Pennsylvania Kindergarten Standards (Kindergarten standards for NJ have not been formalized, but should be similar to those for PA.)

Grade Level:

Pre-school through Early Elementary

Art Images Required:

(A note about images: Most images listed can be found by searching the collection at the Museum Website www.philamuseum.org Those images that are also available from ARTstor are indicated in the body of the lesson plan with a search phrase. Typing that exact search phrase will direct you to the specific image from the ARTstor database. Other image sources are indicated in the body of the lesson plan.)

Background:

This is a lesson from an on going project tracking the development of children over a period of several months. The lesson has two basic components: language including verbal and written expression, and art. Within these areas are a number of activities which incorporate other disciplines. Contact the Wachovia Education Resource Center at if you wish to obtain additional lessons in this project.

Lesson Process:

Before class Print 8 x 11 mini-posters of the following two images. (You may also want to laminate these two prints.)
1- Portrait of Matthew Huizinga Messchert by Manuel Joachim de Franca
ARTstor search: “PMA Manuel Joachim”
2- Blond Boy with Primer, Peach and Dog by Ammi Phillips
ARTstor search: “PMA Ammi Phillips”
3- Barn Swallows by Eastman Johnson
ARTstor search: “PMA Barn Swallows”

Circle time
Read the book Ish, by Peter H. Reynolds with the class (Cambridge: Candlewick Press, 2004).

Discussion Show posters of the two images and initiate discussion with open-ended questions. Record answers on a wall chart for later use in the unit, incorporating and underling new vocabulary words: portrait, background, foreground, pose.

• Take one minute to look at these portraits and tell us what you see.
• Are these children boys or girls?
• How old do you think they are?
• Describe what they are wearing.
• Why do you think they’re dressed as they are?
• How do you think they feel? How can you tell?
• What do you think they do for fun? Would you like to play with them? Why or why not?
• Describe their families and where they live.
• Why do you think the artist painted them?
• Describe the backgrounds of the paintings. What does the background tell you about this child’s life?

Movement: Sing along with the class this well-known rhyme.

Head, Shoulders, Knees and Toes

Head and shoulders, knees and toes,
Knees and toes, knees and toys,
Head and shoulders knees and toes,
Eyes, ears, mouth, and nose.
(Continue to repeat singing more rapidly each time.)

My Hands upon My Head I place

My hands upon my head I place,
On my shoulders on my face.
At my waist and by my side,
And then behind me they will hide.
Then I will raise them way up high
And let my fingers fly, fly, fly.
It’s clap, clap, clap,
And one two three…
Just see how quiet they can be!

Center Activity
Children will continue to play in the imaginative play area where a selection of clothing similar to that worn in the poster images is available along with various props pictured in the posters.

Art Activity
Children will create a self portrait using either tempera paint or charcoal pencil on 12 by 18 sheets of quality white paper. (Most children will want to use both media.) Have a full length mirror available so that children may see themselves as they work. Discuss with children decisions they need to make before starting:

The size and placement of their portrait
The pose they will use
Other elements they will include the background and foreground

Enrichment
Consider adding other mini-posters of portraits of children from different backgrounds or cultures, using the same discussion format above to explore diversity.

For more information, please contact Education: School & Teacher Programs by phone at (215) 684-7580, by fax at (215) 236-4063, or by e-mail at .