that have been found to have
prehistoric art in them. In France, the
locations are Lascaux and Pech Merel.
Show online images

Web Search: Cave Art France
What sort of colors did they use?

Why did they choose these colors?
What sort of materials did they have to
work with?
Of course, they couldn’t just go to the

store to buy paint like we can. Cave art was
done with naturally found materials, such
as charcoal, plant material such as berry
juice, or chalky clay. This meant that their
colors were limited to earthy, mostly
neutral colors.
Today we are going to create our own cave art
pictures, using similar subject matter, colors and
techniques. We will also create a bumpy surface
to experience what it was like to draw on a cave
wall. After we share our work and discuss the
results, we will be mounting our pictures into our
scrapbooks.

Project Directions:
1. Give each student a brown or gray piece of

construction paper, as well as a slightly larger black
piece to mount work on later. Ask students to
carefully tear off the edges of the grey paper
around the border of the grey paper, and then
crumple the entire paper up into a ball. Once they
open it out again, it will simulate the rough texture of
a cave wall, and they can begin planning their drawing.
They don’t need to smooth it out too much because
the idea is to have a bumpy surface on which to work.
2. Discuss briefly the characteristics of the cave art

animals, referring to images you have gathered.
Discuss the general shape of images, the details, as
well as the lines and colors used. Students will then
sketch out lightly on the crumpled paper an animal of
their choosing. Once they are happy with it, they
should start to fill in the shapes, making sure to
choose neutral colors. Once completed, it can be
glued onto the black paper and put into their
scrapbook. They can use extra time to make a title or
decorate the page.

Extensions:
1. If students are finished early, have them repeat the process on a
flat piece of paper, using the opposite technique. This time, they
should choose different animals, and use brightly colored chalk and
highly decorative designs and details. They should be encouraged to
use their imaginations and make the picture as interesting as
possible. These second pictures should then be compared to the
neutral cave pictures during a group discussion afterwards. The
direct contrasts should emphasize the qualities of each, and make it
easier to identify and discuss the different characteristics.
2. Students may also try chalk drawings on sand paper to simulate a

different kind of cave surface.
3. Use large roll (mural) paper to crumple and flatten onto a large
wall. Give each student some charcoal or chalk and lower the lighting
to simulate a cave atmosphere while they draw on the “cave wall”.
Finishing up: Review the discussion and share artwork if desired:

What is the experience of trying to draw with chalk or charcoal?
(smudging) How is it drawing on a bumpy surface? (harder to get
details)
Help students to mount their work neatly, and give them each a copy
of the "Reflect and Review" sheet (choosing which version is best for
your age group) which will also be glued into their scrapbook. Discuss
how to fill in the information and share different answers.
Encourage students to elaborate on ideas and explanations.
You may use one or both Reflect and Review sheet for each unit (one
is slightly more simple and requires drawing.)
Sample Answers
To support your teaching, this is a list of possible answers
for Cave Art lesson "Reflect and Review":
Name of art period - Prehistoric art

When it was done: unknown, cave people
Where it was done: France and Spain (although they are
found all over the world)
Name of artist: prehistoric people
Does it have a title? no
Why might it be called this? n/a
Which materials do you think were used: paint, chalk,
charcoal
What is the subject of the painting? animals that will be
hunted
What do you notice? They drew the animals so it looks like
they are running.
What was important to this artist? Hunting animals to
feed family members
What are the colors used? Are they warm (red, orange,
yellow)
or cool colors (blue, green, purple)? Warm earthy colors
because of the materials
Is the artist trying to make things look real or not? Yes,
lots of details
What it reminds me of or what it makes me think about?
It makes me think about how scary it must have been to
live with those wild animals.
Lesson 2 – Egyptian Art
Hieroglyphics and Figurative Style
Artists: unknown Ancient Egyptian artists

Project Description: Students will explore and use ancient
hieroglyphics to write their names and messages.
Class Time Needed: 45 minutes

Suggested Resources: web search: Egyptian art, writing
(heiroglyphics), stylized human drawings
Date For Time Line: 8000 - 2000 BC

Country: Egypt
Materials Needed:
o two long pieces of construction paper for each
student’s name plate: one color for writing on, and
another, slightly bigger color to mount the work on and
make border designs ( ie. legal sized and 11X17'’ paper cut
in half lengthwise)
o felt pens or crayons, glue
o copies of the hieroglyphic alphabet (included at the
end of lesson)
Before the Discussion: Identify the time period on the class

time line, and help older students to mark it on their own
time line. As well, identify the country or countries on the
world map. ©Whimsy Workshop Teaching.com
Teacher’s Script:
Our last art history discussion was about

Prehistoric people who lived in caves. We
talked about how they decorated their
caves with various pictures and the
materials they used to paint with.
Where did they get the painting
materials?
(They got them from things found in

nature, such as charcoal and berries.)
Why did they choose to draw and paint

those things? (They were important to
them.)

The caves we talked about last time were
in France and Spain.
Today, we are going to travel over to
another part of the world: Egypt.
What do you already know about Egypt?

(Students may mention pyramids, the
Sphinx, Cleopatra, etc.)
What do you know about the climate and

environment of Egypt? What do you notice
about Egypt in terms of the water around
it?
It is very hot in Egypt, and much of the

area is sandy and dry. However, there is
water nearby, including the Nile river,
which means they can grow crops and
travel easily along the banks.
Has anyone seen examples of Egyptian art?
How would you describe it?
Egyptian art is very stylized, meaning that there were

rules about how things should be drawn and painted. People
were drawn from the front view, except for their legs and
heads, which were shown from the side.
(Show examples of Egyptian figures.)
What else did Egyptian artist draw?

To answer this we need to know more about Egyptian
society.
Ancient Egyptians deeply valued religion.

They believed that when you die, you take many of your
possessions with you into the afterlife.
Because of this, huge chambers of belongings were buried

with kings who died. They also preserved the person’s body
through mummification so it could be used in the afterlife.
Has anyone ever seen movies or read books about this

topic?

Much of Egyptian art relates to the afterlife.
Education was very important to the ancient
Egyptians. Becoming well educated ensured a
more respected position in society. Therefore, it
was considered a privilege to learn to read and
write.
Do people still consider it a privilege to go to
school? Why or why not?
When learning to write, the Egyptians did not use
the same alphabet that we know today. Instead,
they used a series of small pictures known as
hieroglyphs. School aged children would spend
much of their time copying these pictures out in
different ways so as to create different
messages.
Today, we are going to be using hieroglyphics to

write our names and also to create secret
messages.

Egyptian Writing
Sample of Egyptian Writing
You may copy this for each student or project
a similar image online for students to refer to.
a j s
b k t
c l u
d m v
e n w
f o x
g p y
h q z
i r

Project Directions:
Discuss the different symbols used in hieroglyphics.
What are they pictures of?
Why might they have been chosen to represent sounds or
ideas?
Project 1 - Distribute the materials to the students.

Instruct them to divide ( or fold) their light colored paper
into the same number of sections to match the number of
letters in their own names. This ensures that they don’t
run out of room.
Their task is to find the letters of their name and copy the
symbols needed. Now their names are written in ancient
hieroglyphics.
Once done, they mount their name on the larger paper. On
the border that is created by the mounting paper,
students should use the hieroglyphics to write words that
describe themselves or things they enjoy (ie. soccer,
painting, favorite books or hobbies, names of friends). The
result is a poster that describes them.

Project 2 - Next, students should draw
themselves as ancient Egyptians using the
style described below:
Egyptians had a very orderly and specific

way of drawing people. The style almost
always followed these rules: the face
drawn in profile, the eyes drawn in frontal
view, the upper body drawn in frontal
view, and the legs drawn in profile. The
Egyptians did this because they wanted all
of the body parts to be represented as
completely as possible so that they would
be available to the person in the afterlife.
Have students look at examples and try to
replicate the Egyptian style by following
the rules.

Extensions:
1. Collect all of the finished names and shuffle them
in a pile. Redistribute to random students and see if
they can decipher whose name they have. They
should also decipher the other words around the
border. When done, deliver it back to the person it
belongs to so it can be glued into the scrapbooks.
2. On another piece of paper, students work to

write secret messages for a partner using the
symbols. The partner then has to use the guide to
decipher the message.
Finishing Up:
Review the discussion and share artwork if desired.
Help students to mount their work neatly into their
scrapbooks, and give them each a copy of the
"Reflect and Review" sheet. Discuss how to fill in
the information and share different answers.
Encourage students to elaborate on ideas and
explanations. These should be glued into scrapbook
as well.
Reflect and Review – Egyptian Art
name_________
Draw Egyptian Style
Do we know the artist’s name? _____________________
When did the artist live? ___________________________
What did the artist usually draw? ____________________
What colors do you see? __________________________
What does it make you think about?
_______________________________________________
Lesson 3 – Roman Art
Title: Roman Art - Mosaics
Artists: unknown
Project Description: Students will explore and discuss ancient

Roman civilization and create mosaics using colored paper.
Class Time Needed: 1 hour

Suggested Resources: web search: ancient Rome, mosaics
Date For Time Line: 800-50 BC

Countries: Italy and Greece
Materials Needed:
Each student will need:
o 1 black piece of construction paper
o several strips of colored construction paper
approximately 1cm wide
o scissors
o glue stick
o pencil
Before the Discussion: Identify the time period on the class time
line, and help students to mark it on their own time line. As well,
identify the country or countries on the world map and help
students to label their map the same way.

Teacher’s Script:
Last time we explored the lives and art of

people in ancient Egypt. In contrast to the
prehistoric people, their society was very
advanced in that it had, for example, more
complicated systems of writing and
drawing. The next period we will explore
was also very advanced. The Roman
Empire, although based in Rome, actually
stretched from England all the way to
Egypt. (Point out these areas on the world
map.)
Does anyone know anything about the

Roman Empire?

Has anyone heard the name Julius Caesar?
He was one of the most famous leaders of

ancient Rome.
Does anyone know what sort of art could
be found in ancient Rome?
Because the Roman Empire included so

many different areas, the art of the
Roman Empire included all of the different
art styles of those areas.
For example, when the Romans took over

Greece, they were so impressed with the
Greek style of art that they copied it in
their own artwork. In modern times, some
people have trouble telling Greek and
Roman art apart.
How could you compare your cave drawing
to the original that you copied?
When you copy someone else’s artwork,

the result is often similar, yet a little bit
different because of your own style, ideas
or details.
This was true of the Romans - they copied

the art of other areas, but added their
own style to it as well.
In fact, much of art history involves a

group of artists reacting to the art of
people who lived before them, either
copying it with slight variations, or
creating art that makes a statement
rejecting the art that came before.

One of the most famous ancient cities is
Pompeii, which was a resort town near a
mountain called Mount Vesuvius.
One summer day at around lunchtime,
Mount Vesuvius suddenly erupted. The
entire town was buried under a layer of
ash and lava, and it remained frozen
that way for hundreds of years. When it
was finally discovered much later in the
1800s, archaeologists began to excavate
or dig out the buried town. They
discovered that everything remained
just as it had been at the time of the
eruption.

Once everything had been uncovered, they
saw that there were still plates with the
day’s lunch on them, loaves of bread, fish
and wine. There were childrens’ toys and
writing equipment, such as tablets. Tablets
were pieces of wood with a layer of wax
spread across the surface. Students would
scratch into the wax to write, and when
done, they could erase the work by
spreading the wax smoothly again. How
does that compare to your writing on
paper? What would be the advantages or
disadvantages of using a wax tablet to
write?
How else might a child’s life in Pompeii be

different from yours?

What did the houses look like? Most of the
walls and floors were decorated with
pictures of people, gods, animals and
landscapes. Many of these decorative
pictures were not painted on the walls, but
rather made of small pieces of stone,
shells or glass arranged to form a picture.
This method is now known as a mosaic.
Can you think of anywhere in your house

where the wall is covered with tiles?
Do the tiles form a picture? How big are

the tiles and what are they made of?
(Several inches, made of clay and then
covered with colored glazes)
Why did the house builders use tile in

those areas? (Water resistant, easy to
clean) How are the tiles held in place?
The Romans used slightly different
materials in their mosaics as we find in
our houses today, and it was more
decorative than practical in some
places.
In fact, the details in some Roman

mosaic were so precise that the
artists used pieces that were just
millimeters wide, carefully placed, side
by side but not quite touching. Today
we are going to design and make our
own mosaics with paper so that we can
get a sense of the process of building
pictures out of little pieces, and the
challenges the Roman artists faced.

Project Directions: Students should design
an sketch out a simple subject, such as a
rainbow, flower, butterfly, fish, etc. onto
their black paper. Keep it simple. For
younger students, you may want to draw a
few simple examples for them to copy.
Their subject can be stylized to have as
many straight edges as possible, since
these will be easier to work with when
using squares. (For example, a circular sun
could be made as an octagon, a flower
could be made with rectangular petals.)
They will sketch the shape with a pencil
onto the black paper.

Once the shape has been drawn on the black
paper, students will cut the colored strips into
1cm squares and glue them into place to over the
sketch lines in their subject. The squares should
be as close as possible to each other without
actually touching; each square should have a
border around it.
Students may cut the squares into smaller

irregular pieces to fit remaining spaces. Remind
students to glue the squares on very well so that
they wont fall off later. It is also very effective
to create a colored border around the edges of
the black paper before filling in the rest of the
picture.
If time allows, fill in the background (behind the

main subject) with a single color of tiles so that
the shape stands out from the background.
Increase the difficulty depending on age and
ability.

Extensions:
1. With another piece of black paper,
students could try spelling out their names
using the colored squares, and filling in
the background and a border. The end
result will be a mosaic name plate.
Finishing Up: Review the discussion and

share artwork if desired. These projects
looks very effective when all the pictures
are displayed together, so putting them all
side by side on the wall or along the chalk
board will often stimulate interesting
discussions. Talk about how students have
chosen to depict their subject, the colors
used, the way the border was made, etc.
Also talk about how difficult it may have
been to draw their object with squares
and limited space.
Relate this back to the discussion of
Roman mosaics, and how the process
was similar even though they used rocks,
shells and glass rather than paper. How
would that make the job harder? What
would it be like making a mosaic 10 times
as big?
Afterwards, help students to mount

their work neatly into their scrapbooks,
and give them each a copy of the
"Reflect and Review" sheet. Discuss how
to fill in the information and share
different answers. Encourage students
to elaborate on ideas and explanations.
This should be glued into scrapbook as
well.

Lesson 4 – Middle Ages Stained Glass
Title: Middle Ages - Stained Glass
Artists: unknown
Project Description: Students will explore and discuss stained glass
techniques and characteristics. They will then design and create
their own stained glass images with paper and cellophane or tissue
paper.

Suggested Resources: web search: stained glass windows
Date For Time Line: 400 – 1300 AD

Country: England (and other neighboring countries such as France)
Materials Needed:
o four black strips of paper about 2 cm wide to make a black
frame around tissue paper
o several black strips of paper about ½ cm wide to create the
picture
o one sheet of colored cellophane (tissue paper will work as well,
but won’t be as bright)
o glue stick
o scissors
Before the Discussion: Identify the time period on the class time line, and
help students to mark it on their own time line. As well, identify the
country or countries on the world map and help students to label their map
the same way.

Teacher’s Script:
Last time we explored the Roman Empire and the

mosaics made in ancient cities such as Pompeii.
Eventually, the Roman Empire fell and other
governments and societies emerged. The time
period from the fall of the Roman Empire until
the Renaissance is known as the Middle Ages,
because it occurred in the middle of those two
time periods.
In 476, warriors attacked and conquered the city

of Rome. The next 1000 years, known as either
the Middle Ages, or the Latin name "medieval."
Life for people during this time was very
different from life in the Roman Empire; very few
people could read or write, the majority of
people were poor, and nobody expected
conditions to improve. For the average person,
life consisted of working and paying taxes to the
king who owned the land they lived on. They had to
farm their own crops, and if the crops failed to
grow, they may not have enough food to eat.
The only hope for most people during the Middle Ages
was their strong belief in religion, and the hope that
life in would be better after their life on earth.
Art during this time period was mostly seen in
cathedrals, particularly in France and England. Many
of these churches were decorated with mosaics, but
they also often included stained glass windows, which
is what we are going to explore today.
Have you seen a stained glass window before?

Was there a picture depicted, or was it just different
colors?
What were the colors - were they pale, vibrant or
bright?
In France, there is a cathedral called Chartres which

is very famous for its stained glass windows. In those
days, people didn’t have many books to tell them
stories, so the stained glass in the churches was one
way of storytelling to the people who visited. The
Rose Window, as it is called, is made up of thousands
of small, tinted pieces of colored glass. Each piece of
glass is held in place by thin pieces of lead. When the
sunlight shines through the colored glass, the colors
are illuminated and very beautiful.
Project Directions:
Students glue the thick black strips around
their cellophane to make a border. Then
they use the thinner black strips to outline
a simple shape onto the cellophane.
If you are using tissue paper, remind

students to put the glue onto the black
paper so as not to rip the tissue paper. This
thin black outline imitates the lead in the
original stained glass method. For younger
students the project will only have one
color.
Older students can try to trace the shapes

made with black and fit in different colors
of cellophane. Display the work on a window
to illuminate.

Extensions:
1. A similar technique can be done using

wet glue. A very simple picture should be
drawn onto a sheet of black construction
paper, and then traced with a line of
white glue. The glue will dry clear over
night, leaving a protected line of black on
the paper to simulate the lead. The glue
divides the sections of the picture so they
can be colored with bright pastel colors.

2. Another popular art of this era was the
illuminated manuscript. Using parchment
made of animal skins, monks carefully
copied out religious stories and
information. Because the manuscripts
contained religious stories and teachings,
they were thought to be sacred, and
therefore they were decorated with lavish
ornamental drawings and even jewels. If
possible, show students some examples of
these illuminated manuscripts, and have
them create their own name with similar
techniques. Note the large and elaborate
first letter, as well as the swirls,
interlacing lines and stylized animals. They
should have bright colours, and outlined in
thin black felt afterwards.
Finishing Up: Mount work in scrapbooks and

complete the "Reflect and Review" sheet.
Lesson 5 – Renaissance Art
Title: Renaissance Art
Artist: Leonardo DaVinci
Project Description: Students will discuss the Renaissance

period in general, and specifically Da Vinci’s style and
contributions. They will then use pastels to create their own
version of the Mona Lisa.

Suggested Resources: web search: Leonardo DaVinci
inventions and paintings, Mona Lisa
Date For Time Line: 1400-1600

Country: Italy
Materials Needed:
o 1 black piece of construction paper to mount the picture
o 1 very light photocopy of the Mona Lisa (just dark
enough to see the features lightly)
o pastels
o pencil , scrap paper for practicing

time line, and help students to mark it on their own time
line. As well, identify the country or countries on the world
map and help students to label their map the same way.
Teacher’s Script:
Last time we explored the middle ages,

which were named for the time period "in
the middle" - between the end of the
Roman Empire and the beginning of the
Renaissance. Today we will explore the
Renaissance, which means "rebirth".
Why might this time period be thought of

as a rebirth? It was a time of discovery:
people learned new things about science,
people sailed across the oceans to
discover new lands, and artists learned
new methods in creating art, such as using
oil paints and rules of perspective, to
make paintings of nature look very
realistic.

In fact, the Renaissance is one of the
most famous times in art history
because that was when people became
very good at painting and sculpting
images that looked very real to life.
Also, it was a time when much of many

countries in Europe became very
interested in art and saw it not only as a
means to tell religious stories (as in the
middle ages) but also as prestigious
decoration and a sign of wealth and
power for the very rich. The artists of
that time became very famous and rich
for making the things in their paintings
look so real.

One artist that became very well known
during the Renaissance is Leonardo DaVinci.
Have you heard of him or his paintings? He

did many famous paintings like the Mona Lisa
and The Last Supper. But Leonardo was also
an inventor - his notebook was filled with
sketches for flying machines, parachutes,
printing machines, and telescopes long
before they were common.
Another interesting thing about Leonardo’s

notebooks is that all the writing was done
using a secret code so that people could not
copy his ideas. It was later revealed that he
had written using mirror writing. In other
words, if you held the notebook up to a
mirror, it was easy to read.

Leonardo was one of the best painters of his time
at using light and shadow to make things look three
dimensional, as though they were rounded rather
than flat on the page. He used this technique when
painting the Mona Lisa, which is one of the most
famous paintings in the world. (Show a copy of the
Mona Lisa.) There are no crisp outlines around her
face or clothing, which is what many artists did
before, such as in Egyptian art. Instead, he used
only light areas surrounded by dark shadows to
make her look real. As you look at the Mona Lisa,
take note of where the shadows are.
Which areas are the darkest? Which areas are the

lightest?
What is the area like between the darkest and

lightest areas?
Leonardo changed very gradually from dark to light,

which gave the impression that the object was real,
and taking up space or dissolving into the shadow.
We are going to make our very own Mona Lisa
pictures today.
Project Directions:
1. The first step is to practice using a

pencil. Students should begin by making
random light and dark marks on the scrap
paper. Discuss the difference in how the
marks look when pressing hard versus
lightly. Then, as a group, have them make
either light, dark, or medium marks on
their page as you dictate them,
taking note of how much pressure is
needed for each.
Lightest to Darkest

Next, starting at the left side of their
page, scribble back and forth on a section
about 1 inch wide, pressing very hard to
achieve a dark mark. With continuous
motion, have the students move slightly to
the right, reducing the pressure to make a
lighter section. Continue until they are
barely making any marks at all. The result
should be a dark section becoming
gradually lighter.
Next, make a long rectangle and fill it with

shading that moves from very dark to
light gradually (as shown above), achieved
by varying the pressure of the pencil on
the paper. Also, experiment with smudging
the pencil marks gently with fingertips to
make the fading more gradual.
2. Give each students a copy of the Mona
Lisa picture included. Discuss the areas
that are very dark and very light.
Students use their pencil to shade in their

Mona Lisa’s face only, over top of the
photocopy. They will use the shading skills
they just practiced to make dark and light
areas on the face.
Trace over the dark areas/lines on the

face. Gradually press harder over these
lines. Areas away from the lines should be
lightest, and won’t need any shading. Areas
in between can be medium pressure.
Students may use their fingers to gently

smudge the areas, moving from light to
dark, to create a blurred effect.
Mona Lisa – Leonardo Da Vinci
Name: ____________
3. Adding Color - pastels
Use the line-drawn version of the Mona Lisa to

color with pastels. Cover the face first with a
light pink or tan color. Next, press hard with oil
pastels to fill in the rest of the picture as
desired. Early finishers can create a patterned
border around the edges to add more interest.
You can use either
version of the
Mona Lisa for
these projects –
it is up to you!
**Note**
When working with realistic subjects, it is important that
students not expect their finished picture to look as
realistic as the original. Remind them of the earlier
discussion of how the Roman’s copied what they liked of
Greek art, but added their own details to make it unique.
Their goal is to make a picture that uses the Mona Lisa as a
start, but to make the picture their own by adding their
own artistic touches.
Mona Lisa – Leonardo Da Vinci
Name: ©Whimsy Workshop Teaching.com

Extension:
1. The technique of using shadow and light is called

"chiaroscuro" (pronounced "kee-ah-row-skyoo-
roe") which means "light /dark" in Italian. It takes
much practice, but once the basic idea is
understood, it can add a great deal of realism to
pictures. To practice, dim the lights and shine a
flashlight on a ball. Observe carefully the areas of
light and dark. The light will be concentrated on one
area, and the darkness will be mostly on the
opposite area, gradually lightening towards the
lightest spot.
Students may practice drawing a circle and filling in
the dark areas by pressing hard with a pencil or
pastel. As they work their way inward towards the
lightest area, they should press more lightly, and
they may also want to use their finger to carefully
smudge the pencil or pastel. The lightest area will
not be touched at all. Practice this several times on
the same sheet of paper, experimenting with
different methods and taking time to stand back
from the paper to judge how three dimensional it
looks.
Leonardo Da Vinci – Inventions
_________________ _________________
What do you think
these inventions are?
Can you see his
_________________
mirror writing?
My Inventions

Lesson 6 – Baroque Art
Title: Baroque Art
Artist: Rembrandt
Project Description: Students will study and sketch

different parts of the face, and then use those skills to
sketch a portrait.
Suggested Resources: web search: Rembrandt’s self-

portraits
Date For Time Line: 1600 – 1700

Country: Holland
Materials Needed:
o paper
o pencil
o eraser
o photocopy of half a face (from the internet or
magazine, or a simple drawing of half a face)

Teacher’s Script: In the last lesson we
explored the work of Leonardo DaVinci in
the Renaissance. We studied shadow and
light, and how to press hard to make
shadows, and lightly to represent light on
an object and make a face look realistic.
Today we will be looking at an artist named
Rembrandt, who was also very famous for
painting people, and who spent a lot of
time painting his own portrait.
Rembrandt lived in a time known as the
Baroque era. The Baroque movement
began in Rome, and then quickly spread to
other parts of Europe, including to Holland
where Rembrandt lived. Artists during this
time used many of the techniques that
were discovered during the Renaissance,
but they added their own style to them.

Use these portraits of Rembrandt, or
others online, to show how
Rembrandt painted himself in many
ways and at many ages. You may also
wish to refer to these when
completing the Reflect &Review sheet.

Most notably, they added more emotion to their
portraits and often chose common people as
subjects. Rembrandt painted over 100 pictures of
himself, from when he was young to when he was
old. In some of them, there is even more use of light
and dark shading than we saw in the Mona Lisa.
Some of his self-portraits show his face more than
half covered in shadow as he looks straight out at
the viewer. In all of his portraits he has taken great
care with the facial features. Today we are going to
be studying different ways to draw facial features,
and after some practice, we will draw portraits
with pencil.

Step 1: Exploring Facial Features
Look at and discuss each of the facial features
shown below, and practice drawing simplified
examples on the board for students to see.
Students can draw along on scrap paper or on
white boards. After some practice, complete the
facial features practice page.
The features have been simplified to encourage

success and confidence. Students at this level
can become discouraged when their faces don’t
look “real”, so take some time to reinforce the
idea of improvement and practice.

Step 2: Facial Symmetry
Use the photocopy of half a face,
and draw the features on the
other side of the face using the
skills acquired through the
previous activity.
Important: Remind students to
press very lightly at first so that
erasing is easier; they should only
press hard with their pencil once
they are happy with the line.
Extra Practice Ideas
• Students work with a partner to sketch a portrait of

each other at the same time.
• Create a portrait together by taking turns. For

example, draw an oval head. Student 1 draws one eye,
and Student 2 draws the other eye, etc.
Finishing Up:
Share finished artwork as a class. Keep in mind that
some students may be self-conscious of their work and
so sharing should be optional.

Facial Features Practice Page

Complete the face. Draw very lightly at first
so you can erase easily. Add hair and color.

Complete the faces. Draw very lightly at
first so you can erase easily. Color them
when you are done.

Finishing Up:
Review the discussion and share artwork if

desired. Keep in mind that students will likely be
self-conscious of their work and should only share
if they want to. After the discussion, help
students to mount their work neatly, and give
them each a copy of the "Reflect and Review"
sheet. They will be reflecting on Rembrandt’s
self-portrait. Discuss how to fill in the
information and share different answers.
explanations. This should be glued into scrapbook
as well.

Lesson 7 – Romantic Art
Title: Romanticism
Artist: Turner
Project Description: Students will study and discuss

Turner’s "The Fighting Termeraire" and create a painting
inspired by the style.

Suggested Resources: web search: Romantic art, “The
Fighting Termeraire”
Date For Time Line: 1800 - 1880

Country: England
Materials Needed:
o thick white paper
o paint (orange, yellow, red, blue, green, purple) and
brushes
o black construction paper
o Scissors
o glue

Teacher’s Script:
Last time we explored the Baroque period and

Rembrandt’s portraits. Today we will look at one
of the art periods that followed Baroque, known
as the Romantic period.
What does the word romantic mean? It is often
used when talking about love or relationships, but
it can also refer to something that is very
emotional, adventurous or idealized. In other
words, the Romantic artists liked to paint not only
what they saw, but how they felt, in a very
dramatic way. For example, if you were to paint a
picture of the ocean, how could you make it very
dramatic and exciting?
Would it be a clear day with puffy white

clouds, or would it be a dark stormy sky
with raging waves, tossing the boats high
into the air and showering them with rain
and lightning?
Sometimes, drama could be achieved by the use
of color. For example, a sunset over the ocean
the made the entire sky red, orange and yellow
would almost certainly be dramatic enough to
make you stop and look at it for a while.
A painter named Turner, who lived in England,
painted landscapes that were filled with drama
such as fires or storms. He wanted to make the
viewer feel the power of nature and be amazed
by it. He often left out a lot of details while
using intense color to give an emotional feeling
to the viewer. He also used the colors in new
ways, letting them mix and blend together in a
much less precise style than artists from the
Baroque and Renaissance periods.
Today, we are going to create a sunset painting
using vivid colors and experimenting with mixing
water colors.

Project Directions:
1. Students will draw a line horizontally across their page,
slightly below the middle. This will be the horizon line. Above
the horizon line students will paint thickly with yellow. While
the paint is still wet, they should fill their brush with orange
paint and then squeeze it so the orange paint drops onto the
wet yellow paint. The thicker the paint, the better. Continue
to do this, adding red drops higher up in the sky. The paint
can be pushed around a bit to mix, but do not over mix.
2. The same process should be done on the bottom half – the
water. Repeat the process by painting a very wet green on
the bottom half, and then drop blue and purple paint into it,
mixing it as desired.
3. As the picture dries, more details can be added. Add a
bright yellow sun in the sky, the black silhouette of a ship on
the water, etc.
Example of
©Whimsy Workshop Teaching.com student work
Extensions: The finished pictures may be
mounted onto black construction paper
once dried. This will help to flatten the
paper which curled up during the drying
process. Students may also add a few more
details or more intense color patches.
Finishing Up: Review the discussion and

share artwork if desired. Help students to
mount their work neatly, and give them
each a copy of the "Reflect and Review"
sheet. Discuss how to fill in the information
and share different answers. Encourage
students to elaborate on ideas and
explanations. This should be glued into their
scrapbook as well.

Lesson 8 – Impressionist Art
Title: Impressionism
Artist: Monet – Haystacks
Project Description: Students will study Monet’s haystacks

and discuss how he represented time of day by his choice of
colors.
Suggested Resources: web search: Monet paintings,

Monet’s “Haystacks”
Country: France
Materials Needed:
o photocopy of Monet’s haystacks (included)
o pastels

Teacher’s Script:
What does the word impression mean?

Usually it refers to a copy of something
that is not as detailed as the original,
while still giving an idea of what the
original was like.
The Impressionist artists didn’t want to

paint slowly and carefully, blending their
colors together softly and gradually as
they did in the Renaissance. They wanted
instead to give an “impression” or quick
idea of the subject they were painting.

While a painting in the Renaissance might
have taken months to complete, the
Impressionists painted quickly, with quick
short brush strokes. They looked carefully
at the colors in the subject they painted,
and realized that sometimes the color of
things changed according to it’s
environment.
For example, if a woman wore a white

dress in a forest, some of the green would
be reflected on her dress. Similarly, a
flower in a garden would look bright
yellow at noon, but a darker yellow in the
evening when the sun was no longer shining
on it.

One of the painters of the Impressionist period
was named Monet.
He was very interested in color, light and

reflection, as well as how the environment
affected the color of his subject.
For example, he would sometimes paint the same
thing at different times of day, studying the
change in color.
In one instance, he used a simple haystack as a

subject. He painted it in the early morning using
cool colors, in the afternoon using warmer colors,
and in the evening with darker cooler colors.
In this way, the viewer got an impression of the
haystack, and also an impression of the time of
day through the choice of colors.
Today, we are going to use warm and cold colors,

and then we can discuss the feeling it gives to the
viewer.

Project Directions:
Students discuss which colors relate to morning

and evening. Have students group pastels into
two piles: cool colors for morning (blue, green,
purple, white) and warm colors for evening
(orange, yellow, red, brown). Use all of the cool
colors to fill in one of the haystacks. Use the
lighter colors where there is no shadow, and
darker colors where there is shadow on one
side. Use short strokes of color, and make them
overlap until not much white paper is showing.
2. Next, use the warm colors on the other

haystack. Begin with the lighter colors and work
towards the darker on one side, using short
strokes and overlapping colors to fill the
picture.

Monet
Morning Afternoon
Cool Colors Warm Colors

Extensions: Have students draw two small simple
pictures of snowmen. Color one with warm colors
and one with cool colors represent morning and
evening. The idea is that this procedure can be
applied to any sort of picture with the same
effect, and snow is particularly good for
reflecting light in the atmosphere.
Finishing Up: Review the discussion and share

artwork if desired. Look at the pictures together
and talk about how color affects the mood of a
picture, and how some colors are warm, while
others are cold. Afterwards, help students to
mount their work neatly into their scrapbooks,
and give them each a copy of the "Reflect and
Review" sheet.
Discuss how to fill in the information and share

different answers. Encourage students to
elaborate on ideas and explanations. This should
be glued into scrapbook as well.

Lesson 9 – Post Impressionist Art
Title: Post-Impressionism
Artist: Vincent Van Gogh
Project Description: Students will study Van Gogh’s Starry

Night and discuss his method of painting with small brush
strokes and color choices.

Suggested Resources: web search: Van Gogh’s “Starry
Night” and other paintings

Country: Holland and France
Materials Needed:
o photocopy of "Starry Night" for each student
o pastels
o glue
o black construction paper for mounting work

time line, and help students to mark it on their own time line.
As well, identify the country or countries on the world map
and help students to label their map the same way.
Teacher’s Script:
Vincent Van Gogh is one of the most
famous artists in the world, but he was not
famous during his lifetime. He had quite a
sad and lonely life, although he did have
one true friend in his brother, Theo.
Vincent often had difficulty getting along
with people, and he had a bad temper. He
had several jobs before deciding to be a
painter, but because nobody would buy his
paintings, he often had to rely on money
from his brother to survive.
Vincent liked to paint out in nature, and
often packed up his paints and easel to go
out in the fields. (Show "Starry Night”) In
Starry Night, the brush strokes seem to
make the clouds swirl around in the sky,
and the stars seem to glow and sparkle.
What did he do to achieve this?
He painted using thick paint and small
vigorous brush strokes.
What do you notice about the colors he
used?
Which parts of his pictures contain

warm or cold colors together?
Today we are going to make our own

versions of Starry Night by imitating
Vincent’s brush strokes with oil pastel.
We will use photocopies of the painting,

so your job will be to focus on coloring it
in with swirls and careful choice of
colors.

Starry Night – Vincent Van Gogh by_______
Project Directions:
After a class demonstration, students will color
over the photocopy of "The Starry Night" with
pastels. They should use short strokes, but follow
the lines of the stars, clouds and trees to create
a flowing sense of movement. Students should
also use different colors overlapping each other.
For example, the clouds should be made of many
blues and purples, while the stars should be a
mixture of yellow and orange. Students should be
reminded that the Impressionists and Post
Impressionists did not mix their colors smoothly,
but left the overlapping strokes as they were.
Students should press hard and continue filling
the page with
short strokes
until there is
no white paper
showing through.
Finished pictures
can be glued
to black construction
paper.
Close up view of how to mix strokes of color

Lesson 10 – More Post Impressionist Art
Title: Post Impressionism

Artists: Seurat
Project Description: Students will explore and discuss

Pointillism, and create their own version of a Seurat
picture.

Suggested Resources: web search: Seurat’s “Sunday
Afternoon On the Island of Grand Jatte”

Country: France
Materials Needed:
Each student needs:
o Paper with 3 circles (about 4 inches) drawn lightly with

pencil, or photocopied for the class
o pastels (red, yellow, blue)
Before the Discussion: Identify the time period on the

class time line, and help students to mark it on their own
time line. As well, identify the country or countries on the
world map and help students to label their map the same
way.
Teacher’s Script:
Last time we explored Post Impressionism and

the art of Vincent Van Gogh.
How would you describe Vincent’s painting style?
(Bright colors, short brush strokes, etc.)
Today we will look at the work of Seurat, who is
also considered to be a Post Impressionist. (Show
students examples of Seurat’s work.)
What do you notice about his painting?

How would you compare it to Vincent’s?
Seurat was very mathematical in his painting

technique - he planned everything out very
meticulously, and as a result, his paintings seem
more stiff and planned out than Vincent’s. While
Vincent had a loose, energetic way of painting,
Seurat painted slowly and carefully with small
little dots beside each other. This way of painting
became known as Pointillism.

Another new idea with this style was
in color mixing. Rather than mixing
colors together on his pallet, Seurat
would place the colors very close
together on the canvas, and when you
looked at it from a distance, your eye
would see them mixed together as one
new color. For example, if he wanted
the trees to be green, he would place
tiny dots of yellow and blue together.
From a distance your eye would see
green. Today we are going to explore
color mixing and see how our eyes can
be tricked.

Project Directions:
1. Discuss the colors of a basic color wheel.
Have students use one of their circles on the paper to make
their own color wheel. Divide the circle into 6 sections. In
three alternating sections, color one yellow, one blue, and
one red. These are the primary colors. In between red and
blue, color the section purple. Between red and yellow is
orange, and between yellow and blue is green.
Discuss how the primary colors mix to make secondary
colors.
Red+ yellow=orange
Red + blue = purple
Blue + yellow = green
2. Students color the first circle in green. However, they

don’t have a green pastel. So, they use blue and yellow dots,
very close together to fill in the circle. Press hard with the
pastel to achieve vibrant color. Next, fill in the last circle
with orange. Since students have no orange pastel, repeat
the process with yellow and red dots, the same size, and
very close together and evenly spread across the circle.
When done, stand across the room to see what the circles
look like from a distance. Did they make orange and green?
From a distance your eye will do the mixing of colors!
The Color Wheel
red + yellow= orange
red + blue = purple
blue + yellow = green

Color Mixing Name _______________
Red + Yellow = _________
Red + Blue = __________
Yellow + Blue = __________

Pointillism Practice
Color the circles with oil pastel as directed. When you are
done, view the circles from across the room to see if your
eyes mix the colors.
Color the circle with small

red and yellow dots that are
touching.

blue and yellow dots that are
touching.

red and blue dots that are
touching.
Extensions:
Students can practice mixing primary colors,
experimenting with adding more or less of one
color. They can also experiment with mixing
secondary color together. What happens?
Examples of student work: mixed and unmixed
Use this technique to color the the copy of

Seurat’s painting: Sunday Afternoon on the Island of
Grand Jatte

Finishing Up: Once completed, students
should put their pictures on the wall, and
then walk to the other side of the classroom
to see it from a distance. Discuss how the
colors appear to mix when seen from a
distance. Review the discussion and share
artwork if desired. Help students to mount
their work neatly into the scrapbooks, and
give them each a copy of the "Reflect and
Review" sheet.
Discuss how to fill in the information and

share different answers. Encourage
students to elaborate on ideas and
explanations. This should be glued into
scrapbook as well.

Pointillism Seurat - Sunday Afternoon on the Island of Grand Jatte

Lesson 11 – Expressionist Art
Title: Expressionism
Artists: Edvard Munch
Project Description: Students will explore and discuss the

characteristics of Expressionism, and then make their own
version of a Munch painting.
Suggested Resources: web search: Edvard Munch’s “The
Scream”

Country: Norway
Materials Needed:
o pastels
o black tempera paint (slightly diluted with water)
o sponges
o thick tag board to draw on
o assorted brightly colored construction paper (for
mounting)
o scissors
o glue

and help students to label their map the same©Whimsy
way.Workshop Teaching.com
Teacher’s Script:
What colors do we associate with emotions?

Which color do you think is the happiest color?
The saddest? Which color is angry?
Here are some ways in which other people think

color is connected to emotion:
red = anger, love (ie. valentines, hearts)

blue= calm, sadness (ie. feeling blue)
green = growth, nature, jealousy (ie. green with
envy)
yellow = happiness, cowardly behavior
purple = wealth (ie. royalty)
white = purity, goodness, innocence, peace (ie.
white flag of surrender)
black = evil, mystery
Do you agree or disagree with them?

During the time period of Expressionist art, from
about 1890 - 1920, artists tried to convey emotion
through their subject matter and through their
choice of colors. They weren’t too concerned
with making images seem completely real or
realistic. Instead, they used vibrant colors to
represent the feeling or emotion of the subject.
An artist named Edvard Munch painted a picture

called "The Scream". (Show a copy of this
painting.)
What colors has he used?
Why did he choose these colors?
What emotion do you think he is trying to convey?
Has he made his people look realistic? Why or why

not?

Project Directions:
1. Students will lightly sketch their own copy of the scream on
the tag board or thick paper. Use pastels to color the main
image in "The Scream". They should use vibrant colors,
avoiding black. They should not fill in the entire picture, but
should emphasize the main details especially the face,
imitating the lines in the original. It is important to press
very hard.
2. When done, students should use the sponge to spread the diluted
black paint over the entire picture. The pastel will prevent paint
from being absorbed, so the image should still be seen. Make the
black as dark as possible without going over the pastel too much.
The black will be absorbed in areas that were not covered with
pastel
3. Allow the picture to dry on a flat surface and then glue to the
brightly colored construction paper.
Extensions: Another art style of the same time
was called Fauvism. Color was also a main concern
for these artists, and often they abandoned
realism altogether and simply explored colors in
different shapes. One artist, Henri Matisse,
experimented with shape and color by cutting out
simple shapes and arranging them on a colored
background. Show students some examples of
Matisse’s work. Students can do the same by
cutting out rounded, snake-like, or jagged shapes
and gluing them onto a bright background. These
are especially striking when mounted all together.

artwork if desired. Discuss the impact of the
colors and subject matter. Help students to mount
their work neatly, and give them each a copy of
the "Reflect and Review" sheet. Discuss how to fill
in the information and share different answers.
as well.

Lesson 12 – Cubist Art
Title: Cubism
Artists: Picasso

Cubism, and then create their own collage inspired by the
work of Picasso.

Suggested Resources: web search: Cubist art, Picasso’s
“Three Musicians” and “Weeping Woman”

Country: France
Materials Needed:
o various colors of paper (scraps to make collage)
o magazine pages, newspaper, wallpaper
o glue
o construction paper (any color)
o scissors


Teacher’s Script:
Last time we explored the paintings of Edvard Munch and
how he conveyed emotion with color. Today we are going to
move ahead on our time lines to a period known as Cubism.
Does anyone know anything about this art period?
What might the name imply?
Geometric form? Three dimensional shapes?The Cubists

decided not to use the techniques used by other artists in
art history. They did not use proper perspective or
shading to make their subjects look realistic. Instead, they
tried to show different parts and angles of their subject
all at once.
Can anyone remember another style of art that we’ve

discussed that showed people drawn from different
perspectives or angles at once?
(Egyptian stylized drawings of people showed a front

profile of eyes and body, but a side profile of head and
legs.)

The Cubists decided not to use the techniques used by other
artists in art history. They did not use proper perspective or
shading to make their subjects look realistic. Instead, they
tried to show different parts and angles of their subject all
at once.
Can anyone remember another style of art that we’ve

discussed that showed people drawn from different
perspectives or angles at once?
(Egyptian stylized drawings of people showed a front profile
of eyes and body, but a side profile of head and legs.)
For example, a portrait done in cubist style you might see the
person from the front, but also part of him from the side, or
even the back, all at once. Of course, showing all of these
different angles at once means that the painting won’t look
realistic. The Cubist painters didn’t mind if their pictures
didn’t look real - they were interested in other things.
They asked "Why must a picture look real to be considered
good art? If I want it to be real, I can just take a picture!”
Do you agree with that? Why or why not?
They thought that there is more to art than making things

look real.
Can you think of pictures that you like that don’t look
realistic?
One member of the Cubist group was named Pablo
Picasso. Do any of you know his paintings or
anything about him?
He could, in fact, paint things that looked very
real, but decided that he wanted to do other
things with his ideas. Sometimes he painted people
and objects with different angles all showing at
once, and that looked very geometric rather than
real. Other times he made pictures by cutting out
shapes of paper, cloth and newspaper and gluing
them together to make a picture. This is called a
collage. (Show Picasso’s "Three Musicians" )
What materials has he used for this picture?

What is it a picture of? Why do you think he
chose these materials? What does it make you
think of? Today, we are going to try this kind of
art. ©Whimsy Workshop Teaching.com
Directions:
Part 1 - Students can experiment with Cubist drawing
by sketching a face from different angles at once.
Start by sketching a partner from the side profile.
Then, draw details from the front of the face. Mix
them both together to result in a distorted looking
face.
Part 2 - Students will decide on an object to build with

an assortment of paper or fabric. It could be a
musical instrument, an animal, or an object brought
into class by the teacher. Build the picture by cutting
and gluing paper, newspaper or wallpaper onto their
paper.
Extensions:
Build a series of faces with the materials provided.
artwork if desired. Help students to mount their work
neatly into their scrapbooks, and give them each a
copy of the "Reflect and Review" sheet. Discuss how to
fill in the information and share different answers.
explanations. This should be glued into scrapbook as
well.
Lesson 13 – Surrealist Art
Title: Surrealist Art
Artist: Salvador Dali

Surrealist art, and create their own three-dimensional art
inspired by Dali’s "The Persistence of Memory"
Suggested Resources: web search: Dali’s "The Persistence of

Memory", "Meditative Rose", and "The Elephants”

Country: Spain / USA
Materials Needed:
a piece of cardboard roughly 15cm square
clay, playdoh or plastecine in various colors


Teacher’s Script:
Last time we explored Cubism and Picasso’s
collages. Today we are going to talk about a
different art movement called Surrealism.
Does anyone know what the word surreal means?
In the dictionary, it say something surreal has "a

dream-like quality".
What does that mean?
What are dreams like?
Can anyone share a dream they had that seemed

strange or didn’t seem logical?
Surrealist art explored the world of dreams,
imagination, and subconscious. At the time of the
Surrealist art movement, people were starting to
think about their brains, their dreams, and what
they might mean. They wondered if dreams could
unlock secrets about ourselves and our
imaginations. The art of this period contained all
sorts of strange and imaginative subjects, and often
objects would be painted in dreamlike, unusual or
unexpected situations.
One Surrealist painter name Salvador
Dali, painted objects that looked quite
real, but in strange situations.
For example, in "The Persistence of

Memory" (show students a copy of this
painting), the watch appears to be
melting over a tree branch.
Why might he have painted it this way?

Do you think the painting has a
dreamlike quality to it?
Today we are going to make our own

version of this painting, using our own
details and imaginations.

Project Directions:
1. Students will first cover the entire surface

of their cardboard with a thin layer of
plastecine or colored clay. This is done by
pressing and smearing small pieces of it onto
the cardboard to create a smooth surface.
Note: Work small bits of plastecine between
the fingers to make it more pliable.
2. Once the surface is covered, students

should make a simple tree with a long branch
as in "The Persistence of Memory". Their tree
should have two or three branches, however,
so that other objects can be added later. They
should position this tree on the cardboard,
but not press it down completely. Please note
that the tree does not have to be brown in a
surrealist painting!

3. Next, students should use the plastecine to make a simple
clock, starting with a circle pressed flat. It should be as
thin as possible - check that it is very thin before they add
any details. When done, it should be carefully stretched and
draped over the tree branch, just as in the picture. When
students are happy with it’s position, they may press the
plastecine carefully to the cardboard to secure its
position. Students can use their imaginations to create
other objects with plastecine to add to their picture.
Experiment with pulling and distorting the shape of the
objects after they are made. Faces work very well. They
should always check to be sure their object is as thin as
possible, other wise it will be too heavy to stick on the
cardboard. If plastecine cannot be used, a similar style can
be made with wet tissue paper; tear the shapes and paint
with water mixed with white glue.
Extensions: Students draw a simple object, such as a figure or

an animal, and then beside it draw what it would look like
stretched out or melted. Letters and words also work, allowing
the edges to drip or move in unexpected ways.
Finishing Up: Review the discussion and share artwork if

desired. Help students to mount their work neatly, and give them
each a copy of the "Reflect and Review" sheet. Discuss how to fill
in the information and share different answers. Encourage
students to elaborate on ideas and explanations. This should be
glued into scrapbook as well.
Lesson 14 – Abstract Art
Title: Abstract Art
Artists: Lee Crew
Project Description: Students will explore and discuss the

examples of abstract art, and then use a printmaking
technique to create their own abstract pictures.
Suggested Resources: Web search: Lee Crew’s "Galilean

Moons”
Date For Time Line: 1930
Country: United States

Materials Needed:
o several pieces of brightly colored construction paper
(including some white)
o thick tempera or acrylic paint, in tubes or bottles
o brushes
o spoons or popsicle sticks for pressing the paper

Teacher’s Script:
Last time we explored Surrealism, and

made our own versions of Dali’s dreamy
subject matter. We discovered that as
time went on, artists were concerned less
and less with making things look
completely realistic.
In today’s lesson, we will explore Abstract

art.
Does anyone know what abstract art is?

What does the word "abstract" mean?
Something is described as abstract if does
not really look like anything recognizable.

So while the Impressionists, Cubists and
Surrealists moved away from having to
make things look real, the Abstract artists
purposely made things that didn’t look real
at all. Why do you think they did this?
Can something still be art if it doesn’t look
like anything recognizable?
Some abstract artists simple made patches

of color, or explored different textures.
Others explored lines, random shapes and
designs. (Show some examples of abstract
art)
What do these pictures make you think
about?
Do they make you wonder what the artist
was thinking?
Do they remind you of anything?
Do you think they would be easy or difficult
to make?
Today we are going to use a technique of
printmaking called a "mono-print" to
explore abstract art. The prefix "mono"
refers to the fact that you can make one
print each time.
In this form of printmaking, an image is

created on a surface, and then a piece of
paper is placed over top. When the top
paper is pulled off, an image of the
original drawing will be copied on it.
It may take several tries to get a print

that you like, but part of printmaking is
experimenting with different amounts of
paint and different designs.

Project Directions:
1. Give students two pieces of paper, some paint (at

least three colors) and a brush. You may wish to put
newspaper underneath the working surface as paint
may be pushed over the edges of the paper.
2. Students should choose one color to make a large

dot in the middle of the page. The paint should be as
thick as possible. Squirting the paint out of a tube
or bottle would be even more effective.
3. Choose another color to paint a circle around the

first color. Keep the paint very thick and work
quickly to prevent drying. Use another color to paint
a third ring around the first two.
4. Place another paper over top of the wet paint.

Using the back of a spoon or stick, students should
press the top paper so that the colors mix together.
Make lines or squiggles as desired.
5. Lift the papers apart and see what happened! Lay

flat to dry.
Extensions:
Cover piece of wax paper or tin foil with a thick layer of
paint. It could be one color or several, so long as the whole
area is covered. With a stick or spoon, scrape abstract
shapes or lines into the paint so the paper below shows.
Experiment with different swirls and shapes, avoiding any
realistic subject matter. Try scraping away larger sections
of paint. Working quickly, students should lay a blank sheet
of paper over the image and this time just press down
lightly all over the back of the paper. Pressing too hard will
spread the paint and may obscure the image lines. Starting
at the corner, carefully lift the top paper up. The image
that was scratched into the surface should be printed on
both papers. The paper should be left somewhere flat to
dry. Another print may be made, adding more paint if
necessary.
Finishing Up: Review the discussion and share artwork if

desired. Help students to mount their work neatly into their
scrapbooks once it dries, and give them each a copy of the
"Reflect and Review" sheet. Discuss how to fill in the
information and share different answers. Encourage
students to elaborate on ideas and explanations. This should

Lesson 15 – More Abstract Art
Title: Abstract Art (Neo-plastism)
Artists: Piet Mondrian
Project Description: Students will explore and discuss the art of

Neoplastism, particularly the work of Piet Mondrian. They will then
create their own picture inspired by Mondrian’s "Opposition of Lines
- Red and Yellow" and "Composition With Red, Blue and Yellow".

Suggested Resources: web search: Mondrian’s "Opposition of Lines -
Red and Yellow" and "Composition With Red, Blue and Yellow”

Country: Holland
Materials Needed:
o squares of colored construction paper
o thin strips of black construction paper
o glue
o scissors
o felt pens (black, red, yellow, blue, white)
o ruler
o pencil
Before the Discussion:

Identify the time period on the class time line, and help students to
mark it on their own time line. As well, identify the country or
countries on the world map and help students to label their map the
same way.
Teacher’s Script:
Many of the art movements around the early 1900's were

changing so rapidly that often had different smaller groups
within them. For example, Piet Mondrian was an abstract
painter, yet he is sometimes known as being part of a
movement called Neoplastism. While he didn’t paint anything
lifelike or realistic, and opted instead to simplify everything
to it’s most basic form.
Imagine an old tree, for example, and how many details you
would have to add to make it look realistic.
Then imagine that you chose to represent the tree instead
with only a few black lines. Perhaps you could add a few
blocks of color to represent the leaves. The end result would
be something that began as a tree, but ended up being an
abstraction of a tree.

You might be the only one who knew that a tree
inspired that drawing. (You may wish to do this as
a group - begin with a detailed tree drawing on
the chalk board and invite students to simplify it
more and more. Compare the original to the
simplified version.)
Mondrian painted in this sort of simple, basic
manner, using geometric shapes and lines, and
very few colors.
(Show examples of Mondrian’s work.)
What do you notice about his lines? (They are

black, they are overlapping, they are only
horizontal and vertical, not diagonal, etc.)
What do you notice about his colors? (Only

primary colors, he leaves some sections white).
What do you think this picture might have been
before he simplified it? (A tree, a flower, etc.)
Today we are going to create out own versions
of his work.

Project Directions:
Students cut several colored squares and
rectangles, different sizes, and glue them on the
paper. They then use the black strips to glue on
top, to separate the colors horizontally and
vertically. Try to create a composition similar to
those in the Mondrian paintings. They must be
careful to make sure their black strips surround
or frame the colored areas, as Mondrian does.
Once they are happy with the design, they should
glue everything in place, with the black strips on
top.

Extensions:
Students could start with gluing the black strips in
place, and then coloring the sections in with thick
felt pens rather than paper. They should be
encouraged to experiment with variations of line
and color, or to use secondary colors and compare
the effect.
Finishing Up:
desired. Help students to mount their work neatly
into their scrapbook, and give them each a copy of
the "Reflect and Review" sheet. Discuss how to fill
in the information and share different answers.
as well.

Lesson 16 – Op Art
Title: Op Art
Artist: Bridget Riley
Project Description: Student will explore and discuss the way

our eyes see shapes, and then create their own version of
Op art inspired by British artist Bridget Riley.
Suggested Resources: Web search: Riley’s "Movement In

Squares"
Country: Britain / UK
Date For Time Line: 1950-1960 approx.
Materials Needed:
o 2 pieces of white paper per student
o black felt pens
o ruler
o pencil

Teacher’s Script:
Last time we explored the work of Mondrian and discussed

how he simplified forms to simple, abstract, geometric
shapes. The art work we will look at today is also very
geometric at times, and is also abstract in that it doesn’t
have to look like anything realistic. This art period explores
the use of color and how your eyes perceive it. It is called
Op Art, which is short for Optical Art.
What does optical mean? (Relating to the eyes and

perception) Have you ever seen an optical illusion?
Show students examples of optical illusions and op art, both

colorful and black and white (via web search).
These artists explored how your eyes can be tricked by
lines and shapes.
One of the main characteristics of Op Art is the use of
contrast. What does contrast mean? (Contrast is the
difference between two or more things.) What are these
pictures of?

What is the artist trying to do with these
pictures? Do they remind you of anything?
What do you notice about the colors they
choose?
Are they vibrant or pale?

How might the picture be different if the artist
chose to use only brown and grey?
What sorts of lines do they use? Are they
straight, wavy, sketchy or thick?
Do you think they would be easy or hard to paint?
The strong contrast sometimes gives a feeling of
movement. This is because the colors are
competing for your eye’s attention.
Other times, it causes your eyes to focus on only

one form at a time. This is how black and white
optical illusions work; your eye is tricked into
focusing on only the black image or the white at
one time. (ie: Show Vasarely’s “Rabbit Duck” via
web search.)
Show and discuss Briget Riley’s "Movement in Black
and White" (via web search).
Riley was interested in creating movement using

lines and contrasting colors. Do you think she did
that? How?
Project Directions:
Using a ruler, students will draw lines on their
paper to create an optical effect as illustrated in
the example of Riley’s "Movement in Black and
White". Color it with markers. The challenge for
students here is to examine how lines are used.
Students can try a direct copy, or try a new idea
of their own. Encourage experimenting with
differnet lines, making them closer and farther
apart. Encourage them to use both straight and
curved lines, varying the space between them.
They need not use full size paper - half sheets will
produce the same affect and be less time
consuming to color. Encourage students to view
their artwork from across the room as well as
close up, and discuss the results. ©Whimsy Workshop Teaching.com
Finishing Up:
Review the discussion and share artwork if desired.
Help students to mount their work neatly, and give
them each a copy of the "Reflect and Review"
sheet. Discuss how to fill in the information and
share different answers. Encourage students to
elaborate on ideas and explanations. This should be
glued into scrapbook as well.

Lesson 17 – Pop Art
Title: Pop Art
Artists: Lichtenstein
Project Description: Students will create their own comic-

style picture.

Suggested Resources: Web Search: Lichtenstein’s "Wham!",
and Andy Warhol’s “Campbell’s Soup Cans”

Country: United States
Materials Needed:
o comic book pictures (original or printed from the
internet)
o colored felt pens
o white paper
o pencil
o ruler


Teacher’s Script:
Last time we explored Op Art and how colors and lines can
trick our eyes. The next art movement we will look at has a
similar name: Pop art.
What might this art period be about with that kind of name?
If you guessed that is has to do with soda pop, you are close.
The term "pop" is short for "popular", and it has to do with
objects that are part of popular culture. The artists explored
questions about which things are considered to be art, and
which things aren’t. For example, would you say that a can of
soup is art?
What about the pictures that are on the label - are they art?
What if you took a pencil and made a very beautiful, detailed
drawing of the soup can. Then would it be art?
What about a chair?
If you spent a year designing the most beautiful, comfortable

chair in the world, would it be a work of art?
What if you took that chair and made a copy of it that was
only a few inches high, and put it on a shelf so that everyone
could look at it. Then would it be art?
What makes something art? Does it have to be a particular
size? What about the way it’s used?

Have you ever seen decorative plates that have
pictures painted on them, and they are hung on
the wall in kitchens as art to look at? What about
the plates that you eat dinner on - are they works
of art if they are painted nicely but used to eat
on? (Continue debating examples of different
items that are used in different contexts. See if
you can come to some agreement about guidelines
for labeling something as art. These ideas are
debated often and there is no right answer.)
The Pop artists took every day objects and

questioned whether or not they should be
considered pieces of art. They also looked at
simplified drawing, such as grocery store labels
and comic books, and decided if they were art.
Show copies of Lichtenstein’s "Wham", and Andy

Warhol’s “Campbell’s Soup Cans”Discuss these in
relation to their previous discussion.
Today we are going to make our own enlarged

comics.
Project Directions:
Students will choose one frame of a comic to

enlarge on their paper. You can make copies from
your web searches for them to copy or use as
inspiration, or let them choose their own comic
book favorites.
The purpose is to take a simple comic frame and

enlarge it into something that may be considered
a work of art on it’s own.
Students should draw in pencil first, then color

with markers. The final step is to outline the
whole thing in black marker.

Extensions:
Students can look at examples of Andy Warhol’s
"Marilyn Monroe - Orange" noticing his use of
color.
Ask students to bring a photo of their own face,
and enlarge them on the photocopier. Use pastel or
crayons to color over top of the faces in the same
style.
Finishing Up:
desired. Help students to mount their work neatly,
and give them each a copy of the "Reflect and
Review" sheet. Discuss how to fill in the information
and share different answers. Encourage students
to elaborate on ideas and explanations. This should

Looking Back
To complete this study of art history, set aside
some time to reflect on the art lessons
completed. Encourage each student to go back to
the beginning of their scrapbook and look at the
work they have compiled. Discuss some of the
following questions together, or use them as
writing prompts.
Note: Emphasize that these preferences are

personal opinion, and there is no right or wrong
answer.
What is your favorite art period? Why do you

feel this way?
Are there any art styles you did not like? Why
not?
Which art project did you find to be the most fun

to complete?
Looking back over the history of art, what have
you noticed about how the society valued art at
different times? Which kinds of art seemed to
have more value?
How did ideas change over the years in terms of
what was considered to be “good” art?
Why did people change their minds about what
kind of art they liked?
For example, why didn’t people want to buy
Vincent Van Gogh’s paintings when he was alive,
and yet now they sell for millions of dollars each?
Which project was the easiest, or hardest? Which

ones would you like to try again someday?
How do you feel about studying art? Is it

interesting, overwhelming, or fun?
Do you like to study art? Why or why not?

What kinds of things do you learn by studying
art?
Is art a good way to learn about what people

liked, disliked and thought about through the
ages?
What does art teach us about different times in

history?
How can we use art to compare our lives to

theirs?
How can studying art help us in other subjects at

school?
What are your other thoughts after studying art

history?

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Upper Elementary: Art History For

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Upper Elementary: Art History For

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Art History

Don’t worry if you’ve never studied art

The main goal of this unit is to provide

-explore, chronologically, the time period, the artists

-explore the main characteristics of art during that time

-outline hands-on projects for students to complete and

-provide extension activities and information to encourage

-provide different versions of the reflection sheet to adapt

-contain a script for the teacher to read aloud to the class

-contain relevant questions embedded in the scripts to guide

-two versions of the Reflect & Review pages are included at

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(1500 BC) Prehistoric Art (Cave Paintings)

More Recent Eras of Art History

(1400-1600) Renaissance Art (Leonardo DaVinci)

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I have indicated what to search for within each

For example, while searching for images of cave art,

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Here are some photos of our exploration of Egyptian

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After each lesson, students should glue their artwork into

While Art History for Elementary #2 focuses on more

If scrapbooks are not available, then you can keep student

The study of art will be more meaningful if you have

A list of common materials needed includes:

-paper (white and construction paper)

**internet access for reference materials

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Art Terms and Meanings

warm colors: red, orange, yellow

Form: When you explore form, you are

1. Value -the level of light in a picture

2. Contrast -the placement of opposite values in a

3. Composition -the placement or arrangement of

4. Balance -the symmetry or lack of symmetry in a

Time line – Consider creating a simple visual time- line

Which art materials do you think were used:

What do you notice?_________________________________________

What was important to this artist? ___________________________

What are the colors used?____________________________________

Is the artist trying to make things look real?_______

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Who is the artist? _______________

Class Time Needed: Approximately 45 minutes

Suggested Resources: drawings or photos of cave paintings,

Date For Time Line: 1500 BC

Countries: France and Spain

Before the Discussion:

-Identify the country or countries on the world map and help

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There is an old story that takes place

The boy and his family went searching for

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After retrieving the dog, they discovered

That story, in fact, actually happened. Since then

Who were these people and what sort of

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What did they look like and what did

Life back then was very different from

What things do we have that they didn’t