Student Teacher:	Kristine Theveos

Planned Lesson Duration:	Session One 30 minutes; Session Two 20 minutes

Learner's Grade Level:	K-1

Magic Bubble Prints

Topic

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.

Rationale

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.

Strategy

Direct Teaching, Guided Discovery, Think-Pair-Share

Procedures

Introduction

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.

Clean-up

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

tray.

Closure

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.

Evaluation

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

paintings.

---

Materials

-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

Extensions

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.