Student Teacher: Kristine Theveos
Planned Lesson Duration: Session One 30 minutes; Session Two 20 minutes
Learner's Grade Level: K-1
Magic Bubble Prints
Visual arts lesson that uses selected materials to create paintings by
individual students. Students are asked to use "magic" bubbles to create
designs on paper, and they are encouraged to relate their designs to objects
they have seen in the world.
This lesson encourages children to use their imagination to relate what they
see on paper to shapes they already know. This lesson develops awareness of
shape and color which helps students develops visual literacy skills that are
used throughout their lives.
Component Objectives
Artistic Perception
Each student will identify and discuss symbols he/she creates on paper to
objects seen in the world.
Creative Expression
Each student will create a bubble print painting using a bubble and liquid
watercolor mixture as well as a variety of bubble wands, baskets, etc.
Aesthetic Valuing
Students will be able to use color, shape and line at developmentally
appropriate levels to describe the image they see in their design(s).
Students will have a discussion about the paintings hung on the bulletin board
and see what types of images the class comes up with compare to what the
creator might have seen.
Direct Teaching, Guided Discovery, Think-Pair-Share
Teacher poses a few questions: How many of you have seen bubbles floating
in the air? What shape(s) have you seen? Suppose you caught them on paper,
do you think they would stay the same shape? The teacher explains that they
are going to read a short story about magic bubbles called, Bubble Bubble
written by Mercer Mayer. As they listen to the story, have them look at the
different shapes the boy's magic bubbles took.
* Activity Sequence
Session One
1. Read book to class.

2. Discuss the different types of shapes the boy's magic bubbles took.
3. Explain that they are going to go outside and blow some bubbles of their
own. Tell them to experiment with the different types of wands in the
tubs, and try capturing the bubbles many different ways so that they
create different shapes on their paper. Suggest some ideas, but don't
limit students, on how they might make a print on the paper. Like blowing
bubbles up on a container and popping them using their paper, or blowing a
bubble directly on the paper and using an eye dropper lightly drop water
color on the bubble letting it run down to the outside edge.
4. Take students outside, and allow them to create their paintings. Have
students put their names on the back of the paper first, and be sure there is
enough paper out so they can make as many as they'd like to in a set amount of
time (15 minutes).
5. Allow paintings to dry overnight.
Session Two
1. Have children take out the paintings they made the day before.
2. Ask them to look at the dried image and think about what shape(s)it they
see, and what colors make up the shape.
3. Have the students tell a partner what color(s),and shape(s) they see on the
paper, and the wand techniques they used to create it(them).
4. Hang the paintings up on the bulletin board.
After session one: Ask students to empty tubs into the class sink, and put
wands on the dish drainer. Also have the students hang their pictures on the
clothesline to dry overnight. Have them put any extra paper away in the paper
Ask students about the different techniques they used to create their
painting. As a class, discuss the different shapes and colors they see in the
paintings. Are there any that are the same? Ask students if they have seen
these shapes(symbols) any where outside the classroom. Tell the students that
as they go home, look around them and look for any shapes (symbols) they might
have seen in class today.
Teacher evaluates lesson based on the completed bubble prints by each student
and listening to students' discussions. The bubble prints should show symbols
representing objects in the real world. Evidence of line, color and shape
should be noted. In pairs and as a class, the teacher will listen to the
students talk and share information about the different shapes and colors they
see in the paintings they have created. Students should be able to accurately
state the colors and trace with their fingers the shapes they see in their

-Bubble, Bubble by Mercer Mayer
-Five small tubs with bubble and liquid watercolor mixture
-Various sizes of white paper
-Bubble wands, strawberry baskets, straws, etc.
(Anything that can make bubbles)
-Bubble mix
-Liquid watercolor
Bubble, Bubble is a really neat story about a boy that purchases magic
bubbles. I like how he uses his imagination to get himself out of really
tough situations. The illustrations allows the reader to see what the boy
sees in his bubbles. I like how the story goes until the last four pages. I
don't like how Mercer Mayer has the boy dumping his magic bubble mixture on
the ground, and then having him say "Anyway, everyone knows there's no such
thing as magic bubbles." To me she show mistreatment of the enviroment by
dumping the bubbles out, and then throws the boy's wonderful imagination in
the trash with his bubble jar. A suggestion I make is to not read the last
two pages, and end on "Blowing bubbles made me tired so I went home." The
page this statement is on shows the boy dumping the bubbles out, so I would
generate a discussion about how this might hurt the earth, and how might he
have better dispose of the bubble mix if he didn't want them any more. Of
course it is entirely up to the individual teacher on how they might approach
the ending of this story.