2 sessions; 35 minutes per session

1.SWBAT use various art materials and understand the concept of unity.
2. SWBAT give reasons why compliments or "filling buckets" is important.
3. SWBAT recognize the need to help others.
4. SWBAT discuss with class about the main idea of the book.

BOOK: Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids By Carol McCloud
BUCKETS (photocopies or actual buckets--use attached resource on how to create a paper bucket)
Scissors, glue, markers, crayons, pencils, collage materials, magazines, etc.

Need these materials? Visit Blick!

Read or Show book being read on youtube.
Have students discuss the bucket and why it's important.--What is the bucket, really?
Explain the bucket concept.
Give each student a bucket to decorate on their own.
Display the buckets.
OR Create ACTUAL buckets, have students design them and place them in your room somewhere to gather daily or weekly written comments from you and/or peers.
Give students enough time to complete their design making it a very personal project.

Student assessment will depend on participation in discussion as well as their bucket art project.

WHERE TO GET THE BOOK:

http://bucketfillers101.com/

VIDEO OF READING:

http://www.youtube.com/watch?v=RBx2OC_ff2Q

This is a great team building lesson for any age. You can change your approach depending on age of your class. On the bucketfillers101 website, there are TONS of downloadable resources!!!

I created a DIGITAL bucket which is an attached photo. You can do so many things with this lesson!

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[K-4] Students use visual structures and functions of art to communicate ideas

[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work

[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

[K-4] Students explore and understand prospective content for works of art

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

Color Field, Expressionism, Folk Art

Balance, Color/Value, Texture, Unity/Harmony

Acrylic, Collage, Colored Pencil, Crayon, Marker, Mixed Media

English/Language Arts

paper-bucket.pdf