1. SWBAT explain the purpose of Hispanic Heritage Month.
2. SWBAT describe the process and purpose of making bark paintings.
3. SWBAT identify where they are, and where Mexico is on a world map.
4. SWBAT define texture

1. 9X12 Brown Construction Paper
2. Pencils/Erasers
3. World Map
4. Pieces of Tree Bark
5. Paint
6. Black Markers
7. Q-tips
8. Examples of Bark Paintings

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1.On each table, place images of Mexican bark paintings as well as a world map. As students come in ask them to turn and talk for 2-3 minutes about the images on their table and where they think they came from, what they represent, and where in the world they were made(usually I give a highlighter to ask students to put a dot on the map of where we are, and where they think the art came from.).
2.Spend 5 minutes hearing responses from each table.
3.Share with students the information from the “Mexican Bark Paintings Information Page”. Be sure to show students where we are on the map, and where the paintings came from.
4.Explain to students that today, they will begin their bark painting on a brown piece of paper. The first step is to wrinkle your paper so it has texture, just like the bark on trees.
5.Ask students to begin drawing their bark art with a pencil. Remind students what most paintings were about, from the information sheet to encourage similar content/purpose.
6.Circulate throughout the classroom emphasizing the way the Mexican artists used simple lines and shapes throughout their paintings.
7.When students have finished their drawings, they will now fill in with paint. Remind students that many times Mexican artists left parts of the brown bark showing.
8.When paintings are dry, students should use the black fine point sharpie to outline their painting and it’s content and use this for any final bold, simple details (ex. Stripes, dots, etc.)

See attached Mexican Bark Art Critique

See formal typed lesson plan for detailed view.

Students LOVED painting with Q-tips for this project! I found it really controlled the amount of paint they used.

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

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

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

[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 select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

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

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

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

[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

Line, Shape, Texture

Marker, Painting, Paper

Geography, History/Social Studies, Multicultural Studies

BarkArtLP.doc