4 sessions; 45 minutes per session

1. SWBAT identify geometric shapes comprising a solid form.
2. SWBAT associate qualities and traits of a feline.
3. SWBAT construct a painted paper collage comprised of mixed media elements.
4. SWBAT define field/media specific vocabulary.

1. 12" x 18" white paper for painting
2. 12" x 18" colored background paper
3. 1" x 6" brown paper strips (precut)
4. Glue stick or liquid
5. Carpet square
6. Pencils
7. Marker
8. 1" Paint brushes
9. Tempera paint in various "realistic cat fur" paint palette color choices. (Black, White, Orange, Brown.)
10. Rinsing Bowls
11. Newspaper
12. Oil Pastels
13. Cat template
14. Cat book of choice for reading to class.

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SESSION ONE - (45 Minutes.)
Step 1: Instruct students to gather together around a central point for story time.
Step 2: Inform class that they will be beginning a project about cats. Ask if anybody has a cat at home. Brief discussion on feline qualities. Allow any brief story sharing.
Step 3: Read excerpts from "It's All About Me-ow" by Hudson Talbott, or cat story of choice.
Step 4: Discuss any additional qualities or points, answer questions.
Step 5: Discuss shapes and colors of cats as well as pattern present in fur.
Step 6: Have students put smocks on.
Step 7: Students will gather around a central location for painting demonstration. Stress that they are NOT painting a cat, just a cat's fur.
Step 8: Delegate student helpers to pass out paper, newspaper, brushes, and paint palettes.
Step 9: Have students paint an entire 12" x 18" white sheet from top to bottom making visible brush strokes and color choices which would reflect that of a cat’s fur.
Step 10: Circulate through classroom assisting as needed. Engage in conversation about color/pattern choices.
Step 11: Instruct students to raise hands when complete for collecting papers.
Step 12: Allow plenty of time for clean up.

SESSION TWO - (45 minutes.)
Step 1: Reinforce concept and project goals. Refresh on procedure from last class.
Step 2: Inform students that today they will be creating the background. Allow students to select one of several color choices for 12" x 18" background paper.
Step 3: Pass out precut "wood" strips and glue stick. Discuss placement so not all seams align, and collage technique allowing the strips to go off the page and later trimmed.
Step 4: Instruct students to begin working.
Step 5: Circulate through the room assisting as needed.
Step 6: Pass out carpet piece. Demonstrate placement and attachment of piece on wood grain floor.
Step 7: Pass out length of colored yarn. Demonstrate how to bundle yarn at the bottom and leave a string hanging out as a ball of yarn/cat toy.
Step 8: Allow students an opportunity to add any additional embellishment such as a power socket on the wall, windowsill, etc.
Step 9: Allow time for clean up.

SESSION 3 - (45 Minutes.)
Step 1: Reinforce concept and project goals. Refresh on procedure from last class.
Step 2: Allow students an additional opportunity to add any embellishment such as a power socket on the wall, windowsill, yarn, carpet sample, wood graining, etc. -- Create a checklist as needed.
Step 3: Circulate through the room allowing approximately 10 minutes for additional embellishments.
Step 4: Inform students that they will be now adding the cat.
Step 5: Return painted papers from Session 1.
Step 6: Pass out templates and scissors.
Step 7: Call class up and demonstrate process for cutting template, tracing on the back of the painted paper, creating a freeform tail, and cutting.
Step 8: Students are to create their cat and glue it down into the center of the composition. Finishing details will be added on the final class.
Step 9: Allow time for clean up.

SESSION FOUR - (45 Minutes.)
Step 1: Delegate passing out of materials to students.
Step 2: Students are to glue their cat into the center of the composition if not already done so.
Step 3: Demonstrate addition of eyes, nose, whiskers using oil pastels.
Step 4: Allow any additional time for detailing: Optional wood graining/electrical socket in permanent marker/ball of yarn/carpet.
Step 5: Collect finished projects, allow to dry. Pass out cat themed coloring page to finished students if time allows.
Step 6: Allow time for clean up.

Students are assessed as per a modified version of my General Art Rubric. Criteria include Craftsmanship, Use of the Elemetns of Art/Principles of Design, Participation, and Cleanliness of work space.

"It's All About Me-ow" by Hudson Talbott.
"Have You Seen My Cat" by Eric Carle.

I found that using the template worked well in creating uniform sized cut paper cats. The template uses a separate head and body shape allowing the students to uniquely tilt the head. They create a freeform tail also. While they utilized the same template, the end products were still very diverse.
You could easily create a template in another pose and have it work just as well. I have also experimented with adding molding between the floor and wall, and cut paper windowsills near the top of the page.

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

[K-4] Students use art materials and tools in a safe and responsible manner

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

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

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

[K-4] Students understand there are various purposes for creating works of visual art

[K-4] Students understand there are different responses to specific artworks

Contemporary Art

Balance, Form, Proportion/Size, Texture

Collage, Mixed Media, Tempera

Cat Template.pdf