ALE Hot Air Balloon Painting:

Procedure: Students will create colorful painting with hot air balloons and landscaping.

*Warm-up: TTW lead a conversation about hot air balloons and find out what the students might know

about them. We talk about their shape, their color and designs on them, how high they go, and who

would like to take a ride in a hot air balloon.

Students will receive an 18x24 drawing of an outline of a hot air balloon. TTW direct designing/drawing

of this balloon & landscaping using pencils to sharpen their ability to follow oral directions. Students will

then paint the balloons using tempera cake paints. Proper use of brushes, water cups, and paint

palettes will be reviewed prior to painting. TTW encourage students to “tell her” how to use brushes

and paints properly. Students will be encouraged to use appropriate & colorful paint choices (example:

blue for sky). Remind students to stay away from black and brown. For some reason, they tend to

gravitate towards those colors. Upon finishing the painting portion of the project, students my use glue

& glitter to outline and emphasize their balloons to emphasize fine motor skills. Review glitter

application with students. (Some students may have to have the glue applied for them and then they

can apply the glitter using spoons and large pans of glitter. Pipe cleaner birds may also be added using a

glue gun. (Glue gun: teacher and aides only)

**Glitter station: We set up a glitter station with large sheets of white paper on desks to lay artworks

on. We have about 6 low sided bins ( about 8”x12”) with different colors of glitter in them. Students

apply glue to artworks (or have assistance with glue application) and then use plastic spoons to sprinkle

glitter on artworks. Excess glitter can be poured back into the bins by curling the desk paper into a

spout to pour back into the bins. The glitter station should be monitored. THEY LOVE GLITTER! We call

it blinging out the artwork!

**Most art projects are designed to last 4 to 5 days. Each day we plan to get only so much done. If we

finish by the end of the day on Thursday, we do a coloring page (11x17 – I get mine at FedEx kinkos for

about $12 a ream.) with markers or crayons to wind down the week.

**Pinterest became my best friend!! I always asked myself: How much of this great project must I

preprepare to make it a go and how much can the students do. I tweaked a lot of things to our needs.

**Some students can handle scissors and some can’t. Some can and won’t because they want you to do

it because you are doing it for those who can’t!

**There are special egg shaped crayons for students with hand issues to hold. You can also buy sponge

rollers and stick large crayons in the sponge part for them to grip. Bingo markers can work well for

gripping issues.

Materials: 18x24 drawing of hot air balloon (make a balloon template to trace), pencils, tempera paints

(9 cake sets work well), larger round kinder brushes, water cups, glitter, Elmer’s glue, pipe cleaners, glue

gun (teacher & aides only)

Incident Procedures: The aides and I developed a plan for unfortunate incidents: I had all the phone

numbers of sped people, clinic, and front office in my phone. If an incident occurred, the aides handled

the the student(s) involved as they are trained for such instances. I evacuated all other students to the

hall or another room. (We had art supplies in the journalism room for such situations as that room was

unoccupied during this class.) I was also in charge of making phone calls to get help down to us quickly if

needed.

**The aides were very in tune with the students. If someone was having a bad day, they would often

offer to escort them back to a sped homeroom.

OBJECTIVES:

Following oral directions:

_X_ Verbal communication

_x_ Getting required materials at beginning of class

_x_ Clean up at end of class: Washing brushes, cleaning desks, putting away materials

Gross motor skills practice:

_x_ Sitting properly – feet on the floor

_x_ Reaching with arms – not invading someone else’s personal space

_x_ Appropriate movement around the room – when can a student get out of their seat

Fine motor skills practice:

__ Handling scissors

_x_ Handling of drawing/painting materials

__ Eye/hand coordination – picking up small materials

_x_ Application of materials: gluing, sprinkling, placing, folding

__Development of sensory perception: vision, smell, hearing, touch ( hopefully not taste)

Art Knowledge & skills: _

x_ Making artistic choices, reasoning

_x_ Recognizing primary & secondary colors

_x_ Recognizing basic shapes

_x_ Application a various media: paint, marker, crayons

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