5 sessions; 60 minutes per session

SWBAT learn about the process of making amate bark paper.
SWBAT use overlapping, size variety, vertical plane to create space.
SWBAT review foreground, middle ground and background.
SWBAT compare their lives to those of children in Mexico.
SWBAT to reflect on their artwork.
SWBAT self assess their art.
SWBAT sketch an idea to execute into a final image.

1.Bark paper or kraft paper crumpled, cut to at least 6 by 9 inches.
2. A variety of brushes
3. Neon tempera
4. Neon acrylic
5. pencils and erasers
6. Thin and Thick black sharpies
7. sketchbooks

Need these materials? Visit Blick!

1. The teacher introduces the project by showing examples of amate bark paintings (slide show, realia, student examples).
2. The students watch a video of Amate bark paper being made (youtube).
3. The class discusses how they are made, who makes them and why.
4. The class brainstorm Mexican imagery.
5. Discuss how to create a sense of space in art using overlapping, size variations and vertical placement.
6. Discuss the rule of thirds.
7. Students sketch their own bark painting using Mexican imagery, patterns and borders.
8. Students transfer the image to the bark paper in pencil, then trace in black sharpie.
9. The students paint their painting with either neon tempera or acrylic.
10. When complete, students complete a self assessment rubric and reflection.
10.

Students complete a self assessment rubric and reflection.
Teacher grades the artwork using the same rubric and a participation grade for the reflection.

https://www.youtube.com/watch?v=23DoT2SH3I4

[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

[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of 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

[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

[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

Folk Art, Indigenous American Art

Line, Rhythm/Pattern, Shape

Acrylic, Marker, Painting, Paper, Tempera

Multicultural Studies