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Middle [6th-8th] Lesson Plan

Tiki Scratchboard

Created on March 29, 2021 by Catriplett1

Students will use their knowledge and skills of hatching, cross-hatching, and/or stippling to create a unique, Tiki inspired scratchboard drawing.

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9 sessions; 45 minutes per session

1. SWBAT define balance.
2. SWBAT define - hatching, cross-hatching, and stippling.

3. SWBAT Demonstrate hatching, cross-hatching, and stippling.

4. SWBAT define symmetrical and asymmetrical

1. Pencil
2. Drawing paper
3. Tape (scotch or masking)
4. Scratchboard Stylus
5. Scratchboard

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1. Teacher will lecture about Oceanic Art and Tikis. students will then look at Tikis for inspiration. Once students have an idea, they will start drawing out their idea. (2x 45 minutes)

2. Student will then use their pencils to show values using hatching, cross-hatching, and/stippling techniques they would like to use on their scratchboard. They need to use this method(s) to show depth in their work. I only had my students do this to 1/2 their drawing, so they had practice, but weren't using up all of their time. (45 minutes).

3. Students will then lay their drawings over the top of their scratchboard and create two hinges at the top using tape (connecting the drawing to the scratchboard). Students will then trace their lines (relatively hard) so that their image indentions transfers to the scratchboard. Just trace all of the outlines, not the hatching, cross-hatching,, and/or stippling work.(20-45 minutes)

4. Using a scratchboard stylus, students will begin by scratching away an areas they want to be the scratchboard color (silver, white, gold, etc). They will then add shadows and depth by carefully adding hatching, cross-hatching, and or stippling. (5 x 45 minutes)


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
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

Visual Arts Standard 4:
Understanding the visual arts in relation to history and 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

Oceanic Art

Balance, Contrast, Rhythm/Pattern, Texture, Unity/Harmony


History/Social Studies