EAGLE ROCK ART MUSEUM October ARTworks Lesson Plan
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EXPERIMENTAL WATERCOLOR LESSON PLAN
Grade: 3–4 Subject: Visual arts lesson, drawing & experimental watercolor painting Time Required: 2 hours
FEATURED ARTWORK
Ghostly Dreams, Ginger Kramer, mixed media watercolor on paper, 2005
LESSON OVERVIEW
View and discuss featured artwork. Create a simple line drawing of an insect. Explore experimental watercolor & oil pastel application techniques.
LEARNING OBJECTIVES
Students should be able to: • Identify abstract and realistic elements in artwork • Use observational skills to see simple shapes and lines in insects i.e. ovals, triangles, etc. • Draw the observed shapes to create an insect • Identify primary colors, secondary colors, and complimentary colors • Use watercolor brushes properly • Apply watercolor paint, using the wet into wet technique • Apply experimental watercolor techniques
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Apply simple oil pastel application techniques
SUPPLY LIST
• • • • • • • • • • • Visual examples of exhibit work, color wheel & bug line drawing sample sheet Watercolor paint sets Brushes-rounds (size 8, 10 or 12) and large flats (1, 2 or 3 inch) Salt Saran Wrap Oil pastels, assorted colors Drawing paper Watercolor paper Visual samples (insects line drawing) Color wheel Water containers Pencil Paper towels
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VOCABULARY
primary colors: Red, yellow, and blue. The three basic colors from which all other colors are made. secondary colors Orange, green, and purple. Colors that are created when two primary colors are mixed. complimentary colors: Colors across from one another on the color wheel. These colors create contrast and when mixed make neutral colors, or brown. warm colors: Red orange and yellow cool colors: Green, blue and purple view from above: A drawing view that describes what is seen by looking down. Often this view is symmetrical when drawing insects, for example. realistic art: Art that describes something from the world around us. The subject matter of the artwork is recognizable. abstract art: Art that evokes a feeling or mood, consisting of colors and forms that may not be easily identified as something from the world around us.
PROCESS
View and Discuss
View and discuss the three watercolor painting samples. Discuss similarities and differences in paint application. Identify unusual techniques observed and materials integrated into paintings (i.e., paper, fabric, etc). Discuss which paintings may be realistic, abstract or have elements of both. Also discuss why artists might use realism or abstraction in their work. View color wheel, review color theory and color compliments.
Explore Watercolor
Distribute watercolor paper and have students select two colors. Encourage students to avoid complimentary colors, because their combination creates a brown. 1. Use clear water and large brush to wet the entire paper surface. 2. Apply the first color to wet paper liberally, followed by the second color. 3. Cover the painting with a piece of plastic wrap the size of the paper. 4. Scrunch the plastic wrap, creating large wrinkles. 5. Set the painting aside to dry for 10-15 minutes with the plastic still in place.
Create an Insect
Using visual samples, have students draw an insect. Have students use a view from above. Look for shapes; circles, triangles, squares, ovals. These shapes can be used to describe different parts of the insect. 1. Discuss drawing the insect with a view from above, rather than a side view. 2. Use a large sheet of white paper and a pencil. Draw the shapes working from largest to smallest. 3. Encourage students to draw the insect very large on the paper. Continue drawing smaller shapes and lines. 4. Set your drawing aside. Later, have students transfer drawing onto watercolor paper with oil pastels.
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Apply Insect Drawing to Watercolor Paper
Following the same steps as above, have students draw their insects onto the watercolor paper with oil pastel. 1. Introduce oil pastels. Discuss how oil pastels are similar to, yet different from crayons and chalks. 2. Encourage students to work light to dark, avoiding unwanted color mixing. 3. Have students draw insects directly onto watercolor with oil pastels, starting with large shapes. 4. Remind them to draw the insects very large. 5. Encourage students to make the insect colorful, but remind them of the color compliments to avoid unwanted colors. 6. Add smaller lines and shapes, but do not color in the shapes.
Add the Finishing Touches
Distribute small round watercolor brushes. Remind students to work light to dark and to rinse the brush between colors. Allow them to apply salt to create an unusual pattern in the paint. 1. Have students paint selected areas of the insect. 2. While the paint is still wet, allow them to sprinkle salt onto the wet paint. 3. Set aside to dry.
EVALUATE
As a group, look at the finished paintings. Look for examples of student work demonstrate outstanding examples of techniques explored and drawing. Have students try to guess which artist created each painting. Look for examples that demonstrate good use of color, shape and line.
FOLLOW – UP ACTIVITY
Encourage classroom teacher to have students write a brief artist’s statement about their paintings. Have them identify how they feel when they look at their painting, why they chose their colors and what effects the salt and saran wrap had on the paper.
STANDARDS ADDRESSED
Idaho Humanities Performance Standards – Visual Arts Standard One: Understand the historical and cultural contexts of the visual and performing arts. K–3 2.2. Identify ideas and emotions that are expressed through visual arts and other disciplines. 4-5 2.2. Describe how elements of various elements of various arts depict ideas and emotions.
Standard Two: Critical Thinking tin the Visuals Arts and Performing Arts K-3
1.1. Recognize and respond to characteristics and content of various visual art forms. 1.2. Examine the visual arts as a form of communication. 1.3. Use arts vocabulary to discuss specific works of art. 3. 2. Compare one's own response to a work of art and to another student's response.
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3. 3. 4-5 1. 2. 2. 1. 2. 2. 3. 1. 3. 3.
Show how expression in art causes different responses from viewers. Use arts vocabulary to experience and discuss a variety of art works. Discuss how art works can elicit different responses. Explain the difference between the visual characteristics and the purpose of a specific work of art. Identify and evaluate characteristics of one's own work and works of others. Describe how different media communicate meaning in the visual arts.
Standard Three: Acquisition, Application, And Expression Of Specific Content Knowledge And Skills In The Visual And Performing Arts.
K-3 1.1. Acquire and develop skills necessary for understanding and applying arts techniques and processes. 1.2. Develop and use an arts vocabulary. 2.1 Name and use different art materials. 2.3. Express personal preferences for specific works and styles. 3.1. Show respect for personal work and works of others. 3.3 Experiment with different materials, techniques, and processes in the visual arts. 3-5 1.1. Show differences among visual characteristics and purposes of art. 2.1 Demonstrate how different media, techniques, and processes are used to communicate ideas. 2.1. Demonstrate how composition, expression, and organization of art cause different responses. 2.3 Compare ways in which subject matter, symbols, and ideas are used to communicate meaning. 3.1. Interpret/create a work respecting the intent of its creator. 3.2. Create a work of art using personal experience and skills. 3.4. Show respect for personal work and works of others. 3.6. Predict how specific artworks can elicit different responses.
All ARTworks lessons available www.eaglerockartmuseum.org/Edu-LessonPlan.htm
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EAGLE ROCK ART MUSEUM October ARTworks Lesson Plan
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Ghostly Dreams by Ginger Kramer, Mixed Media collage watercolor on paper, 2006.
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