Observational Drawing - Arts Impact



ARTS IMPACT LESSON PLANVisual Arts LessonWarm and Cool Watercolor Still LifeAuthors: Laura Strand with Beverly Harding BuehlerGrade Level: 2ndEnduring UnderstandingObservational drawing can communicate information in 2-Dimensionsabout 3-Dimensional forms from life.Lesson Description(Use for family communication and displaying student art)Students learn how to draw still life objects from observation by doing a quick sketch and then refining with a contour line drawing. Then students learn to identify warm and cool colors. Students learn three different watercolor techniques, masking off, wet on wet, and wet on dry then use those techniques to fill their still life paintings with cool color for background and warm color for object(s).Learning Targets and Assessment CriteriaTarget: Makes an observational sketch of a still life.Criteria: Uses repeated, lightly drawn lines to quickly record the approximate shapes of objects in a composition.Target: Makes a contour line drawing.Criteria: Records the inside and outside edges of form, looking longer at the object than at the drawing.Target: Identifies and uses warm and cool color in composition.Criteria: Identifies and uses range of red, orange, yellow (warm) color in shapes, and range of green, blue, violet (cool) color in background.Target: Practices watercolor techniques.Criteria: Masks object using blue tape. Uses wet on wet technique (wet brush loaded with paint on water-washed paper) for the background, and wet on dry (wet brush loaded with paint on dry paper) for the object.Learning StandardsWA Arts State Grade Level ExpectationsFor the full description of each WA State Arts Grade Level Expectation, see: : 1.1.1 Understands, applies, and creates the element line when producing a work of art—observational drawing. GLE: 1.1.2 Understands, applies, and creates the elements shape and form when producing a work of art. GLE: 1.1.6 Understands, applies, and creates the element color when producing a work of art—warm and cool colors.Early Learning Guidelines, if applicableFor a full description of Washington State Early Learning and Child Development Guidelines see: (2nd Grade) 5. Communicating: Take part in conversations by linking his or her comments to the remarks of others, and asking and answering questions to gather additional information or deepen understanding of a topic.MaterialsMuseum Artworks or PerformanceSeattle Art Museum:Jardinière of Crocus1950, by Morris Graves 2015.10A Feast 2001, by Li jin 2003.119Mohammad's Ascent to Heaven16th century, Anonymous Artist from Persia 47.96MaterialsWatercolor paper 11 x 14”, one per student. Drawing pencils, ultrafine sharpies, liquid watercolor paint, plastic palettes, water containers, water media brushes, blue tape, art mats, paper towels, objects to draw (mandarins and acorn squash) Color wheel, Assessment checklistVocabularyArts:2-Dimensional3-DimensionalBackgroundCompositionContour lineCool colorForegroundLiquid watercolor PaletteMaskingObjectObservation Observational drawingOrganicRefineSketchStill lifeWarm colorWet on dryWet on wet ICON KEY:= Indicates note or reminder for teacher= Embedded assessment points in the lesson Pre-TeachPre-teach lesson: Identify and describe organic shapes.Lesson Steps OutlineDay One1. Introduce the concept of still life by looking at works of art: A Feast, by Li Jin and Jardiere of Crocuses by Morris Graves. Criteria-based process assessment: Describes the approximate shapes and type of objects in a composition. 2. Demonstrate and guide drawing from observation using a sketching line. Students practice sketching still life objects. Criteria-based teacher checklist: Uses repeated, lightly drawn lines to quickly record the approximate shapes of objects in a composition.3. Demonstrate and guide contour line drawing of the same still life on the back side of the practice paper, using contour line to follow specific shape of the edges. Students make a contour line drawing of their same still life on the back side of their practice paper, then lightly sketch and do contour drawing of still life on watercolor paper. Criteria-based process assessment: Records the inside and outside edges of form, looking longer at the object than at the drawing.4. Emphasize the contour lines by tracing over them with an ultrafine black sharpie. Criteria-based teacher process assessment: Traces over the inside and outside edges of form using permanent marker.Day Two1. Introduce warm and cool colors using work of art, Mohammad's Ascent to Heaven by 16th century anonymous artist from Persia, to notice use of warm colors in foreground and cool colors in background. Criteria-based reverse scan process assessment: Identifies range of red, orange, yellow (warm) color in shapes, and range of green, blue, violet (cool).2. Demonstrate masking off shapes of the composition using blue painter’s tape. Students mask off all objects on their own drawings. Criteria-based teacher checklist: Masks objects using blue tape. Day Three1. Demonstrate wet on wet watercolor techniques to fill background. Students use wet on wet technique to fill background with cool colors. Criteria-based teacher checklist: Uses wet on wet technique (wet brush loaded with paint on water-washed paper) and range of green, blue, violet (cool) color in background.Day Four1. Review warm and cool colors looking at A Feast by Li Jin. Observe wet on dry application of watercolor technique in the work of art. Criteria-based reverse scan process assessment: Identifies range of red, orange, yellow (warm) color in shapes, and range of green, blue, violet (cool). Observes and describes wet on dry techniques.2. Demonstrate removing masking and applying wet on dry watercolor technique. Students apply wet on dry technique to objects. Criteria-based teacher checklist: Uses wet on dry (wet brush loaded with paint on dry paper) for the object. Uses range of red, orange, yellow (warm) color in shapes.3. Guide reflection on observational drawing, effects of warm and cool colors and watercolor techniques. Criteria-based reverse teacher checklist: Uses range of red, orange, yellow (warm) color in shapes, and range of green, blue, violet (cool) color in background. Masks object using blue tape. Uses wet on wet technique (wet brush loaded with paint on water-washed paper) for the background, and wet on dry (wet brush loaded with paint on dry paper) for the object.LESSON STEPS____________________________________________________________Day One1. Introduce the concept of still life by looking at works of art: A Feast, by Li Jin and Jardiere of Crocuses by Morris Graves.A still life is a (or group of) non-living (inanimate) object(s) arranged to be painted or drawn.What shapes and objects do you see in these still life works of art? What do you notice is the same between these two works? What do you notice is different?1446530162560-270510396240 Criteria-based process assessment: Describes the approximate shapes and type of objects in a composition._______________________________________________________________________2. Demonstrate and guide drawing from observation using a sketching line.Students practice sketching still life objects. Set up still life objects.Sketching lines are light, quick and relaxed lines you make over and over. They are meant to quickly record the shapes you see. Criteria-based teacher checklist: Uses repeated, lightly drawn lines to quickly record the approximate shapes of objects in a composition._______________________________________________________________________3. Demonstrate and guide contour line drawing of the same still life on the back side of the practice paper, using contour line to follow specific shape of the edges. Students make a contour line drawing of their same still life on the back side of their practice paper, then lightly sketch and do contour drawing of still life on watercolor paper. A contour line is the opposite of a sketching line because it is slow and continuous (does not stop and start) instead of fast and repeated.Contour lines are truth-telling lines that show exactly what we see. We look more at what we are drawing (because that is where the information is) than the paper and move our pencils as slowly as our eyes when we make contour lines.Our contour lines will show the outside edge and inside edges of the shapes/forms we see in our still life. Criteria-based process assessment: Records the inside and outside edges of form, looking longer at the object than at the drawing. _______________________________________________________________________4. Emphasize the contour lines by tracing over them with an ultrafine black sharpie.Slowly and thoughtfully trace over your contour lines. The pen will help your lines stand out when we add watercolor techniques. Criteria-based teacher process assessment: Traces over the inside and outside edges of form using permanent marker._______________________________________________________________________Day Two30854654648201. Introduce warm and cool colors using work of art, Mohammad's Ascent to Heaven by 16th century anonymous artist from Persia, to notice use of warm colors in foreground and cool colors in background. Check for understanding of warm or cool colors by “Secret vote” (show w or c using hand signal).What colors do you see when you think of warm or hot things (sun, fire, lava)?What colors do you see when you think of cool or cold things (ice, forests, water)?Where do we see warm and cool colors in this art? Criteria-based reverse scan process assessment: Identifies range of red, orange, yellow (warm) color in shapes, and range of green, blue, violet (cool)._______________________________________________________________________2. Demonstrate masking off shapes of the composition using blue painter’s tape. Students mask off all objects on their own drawings.Masking with blue tape “saves the white of the paper for later” in parts of our paintings. Carefully cut and place pieces of blue tape to completely cover your still life objects (area inside the outside contour lines). It can be helpful to start cut on the edge and use thin strips of tape so that they can be curved along the outline. Rub it down well! Criteria-based teacher checklist: Masks objects using blue tape._______________________________________________________________________Day Three1. Demonstrate wet on wet watercolor techniques to fill background. Students use wet on wet technique to fill background with cool colors.Wash clear water over the whole paper using a big wet brush. Now load cool color paint from your palette onto your wet brush and paint the whole background area of your picture with cool colors.Criteria-based teacher checklist: Uses wet on wet technique (wet brush loaded with paint on water-washed paper) and range of green, blue, violet (cool) color in background._______________________________________________________________________Day Four1. Review warm and cool colors looking at A Feast by Li Jin. Observe wet on dry application of watercolor technique in the work of art.Where do we see warm and cool colors in this work of art?We worked with wet on wet on our background….do you think the artist may have painted wet on dry? Where and why do you think so? Criteria-based reverse scan process assessment: Identifies range of red, orange, yellow (warm) color in shapes, and range of green, blue, violet (cool). Observes and describes wet on dry techniques._______________________________________________________________________2. Demonstrate removing masking and applying wet on dry watercolor technique. Students apply wet on dry technique to objects.Gently and slowly peel away tape.Load warm colors from your palette to your brush and thoughtfully add to the shapes. Notice how the paint acts and looks different when it is applied to dry paper instead of wet. Criteria-based teacher checklist: Uses wet on dry (wet brush loaded with paint on dry paper) for the object. Uses range of red, orange, yellow (warm) color in shapes._______________________________________________________________________3. Guide reflection on observational drawing, effects of warm and cool colors and watercolor techniques.Describe an area on your picture where you used excellent observing skills.What happens when we combine warm and cool colors?Compare and describe the different watercolor techniques we used. Any surprises? Challenges? Criteria-based reverse teacher checklist: Uses range of red, orange, yellow (warm) color in shapes, and range of green, blue, violet (cool) color in background. Masks object using blue tape. Uses wet on wet technique (wet brush loaded with paint on water-washed paper) for the background, and wet on dry (wet brush loaded with paint on dry paper) for the object._______________________________________________________________________ARTS IMPACT LESSON PLAN Arts Foundations Visual Arts LessonGrade 2: Warm and Cool Watercolor Still LifeCLASS ASSESSMENT WORKSHEETDisciplinesVisual Arts Total7ConceptObservational DrawingColorWatercolor TechniquesCriteriaStudent NameUses repeated, lightly drawn lines to quickly record the approximate shapes of objects in a composition.Records the inside and outside edges of form, looking longer at the object than at the drawing.Identifies and uses range of red, orange, yellow (warm) color in shapes.Identifies and uses range of green, blue, violet (cool) color in background.Masks object using blue tape. Uses wet on wet for the back-ground.Uses wet on dry for the object.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. 28. 29. 30. TotalPercentageWhat was effective in the lesson? Why?What do I want to consider for the next time I teach this lesson?How could I connect the concepts in this lesson with other disciplines?Teacher: Date: ARTS IMPACT FAMILY LETTERARTS LESSON: Warm and Cool Watercolor Still LifeDear Family:Today your child participated in a Visual Arts lesson. We talked about and practiced observing and drawing what we see and warm and cool colors. We also explored exciting watercolor techniques.We discovered how to draw still life objects from observation by doing a quick sketch and then refining with a contour line drawing.We learned to identify warm and cool colors. We created three different watercolor techniques, masking off, wet on wet, and wet on dry.We used those watercolor techniques to fill our still life paintings with cool color for the background and warm color for the object(s).At home, you couldpractice observing, sketching, and using contour drawing to show still life objects all around you.Enduring UnderstandingObservational drawing can communicate information in 2-Dimensions about 3-Dimensional forms from life. ................
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