Docent Script

Color Key:
Blue is what Docent actually says to students
Red is for Docent Directions
Green is for answers students may give
Black is for what the students will view on their screen such as: Arte’s 4 animations, the story for each class, and other various instructions, which are for Docent only

The Art Docent Program
Lesson Plan 1-
Art of the Caves –
Part 1 – Grades K-3

Docent Directions:  Please have the Welcome screen for today’s Lesson Plan on the screen as students arrive for this lesson. You will find this Welcome screen on our menu under Welcome on your student device. Then start the Music by clicking on the arrow at the bottom of the Welcome screen.

Docent Directions: Smile, Smile, Smile
Docent: “Hello class!”
Docent Directions: Wait for a response.
Docent: “I am Ms. or Mr. ________ and I am your Art Docent, your Instructor, for today’s class.”
Opening Mandala Exercise:
Docent Directions: Access Mandala examples on the screen.
Materials:
*Mandala white paper – fold a white paper in half to get (5 ½ by 8 ½)”
*Pencils
______________________________________________
Docent Directions: As students arrive for class, give out a piece of paper and pencil to each child to draw a Mandala or Sacred Circle.
Docent Directions: For SAFETY PURPOSES please explain to your students that pencils are to be used safely and not to point them at anyone and to leave them on their desks when stepping away from them.
Docent: “Now, you will learn about the Mandala with our Avatar Arte.”
Docent Directions: Access Arte #1
Arte #1: Hi kids I’m Arte. I’m your imagination’s helper. Now we’re going to have some fun learning all about Mandalas. Mandalas are thousands of years old from many ancient cultures. The word Mandala comes from the ancient Hindu language of India called Sanskrit. It means “a container of the essence.” The more modern meaning is “Sacred Circle.” The circle is its base, its foundation. It stands for eternity or endless time and all of nature, the sun, the moon, everything circular. A circle organizes whatever is inside it and establishes a sense of order.
Did you know that Mandalas create a calming and more relaxed feeling within us? The reason that being calm is important is because a kind of pressure builds up within us called stress. Stress causes us to have many different feelings. It can make us feel nervous, unsure, sad, afraid, angry, or different, but stress is also a normal part of life. Too much of it can even prevent us from doing well in school.
Now let’s do a simple breathing exercise. This exercise can be used whenever you feel like you want to slow down, relax, and feel better. Now close your eyes and slowly breathe in through your nose and slowly blow out through your mouth. Let’s do this two more times. Now relax your body from the top of your head down to your tippy toes. I bet you feel better already! Drawing Mandalas will also help you reduce this stress and relax. I’ll see you later kids.
Docent: “Thanks Arte!”
Docent Directions: Access Mandala screen again.
Docent Directions: Point to the Mandalas on the screen and allow 5 minutes for this exercise. It has a therapeutic effect and will relax your students as they are waiting for the class to begin.
Docent: “Now you will learn how to draw Mandalas.”
Docent Directions: Now, have your students draw a circle placing a dot in the center of the circle, as a starting point. This brings the whole design together into harmony. Then, they can draw anything they want inside their circles, for instance: squares, triangles or squares and triangles, hearts, happy faces etc. They may draw as many circles as they wish. Students may also use their pencils to color in the Mandala. This will have an extra therapeutic benefit.
Docent: “You’re doing a great job! Do you feel more relaxed after drawing your Mandalas?”

Docent Directions: Wait for a response.
Docent: “Now put your Mandala drawings aside and bring them home at the end of class.”
Docent Directions: Introduction (Smile, Smile, Smile)
Docent: “We welcome you to our class Art of the Caves.”
Docent: “These are the points and features of today’s class.”
“Points and Features are:
*Vocabulary – Today you will learn many big and awesome new words and their definitions, which are the meaning of these words.

*World Map – We will use the map of the world to show you where different Art came from.

*Story – You will listen to a story about today’s class.

*Music – You will also listen to new music. (If available) (State Composer and Musical selection for today’s class)
*Hands-on-project – You will make a fun hands-on project where you will create your own Artwork. You will use many media today. A medium is one of several different materials used to make art. Today, the media you will use are white and brown paper, pencils, oil pastels, an awl or sculpting tool, and clay or play dough.”
Docent: Q. “Does everyone understand what a medium is?”
Docent Directions: Display today’s media.
Docent Directions: Access today’s vocabulary now on the screen.
Docent: “Here are today’s vocabulary words and definitions.”
Docent Directions: Have your students listen to all of today’s vocabulary.
Docent Directions: Access the timeline on the screen.
Docent: “The vocabulary word chronological means the order in which the events actually happened. This timeline is in chronological order.”
Docent Directions: Point to the top of the timeline.
Docent: “In this case the oldest is on the top and the most recent on the bottom. Chronological order is an important tool in understanding how history is organized.”
Docent Directions: Scroll down on your timeline to demonstrate this.
Docent: Q.“Can you say chron-o-log-i-cal, repeat again chronological?”
Docent: “For today’s class Art of the Caves we will travel from approximately 100,000 years ago, toward the top of our timeline, down to 32,000 years ago.”

Docent Directions: Please point to these locations on the timeline.
Docent Directions: Access today’s visuals for Art of the Caves Part 1.
Docent explain: “The pictures in our gallery are mentioned in the story that you will listen to today. Looking at these pictures will help you do well in today’s class.”
Docent Directions: Before you play the story of the day, please ask-
Docent: Q. “Why do you think we are telling the class a story?”
Docent Directions: Wait for a response and discuss briefly.
Docent for your information – (According to studies by various researchers such as Mary Budd Rowe (1974), Stichter, 2009, the wait time for responses should be at least 5 seconds.)
A. By listening to the story you learn better and it prepares you for the rest of the class to come.
Docent: “After you hear the story we would like to know what your thoughts are about it.”
Docent: “Now let’s listen carefully to today’s story.”
Docent Directions: Access the story.

Art of the Caves Story Part 1 – Grades K-3
Copyright Denise T. Federico 4/10/10

“Hey guys and girls, come here! I’m looking at this map Mr. Perez the art wizard gave us. That hole in the ground we have to find for our project should be right around here somewhere. Look, there it is. It’s an opening. Wonder what’s inside. Looks big enough to crawl into. I’ll bet this is a cave in the ground. I know caves can be as big as a whole room even many rooms with passageways. My mom says don’t go into holes. But I see a note over there. It says: Welcome to kid’s day. This is a cave and you’re all invited to a magical look inside, be brave and enjoy! First, pick up one of the necklaces made with shells near your feet and put it on. They look very old and they will take you way back to the time they were made—many, many thousands of years ago, by early humans. Wow! That’s the end of the note! Well, I’m brave enough to be the first leader to see those early humans. Let’s go. Follow me.”
“Okay, don’t be afraid, it’s not Halloween today so we won’t see any scary skeletons. Don’t you wonder what could be inside? Oh, here’s another note. It says: Use these torches. They are like the ones the early people made from plants with animal fat to light their way. The caves can even be up to four miles deep into the earth and dark.” All right, gang. Take one each. Onward! Now wait, we’ve gone a little ways and I do see something ahead. It’s people making something. And now I hear an “ouch” coming from that rock I just stepped on.”
“Yes, you heard right! Come closer kids to my rock mouth. I’ve been in this cave in Africa from long ago times–for many thousands of years, and I also come from your time in the future. It’s a little magical, I know.”
“Well okay, then, Mr. Rock. We all like magic, don’t we guys? And I heard of Africa. I have some friends whose family came from Africa. Okay, continue on, Mr. Rock.”
“Thank you. You all should be proud of being good listeners! These long ago times were called prehistoric. The people you are seeing are from those long ago times. They do not know our English way of talking. But they had special ways to share their thinking and feeling. They created art, which was a great thing. That was one way they shared with each other. It’s also what makes people different from animals–animals do not make art. These early people are called modern man or Homo-Sapiens, which means “Smart Humans.” They do look different from people today, but their brains and bodies were very much like yours. Now head over to that cave on your left. But first what do you notice about the rock right next to your toes?”
“Look, everyone, this rock has crisscrossing lines carved in it, and it’s kind of red. It looks more like art than just a rock to me! What do you think Mr. Rock?”
“Bingo, right you are! This is one of the oldest pieces of art with diagonal or crisscrossing lines. It’s made from a soft rock, a mineral, called red ocher. The Homo-Sapiens made that pattern, and also made your sea shell necklaces by cutting holes in the shells with that sharp tool—lying over there—that bone awl. Early modern man had to think of how to make a tool to use, and this was a first tool! And because early man made the tool and carved the rock and made holes in shells and strung them for necklaces and bracelets—all those things show proof that early man thought about art and made art. You all have the special gift of being able to create art. You know, art is not what nature made, but what people make. What kinds of art do you like to make?”
“Did somebody say doing handprints on your wall and finger painting? Well let’s take a look inside another cave. We’re going to leave this cave called the Blombos Cave here in South Africa, where this carved rock was first discovered.
Now we are entering into a cave on the continent of Europe. Before you peek in, what do you imagine you’ll see in this cave? Okay, take a look in. Would you like walls like this for your room? Did someone say that’s a strange looking elephant that you don’t see in a zoo? You’re so smart. That’s the woolly mammoth and other animals these early people hunted. See if you can pick them out. There are hyenas, auroch, rhinos, woolly mammoth, deer, lions, mountain goat, ibex, horses and bulls, and cave bear. Give a shake to your magic shell necklaces. That will give you a magic moving picture. Can you see the animals in those very early times, roaming around the damp cold ground called tundra and eating the grass?”
“Oops, my time is almost fizzling out. Follow that path to another cave and you’ll see who does the paintings on the walls. Did I hear somebody say they see some more bone awls and other tools?”
“Yes, Mr. Rock, and we all see some people using the tools to dig in the frozen ground. Hey, they’re burying food!”
The early people’s tools helped them to hunt animals and fish for food. Then they buried some food. Even the plants, herbs and fruits that they picked they saved in the ground just like your refrigerators save your food.”
“Now inside the cave there is somebody painting called a Shaman. A Shaman is a medicine man or woman who had a special talent for painting. These early peoples believed their art could cause hunting magic. It would help them with their hunt and make sure there would be many animals around for future hunts.”
Feel the magic surrounding the Shaman and quietly, slowly, turn around to leave the cave. We do not want to disturb the wise Shaman’s work. Come back out of the cave into the bright sunlight, stretch, and get ready to become “Prehistoric Artists” yourselves!”
Docent Directions: After the story is completed give the children a moment to contemplate upon what they heard in the story so their brain can process the information.
Docent: Q. “What are your thoughts about today’s story?”
Docent Directions: Wait for a response and briefly discuss.
Docent Directions: Access today’s gallery of visuals and briefly review each one. Leave these visuals on the screen. Then continue with your lesson plan on Art of the Caves Part 1.
Docent: “All cultures throughout history have made Art. The first Art was created by Early Modern Humans, also called Homo-Sapiens, which means Smart Humans.”
Docent: Q. “Does anyone know what made them so smart?”
Docent Directions: wait for a response and encourage participation with praise.
A. They were smart because of their brain size, which was very much like ours is today.
Docent continue: “These Modern Humans are the forefathers of all cultures, the ancestors of people who came before us, and they were from Africa.”
Docent: Q. “Does anyone know the meaning of the word Art?”
A. The word Art comes from the Latin word Ars, meaning “skill,” which is the ability to use one’s knowledge to do something or make something.
Docent: Q. “What is Art?”
A. Art is the difference between something, which Nature has formed and something created or made by a human being. For example: A tree is created by nature. The drawing of a tree is created by man (meaning men or women). Art is also a form of communication, a way of telling each other a story or leaving a record of what has happened.
Docent: Q. “What do you think it means to be creative?”
Docent Directions: Allow required time for response.
Docent: “Now Arte will explain to you what the meaning of creativity is.”
Docent Directions: Access Arte #2A
Arte #2A: A. Hi again I’m back! And it’s time to explain an awesome word called creativity. Creativity shapes each person’s intelligence, meaning the way we think about things, the ideas we have, the way we speak, learn, understand, create, invent and make new things.
This special way we each see things, slightly differently from one another, is unique, meaning the only one of its kind! It’s like our own fingerprint, which belongs only to us! These are the building blocks of creative ability, the way we use our minds!
Did you know that it has been discovered that children have a greater ability than adults when it comes to being creative and having a great imagination! This can be thought of as an additional special gift or talent that we are born with! That’s awesome! Isn’t it?
By knowing these facts about our creative ability, which all of us have, this will inspire us to think about different new ideas, great stories, inventions, and ways of doing things, which are unique or special and can make life better for all people!
This creative ability is what makes us different from all the other creatures in the world. This special talent all humans have will allow us to think great thoughts and make wonderful things as we grow!
We should always be on the lookout for the great ideas we will have and to write them down in a diary or journal just like I’m doing so, we won’t forget them! We must never forget that we each have this special talent and that it is always within us to use for great things to come in our future! So let’s all be Creative! See you later.
Docent Directions: Review the following quickly.
Docent: Q. “Does anyone remember, after listening to our story, where some of the first Art came from, approximately 100,000 years ago?”
A. Some of the first Art that is known to have been created by early modern man was found on the southern coast of what is now the continent of Africa at the Blombos Cave.
Docent Directions: Access the map and point to the Blombos Cave in South Africa.
Docent: “What is a continent?”
A. A continent is one of the seven largest areas of land in the world.
Docent: “Let’s repeat the word continent. Cave art is found on almost every continent.”
Docent Directions: Access today’s visuals for Art of the Caves Part 1.
Docent: Q. “Do you remember, from our story, what some of the first Art is? This Art was found at the Blombos Cave and thought to be created by early modern man.”
Docent Directions: Wait for a response.
Docent Directions: Point to visual of Red Ocher, shell beads, and awls.
A. Some of the first Art that was found is a carving on Red Ocher and 41 shell beads with a hole in each believed to be used as body decorations: necklaces or bracelets. Bone awl tools were also found.
Docent: “It is important to know that these artworks were found in the cave; they were not painted or carved on the walls as much of the later cave art is.”
Docent Directions: Point to the visual of Red Ocher and continue.
Docent: “This piece of Red Ocher that was found is approximately 100,000 years old. It is a soft mineral, a type of rock, with a diagonal pattern carved into it. It looks like X’s. This carving was done by using a bone awl, which was also found in the cave. The awl was one of the first tools used by early modern man. It had many uses. One use was to engrave or carve decorations in cave areas. These lines that were carved into the Red Ocher were diagonal or slanted.”
Docent Directions: Have the children stand up and accompany you in demonstrating what diagonal means. Have them place one hand on their shoulder and the other hand on their opposite hip and then draw an imaginary line from shoulder to hip.
Docent: “This is a diagonal line. Now, repeat in syllables di-a-gon-al. Repeat diagonal.”
Docent continue: “This art is believed to be early modern man’s first example of abstract art and creative thought, meaning that this represents art that does not show people, animals, or places exactly as they appear in the real world, but may show lines and patterns that may mean or be a symbol for something else. Symbolic thinking means that people are using something to mean something else.”
Docent Directions: Point to the visual of Red Ocher.
Docent: “Can you see a person, animal, or thing in this art?”
Docent Direction: Wait for a response.
A. No
Docent: “This is Abstract Art.”
Docent Directions: Access the map and point to the Blombos Cave in South Africa.
Docent: “The Blombos Cave is in Africa, but approximately 32,000 years ago early man engraved, cut into, or painted on their cave walls on the continent of Europe in Southern France, at Lascaux and Chauvet and in Northern Spain, at Altamira.”
Docent Directions: Point to these countries on the map.
Docent: Q. “Are you ready to learn a new awesome word? It is actually a two part word, multi-cultural.”
Docent: Q. “Does anyone know what multi-cultural means?”
Docent Directions: Wait for a response.
Docent Directions: Please read this important statement to your students.
Docent: “The word Multicultural means Many Cultures. It is the customs, which are the language, food, religion, music, dress, art, and way of living of a particular people from a particular area or country. When we learn about people from different parts of the world and their cultures, especially their art, it teaches us to have respect for different people’s feelings. This is called empathy. It is being able to feel how the other person is feeling and this is a very important talent.”
Docent Directions: Point to the flags at the bottom of the map.
Docent: “These flags are excellent symbols or icons of multiculturalism. An icon is a symbol that stands for something. For example, when you see golden arches you know it stands for McDonald’s.”
Docent Directions: Access today’s visuals for Art of the Caves Part 1 for a review.
Docent Directions: Continue with your lesson plan Art of the Caves Part 1 and explain.
Docent: “It is important to note that early man did not necessarily live in these caves. They used limestone lamps with the root from the juniper plant soaked with animal fat and torches to light the way into the darkened caves, sometimes three to four miles into them. Many times they built wood supports in order to be able to draw upon high places.”
Docent Directions: Point to this visual and continue.
Docent: “These early prehistoric times (times before written history) were difficult for early modern man and the changing harsh climate (weather), forced them to think and cooperate (work together).”
Docent: “Let’s repeat the word cooperate in syllables, co-op-er-ate. Cooperation or co-operating with each other was very important to early modern man’s survival and still is today.”
Docent Directions: Have your children demonstrate what co-operation means by this exercise.
Docent explain: “We need to complete a cooperation activity quickly. Do you think we can all cooperate now? OK, let’s start here. Pass this paper from neighbor to neighbor until it reaches the trash basket. This shows the benefits of cooperation and working as a team, which allows you to accomplish your task without leaving your seat and blocking the screen at the front of the classroom.”
Docent inform: “Remember Early Modern Men and women had to work together to hunt, gather food, and take care of their children. This working together allowed them to survive.”
Docent explain: “Early Modern Men and Women understood Nature very well and they had a special respect and relationship with their surroundings. Their resourcefulness, which means how they were smart to use whatever in Nature that was around them, and by cooperation, working together, they were able to survive and prosper or do well, for thousands of years.”
Docent continue: “It is believed that ‘Art’ and the process of creating it soothed early man and by drawing pictures of their environment (their surroundings) man had some control over it, which is a form of therapy (a healing power). This therapeutic or calming effect may be a major reason for the development of Art as we know it today!”
Docent explain: “As Early Man developed, they learned to preserve food. They dried fish in the sun or smoked it over fires and they dug in the earth before it was frozen for the year. These pits became freezers to store mammoth and reindeer meat, fish, such as salmon, and other foods. These new techniques of using newly invented tools and preserving food changed the way Early Men and Women lived. We believe that rabbits were their main source of food and that mammoth were not only hunted, but scavenged, (used parts of the mammoth that were found, not hunted, for food, clothing, and housing structures.)
Although hunters still hunted fulltime, some talented members of the group, possibly called Shaman (a wise medicine man or woman believed to have had spiritual or magic healing power) were in charge of making the artworks.”
Docent: Q. “After listening to the story, do you remember what animals early man drew on the cave walls?”
Docent Directions: Wait for a response and point to these visuals.
A. They painted hyenas, auroch, rhinos, woolly mammoth, deer, lions, mountain goat, ibex, horses, bulls, and cave bear. Man may have hunted the bear, but had to defend himself from it as well. Early man may have drawn the bear as therapy. Perhaps he felt if he drew the bears on the cave walls, it gave him some control over them and he would not be as afraid of them.
Docent Directions: SMILE SMILE SMILE
Docent: “Now it’s time for our fun hands-on-project, but first Arte will present this important instruction about the Elements of Art. These Elements of Art will help you with your artwork.”
Docent Directions: Access Arte #3
Arte#3: Hi kids I’m back again! We want you to be sure to open your eyes and your minds to the Elements of Art, which are: Line, Shape, Form, Color, Value, Texture, and Space.
Now I will demonstrate what the Elements of Art are to help you remember them better. Now watch carefully!
The first one is called Line. Line starts out as a point that moves through the space on your paper, like this.
Different media, such as pencils, crayons, and markers make different kinds of lines, like this.
The next element is Shape. Shapes are created when lines touch each other, like this square. Shapes are flat; Forms are not.
This brings us to the element called Form. You can make Forms when you give height, width, and thickness to your shapes. Watch what happens when you give height, width, and thickness to a square shape. Wow! Now it looks like a box!
The next element is Color. All colors come from the three primary colors of red, yellow, and blue and any color can be made light or dark.
This brings us to the element called Value. Value is the lightness and darkness of any color. Let’s look at the lightest grey to the darkest black. This light color and dark color and all the colors in between are called the Value of a color.
Texture is the next element. This is a fun one because the artist wants you to get the sense of how an object feels when you touch it. The object may look and feel bumpy or smooth. Like this.
And the last Element of Art is called Space. Space is the empty space around the objects in your work of art, like this.
This is the element of Space.
I hope you learned what the Elements of Art are so you can become good artists when you use them in your artwork.
The Elements of Art are the building blocks in creating a work of art. Wow that’s awesome! By using these Elements you communicate your ideas by telling your story in visual form. You use words and sentences to tell a story. This is similar to the way you use the Elements of Art to make lines, shapes, and forms tell a story, but first you should think about what you want to draw. Now as you begin your projects remember these Elements of Art.
Docent: “Does anyone have any questions about the Elements of Art?”
Docent Directions: Wait for a response.
Docent: “You will get to know them better as we review them during every class.”
Docent: “To be able to draw well you must look at your drawing as you are working on it. Observe how the details look together. Do the sizes of your images look correct? Are the colors telling the story you want to tell? Can you compare your drawing to a picture, nature, or a person around you to use as a guide? Does your picture look and feel right to you? If not, you may change or adjust one or more Elements within it.”
Docent Directions: Students should have at least 20-25 minutes to complete their projects.
Art of the Cave Part 1 Projects A and B (Grades K-3)

Objective: A. Draw a Woolly Mammoth
                   B. Create a Red Ocher Sculpture

Students will be able to use a variety of media and symbols to create individual cave art woolly mammoths and Red Ocher Sculptures. Students will be able to orally share what is represented in their individual pieces and/or give positive feedback to peers in closing Complimentary Cooperation Circle.

Materials for today’s projects:

Docent Directions: Please explain to your students when using art materials, do not put anything in your mouth, near your eyes, or breathe anything that has a strong unpleasant smell.
*Brown paper approx. 8 ½ inches x 11 inches (or crinkled up paper bags)
*Pencils
*Colored oil pastels – brown and black
*Approximately 3” ball of clay or play dough (a medium that will dry quickly)
*Awl type of sculpting tool or pencils
*Plain white drawing paper
Design Process:
Docent Directions: This is important information for you to know and to convey to your students about the art process.
Art Education must primarily be about the effect the art process has on the student and not so much about the art product.
Docents should encourage all youngsters to try to identify with their own experience and concepts that express feelings, emotions, and their own aesthetic sensitivities, which help students go as far as they can in developing their artworks.
Docent must provide materials, media, and general directions as needed, but the children should take the idea where they want. In the process of drawing, painting, and constructing, children will make a new and meaningful whole. By selecting, interpreting, and re-forming these elements, children give us more than a picture or a sculpture; they give us a part of themselves, how they think, feel, and see. (Lowenfeld)
Docent: “For your projects today you will draw a woolly mammoth only substituting oil pastels for the actual pigments (colors) that early man used to paint on the cave walls. You will also make your own Red Ocher Sculptures out of clay. The media you will use today are brown paper, pencils, oil pastels, and clay.”
Docent Directions: Please convey this message to your students before they begin this project:
Docent: “Now you will draw a Woolly Mammoth. As you are working on today’s project, pretend you are early humans creating cave art. Relax and have fun with your project! We encourage your feelings while working on your project. If you feel you want to add something special to your project, your work of art, then do so. Express yourself! Be free and create it!”
Docent Directions: While students begin their projects inform them of the musical selection (if available) for today’s class. Have the musical selection playing, but not too loud, while the children work on their projects.
Docent Directions: Access the visual of the Woolly Mammoth under Today’s Visuals/Project Visual.
*Have students work together in cooperation to distribute brown paper and pastels. (They will already have pencils and white paper from drawing Mandalas.)
*Demonstrate how to “crinkle” brown paper to resemble cave walls for a tactile experience.
*Access the steps on How to Draw a Woolly Mammoth under Today’s Visual/Project Visual.
*Guide students through each step on how to draw a woolly mammoth on the brown paper with black oil pastels.
*Color in woolly mammoth with brown oil pastels to make it look as if it has real wool on it.
Docent: “For your next project you will create a Red Ocher Sculpture.”
Docent Directions: Access Red Ocher visual under Today’s Visuals/Project Visual.
* Have students turn over woolly mammoth paper to the other side. This will be the
surface upon which they will make their Red Ocher Sculptures.
*Have students use other side of Mandala white paper and pencils to create or practice how they want their sculpture to look.
*Give out approximately 3” diameter of clay and a pointed tool to each student.
*Have them create their sculpture on top of their brown paper.
*After they are finished have students set aside sculptures to dry for a few minutes.
*After the allotted time is up for the projects, have students cooperate to clean up and collect materials.

Docent Directions: If students finish early have plain white paper available for them to continue drawing cave art or create more Mandalas.
Docent: “I can see you are doing a great job with your projects! Keep up the good work!”
Docent Directions: This Builds Self Esteem!
Docent Directions: Access the Elements of Art under Today’s Visuals.
Docent: Q. “Now that your projects are completed, what Elements of Art did you use in your projects today?”
Docent Directions: Wait for responses.
A. Line, Shape, Form, Color, and Texture
Docent Directions: Access Arte #4
Arte #4: Now that you know the Elements of Art: line, shape, form, color, value, texture, and space, these same elements allow you to design your artwork so that it tells a clear story. It’s like building something slowly until you get to the place you imagined or had in mind.
Now let’s be art smart and learn the Principles of what it takes to design art. They are: emphasis, repetition, contrast, proportion, balance, and unity. During each class we will talk about one or two of these Principles until you get to know what all of them mean and be able to use them in your own artwork. See you next time!
Docent: “There are also other Principles of Design which we list at this time; they are Pattern, Variety, Rhythm and Movement.”
Docent Directions: Access the Principles of Design Mural from the Main Hall at the Cave in Lascaux, France under Today’s Visuals.
Docent: “Today we will talk about the Principles of Design known as Proportion and Repetition by looking at one of our animal visuals from Art of the Caves called the Mural from the Main Hall at the Cave in Lascaux, France.”
Docent: “The Principle of Design known as Proportion refers to the size of the images in a picture.”
Docent: “The Principle of Design known as Repetition refers to images in the picture that are used over and over again.”
Docent: Q. “From this picture what images do you see big and small and what animals do you see repeated over and over?”
Docent Directions: Wait for a response.
A. The answers are, the bull is very big and the horses are smaller and the deer are even smaller than the horses. By showing the difference in the Proportion of the animals this cave artist may show us the difference in the size of the animals as they may have been at that time many thousands of years ago.

By the use of Repetition this cave artist may be demonstrating how many bulls, horses, and deer there were at this time. This may show that these animals were abundant or many and that they lived together.
Docent Directions: Proceed to ask WHAT IF question for student higher level thinking:
Docent Directions: Access Red Ocher Visual under Today’s Visuals.
Docent: Q. “What do you think the lines meant to the Early Modern Man or Woman artist when creating the Red Ocher Abstract Art piece? If you were a Prehistoric artist, what lines would you create on Red Ocher?”
Docent Directions: Wait for a response.
A. Students may have many answers.
*Questions, a student can associate with “real-life” experiences, help to add to and reinforce brain and memory development and to also stimulate multiple sensory information to students, based on individual experiences.
Closure:
Docent Directions: This is the Closure segment of the class, which should take approximately 10-15 minutes.
Docent: Q. “Do you think it was easy for Early Man to create this Art?”
Docent Directions: Wait for a response and briefly discuss.
A. Students may have many answers.
Docent: “All Humans have the ability to be creative! I encourage you to practice drawing at home.”
Docent Directions: Students will now be able to form a “Complimentary Cooperation Circle” and each have a chance to explain his or her work or give compliments out to other students. Teacher should make sure each student has something positive said about his or her work. If there are many students in the class they may be broken up into smaller “Complimentary Cooperation Circles” and monitored by the teacher.

(Docent take a few minutes for this exercise. Then, as the students are still in Complimentary Cooperation Circles continue with the class.)
Docent: Q. “How do you feel when you answer a question correctly or do something helpful for your mother or father or score a goal in sports or make a wonderful work of art?”
Docent Directions: Wait for a response.
A. I feel good or I feel great or happy. These are the usual positive responses you should receive.
Docent: “This is what Self-Esteem is. It is that special, nice feeling you get about yourself when you do something good.”
Docent: “How do you know when someone is happy?”
Docent Directions: Wait for a response.
A. They may have a smile on their face. They may be jumping up and down with joy. There may be many answers here.
Docent Directions: Give this analogy (which is a way of explaining an idea by using something familiar) of a candy or ice cream shop.
Docent: Q. “What do they offer you when you go into a candy or ice cream shop?”
Docent Directions: Wait for a response.
A. They offer you a sampling or a taste.
Docent: Q. “Why do they want to give you a sample?”
A. They give you a taste to encourage you to want more.
Docent explain: “ This is what we are doing at The Art Docent Company. We are giving you a sample of the History of Art and encouraging you to learn more about the visual arts, our creative ability, which we all have, and the opportunities for a career in the arts.”
Docent: “Congratulations to all of you for the hard work you demonstrated during this class and for your cooperation, which made this class a success. I hope you enjoyed your experience with The Art Docent Company!”
Docent: “Children please be sure to leave with your projects and any other belongings. Have a Wonderful Day!”
To Docent: We at The Art Docent Company want to THANK YOU for your hard work and a job well done!
To Docent: We at The Art Docent Company would appreciate any feedback. How can we improve our program? Please email us at info@artedco.org Thank You!

If Assessment is required by your school or hosting organization, direct students to the Review/Assessment, which is a quiz, on the Menu Bar of each Lesson Plan.

You will be able to access your students’ results under Quiz Submissions. You will find this under Docent on the Menu Bar for each Lesson.

If a student does not receive an acceptable grade, (as determined by the school or hosting organization) then he or she may repeat the quiz to acquire an acceptable grade.

Quiz results will be available to your school or organization for the duration of the leasing agreement. You may access these results under Docent, then Quiz Submissions on the Menu Bar of each Lesson.

There is also a quiz answer key under Review/Assessment Answers.  You may access this under Docent on the Menu Bar for each Lesson.