This lesson incorporates the childrens story "Sky Color" by Peter H. Reynolds. The story inspires students and gives them a challenge to face... painting the sky... with no BLUE paint!
1 session; 60 minutes per session
1. SWBAT define the term architecture and provide 2-3 examples of famous architecture within the USA.
2. SWBAT relate to the character within a story, to solve a challenge she faces.
3. SWBAT compare and critique different strategies and final results of artwork.
1. Sky Color, by Peter H. Reynolds
2. Drawing Paper
3. Black Crayon
4. Watercolor Paints(tape off/remove blues)
6. Water Jars
1. Begin by discussing architecture with students. It is easiest to pick pieces of architecture from your city. For example, I use the White House, The U.S. Capitol, and the school building as examples.
2. Show students today, that they will create a cityscape, with all black crayon buildings as part of their artwork.
3. Read students the first portion of the story "Sky Color" by Peter H. Reynolds.
4. STOP when you get to the page that reads, "But how will I paint the sky without blue paint?!"
5. Tell students, today they will be painting the sky of their cityscapes today without any blue paint!
6. Send students to work, save 10 minutes for the end of class for students to look at others work, then finish the story.
7. Hold a closing share time so students can describe what they like about a classmates artwork.
Students are assessed with a quick verbal exit ticket. As they leave they must give me one example of a piece of architecture. Students can also be asked, what other color can the sky be? and what time of day might we see that color?
This lesson can also be broken down into two days, one day for architecture, one day for the Sky Color story portion.
This lesson requires students to think at a higher level and extend themselves beyond their creative comfort zone. Some students will go crazy with colors, some will stay more realistic with a sunset or sunrise.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students use visual structures and functions of art to communicate ideas
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
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
[K-4] Students understand there are different responses to specific artworks
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
Color/Value, Line, Shape
Architecture, Crayon, Painting, Paper, Watercolor
English/Language Arts, History/Social Studies
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