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Monet’s Magical Garden

DEEP SPACE

THREE @ 40-MINUTE ART SESSIONS

D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B !2

Here's what You'll Need: 12” x 18” white drawing paper

Colored chalk pastels

Liquid tempera paints:

assorted colors plus white

Cut up kitchen sponge

(children can share 2-3)

White school glue

Oil pastels

Dried beans (optional)

After reading the picture book, Linnea in Monet’s

Garden, my kinders created their own magical garden

using chalk pastel, tempera paint, & dried beans.

While the process of this project was amazing, the

prep required and the number of techniques

introduced in this project is more than Kinders need.

So a little warning: you can do this lesson with your

Kinders but I feel strongly that this lesson is far easier

to do with first or second grade students.

Because of this, I’m assigning the Common Core

Standards to first grade, not Kinder.

Monet’s Magical Garden


Linnea in Monet’s Garden is a perfect book in which to accompany this lesson.

Beautifully illustrated with just the right amount of text, children are transported to Monet’s

garden and lily pond.

The children sit on the floor while I read the book. Like with all the books I read during art, I

talk about the illustrations and use of technique throughout the book. For small children I

prefer to keep young children engaged with the art: the color and composition, not details

about the artist.

Like I mentioned in the introduction, this lesson, with it’s variety of supplies and techniques

might be a bit too difficult for Kinders. Too scale it back and make it appropriate for Kinders,

use tempera paint for the background and flowers and chalk pastel for the details: exactly the

opposite of what I did!

Prepping for this Project


On a 12” x 18” piece of white paper, draw a HORIZONTAL

LINE near the top ⅓ of the paper. Then draw TWO

expanding lines to indicate the path and stairwell.

CHALK BACKGROUND: • Above the HORIZON LINE, color sky with chalk.

• Draw a simple house or building over the chalk.

• Color garden a light color (yellow or light green)

• Color pathway brown chalk.

PAINT BACKGROUND • Paint sky a light blue

• Paint garden a light green or yellow

• Paint path a brown or dirt color.

TIP: Kinders may be too young for coloring the entire

background with chalk. This technique is better for

older students (2nd grade). Use may want to use

paint option with 5 and 6 year olds.

Painting or Coloring the background


STAMPING OPTION: Children in Kinder and first grade love using cut-up kitchen

sponges to make art. Using a combination of chalk or oil pastels,

kitchen sponges cut into small petals and liquid tempera paint,

children add a garden of flowers on both sides of the path.

Here are a few approaches: • Draw sunflowers with a chalk pastel. Make flowers large

towards the bottom of the page and smaller near the horizon

line.

• Use oil pastels to draw flower CENTERS and use a cut-up

kitchen sponge dipped in tempera paint to add the petals. Kids

can share the sponges for different colors. Make sure to use

“friendly” color wheel colors so muddy colors don’t result.

• Use a paint brush to paint over either the chalk background or

dry tempera paint background to add flowers.

COLOR TIP: To offer beautiful colors for your little ones, try pre-mixing colors in the paint containers then add them

to the muffin tins. I add white to any color to make it pop. You only need a bit to really see the

difference. Also, try adding orange to red paint or yellow to green. The difference can really make the

painting! When kids become skilled at mixing, they can do this on their own, but little ones need a bit

of help.

Adding the Flowers


Adding Details

BEFORE & AFTER >

What a difference a few stamped flowers

and some “pebbles” make. The very last

step in this project is to add some

pebbles (dried mixed beans) with some

school glue and add paint-stamped

flowers.

CLOUDS: Use a kitchen sponge dipped in

white paint and dab over dry

painted sky or chalk sky.

PEBBLES: Use white school glue to add

drops to the paper. Then drop

on dried beans.

STAIRS: Use black oil pastel to draw

HORIZONTAL lines across the

top portion of the dirt path to

create stairs.


Kindergarten Magical Gardens


CREATING Generate and conceptualize artistic ideas and work — Imaginative play with materials—

art-making in response to an artistic problem.

Organize and develop artistic ideas and work — Experiment to build skills in art-making—

identify safe and non-toxic materials-create art of different environments

Refine and complete artistic work—Explain process while creating art

Presenting/producing Analyze, interpret and select artistic work for presentation— explain why artwork is

chosen for portfolio or personal display

Develop and refine artistic work for presentation — explain the purpose of a portfolio or

collection

Convey meaning through the presentation of artistic work — explain what an art museum

is and why it is different from other buildings

Responding Perceive and analyze artistic work- identify uses of art within one’s personal environment-

describe what an image represents Interpret intent and meaning in artistic work — interpret art by identifying subject matter

and describing relevant details

Apply criteria to evaluate artistic work— explain reasons for selecting a preferred artwork

Connecting Synthesize and relate knowledge and personal experiences to make art- create art that

tells a story about a life experience Relate artistic ideas and works with societal, cultural and historical context to deepen understanding —create art that tells a story about a life experience

NATIONAL CORE ARTS STANDARDS-kindergarten

X

X

X

X

X

X

X

X

X


CREATING Generate and conceptualize artistic ideas and work — Collaboratively use imaginative play

with materials—use observations to prepare for artwork

Organize and develop artistic ideas and work — Explore materials to create artwork—

demonstrate safe & proper procedures—identify and classify through drawing

Refine and complete artistic work—use art vocabulary to describe choices in art-making

Presenting/producing Analyze, interpret and select artistic work for presentation— explain why some objects,

artifacts and artwork are valued over others

Develop and refine artistic work for presentation — ask and answer questions of where,

when, why and how artwork should be prepared for presentation/preservation.

Convey meaning through the presentation of artistic work — identify the roles and

responsibilities of people who work in museums and art settings

Responding Perceive and analyze artistic work- select art that illustrates daily life experiences to others

—compare images that represent the same object. Interpret intent and meaning in artistic work — interpret art by categorizing subject matter

and identifying the characteristics of form

Apply criteria to evaluate artistic work— classify artwork based on different reasons for

preferences

Connecting Synthesize and relate knowledge and personal experiences to make art- identify times,

places and reasons by which students make art outside school Relate artistic ideas and works with societal, cultural and historical context to deepen understanding —identify times, places and reasons by which students make art outside

school

NATIONAL CORE ARTS STANDARDS-FIRST GRADE

X

X

X

X

X

X

X

X

X


I LIKE MY ART BECAUSE…

MY NAME IS:

circle the supplies used in this art project

my supplies:


• Today I will learn about artist CLAUDE MONET and the art movement IMPRESSIONISM. I will be

able to IDENTIFY some of his most famous works and create a magical garden inspired by his

work.

• Today I will learn about PERSPECTIVE, so that I CAN create a HORIZON LINE separating the

ground from the sky and a pathway going back into space.

• Today I will learn about MIXED-MEDIA and TEXTURE, so that I CAN use CHALK PASTEL and

TEMPERA paint to color my artwork. I will also use STAMPING to create flowers and clouds and

glue beans to act as pebbles.

Common Core STANDARDS for Magical GardenCCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text.

You can apply this standard by reading through the book, Linnea in Monet’s Garden to introduce students to Impressionism and the artist, Monet. Ask them questions as you look through the pages about the color and composition of the illustrations along with the main ideas of the story. This gives them some background knowledge before starting their artwork.

CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

As you read Linnea in Monet’s Garden with the students, you can have students describe the different characteristics of the Impressionism based on the illustrations. Ask them to refer specifically to the images when describing the elements of art or principles of design they see.

CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Students address this standard when completing the artist statement worksheet of this packet (page 10). They are writing their opinion about the artwork they made based on how it was created and how they were inspired.

I can statements for Magical Garden

D E E P S P A C E S P A R K L E & T H E M E M B E R S C L U B

ASSESSMENT CHECKLIST

Student Name:

Can the student accurately describe the artwork of Claude Monet?

Did the student create a clear horizon line?

Did the student draw two expanding lines for their pathway (perspective)?

Main Ideas from:

MONET’S MAGICAL GARDEN

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