Students learn about the American Realist painter, Edward Hopper and become familiar with his series of lighthouse paintings. Students also learn about the history, the purpose, and parts of a lighthouse. Students the create their own version of a lighthouse with a variety of watercolors.
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THE PLAN
Students will be able to understand the importance of lighthouses, basic history, and the parts of a lighthouse.
Students will become familiar with the artist Edward Hopper and his series or realistic lighthouse paintings.
Students will create a lighthouse watercolor painting demonstrating detailed design and watercolor painting techniques.
1. Optional: read the book, Beacons of Light by Gail Gibbons.
2. Introduce lesson about lighthouses and Edward Hopper with PowerPoint.
3. Demonstrate how to draw a lighthouse.
4. Students practice drawing before they start their final piece.
5. Demonstrate water coloring techniques using a variety of watercolor media.
6. Students carefully paint their lighthouse pictures.
Did the student draw a lighthouse?
Mandatory parts: the roof, tower, light, balcony seascape/landscape background, and daymark.
Optional details: light keepers house, lightning rod and ball vent, windows, door, shingles, plants, pathways, etc...
Did the student demonstrate watercolor techniques? Neatness?
Optional: read the book, Beacons of Light by Gail Gibbons.
Teacher-made PowerPoint about Edward Hopper and lighthouses.
Handout with pictures of a variety of lighthouses and how to draw steps.
Questions:
• What is a lighthouse?
• What do lighthouses look like?
• Why do we have lighthouses?
• Are they important and why?
• Where are lighthouses located?
• What is the most important aspect of the lighthouse?
• How could one lighthouse be distinguished from another?
• What style of lighthouse did you use when making your drawing?
• Does your lighthouse have day markers? Why or why not?
• What questions do you still have about lighthouses?
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students know the differences between materials, techniques, and processes
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students use visual structures and functions of art to communicate ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students explore and understand prospective content for works of art
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[K-4] Students identify specific works of art as belonging to particular cultures, times, and places
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
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