An Introduction to Watercolor

Jeanna Jerde

The unpredictability and uncontrollable nature of watercolor makes it an extraordinarily exciting, engaging, and expressive medium. During the course of this class, students will explore this stimulating medium by learning basic color mixing, applications, techniques, and addition of alternative media.

Class Dates and Times Monday, March 25th @ 1:53-3:20 Tuesday, March 26th @ 1:53-3:20 Wednesday, March 27th @ 1:53-3:20 Thursday, March 28th @ 1:53-3:20 Friday, March 29th @ 1:53-3:20 Monday, March 31st @ 1:53-3:20 Tuesday, April 1st @ 1:53-3:20 Wednesday, April 2nd @ 1:53-3:20 Thursday, April 3rd @ 1:53-3:20 Friday, April 4th @ 1:53-3:20

Unit Plan

Introduction to Watercolor
I. Theme and General Description a. Watercolor is explored through a sequence of activities in which students (1) mix 8 different variants of 8 colors (2) demonstrate the strokes of different watercolor applicators (brushes, toothbrush, sponge) (3) demonstrate 10 different watercolor techniques (4) experiment with adding another media to a watercolor painting while also using learned techniques, (5) create a landscape painting that demonstrates knowledge of three watercolor techniques, perspective, and brush strokes. b. Grade level- 9-12 c. Time: 10 classes-1 hour, 27 minutes each Rationale According to the National Visual Arts Standards, In grades 912, students develop deeper and more profound works of visual art that reflect the maturation of their creative and problem-solving skills. Students understand the multifaceted interplay of different media, styles, forms, techniques, and processes in the creation of their work. Students develop increasing abilities to pose insightful questions about contexts, processes, and criteria for evaluation. They use these questions to examine works in light of various analytical methods and to express sophisticated ideas about visual relationships using precise terminology. They can evaluate artistic character and aesthetic qualities in works of art, nature, and human-made environments.. In this unit plan, the students will first learn the basic skills needed to create complete watercolor paintings. The students be exposed to several different styles, processes, and techniques, as well as the addition of new media. They will then be able to use their creative problem solving skills to apply all of that knowledge to two, involved watercolor paintings. Throughout the creation of all of these watercolor paintings, the students will be encouraged to reflect on their progress and consider the successes and challenges they have encountered along the way. They will also evaluate their paintings and the paintings of other students in the class and provide constructive criticism. Finally, art history and other subject matter, such as science, math, and English, will be integrated alongside the main subject matter while teaching these lessons to help students make connection across subject matters.

II.

III.

Goals a. To demonstrate skill in applying several watercolor techniques to three paintings, identifying techniques in watercolor paintings, and describing watercolor techniques. (productive) b. To demonstrate skill in watercolor mixing by mixing colors in all five paintings. (productive) c. To demonstrate knowledge of color schemes by choosing and mixing colors for a certain color scheme in 4 projects. (productive)

d. To demonstrate skill in creating a focal point in a composition by using contrast, position, size, and leading lines in two paintings. e. To demonstrate knowledge of Surrealism by creating a painting that utilizes juxtaposition (historical). f. To develop appreciation for a variety of styles of watercolor paintings. (aesthetic) g. To demonstrate knowledge of aesthetically-pleasing qualities of watercolor paintings (critical). IV. Cultural Exemplar a. During the final project (landscape watercolor painting), students will provide a description of the culture that correlates with their chosen landscape. They will also discuss ways in which the landscape and the culture affect one another. Multiple Intelligences a. Spatial intelligence: Students will effectively use one-point perspective to render a spatial distance. b. Linguistic intelligence: students will describe, analyze, and reflect on their own work and the work of others. They will also describe, analyze, and reflect on challenges encountered and offer up possible solutions to these challenges. c. Kinesthetic intelligence: Students will analyze the effect of the position of the fingers, hand, arm, elbow, and shoulder have on their painting style. d. Logical intelligence: The students will create grids, divide compositions into equal space, and use geometric designs. e. Musical intelligence: I will play music during work time that correlates with the artistic activities of the day. f. Naturalistic intelligence: The students will render natural forms of a landscape and of animal and human anatomy. Also, in the last project, the students will discuss the species of flora and fauna that would live in their landscapes and will incorporate some of these into their painting. Scope and Sequence of Experiences a. Session 1: Students will mix 8 versions of 8 colors in the set for a total of 64 colors. b. Session 2: Students will create an abstract painting while experimenting with 8 different paint applicators. The students will choose either a warm or cool color scheme. They will mix a different color that is a part of the chosen scheme and designate that color to a certain paint applicator. c. Session 3: Students will use 10 different color techniques, and mix 10 different colors of either a warm or cool color scheme. d. Session 4: Students will create a mixed media watercolor painting of a mythological creature in a domestic setting. The students will apply their knowledge of different watercolor techniques, mixing colors, color scheme, and use of brushes to paint the setting. They will apply their choice of mixed media to the creature to create emphasis and contrast with the background. e. Session 5: Students will create a landscape painting using watercolor. The students must use 3 learned watercolor techniques. These paintings must include

V.

VI.

land and sky, a building, and a feature that indicates perspective (road, river, etc.). The student must also use mixed colors; not straight from the palette. VII. Evaluation Procedures a. Student Self-Evaluation i. Often as closure, the students will reflect on the progress they are making on their project and describe success and challenges experienced. b. Teacher formal assessment i. The students will receive a letter grade for each project. The projects are un-weighted. A rubric will be used for every project, except for the mixing project, to determine a grade. c. Teacher Informal Assessment i. Students will receive a daily grade based on their productivity, attendance, and attitude. Score of 10 possible.

Lesson Plan
Lesson date and time: Day 1 and 2 Subject Area: Art Grade Level/ # of students: 9th-10th Unit Title: Watercolor Lesson Title: watercolor mixing Overview Description o For the first project, the students will mix 8 versions of 8 colors in the set for a total of 64 colors. Time Line (1 hour, 27 minutes) o Prep before class Cut 12 x 18 lightweight watercolor paper. o Class Anticipatory set-discuss the qualities of watercolor. Show examples of watercolor paintings. Explain instruction for pretest. Independent practice-Watercolor pretest Students gather watercolor materials Show the students the materials that they will need, how to set up their work station, and how to clean and put away their materials. Introduce mixing project Guided practice-fold paper to create 64 squares. Model mixing Independent practice-students work on mixing project Clean up- clean and put away watercolor materials. Place projects on drying racks. Closure-Discuss problems encountered in the project.

Rationale In order to create aesthetically pleasing watercolor paintings, the students must first learn how to mix a variety of colors. This will also teach them about the way to create saturated and unsaturated paint mixtures and the way that they look when applied.. Materials and Resources Watercolor sets that include 8 colors 12x18 lightweight watercolor paper (or drawing paper) Detail brush Round brush

Flat brush Water buckets Paper towels

Vocabulary Color Mixing- mixing hues together in order to achieve different variations of the same hue. Saturation- amount of chroma in a mixture.

Procedure a. Anticipatory Set (Motivation) 1. Discuss qualities of watercolor. Show examples of watercolor paintings. b. National Standards/ Content Standards 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: Students a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks b. conceive and *create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use Achievement Standard, Advanced: Students c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium d. initiate, define, and solve challenging *visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

c. Objectives 1. Students will mix 8 versions of 8 colors in the set for a total of 64 colors. 2. Students will fold 12 x 18 paper into 64 equal sections. 3. Students will complete a watercolor pretest that will indicate their level of prior knowledge. d. Instructional Input 1. PowerPoint a. Define and describe watercolor b. Show examples. e. Modeling 1. Model how to mix and apply colors. 2. Show the students the materials that they will need, how to set up their work station, and how to clean and put away their materials. f. Check for Understanding 1. Ask the students to indicate their level of understanding by thumbs up, thumbs in the middle, or thumbs down after giving instructions or modeling.

2. Frequently review instructions. g. Guided Practice 1. Fold paper to create 64 squares. h. Independent Practice 1. Students will work on watercolor pretest. 2. Students will work on mixing project. i. Clean Up 1. Students will clean up and put away their watercolor materials. They will place their projects on drying racks. j. Closure 1. Day 1 a. Discuss problems encountered in this project and possible solutions. k. Integration 1. Basic math is necessary to fold the paper to create 64 squares. The students will also follow a formula when they are mixing two colors together that is rather mathematic. l. Multiple Intelligences 1. Spatial Intelligence- Students will divide the space of their12x18 paper into 64 equal sections. 2. Logical Intelligence- Students will divide the space of their12x18 paper into 64 equal sections. They will also follow a formula when they are mixing two colors together to ensure that all variants are included. 3. Linguistic intelligence- students will express the challenges they encountered and discuss possible solutions. m. Adaptations 1. I will offer individual help to any students that need it during independent work time. n. Student/Teacher Evaluation 1. Daily Grade a. Based on productivity, attendance, and attitude. Score out of 10. 2. Score of 56 possible. Students will receive a point for a painted mixture if it is still obviously a variant of the original color and is different from the other mixtures in that column. 3. The completed watercolor pretest will indicate the students level of prior knowledge. Will not be given a grade, but the tests will be corrected and given back to the students. We will review the correct answers tomorrow and they can they use the corrected test as a study guide.

Post-Test: Watercolor Unit

Score ____/48

Name: ___ANSWER KEY_____ ______________________ TECHNIQUES (30 points)

Splatter Lifting Superimposing Masking Sponge Dry Brush Flat Wash

Date: __________________

Salt Wet into Wet

Graded Wash

1. ___Wet into wet___________________________ (1 point) 2. Describe this technique. (2 points)

_The artist first wets the paper using a brush filled with water. Next, the artist charges the brush with a paint mixture and paints while the paper is still wet. Then, the painter charges the brush again with another color and places it in the wet painted area. This causes the paints to run and mix with each other. This techniques works the best with mop brushes.
3. _Masking________________________________ (1 point) 4. Describe this technique. (2 points)

_Technique used to keep white areas of the paper. First, the artists applies a masking materials (such as masking tape, masking fluid, or rubber cement) on top of blank watercolor paper. Allow to dry if necessary. Then the artist will apply paint around this masked area. Once this paint is dry, you can then remove the masking to reveal the white paper below.

5. Salt_____________________________________ (1 point) 6. Describe this technique(2 points)

_Immediately after the artists applies a saturated, wet paint mixture to the watercolor paper, they would then sprinkle salt on this painted area. The salt would then soak up the paint and water leaving. After the paint is dry, the salt can then be removed or left on based on the artists preference.

7. __Lifting____________________________________(1 point) 8. Describe this technique. (2 points)

_Immediately after the artist paints an area. They can then lift off areas of the paint using a paper towel, tissue, or wet brush to make some areas lighter than others.

9. ___Superimposing____________________________________(1 point) 10. Describe this technique. (2 points)

_First, the artist applies a flat wash of color. After that is dry, the artist applies another more-saturated paint mixture on top of this. Then, after that is dry, the artist applies another layer of more saturated paint. The area becomes darker as more layers of paint are applied._

11. __Graded Wash____________________________________(1 point) 12. Describe this technique. (2 points)

First, the artist charges a flat brush with a lot of paint mixture. They start at the top of their section and begin painting. The more they progress downwards, the more water they should add to the mixture. This will make the paint become lighter.
13. _Dry Brush_____________________________________(1 point)

14. Describe this technique. (2 points)

_A dry brush is dipped into a paint saturated mixture. It is then applied to the watercolor paper in order to create a textured appearance. Fan brushes or detail brushes work best for this technique.

15. __Flat Wash_____________________________________(1 point) 16. Describe this technique. (2 points)

_A flat brush is charged with a paint mixture and adequate water. An area is filled in consistently with a flat brush.

17. _Splatter________________________________________(1 point) 18. Describe this technique. (2 points)

_First, the artists masks and area of the painting that they dont want to be splattered. Then, the artist dips a toothbrush into a paint mixture and splatters paint on the paper by angling the toothbrush downward and running their finger or end of a brush against the bristles.

19. _ Sponge_________________________________________(1 point) 20. Describe this technique. (2 points)

_The artist dips a sponge into a paint mixture and then applies paint using a sponge for a textured appearance.

BRUSHES (18 points)

Bamboo Flat Detail Fan Round Mop

21. _Mop_________________________________________ (1 point) 22. Describe one instance where it would be useful to use this kind of brush. (2 points)

_This brush would be helpful when using the wet-into-wet technique to create light, blended painted areas such as for water.

23. __Fan Brush________________________________________(1 point) 24. Describe one instance where it would be useful to use this kind of brush. (2 points)

_A fan brush is particularly effective if used with the dry brush technique. It is very useful to use when rendering grass, hair, or another highly textured surface in a painting.

25. __Flat brushes________________________________________(1 point) 26. Describe one instance where it would be useful to use this kind of brush. (2 points)

_Flat brushes work well with flat washes and graded washes. They also work well to fill in areas with straight edges. It is effective to use a flat brush and graded wash technique when painting a sky.

27. __Round Brush____________________________________________(1 point) 28. Describe one instance where it would be useful to use this kind of brush. (2 points)

_This brush is particularly useful for curving lines and filling in medium areas. It can be used for many watercolor techniques.
29. _Detail brush_____________________________________________(1 point) 30. Describe one instance where it would be useful to use this kind of brush. (2 points)

This brush is useful for filling in small areas, and painting edges or corners. It is effective to use this brush with dry brush technique to create textures.

31. _Bamboo Brush______________________________________________(1 point) 32. Describe one instance where it would be useful to use this kind of brush. (2 points)

A bamboo brush is particularly useful when you need to make thick to thin lines such as for rendering branches or when using calligraphy.

Pretest Total Scores: Student # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Mean: 44% Median: 44% Score (out of 48) 33 30 24 18 15 6 23 28 29 18 12 28 24 31 7 28 19 19 19 21 25 26 18 8 25 20 17 Mode: 38%, 40%, 58% Percentage 69% 63% 50% 38% 31% 13% 48% 58% 60% 38% 25% 58% 50% 65% 15% 58% 40% 40% 40% 44% 52% 54% 38% 17% 52% 42% 35%

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27

Pretest Fill In (16 items) Short Answer (16 items) 75% 66% 63% 63% 56% 47% 44% 34% 44% 25% 38% 0% 88% 28% 94% 41% 88% 47% 50% 31% 38% 19% 75% 50% 81% 34% 69% 63% 44% 0% 81% 47% 56% 31% 69% 25% 81% 19% 50% 41% 94% 31% 81% 41% 75% 19% 50% 0% 63% 47% 56% 34% 44% 31%

100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

0%

Fill In (16 items) Short Answer (16 items)

Pretest

o. Display 1. These projects wont be displayed but will be used as a reference for students to use in their later projects.
Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27

Lesson Plan
Lesson date and time: Day 3 Subject Area: Art Grade Level/ # of students: 9th-10th Unit Title: Watercolor Lesson Title: Brush Composition Overview Description o For the second project of this unit, students will create an abstract painting while experimenting with 8 different paint applicators. Time Line (1 hour, 27 minutes) o Prep before class Cut 8 x 9 paper. o Class (1 hour, 27 min) (5 min)- Anticipatory set-discuss the possible reason to use several types of brushes and other paint applicators. (10 min- 15 min) Students gather watercolor materials. (5 min-20 min) Students tape watercolor paper to table. (10 min-30 min) Students mix 8 different colors (cool or warm color scheme) (10 min-45 min) Model-brush techniques. Demonstrate and discuss non-objective art and pattern/repetition. (35 min-1 hour 15 min) Independent practice- Students work on brush composition. Students finish mixing projects. (10 min- 1 hour, 25 min)-Clean up- clean and put away watercolor supplies and projects. (2 min- 1 hour, 27 min)-Closure- students voluntarily share and reflect on their work.

Rationale In order to create aesthetically pleasing watercolor paintings, students need to understand the use of several different types of paint applicators. This understanding should translate into a variety of different strokes and textures in their final projects. This project also enhances their understanding of color schemes, color mixing, and effectively using the picture plane. Materials and Resources Watercolor sets that include 8 colors Mop brush

Detail brush Round brush Flat brush Fan brush Bamboo brush Toothbrush Sponge Water containers 9x12 watercolor paper Masking tape (tape to desks)

Vocabulary Round brush- _This brush is particularly useful for curving lines and filling in medium areas. It can be used for many watercolor techniques. Detail brush- This brush is useful for filling in small areas, and painting edges or corners. It is effective to use this brush with dry brush technique to create textures. Flat brush- Flat brushes work well with flat washes and graded washes. They also work well to fill in areas with straight edges. It is effective to use a flat brush and graded wash technique when painting a sky. Mop brush- This brush would be helpful when using the wet-into-wet technique to create light, blended painted areas such as for water Bamboo brush- A bamboo brush is particularly useful when you need to make thick to thin lines such as for rendering branches or when using calligraphy. Fan brush- A fan brush is particularly effective if used with the dry brush technique. It is very useful to use when rendering grass, hair, or another highly textured surface in a painting. Sponge-applying paint to large areas in which the artist desires a textured appearance. Toothbrush- useful when applying a splatter technique.

Procedure p. Anticipatory Set (Motivation) 1. discuss the possible reason to use several types of brushes and other paint applicators. q. National Standards/ Content Standards N.V.A. 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: Students a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks b. conceive and *create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Achievement Standard, Advanced: Students c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium d. initiate, define, and solve challenging *visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation 5. N.V.A. Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard, Proficient: Students a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art Achievement Standard, Advanced: Students e. correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

r. Objectives 1. Students will demonstrate knowledge of color schemes and mixtures by mixing 8 colors in a warm or cool color scheme. 2. Students will apply paint using 8 different types of paint applicators. 3. Students will demonstrate knowledge of the specific use of each applicator by exemplifying the stroke of each in their painting. 4. Students will demonstrate knowledge of composition by activating the space of the entire page. s. Instructional Input 1. Show each brush and describe instances in which you should use each brush. 2. Discuss non-objective art and pattern/repetition. t. Modeling 1. Demonstrate using each brush. 2. Demonstrate and discuss non-objective art and pattern/repetition. u. Check for Understanding 1. Ask the students to indicate their level of understanding by thumbs up, thumbs in the middle, or thumbs down after giving instructions or modeling. 2. Frequently review directions. v. Guided Practice 1. None for this lesson.

w. Independent Practice 1. Students will work on their brush composition and finish their mixing project. x. Clean Up 1. Clean and put away watercolor materials. Carefully pull tape off if the painting is dry. y. Closure 1. Day 1 a. Students voluntarily share and reflect on paintings. z. Integration 1. Could possibly integrate with industrial arts by discussing the materials that brushes are made out of and how they are made. A video that shows the manufacturing of a brush would be an interesting tie-in. aa. Multiple Intelligences 1. Spatial Intelligence- Students will be conscience of the need to keep the stroke of each individual paint applicator apparent. 2. Linguistic intelligence- Students will verbally reflect on and describe their work. bb. Adaptations 1. I will offer individual help to any students that need it during independent work time. cc. Student/Teacher Evaluation 1. Daily Grade a. Based on productivity, attendance, and attitude. Score out of 10.

2. Rubric A (5 points) Craftsmanship The application of the paint in clean and neat.

B (4 points) Some of the application of the paint isnt neat.

C (3 points) Obvious that the students didnt allow paint to dry before applying the next layer of strokes. Paper is somewhat frayed.

Use of brushes

Color

Composition

Each different brush/applicator stroke is demonstrated exceptionally well. A warm or cool color scheme is followed and 8 mixtures are used. The picture planed is filled and includes some negative space (white paper).

Each brush/applicator is used but some of the strokes dont exemplify the purpose of the brush/applicator. A warm or cool color scheme is followed and 5-7 mixtures are used. The picture plane is filled too much. The composition is too busy (no white paper showing except borders).

Only some of the brushes/applicators are demonstrated. Others may be hidden or not demonstrated well.

Incomplete ( 0 points) The painting is torn, frayed, application of paint is haphazard. Didnt allow paint to dry. The applicators/ brushes are not demonstrated.

Deviates from the chosen color scheme. Only 3-4 mixtures are used. Some of the paint may be directly from the paint set. The picture plane isnt filled and may be too busy in some areas.

Random color choice. 0-2 mixtures used.

A majority of the picture plane isnt filled.

Total __/20 Letter Grade _____ dd. Display 1. The student projects will be displayed in the hallway on a bulletin board strip.

Lesson Plan
Lesson date and time: Day 4 and 5 Subject Area: Art Grade Level/ # of students: 9th-10th Unit Title: Watercolor Lesson Title: Watercolor Techniques Overview Description o For the third project, the students will use 10 different color techniques, and mix 10 different colors of either a warm or cool color scheme. Time Line (2 days-1 hour, 37 minutes) o Prep before class Cut 9x12 watercolor paper. Prepare demonstration station. o Class (day 1) (3 minutes) Anticipatory set-Show parts of video that demonstrates watercolor techniques. (10 min-13 min) Students gather watercolor supplies (5 min-18 min) Students tape watercolor paper down onto the table (3 min-21 min) Model- two different designs, geometric or organic-dividing paper into 10 sections (8 min-29 min) Students draw designs on paper. (3 min-32 min) Students apply rubber cement or pieces of masking tape to section. (10 min-42 min) Students mix 10 colors (cool or warm color scheme). ( 3 min-45 min) Model-flat wash and lifting. (5 min-50 min) Students apply flat wash to 3 areas and lift from one area. Define and describe technique in sketchbook. (3 min-53 min) Model-graded wash ( 3 min-56 min) Students apply graded wash. Define and describe technique in sketchbook. (3 min-59 min) Model-2nd step of superimposing. (3 min-1 hour, 2 min) Students apply 2nd step of superimposing. Define and describe technique in sketchbook. (3 min- 1 hour, 5 min) Model-dry brush (3 min-1 hour, 8 min) Students apply dry brush. Define and describe technique in sketchbook. (3 min- 1 hour, 11 min) Model-wet into wet (3 min- 1 hour, 14 min) Students apply wet-into-wet. Define and describe technique in sketchbook.

(10 min-1 hour, 24 min) Clean up-clean and put away watercolor supplies. Tape watercolor paintings to cabinet doors. (3 min-1 hour, 27 min) Closure-discuss instances in which certain techniques would be useful. o Class (day 2)-1 hour 27 min (3 min)-anticipatory set-watch parts of video on special effects watercolor techniques. (10 min-13 min)Students gather watercolor supplies. (3 min-16 min) Tape technique paintings to the table. Pass out pinch of salt (5 min-21 min) Students mix 5 colors. (3 min-24 min) Model 3rd step of superimposing. Model-flat wash over masked area. ( 5 min-29 min) Students apply 3rd step of superimposing. Students apply flat wash to masked area. (3 min-32 min) Model-salt technique. (3 min-35 min) Students apply salt technique. Define and describe technique in sketchbook. (3 min-38 min) Model-sponge technique (3 min-41 min) Students apply sponge technique. Define and describe technique in sketchbook. (3 min-44 min)Model-splatter technique. (3 min-47 min) Students apply splatter technique. Define and describe technique in sketchbook. (5 min-52 min) tape paintings to cupboard doors. (15 min-1 hour, 7 min) Independent practice-students fill in extra sections with techniques. Students finish mixing and brush composition paintings. Students finish defining and describing techniques in sketchbook. 10 min-1 hour 17 min) Peel tape off of paintings. Students outline sections with permanent markers (8 min- 1 hour-25 min) clean up- Put away watercolor supplies. Turn in paintings. Tape drying paintings to the cabinet doors. (2 min- 1 hour-27 min) Closure-discuss instances in which certain techniques learned in class would be useful. Rationale It is also essential to learn watercolor techniques before beginning a complete watercolor painting. This knowledge will give the students an opportunity to apply paint in an aesthetically pleasing way that will offer a lot of variation in texture and appearance. Materials and Resources 9x12 watercolor paper Watercolor sets that include 8 colors

Mop brush Detail brush Round brush Flat brush Fan brush Bamboo brush Sponges toothbrush Water containers Water buckets Rubber cement Masking tape Paper towels Salt Rulers Pencils Easels Whiteboard and markers Student sketchbooks Black Permanent markers http://www.youtube.com/watch?v=A8TdJA1P-nY video on watercolor techniques. Dont watch the whole thing skip around. http://www.youtube.com/watch?v=ZorlHUx1C1s video on watercolor special effects techniques. Skip around.

Vocabulary Flat wash- any area of a painting where a wash of single color and value is painted in a series of multiple, overlapping stokes following the flow of the paint. A slightly tilted surface aids the flow of your washes. Paper can be dry or damp Graded wash- A wash that smoothly changes in value from dark to light. Most noted in landscape painting for open sky work, but an essential skill for watercolor painting in general Superimposing- Any transparent wash of color laid over a dry, previously painted area. Used to adjust color, value, or intensity of underlying painting. Wet-on-wet- The technique of painting wet color into a wet surface .(paper saturated SaltDry brush- Any textured application of paint where your brush is fairly dry (thin or thick paint) and you rely the hairs of your brush, the angle of attack of your stroke, and the paper's surface texture to create broken areas of paint. Study the range of technique in Andrew Wyeth's drybrush watercolors. Used for rendering a variety of textured surfaces: stone, weathered wood, foliage, lakes and rivers, bark, clouds. Lifting (Blotting)- using an absorbent material such as tissues or paper towels, or a squeezed out brush, to pick up and lighten a wet or damp wash. Can be used to lighten large areas or pick out fine details

Masking- cover a surface you wish to protect from receiving paint. Splatter- effect created by charging a toothbrush with paint and then running the handle of a paintbrush across the bristles creating a splatter effect. It is important to first mask any areas in which you dont want splatter on. This technique is not easily controlled. Sponge-dip a sponge in paint and apply to the paper to create a highly textured appearance.

Procedure ee. Anticipatory Set (Motivation) 1. Both days a. Watch parts of videos on the techniques that the students will be learning that day. ff. National Standards/ Content Standards 1. N.V.A. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: Students a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks b. conceive and *create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use Achievement Standard, Advanced: Students c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium d. initiate, define, and solve challenging *visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

gg. Objectives 1. Students will demonstrate understanding of ten watercolor techniques by applying these techniques to a composition. 2. Students will demonstrate knowledge of color mixing and schemes by mixing 10 colors in a warm or cool color scheme. 3. Students will demonstrate knowledge of line variation by drawing lines that progress evenly from thick to thin and match the design. 4. Students will demonstrate knowledge of geometric and organic shapes by dividng the picture plane into ten geometric or organic shapes. hh. Instructional Input 1. Powerpoint a. Review watercolor pretest. 1. Lead the students to the right answers. 2. Have the students write down the correct answer for the pretest so they can use the pretest as a study guide. b. Watercolor techniques

1. Define and describe the technique. Show a painting that demonstrates the technique. i. Ask students to write their own description of the technique in their sketchbooks. ii. Modeling 1. I will model a geometric and organic design that divides the space into 10 areas. I will model this from an easel. 2. I will model each watercolor technique. I will set up a space at a desk that the students will gather around to observe this technique. 3. I will model adding thick to thin lines using a black permanent marker. jj. Check for Understanding 1. Ask the students to indicate their level of understanding by thumbs up, thumbs in the middle, or thumbs down after giving instructions or modeling. 2. Frequently review directions. kk. Guided Practice 1. None for this class. Just modeling and independent practice. ll. Independent Practice 1. Students will mix 10 colors using either a cool or warm color scheme. 2. Students will divide the picture plan into 10 areas by drawing either an organic or geometric design. mm. Clean Up 1. Clean and put away watercolor supplies. Tape watercolor paintings to cabinet doors. 2. Put away watercolor supplies. Turn in paintings. Tape drying paintings to the cabinet doors. nn. Closure 1. Both days a. Discuss instances in which watercolor techniques that they learned in class today would be particular useful for. oo. Integration 1. This lesson could be integrated with math. We could talk more extensively about geometric designs and shapes. The class could name geometric shapes and discuss the difference between geometric and organic. pp. Multiple Intelligences 1. Spatial Intelligence- Students have to divide the picture plane into 10 similar shapes. 2. Logical Intelligence- The students must divide the picture plane into 10 similar shapes. Geometric shapes and designs will be discussed. 3. Naturalistic intelligence-Discuss the properties of salt and discuss why it has the effect that it does. 4. Linguistic intelligence- Students discuss instances in which certain watercolor techniques would be particularly useful. qq. Adaptations

1. I will offer individual help to any students that need it during independent work time. rr. Student/Teacher Evaluation 1. Daily Grade a. Based on productivity, attendance, and attitude. Score out of 10. 2. Sketchbook a. A point for the description of each technique.

3. Rubric A (5 points) Craftsmanship Clean and purposeful application of media. Lines are neat and have solid value Composition Picture plane is filled with 1015 areas of somewhat equal size. B (4 points) Somewhat messy. Paper a bit torn or frayed, lines arent solid value. C (3 points) Paper is torn/frayed in some areas. Media is applied messily. The picture plane isnt completely filled or isnt divided into enough or too many areas. Only half or less of the techniques are applied correctly. For half or less of the techniques, the correct brushes were used. Deviated from the chosen color scheme. There is only 4-6 mixtures. Incomplete (0 points) Very messy. The paper is torn/frayed. Paper is very warped. Media applied haphazardly.

The picture plane is filled with 10-15 areas but some of the areas are too small/big.

Majority of the page is blank or filled with negative space.

Techniques

All of the techniques were applied correctly. The correct brushes were used for all the techniques. Warm or cool color scheme is used. All 10 mixtures fit into that color scheme. The line width varies from thick to thin and matches the design.

A majority of the techniques were applied correctly.

Not all of the techniques were completed and/or a majority were completed incorrectly. Only used 1-2 brushes.

Brushes

For a majority of the techniques, the correct brushes were used. Warm or cool color scheme is used. There is only 6-8 mixtures.

Color

Didnt use a warm or cool color scheme. Used less than 4 mixtures.

Line Design

The line width varies from thick to thin and somewhat compliment sthe design.

The line width Not completed. No varies a bit from variation in line width. thick to thin; Doesnt compliment doesnt design at all. compliment the design. Sketchbook ___/10 Total ___/40 Letter grade ______

ss. Display 1. The students projects will be displayed in the hallway on a bulletin board strip.

Lesson Plan
Lesson date and time: Day 6 and 7 Subject Area: Art Grade Level/ # of students: 9th-10th Unit Title: Watercolor Lesson Title: Creatures in Domestic Settings

Overview Description o Students will create a mixed media watercolor painting of a mythological creature in a domestic setting. The students will apply their knowledge of different watercolor techniques, mixing colors, color scheme, and use of brushes to paint the setting. They will apply their choice of mixed media to the creature to create emphasis and contrast with the background. Time Line (2 hours) o Prep before class Print out and gather reference materials. Cut out11x14 watercolor paper. Prepare watercolor paper stretching stations. o Class (Day 1) 1 hour 27 minutes Anticipatory Set-discussion on the use and purpose of mixed media in art. Discuss project. Show example of finished product. Discuss Rubric. Show and discuss examples of mythological creatures, domestic settings, and actions of the creatures. Brainstorm as a class. Independent practice-students brainstorm 5 ideas and make thumbnail sketches of 3 of those. They then choose the best idea from one of those. Independent practice-Students choose the creature they want and take one of the reference photos I provided or print off their own. Independent practice-Students choose a domestic setting. They can use the reference photos I provided or print off their own. Independent practice-Students sketch out a plan of their final project full scale. 9x12. Must choose and write the color schemes they want to use and 2-3 techniques that they plan on using. Distribute watercolor paper and Styrofoam boards. Model-stretching the watercolor paper.

I will class students in small groups to stretch their watercolor paper in sections while other students are working on their plan drawings. Clean up-Not much clean up today. Stretcher boards with wet watercolor paper will be left on their desks to dry and picked up in the morning. Closure- Students walk around the room and look at other students mythological creature and domestic setting combinations. o Day 2 (1 hour, 27 minutes) Anticipatory set-discuss what they like about the project and what they find challenging so far. Model creating a 1 border. Show example of plan and model transferring that plan to the watercolor paper. Students must approve their plans with me before transferring to stretched watercolor paper Students measure and draw a 1 border on their watercolor paper Students transfer their plan to the watercolor paper. Students mask borders using masking tape. Model- wet-in-wet technique on background. Students paint wet-on-wet watercolor onto background. Allow to dry. Model-using graded technique in midground Students paint midground using another watercolor technique of their choice. Model-using dry brush technique in foreground (creature). Student paint their mythological creature. Model-adding media to mythological creature (oil pastel, markers, tissue paper, Students add mixed media to their mythological creature. Clean up-students clean up their watercolors and materials. Leave stretcher boards with paintings on desks to dry, pick up in the morning. Closure-students walk around the room and look at other students work. Rationale Now that the students have an understanding of watercolor mixing, use of several paint applicators, and watercolor techniques they can apply all of that knowledge to a singular painting. While creating this painting, they will also learn about the modern practice of adding another media to the primary medium of watercolor. This will also offer an opportunity to teach the students about emphasis, a principle of design. The juxtaposition of subject matter, mythological creature and domestic setting, also offers an opportunity to discuss Surrealism. Materials and Resources

11x14 watercolor paper Sketchbook paper Graphite tracing paper Rulers Pencils Styrofoam boards Staplers/staples Watercolor sets Watercolor brushes Tissue paper Watered down glue Oil pastel Black Sharpie markers Metallic crayons Powerpoint/computer Projector/Projector screen Reference photos of mythological creatures Reference photos of domestic settings http://www.youtube.com/watch?v=fOoFCV4gAP0 video about Surrealism and Dali Teacher samples

Vocabulary Mixed media-the use of a variety of media in art. Surrealism - a 20th-century art form in which an artist or writer combines unrelated images or events in a very strange and dreamlike way Juxtaposition- the fact of two things being seen or placed close together with contrasting effect. Foreground- the part of a view that is nearest to the observer, esp. in a picture or photograph. Focal figure. Midground- part of the picture between the foreground and background. Background- the part of a scene or picture that is farthest from the viewer Emphasis-a focal point created by contrast

Procedure tt. Anticipatory Set (Motivation) 1. Day 1 a. Discussion the use and purpose of adding other media to watercolor paintings. 2. Day 2 a. Discuss what the students like about the project and what they find challenging. uu. National Standards/ Content Standards

1. N.V.A. 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: Students a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks b. conceive and *create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use Achievement Standard, Advanced: Students c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium d. initiate, define, and solve challenging *visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

2. N.V.A. Content Standard: Using knowledge of *structures and functions Achievement Standard, Proficient: Students a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art b. evaluate the effectiveness of artworks in terms of organizational structures and functions c. create artworks that use *organizational principles and functions to solve specific visual arts problems Achievement Standard, Advanced: Students d. demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives e. create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions 3. N.V.A. 3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard, Proficient: Students a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life Achievement Standard, Advanced: Students c. describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others d. evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students works and in significant works by others 4. N.V.A. Content Standard: Understanding the visual arts in relation to history and cultures Achievement Standard, Proficient:

Students a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places c. 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 Achievement Standard, Advanced: Students d. analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists e. analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning 5. N.V.A. Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard, Proficient: Students a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art Achievement Standard, Advanced: Students e. correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions 6. N.V.A. 6. Content Standard: Making connections between visual arts and other disciplines Achievement Standard, Proficient: Students a. 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 b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences Achievement Standard, Advanced: Students c. synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

vv. Objectives 1. Students will demonstrate knowledge of watercolor techniques by applying 2-3 techniques in their paintings.

2. Students will use other media besides watercolor to create emphasis in their paintings. 3. Students will demonstrate knowledge of color schemes and mixing by applying color purposefully and harmoniously. 4. Students will demonstrate knowledge of foreground, midground, and background to create an effective composition that emphasizes the creature. ww. Instructional Input 1. Day 1-Powerpoint a. Discuss emphasis b. Discuss project guidelines c. Discuss rubric d. Discuss surrealism and juxtaposition e. Discuss foreground, midground, background f. Show examples of mythological/imaginary creatures g. Show examples of domestic settings from interior decorating and landscaping reference books. h. Directions for brainstorming and planning drawings. i. Brainstorming prompts.

2. Day 2-Powerpoint a. Directions xx. Modeling 1. Show example of finished product and plan. 2. Model stretching watercolor paper 3. Model creating a 1 border. Show example of plan and model transferring that plan to the watercolor paper. 4. Model using wet-in-wet watercolor technique 5. Model using graded wash technique in midground. 6. Model using dry brush technique in foreground. 7. Model application of different types of mixed media. yy. Check for Understanding 1. Ask the students to indicate their level of understanding by thumbs up, thumbs in the middle, or thumbs down after giving instructions or modeling. 2. Frequently review directions. zz. Guided Practice 1. Brainstorm as a class . aaa. 1. 2. 3. 4. Independent Practice Brainstorm 5 ideas and draw 3 thumbnail sketches. Draw a plan of the project. Painting watercolor to the project. Applying mixed media to the project.

bbb.

Clean Up 1. Place watercolor sheets on stretcher boards on the desk and pick them up in the morning once dry.] 2. Clean and put away watercolor materials.

Closure 3. Day 1 and 2 a. Walk around and look at other students projects. Discuss with other students. Integration 1. This project can be easily integrated with literature. As a class we could discuss greek mythology and various creatures roles in stories such as The Odyssey or Oedipus Rex or more contemporary novels that include mythological creatures such as Harry Potter and Lord of the Rings. Multiple Intelligences 1. Spatial Intelligence-Students will create space by using a background, midground, and foreground in their paintings. 2. Music Intelligence-I will play music while the students are working. 3. Logical Intelligence-the students will draw a 1 border around their watercolor paper. 4. Naturalistic intelligence- the students will study and render animalistic and naturalistic forms. 5. Linguistic intelligence-The students will discuss their projects and identify challenging and rewarding parts of the project. Adaptations 1. I will offer individual help to any students that need it during independent work time. 2. Students may also use their own imaginary creatures.

ccc.

ddd.

eee.

fff. Student/Teacher Evaluation 1. Daily Grade a. Based on productivity, attendance, and attitude. Score out of 10.

2. Rubric Craftsmanship A (5 points) Clean and purposeful application of media. B (4 points) Somewhat messy. Paper a bit torn, frayed, or warped. C (3 points) Incomplete (0 points) Paper is Very messy. The torn/frayed in paper is torn/frayed. some areas. Paper is very warped. Media is applied Media applied very messily haphazardly. The picture plane The creature isnt Majority of the page is is completely the main focus of blank or filled with filled. However, the painting. The negative space. the creature is not picture plane the main focus. isnt filled. 1-2 techniques Only 1 technique Techniques arent are used. is used. used at all or used Application is a Application is poorly. bit messy or messy or incorrect. incorrect. 1 color scheme is Little evidence of Random or incomplete apparent. Colors mixed colors. application of color. are mixed and Color choices are No evidence of mixing work somewhat random. colors. well together. 1-2 media are Only 1 media is No mixed media is used. Somewhat used but is used. creates emphasis haphazardly on the creature. applied. Doesnt create emphasis on the creature. Ideas and Thumbnails __/ 5 Total ___/30 Letter Grade ___ ggg. Display 1. The student projects will be displayed in the hallway on a bulletin board strip or display case.

Composition

The creature is the main focus of the painting. Picture plane is filled. 2-3 techniques are used. Application is superb.

Use of Techniques

Use of color

Use of mixed media

1-2 color schemes are apparent. Colors are harmonious. Use of mixtures apparent. 2-3 other media are used and create emphasis for the creature.

Lesson Plan
Lesson date and time: Day 8, 9, and 10 Subject Area: Art Grade Level/ # of students: 9th-10th Unit Title: Watercolor Lesson Title: Watercolor Landscape Overview Description o Students will create a large landscape painting using watercolor. The students must use 3 learned watercolor techniques. These paintings must include land and sky, a building, and a feature that indicates perspective (road, river, etc.). The student must also use mixed colors; not straight from the palette. Time Line (2 hours) o Prep before class Cut 12 x 18 sheets of watercolor paper. Prepare paper stretching stations. Print and gather reference materials. o Class (Day 1) Anticipatory Set-show examples of watercolor landscapes Discuss project guidelines Discuss Rubric Discuss landscapes, show examples Discuss perspective. Model drawing a landscape with one-point perspective. Students plan drawing on separate sheet of paper While drawing, students will stretch paper in sections of 3 students at a time. Clean up-put away drawings in portfolios. Keep stretched paper on desks. Closure- Students will provide a description of the culture that correlates with their chosen landscape. Discuss how the landscape and the culture affect one another. o Class (Day 2) Anticipatory set-watch video that gives tips on painting watercolor landscapes. Draw 1 border-mask border using masking tape. Students transfer drawing to watercolor paper. Model wet-into-wet watercolor technique for sky. Students apply technique to sky. Model graded wash for ground.

o Day 3 Anticipatory set-use knowledge of techniques, brushes, and color mixing to analyze a watercolor painting. Review watercolor pretest. Independent practice- students finish landscape painting and other paintings from this unit. This will be the last day to work on projects from this unit in class. Independent practice-students will complete a posttest for this unit. Closure-students will choose which painting they consider to be the best from this unit. They will discuss why they chose this painting and what they enjoyed from the watercolor unit. Other students in class will offer constructive criticism. Rationale The students have now had extensive experience with watercolor techniques, mixing, application, and use of brushes. They are now set up for success and will apply their knowledge to a large, finished watercolor painting. Materials and Resources Watercolor sets Mop brushes Detail brushes Flat brushes Fan brushes Round brushes Toothbrushes Sponges Bamboo brushes Water buckets Watercolor paper Reference photos of landscapes o samples provided or students can print their own

Students apply technique for ground. Model superimposing for road/river/etc. Students apply technique for road/river/etc. Model applying flat wash for building. Students apply technique to building. Model applying dry brush to building. Students apply technique to building for detail. Independent practice-students continue to work on their watercolor painting. Clean up-students clean and put away watercolor materials and leave paintings on table to dry. Closure-students voluntarily share and reflect on their work.

Powerpoint/computer Projector/screen Tubs for soaking Staplers Masking tape Sponges Drawing paper Graphite transfer paper Watercolor posttests http://www.youtube.com/watch?v=RgNQjbZUz-c video that gives tips on landscape watercolor painting.

Vocabulary Perspective: Representing three-dimensional volumes and space in two dimensions in a manner that imitates depth, height and width as seen with stereoscopic eyes. Landscape: A painting in which the subject matter is natural scenery.

Procedure hhh. Anticipatory Set (Motivation) 1. I will show students examples of watercolor landscape paintings. 2. Watch a video that offers tips on painting watercolor landscapes. 3. Use knowledge of techniques, brushes, and color mixing to analyze a watercolor painting.

iii. National Standards/ Content Standards 1. N.V.A. 1. N.V.A. 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard, Proficient: Students a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks b. conceive and *create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use Achievement Standard, Advanced: Students c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium d. initiate, define, and solve challenging *visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

2. N.V.A. Content Standard: Using knowledge of *structures and functions Achievement Standard, Proficient: Students

a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art b. evaluate the effectiveness of artworks in terms of organizational structures and functions c. create artworks that use *organizational principles and functions to solve specific visual arts problems Achievement Standard, Advanced: Students d. demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives e. create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions 3. N.V.A. 3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard, Proficient: Students a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life Achievement Standard, Advanced: Students c. describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others d. evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students works and in significant works by others 4. N.V.A. Content Standard: Understanding the visual arts in relation to history and cultures Achievement Standard, Proficient: Students a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places c. 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 Achievement Standard, Advanced: Students d. analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists e. analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

5. N.V.A. Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard, Proficient: Students a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art Achievement Standard, Advanced: Students e. correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions 6. N.V.A. 6. Content Standard: Making connections between visual arts and other disciplines Achievement Standard, Proficient: Students a. 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 b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences Achievement Standard, Advanced: Students c. synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

jjj. Objectives 1. Students will demonstrate knowledge of watercolor techniques by using at least three watercolor techniques effectively in their painting. 2. Students will demonstrate knowledge of paint applicators by using various paint applicators to achieve varied textures. 3. Students will demonstrate knowledge of perspective by including one-point perspective, foreground, midground, background, atmospheric perspective, and leading lines in their paintings. 4. Students will demonstrate knowledge of emphasis by making the building the focal point of the painting. kkk. Instructional Input 1. Powerpoint a. One-point perspective. b. Indicators of perspective. (leading lines) c. Background, midground, foreground. d. Atmospheric perpective 1. The farther away an object is, the less detail and color it has.

e. Definition and descriptions of landscapes. f. Famous landscape painters. 1. Examples of landscapes. g. Principle of design-emphasis 1. Discuss ways to create emphasis on the building. lll. Modeling 1. Model drawing using one-point perspective and leading lines. 2. Model wet-into-wet technique 3. Model graded wash. 4. Model dry brush technique. 5. Model superimposing 6. Model flat wash. mmm. Check for Understanding 1. Ask the students to indicate their level of understanding by thumbs up, thumbs in the middle, or thumbs down after giving instructions or modeling. 2. Frequently review directions. nnn. Guided Practice 1. None for this lesson. Just modeling and independent practice. Independent Practice Students will draw a plan of their final project. must include land, sky, building, and indication of perspective (road, river) Students will paint using 3 watercolor techniques. Students will mix several colors. Clean Up Students will clean up and put away their watercolor supplies. They will leave their paintings on their desk to dry, teachers will pick them up in the morning.

ooo. 1. 2. 3. ppp. 1.

qqq.

Closure 1. Day 1 a. Students will provide a description of the culture that correlates with their chosen landscape. Discuss how the landscape and the culture affect one another. 2. Day 2 a. Students voluntarily share and reflect on their work. rrr. Integration 1. This lesson could be integrated with science. The students could think about the species of plants and animals that might live in their landscape and incorporate them into their painting. sss. Multiple Intelligences 1. Spatial Intelligence- Students will render a landscape using one-point perspective. They will also use foreground, mid 2. Music Intelligence- I will play music during independent practice. 3. Logical intelligence-students will draw a 1 border around their paper.

4. Naturalistic intelligence- students will study a natural landscape and render natural forms. 5. Linguistic intelligence- students will describe and analyze what they deem to be their best painting from this unit. ttt. Adaptations 1. I will offer individual help to any students that need it during independent work time. uuu. Student/Teacher Evaluation 1. Daily Grade a. Based on productivity, attendance, and attitude. Score out of 10.

2.

Rubric A (5 points) B (4 points) Somewhat messy. Paper a bit torn, frayed, or warped. C (3 points) Paper is torn/frayed in some areas. Media is applied messily The building isnt the main focus of the painting. The picture plane isnt filled. Little evidence of mixed colors. Color choices are random. Incomplete (0 points) Very messy. The paper is torn/frayed. Paper is very warped. Media applied haphazardly. Majority of the page is blank or filled with negative space.

Craftsmanship

Clean and purposeful application of media.

Composition

The building is the main focus of the painting. Picture plane is filled.

Use of color

Use of techniques

1-2 color schemes are apparent. Colors are harmonious. Use of mixtures apparent. 3 techniques are used. Application is superb.

The picture plane is completely filled. However, the building is not the main focus. 1 color scheme is apparent. Colors are mixed and work somewhat well together. 2 techniques are used. Application is a bit messy or incorrect. Used one-point perspective. Missing foreground, midground, or background. Only 2-3 different brushes are used. Some variation in texture apparent.

Use of Perspective

Use of Brushes

Use one-point perspective accurately. There is a foreground, midground, and background. A variety of brushes are used and a variety of textures are present as a result.

Only 1 technique is used. Application is messy or incorrect. Used one-point perspective. No indicator of perspective such as a road, river, etc. Only 1-2 brushes are used. Not much variation in textures.

Random or incomplete application of color. No evidence of mixing colors. Techniques arent used at all or used very poorly.

There is no indication of perspective.

Only 1 brush is used. Same texture throughout.

Total ____/30 Letter Grade _____

Post-Test: Watercolor Unit

Score ____/18

Name: ___ANSWER KEY_____ ______________________

Date: __________________

SAMPLE WATERCOLOR PAINTING-ESSAY QUESTIONS (18 points)

Splatter Lifting Superimposing Masking Sponge Dry Brush Flat Wash Graded Wash Salt Wet into Wet

33. Name 3 techniques used in this painting. How and where is each technique used? (6 points)

Masking was used to create the reflection on the water . Wet-into-wet technique was used to create the blended-smooth texture of the water and the tree. Dry brush was used to create the branches of the trees. Other watercolor techniques used: splatter used to indicate leaves falling into water. Flat wash-used in the water. Lifting could have been used.
Bamboo Brush Round Brush Flat Brush Mop Brush Detail Brush Sponge Fan Brush Toothbrush

34. Identify three paint applicators used in this painting. How and where is each applicator used? (6 points)

_Mop brush was used with wet-into-wet technique to create light, smooth texture of water. Toothbrush was used to craete splatter effect of falling leaves. Detail brush was used with dry brush technique to create branches.

Analogous Monochromatic

Cool Triadic-Primary

Complementary Triadic-Secondary

Neutral Warm

35. Identify the color scheme used in this painting. Identify 3 color mixtures used in this painting. (6 points)

__Monochromatic-green. Green/red mixture, green/yellow mixture. Blue/green mixture.

Posttest Total Scores: Student # Score (out of 18) 1 18 2 18 3 17 4 15 5 17` 6 18 7 16 8 18 9 17 10 16 11 16 12 18 13 18 14 18 15 13 16 15 17 18 18 18 19 17 20 18 21 16 22 17 23 18 24 14 25 18 26 16 27 17 Mean: 94% Median: 94% Mode: 100% Percentage 100% 100% 94% 84% 94% 100% 89% 100% 94% 89% 89% 100% 100% 100% 72% 84% 100% 100% 94% 100% 89% 94% 100% 78% 100% 89% 94%

Posttest Essay (18 items) Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27

100% 100% 94% 84% 94% 100% 89% 100% 94% 89% 89% 100% 100% 100% 72% 84% 100% 100% 94% 100% 89% 94% 100% 78% 100% 89% 94%

Post Test
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Essay (18 items)

Analysis: The class average score improved by 50%. I believe they were very well prepared to analyze the techniques, brushes, and use of color in the painting. During the course of the unit, the students applied their knowledge of the techniques, brushes, and color in several projects before taking the test. Also, on many occasions, they verbally described their use and the reasons why they used them. vvv. Display 1. The student projects will be displayed in the hallway on a bulletin board strip or in a display case.