Picture Sharing

K, 1, 2

Students will work together, following directions and praising each other's work to create a cooperative picture.

Lesson Rating 
PrintOne Thirty-Minute Class Period
The learner will:
  • increase listening comprehension and use critical thinking skills.
  • create cooperative pictures.
  • Paper and crayons or markers
  • Chart paper, folded into thirds and unfolded to show two horizontal lines


  1. Anticipatory Set:

    (Teacher Note: Before doing this anticipatory set, talk to the child who will work at the chalkboard, explaining that they are part of a demonstration to teach the class about good and bad comments. Be sure the student understands that your negative criticism of his/her art work is not real but to help the class understand the difference between good and bad comments.)

    Ask one student to draw a face on the chalkboard. While the student is drawing, praise his or her work lavishly. Then ask the student to draw a body for the face. This time while the student is drawing, criticize the work with exaggerated negative comments. Then have a discussion about whether it is easier to work when someone says kind things or negative things about your work. Discuss other classroom behaviors that make it easier to learn.

  2. Demonstrate on the folded chart paper what the students are going to be doing for an art project. Draw a head on the top third of the paper. The head may be of a person or animal. The lines from the neck should overlap slightly into the second third of the paper. Then fold the top third back so only the neck lines are showing. Draw a body (person or animal) with arms in the second third of the paper. The lines from the hips should overlap slightly into the bottom third of the paper. Then fold the paper back so only the hip lines show. Draw the legs of a person or animal on the bottom third of the paper. Then open the paper and show the completed drawing.
  3. The students will follow the same procedure as above on their paper, but they will pass their paper to another classmate after drawing their third of the picture. They cannot look at the drawings that are above theirs. They can put their names on the bottom of the paper before passing it on. Remind students to use only constructive comments as they work.
  4. Glue the finished pictures on sheets of construction paper and display for others to see. Discuss how the finished products look.
  5. Discuss how students felt about sharing their work, how it felt to not be able to see the work on top of theirs, and how it felt to hear only positive comments on their work. Did they need to have trust that others followed directions, and trust that others would not criticize?
Display student work. Assess whether students followed directions to complete the pictures. Observe student comments about others' work. Have students write or discuss how working as a team helped them complete a creative project.

Philanthropy Framework

  1. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark E.3 Describe a benefit of group cooperation.
    2. Standard PCS 05. Philanthropy and Government
      1. Benchmark E.8 Describe classroom behaviors that help the students learn.