(Click to enlarge)Outcome
Students will gain a deeper understanding of different types of lines and how lines can make up landscapes. Students will develop an appreciation for the use of lines within their own lives.
Objectives
The Learner Will:
- Describe what a landscape is.
- Describe what line is.
- Give examples of various kinds of lines.
- Demonstrate how line is used within a landscape.
- Develop ideas from imagination, everyday lives, and other visual inspiration discussed in class.
- Compare and contrast their own landscape with real landscapes.
- Identify and explain how their color choices influence mood or feelings.
- Identify and explain foreground, middle ground, and background.
Standards
| Use visual characteristics and organi zational principles of art to communicate ideas. | |
| Apply knowledge of materials, techniques, and processes to create artwork. | |
| Explore and understand prospective subject matter, ideas, and symbols for works of art. | |
| Understand there are different responses to specific artworks. | |
| Describe and compare the characteristics of personal artwork. | |
| Understand how personal experiences can influence the development of artwork. | |
| Explain how visual arts have inherent relationships to everyday life. |
K-2 grade elementary students
Time Allotment
Two, 55 minute class periods. Time may be added or reduced to meet the needs of the students.
Materials
- 11 x 14" white paper
- Pencil
- Sharpie markers (variety of colors)
- Paint brushes
- Cups of water
- Watercolor Paints
Week One
- Anticipatory Set
- Have the word "line" written on the white board and examples of the project hanging in the front of the room.
- Concepts
- Ask for a few volunteers to share what they think "line" means.
- Ask students to give examples of line and draw them on the white board under the word "line" as they say them.
- Ask for a volunteer to share what a "landscape" is.
- Ask for a volunteer to find a landscape within the room (Starry Night by Vincent Van Gogh). Make sure all of the students agree that it is a landscape.
- Show students my example of a landscape made up of lines. Ask questions:
- What kinds of lines did I use in my landscapes? How can you tell what it is that I drew?
- Explain to students that they are going to use line, like the lines we drew on the board, to create a landscape.
3. Demonstration
- In the front of the room on a large sheet of white paper begin drawing a landscape using line.
- Ask students for ideas on what lines to draw and what they could represent.
- Use different color sharpie markers and ask students what kind of mood it creates and why as you draw.
4. Production
- Pass out paper to each student.
- Instruct them to begin drawing their landscapes using pencil.
- Remind them to use lines to create their landscape.
- Leave the lines you drew on the board as a reference.
- After a majority of the class has finished drawing with pencil, allow them to use sharpie markers to go over their lines.
- Remind them to think about color and the mood or feeling it creates.
- After 10 minutes or so, ask students to put the sharpie markers away.
- Allow students to begin filling in areas with crayon, but remind them to keep some areas open for watercolor (show them my example again).
5. Closure
- Collect papers and remind students they are able to finish next week.
- Ask for a few volunteers to share with the class how they used line in their landscape.
- Ask for a few different volunteers to share how they used color to create a mood or feeling in their landscape.
Week Two
1. Anticipatory Set
- Have examples of landscapes in the front of the room, with the one I began demonstrating on in the center of the white board.
2. Demonstration
- Ask for a volunteer to to share with the class what we did last week.
- Ask if anyone remembers the artist who painted "Starry Night." (Vincent Van Gough)
- Explain to the class that they are going to be using watercolor to fill in the space in their landscape.
- Ask several students: What do you think watercolor will do to your painting? Why?
- Review with students on how to use watercolor.
- Ask class: After I dip my paintbrush in the blue should I dip it in the yellow?
- What will it do?
- What should I do?
- Do a brief demonstration on adding watercolor to your landscape.
- Should I only use blue in the sky? What other colors could I use?
- What kind of mood will that create for my landscape? Why?
3. Production
- Ask for volunteers to pass out the landscapes to students.
- Allow students to finish using crayon on their landscape if needed.
- Pass out watercolor and water.
- Have a student volunteer pass out one paintbrush to each student.
- Allow students to begin using watercolor on their landscapes.
4. Concepts
- Stop students after about 10 minutes.
- Show students my example of the finished product.
- How did I use watercolor in my painting?
- What mood or feeling do you get when you look at my painting? Why?
- Explain foreground, middle ground, and background to students.
- Foreground is what is closest to you (show on my landscape).
- Background is the sky and whatever is furthest away (show on my landscape).
- Middleground is everything that is inbetween (show on my landscape).
- Allow them to visualize by giving an example of when they are on the playground.
- Allow students to continue working on their landscapes.
5. Closure
- Have my finished example hanging in the front of the room.
- Ask for 3 volunteers to come to the front of the room.
- Have "Contestant One" find the foreground in the painting. Make sure the class agrees.
- Have "Contestant Two" find the middleground in the painting. Make sure the class agrees.
- Have "Contestant Three" find the background in the painting. Make sure the class agrees.
- Have students put their finished paintings on the dry rack when done.
Rubric: Click to enlarge
