2 sessions; 40 minutes per session
1. SWBAT do the wet-on-wet watercolor technique
2. SWBAT: use contour lines to create rhythm and interest
1. Watercolor paints
2. Watercolor paper
4. Glue (I used glue sticks)
6. White drawing paper
7. Black marker- both thin and thick (I used sharpies)
1. Students will experiment with wet on wet technique of watercolor.
- apply watercolor wash of any color or wet a blank part of the paper
-while the first wash is wet, apply second color
-can apply as many colors they choose but warn them that all the colors mixed together will make brown.
2. When the paint dries, they may notice interesting parts of the paint (i.e. the way a certain color blends into another). The students will outline that spot with a thin black marker.
3. Students will cut out the blocks of color into any shape they want. They may notice that the paint made interesting shapes on its own.
4. Next, they will glue down the shapes anywhere on the drawing paper.
5. With a black marker, students will draw contour lines around the shapes Keep drawing lines expanding outwards from the shape until they are at least one pinky finger length from your watercolor shape.
See attachment. You can adjust the assessment based on the needs of your students.
1. You can relate this lesson to Earth Science and contour maps.
2. You can include fun watercolor techniques like putting salt over wet watercolor wash, masking, and adding drops of rubbing alcohol to wet watercolor.
3. Good intro lesson about watercolor techniques.
Visual Arts Standard 1:
Understanding and applying media, techniques, and processes
[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students describe how different materials, techniques, and processes cause different responses
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
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
Color/Value, Emphasis, Line, Rhythm/Pattern, Variety