Using only the primary colors with magenta and turquoise included, students explore blow painting and learn about how their breath force and direction have an effect on their creations. A few drops of colors are placed on the page using a small watercolor brush. The brush is then put aside and the straw is the primary tool. After the watercolor has spread, more drops are added and blown.This unconventional way of painting will open up students to new ways of using tools to make art. They usually think it is silly and therefore their care free demeanor helps to create a fun and relaxed atmosphere.
1 session; 40 minutes per session
SWBAT understand that art can be created with unconventional materials other than our hands.
SWBAT understand spontaneity and directly observe the beauty in this free-formed art form.
1)Although a watercolor set will work out just fine, I have used liquid watercolors for this activity because students need not wet the color cake first before applying the drops. In general, I find that the concentration of the liquid watercolor creates a more vibrant product.
2)Watercolor paper will of course absorb the paint better allowing it to look its best, however for budget reasons and if you wish students to test out their technique on multiple papers, drawing paper will work out fine. I usually place all dry paintings under a stack of books overnight to keep the art from buckling.
3)Smaller brushes work best since a larger puddle will create a less intricate pattern and more of blob when blown with a straw.
Lesson Development: Using only the primary colors with magenta and turquoise included, students explore blow painting and learn about how their breath force and direction have an effect on their creations. A few drops of colors are placed on the page using a small watercolor brush. The brush is then put aside and the straw is the primary tool. After the watercolor has spread, more drops are added and blown. The following class is focused around using their knowledge of blow painting to form a tree. A brush is used to paint the trunk and add bubbles on the top and bottom to form branches and roots. Connect this experience to observations of nature.
A more mindful and controlled work of art, students will be asked to create a tree painting. This asks students to strategically plan the direction of their straw and how forceful their breath should be to achieve a desired product.
Motivation: You may want to make a historical connection and discuss how art was made before brushes were invented. It is thought that early humans used hollowed out bones to blow pigment over a surface. Note: I make an effort to inform students that they will only use a watercolor brush to apply bubbles of color to the paper. Our breath should be the only force that makes the color travel across the page and a straw is the main art tool for this activity.
This unconventional way of painting will open up students to new ways of using tools to make art. They usually think it is silly and therefore their care free demeanor helps to create a fun and relaxed atmosphere.
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
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[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 2: Using knowledge of structures and functions
[K-4] Students describe how different expressive features and organizational principles cause different responses
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
[K-4] Students use visual structures and functions of art to communicate ideas
[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
[K-4] Students explore and understand prospective content for works of art
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
[K-4] Students identify specific works of art as belonging to particular cultures, times, and places
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
[5-8] Students describe and place a variety of art objects in historical and cultural contexts
[5-8] Students know and compare the characteristics of artworks in various eras and cultures
[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 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students describe how people's experiences influence the development of specific artworks
[K-4] Students understand there are different responses to specific artworks
[K-4] Students understand there are various purposes for creating works of visual art
[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
[5-8] Students compare multiple purposes for creating works of art
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
[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
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
[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
[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
Color/Value, Rhythm/Pattern, Texture, Variety
AmyHall04/08/2012 at 11:08am
thanks for sharing! I think I'll try this with liquid watercolors this week!
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