5 sessions; 70 minutes per session

1. SWBAT understand the historical impact of wildlife artists.
2. SWBAT understand basic watercolor techniques
3. SWBAT understand basic colored pencil techniques
4. SWBAT create a detailed composition of an animal of their choice.

1. Reference pictures of a wide variety of animals and/or access to computers with internet.
2. Watercolor paper
3. Watercolor paint
4. Watercolor brushes
5. Colored pencils

Need these materials? Visit Blick!

1. Students look at artwork created by wildlife artists, including, but not limited to: John James Audobon and Robert Bateman.
2. Teacher demonstrates and students practice watercolor techniques: wash, wet in wet, dry brush, etc.
3. Teacher demonstrates and students practice colored pencil techniques.
4. Students practice drawing an animal of their choice from reference images.
5. Teacher demonstrates how to put in base watercolor for completed project
6. Students add watercolor to their drawings
7. Teacher demonstrates how to add colored pencil techniques on top of watercolor to simulate fur, scales, skin, etc.
8. Students add colored pencil techniques to their animal drawings.

1. Did students create a composition of an animal of their choice?
2. Did students use a minimum of three watercolor techniques?
3. Did students use a minimum of two colored pencil techniques?

http://en.wikipedia.org/wiki/List_of_wildlife_artists
http://www.youtube.com/watch?v=Ea2nTnGsC50

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

[9-12 Advanced] Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

Albrecht Dürer

American Art, Photorealism, Realism

Color/Value, Emphasis, Proportion/Size, Space, Texture

Colored Pencil, Watercolor

Science