1. Amy McKenna
Elementary Art Educator

2. 1. Professional Documentation
1. Resume
2. Transcripts
3. Certificate
4. Letters of recommendation
2. Lesson Examples
1. Kindergarten: Color Wheel
2. Second grade: Textures
3. Fourth grade: Computer Generated Art with ELA integration
3. Personal Artwork
1. Pottery
2. Drawing
3. Collage/Mixed Media
4. Painting

3. 1. Elementary Art Educator Resume
2. University of Nebraska-Kearney Student
Transcripts
3. Texas Educator Certificate
4. Letters of Recommendation
1. Lisa Brubaker-Alexander El. Librarian
2. Vikki Gimenez- Alexander Parent
3. Angie Gregoire- Alexander Team Member
4. Kristin Harper- Former Alexander Principal

4. Objective:
1.2.1 Identify primary & secondary colors
Learning Focus: Students will learn about color mixing, & the color wheel, by using paints
Resources/Materials: Mouse Paint by Ellen Stoll Walsh, paint, popsicle sticks, paper plates
with color wheel template, and white paper. Teacher will have mixed 3 colors of paint on
each plate in primary colors: red, yellow, and blue.
Learning Experience:
1. Students will watch Mouse Paint digital video or teacher will read Mouse Paint
2. Each kinderartist receives 1 paper plate with color wheel template, one small portion each primary
color of paint on correlating colorwheel indicating PRIMARY colors.
3. Ask your kinderartists to predict what secondary color will result when primary yellow and blue are
mixed.
4. Kinderartists can then mix small amounts of yellow and blue paint together with a popsicle stick and
spread the new color on the plate on the template labeled SECONDARY color.
5. Follow step 3-4 for blue and red
6. Follow step 3-4 for red and yellow
Closing: Students will share out their findings and discuss color mixing and the difference
between a primary and secondary color at the front of the room. The teacher will review the
color wheel they created on their plate and show the kinderartists a color wheel on a large
piece of paper and review what a primary and secondary color means in relation to the
wheel.
Evaluation: Students will have created their own color wheel on a paper plate using paints to
be used as part of a student portfolio.

5. Objective:
2.2.4 Creates artworks with visual and tactile TEXTURES
Learning Focus: Students will learn the difference between visual and tactile textures and
create a work incorporating both
Resources/Materials: Crayons, texture boards, rulers, pencils, paint, black paint or markers,
clay, glue
Learning Experience:
1. Teacher will explain and identify for students the difference between visual texture and tactile
texture.
2. Teacher will show students an example of the art they will produce and have students identify the
tactile textures and then the visual textures.
3. Teacher will show students how to use a ruler & pencil to sketch & prepare work space. Teacher will
then show students how to create a variety of visual textures using the texture boards and crayon.
4. Students will then create original works using visual textures using the techniques outlined by
teacher.
5. Teacher will then show students how to use the same texture boards to create tactile textures using
small balls of clay and how to incorporate new textures into current original work.
6. Students will then use the same techniques to add tactile texture to own piece.
7. Teacher will show students how to complete the work by adding paint to dried clay , unifying the
piece & outlining each texture, both tactile and visual.
Closing: Students will share out their findings and discuss the difference between tactile and
visual textures at the front of the room.
Evaluation: Students will have created their own original art, incorporating texture, to be
used as part of a student portfolio.

6. Learning Objectives:
Art Objectives:
• Explore the use of technology to create computer generated art
• Make connections between visual arts are other disciplines
• Explore photographic imagery, using a variety of art media and materials
• Name and identify space as an element of art
• Name and identify texture as an element of art
• Recognize proportion as a principle of design
Language Arts Objectives:
• Create brief compositions that include supporting sentences with simple facts, details and explanations
• Writing persuasive texts to influence the attitudes and actions of a specific audience on specific laws
• Write a persuasive essay for appropriate audiences that establish a position and use supporting details
Technology Objectives:
• Create original products using a variety of resources
• Draft, edit, and publish products in a different media
• Use font attributes, color, white space, and graphics to ensure that products are appropriate for multiple communication media,
including monitor display, web, and print
• Perform basic software application functions, including openings applications and creating, modifying, printing, and saving files
Learning Focus: Students will create a digital “poster” using Glogster to persuade using
photographs and design elements including space, texture, proportion and theme to support
their idea
Resources/Materials: Ipad Minis, desktop computers and BYOD with Glogster installed,
email enabled and internet accessible. Teachers will have collaborated with 4th grade ELA
teachers to ensure prior knowledge & skills of persuasive writing, and collaborated with
district technology specialists & librarian to ensure knowledge of subject area and media
prior to lesson.
Lesson continued on next page

7. Learning Experience:
1. Teacher will introduce to students the project they are going to be working toward in the upcoming
classes and show a teacher example. Teacher will ensure students they have been appropriately
“trained” and have superior background knowledge of persuasive writing and have master Glogster
skills
2. Teacher will then show class examples of font attributes, color, white space, and graphics and how
each element can effect the message being sent to your audience.
3. Teacher will give students the guidelines for creating their work:
1. Must include different fonts that send appropriate message
2. Must include graphics or photography
3. Must include texture
4. Must use color appropriately
4. Teacher will have students sketch out their design in their art notebooks including appropriate text,
layout, and graphic ideas. Teacher will conference with each child about his/her design before
beginning with technology device
5. Teacher will hand out Ipad Minis, desktop computers and BYOD with Glogster installed, email
enabled and internet accessible, ensuring each student is capable of access to program as well as
email or printer before design begins
6. Teacher will continue to conference with students throughout the process, to aid in both technology
and design as questions arise
7. Each student will print out their poster once teacher or peer has proofread his or her work
Closing: Students will share their posters with the class and discuss their design and message at the front
of the room. The teacher will select a few posters to share out on announcements & running school-wide
slideshows, while others will be matted and posted on hallway bulletin boards for school viewing.
Evaluation: Students will have created their own original art, incorporating design elements, language
arts and technology, to be used as part of a student portfolio.

8. Native American Coil Pinch Pot with clear glaze

9. Abstract Drawing: Graphite Pencil

10. Collage Triptych on Canvas: Marker, Paper, and found objects

11. Murals: Acrylic on highly textured drywall

12. Textile Art: Machine Applique on cotton/jersey knit (11 months Onsie batch dyed)