The students will start with drawing toy animals from observation using two different vantage points. Next, they will abstract the drawings of the animals by simplifying and distorting the shape and adding pattern. They will include a border with pattern as well into the final paintings. The drawings will be transferred to watercolor paper, in which they will trace the lines with sharpie. The final result will be two watercolor paintings: one warm with a cool border and one cool with a warm border.
8 Keeps,
0 Likes,
0 Comments
THE PLAN
6 sessions; 40 minutes per session
1. SWBAT draw toy animals from observation
2. SWBAT abstract animal drawings by distorting, simplifying, and adding pattern
3. SWBAT demonstrate the difference between warm and cool colors
1. pencils
2. white paper
3. toy animals
4. watercolor paper
5.watercolor paints
6. brushes
7. sharpie markers
8. tracing paper
1. Students will pick an animal toy of their choice to draw from observation
- they will draw two different vantage points (i.e. side, front, back etc.)
2. After they have drawn the animal, they will abstract it through simplifying, distorting shape and size, and adding pattern. (Optional: You can use the book "Art Starters" which has a page about prehistoric animals)
3. Students will trace both drawings onto 2 separate pieces of watercolor paper (we used a bright window and a lightbox)
4. After they trace the animal, they use the width of a ruler to draw a border around the paper.
5. Students will start to watercolor paint their drawings
- One painting will have the inside of it be warm colors with the border being cool colors
- The second painting will have the inside be cool colors and the border be warm colors.
6. When the paintings are dry, students trace over the detail of their drawings with permanent marker.
Assessment:
Did students draw and abstract an animal from two different vantage points?
Does their paintings show evidence of warm and cool colors either on the inside or on the border of their paintings?
When I did this lesson while student teaching, I used the teacher's rubric that she uses for every lesson. The students graded themselves on effort, final product, craftsmanship, and behavior on a scale of 1-5. The teacher grades the student on the same scale and combines the points.
"Art Starters" by Ande Cook
The lesson was a bit time-consuming but the results are wonderful! I would also suggest having students practice drawing straight lines with a ruler.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[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
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
Share!
Comment!