Art 10/20/30 Painting Unit- Watercolor- Lauren Grover
Established Goals / TRANSFER GOALStudents will:
-learn the basic techniques that can be used with tempera, watercolour and acrylic paint.
-mixed media and areas of complication create interest and dynamisms in a work
-learn about the importance or group critiques
-use knowledge and skills from intro projects and activities to create a final “unit end” project”
-students engage in developing their own personal style and preferences with mediums and techniques / Students will explore painting techniques through watercolor, tempera and acrylic paint.
MEANING
Enduring Understandings:
Students will understand that…
U1 – Learning and basic watercolor techniques before starting a finished product will increase it’s success and the learning acquired
U2 – Artists such as Vincent Van Gogh and Paul Klee make variations of watercolor paintings that differ from the “craft” stereotype
U3 – Critiques benefit the artist and viewers in gaining a deeper understanding of perception and art
U4- Francis Bacon is an example of how artist create unity and interest across three canvases / Essential Questions:
Students will keep considering…
Q 1– How does group critiques benefit the artist and the quality of the work they produce?
Q2 – How can we create interest in a work by combining various techniques, a well thought out composition and complicated areas?
Q3 – What is the importance of harnessing and brining together developed skills to create a final project?
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know…
-That using different techniques with different types of media will enhance to complexity and interest of a work
-That prepatory activities and products will enhance your understanding for future, more developed works
-Critiques are a large portion of artist feedback and development / Students will be skilled at…
-washes
-using charcoal pencils *** what is the actual name of this***
-gesture drawing basics
-adding texture with mixed media and impasto mediums
-dry brushing
-critique etiquette
-using art vocabulary the describe their own, and others work
-manipulating watercolours using alcohols, salt, etc.
STAGE 2 – Evidence
Evaluative Criteria
Performance is judged in terms of - Critique / Assessment Evidence
Students will need to show their learning by: Showcasing their paintings in a final critique and explain the elements involved.
Participation
Class discussions, contribution to large group activities and introductory activities
Completion
Proper use of painting techniques. Students will produce 4 finished works (1 for each paint type, 1 final project)
Creativity
Using techniques learned through introductory activities to create finished works
Critique
Using a critique for self reflection and giving ideas and suggestions to classmates to also further their learning / Transfer Task:
Students will show their learning by engaging in group discussions, activities, and practice while learning skills that coincide with tempera, watercolour and acrylic paint.
Students will complete a project for each paint type, as well as choosing their own media, style and subject matter for their final, self-selected project based on their preferences of what they have learned so far
Students will propose their final self-selected project in a sketchbook/ rationale form.
Unit Summary
This unit works well with the combined class of Art 10/20/30 students as it uses a gradual build up of skills to eventually produce an end result. Starting off using simple activities that introduce techniques slowly that could appear complex if students were asked to jump into a final project immediately. In lesson one we will be looking at Vincent Van Gogh’s water color paintings as an initial introduction to watercolor use throughout art history. This is followed by three intro activities: a divided paper to practice techniques used with watercolor, a poster walk to brainstorm how using these techniques add interest to a work, and a thumbnail sized study of practicing small details and controlling paint. In the second lesson the students are asked to discuss art vocabulary terms that relate to creating gradient washes with watercolor. Students will then complete a gradient wash, and following being shown Paul Klee’s work with watercolor, they will add to their wash using charcoal pencils and other mixed media. At the end of this lesson students are asked to do a gallery walk handing out sticky notes in a critique style. The third lesson includes a brief introduction to using salt and rubbing alcohol to achieve affects. It also has the students looking at Francis Bacon as example of creating unity, composition and viewer interest across all three canvases in a triptych. At the end of this lesson and transitioning into the next two lessons the students work on and complete their final watercolor triptych project.
Unit Rationale
The Art 10/20/30 classroom dynamic has no students with exceptionalities, but it does include many students with quiet-temperaments. Occasionally, a student with a severe exceptionality will come into the classroom to do art activities, as Eagle Butte High School promotes full inclusion. Typically, if one of these students entered while we were painting with watercolor, he would simply be set up with some paper and paint and be able to create a painting of their own. One outcome of the unit is to introduce group critique. This has been done in stages of learning from handing out sticky notes during a gallery walk, to mind mapmaking, to an actual group critique of the final project. This ensures students with a quiet demeanour do not feel out of place and are comfortable talking in front of the class. Differentiated instruction is included for all types of learners through YouTube videos, large and small group discussion, hands on introductory activities with tons of room for play and experimentation and written mind maps for brainstorming. Using teaching strategies that apply to a wide range of students is important even in Art when it can feel mostly as just hands on learning. Students will interact with Digital Culture during an activity where they have to search social media sites for an artist of interest to them. A class website will be made as a database that students can use for inspiration and ideas for future projects. Any student who does not have their own phone to access the website has full access to the school set of Ipads or a computer lab. All students can use their technology for research or inspiration and to listen to music, but may not use it for use to text and talk to friends. Most lessons are designed in a way where there are intro activities at the beginning, to spark learning and student interest for a larger, more complex activity or project to follow. I think that this allows students to become more comfortable with techniques and concepts learned so that they will flow seamlessly into their work. This unit incorporates Art History resources the stem from Vincent Van Gogh, Paul Klee and Francis Bacon. The content of artist and artwork examples ensures that students have strong visuals to aid teacher instruction and to be able to use appropriation as a tool for learning. All learning activities that allow for exploration are assessed formatively, as I believe it is important that students are able to retain and practice information without the stresses of summative marks. The final project for the watercolor unit is assessed summatively, using criteria to ensure that all students are graded fairly. All students in this particular class are very well behaved to a point where there is rarely any disruptive behaviour that needs severe consequences. At times, the class can get a bit loud with conversation but the students are always still engaged with their work. Simple reminders about classroom volume are enough to control loud conversation. I aspire to have a comfortable, inviting classroom environment where students can enjoy their work and eachothers company simultaneously.
Lesson Summaries
Lesson 1:
In lesson one we will be looking at Vincent Van Gogh’s water color paintings as an initial introduction to watercolor use throughout art history. Van Gogh’s paintings can be compared to stereotypical watercolor paintings that are often made in craft classes. The first introductory activity is dividing a piece of paper into sections to practice techniques used with watercolor. This will be teacher-led and structured so that students are properly using each technique. The second activity is a around the room poster walk to brainstorm how using these techniques add interest to a work. Students will add ideas and thoughts to the different headings on posters, and a group discussion will follow. They will learn about how varying techniques adds interest to a composition and also add their own ideas and thoughts to share with the class. The final activity is creating thumbnail sized studies, practicing small details and controlling paint.
Lesson 2:
In the second lesson the students are asked to discuss art vocabulary terms that relate to creating gradient washes with watercolor. Students will learn though group discussion how the terms gradient, pigment, value and dilution relate to eachother and are applicable to using watercolor paint. Students will then complete a gradient wash, and following being shown Paul Klee’s work with watercolor, they will add to their wash using charcoal pencils and other mixed media. Paul Klee using basic watercolor washes and adds abstract, surrealist details on top using pen and other media. Using Klee as an example, students will see that not all watercolor paintings have to be of roses and femine landscapes as they are often categorized as. At the end of this lesson students are asked to do a gallery walk handing out sticky notes in a critique style. The sticky notes with short thoughts in relation to formal analysis will be a stepping stone towards a full group critique.
Lesson 3:
At the beginning of this lesson students will have their final intro activity with watercolor paint where they experiment with salt and running alcohol to create negative space with the material. Students will them be shown images of Francis Bacon’s well-known triptych paintings. These will act as examples of composition, unity and creating viewer interest across three canvases. Using all techniques learned, and referencing all artists shown, the students will begin their final watercolor triptych painting. They will be given time for research, sketchbook time to think of subject matter and composition.
Lesson 4:
This lesson will begin with a small group activity where they will create a mind map with the word “critique” in the middle. They will be asked to brainstorm ideas based of the considerations of: how should we act during a critique, and what comments are suggestions are most helpful and meaningful to our peers. All groups will then come together for large group discussion and sharing of ideas. Students will then continue working on their triptych watercolor projects.
Lesson 5:
At the beginning of this lesson the students will be given time to research an artist they are interested that in active on some type of social media when they post and share their work (Instagram, Twitter, Facebook, Tumblr, etc.) They will them record this artist and what location on the Internet they found them on, and submit it to the teacher. The teacher will then create a Weebly website compiling all of the artists students found. This will be a resource for students to find inspiration and artist appropriation for practice and learning. Students will learn about how contemporary artist use media to show and share their art. After this activity they will complete their watercolor triptych project as this will be the final class for it. The students can use spares, and lunch hours for extra time. As well as taking a watercolor set home on the weekend if they sign it out with the teacher.
Methods of Assessment and Evaluation
All introductory activities including practicing watercolor techniques, mind map making and sticky note gallery walks, and sharing of artists for the Weebly website, etc. will be assessed formatively. Student learning of painting techniques will be taught in an explorative, creative manner and will not have a grade attached, as it is more important that students learn the skills than perfect the skills to receive a mark. A checklist will be kept to keep track of students who seemto be having problems with grasping concepts and skills. All critique activities will also be formatively assessed so that students are at ease when learning an important part of creating and reflecting on art. Simple formative tactics like a “thumbs up, thumbs down”, and having students raise an amount of fingers to show understanding will suffice in the assessment of their learning when it comes to critiques. Exit slips will be used at the end of Lesson one for students to recall information learned at the beginning of class and in Lesson 4 for them to inquire about questions still raised about critiques. The final triptych project will be graded out of 20. The grade will come from the following considerations:
1.) How well did the student incorporate and connect watercolor techniques used in introductory lessons?
2.) Showed evidence of an understanding of the principles of design, specifically unity and composition
3.) The student showed skilled craftsmanship and creativity
Lesson 1- Divided paper technique intro lesson / Date / N/ASubject/Grade Level / Art 10/20/30 / Time Duration / 60
Unit / Painting Unit- Watercolor / Teacher / Lauren Grover
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: / GLO #1 Components 1
Extend their knowledge of and familiarity with the elements and principles of design through practice in composing two and three dimensional images
GLO #1- Organizations 1
Experiment with various representational formats
Specific Learning Outcomes: / SLO #1
- Colour and value concepts are important components of an artist’s compositional skill.
A. Various materials alter representational formats and processes used in achieving certain intended effects.
LEARNING OBJECTIVES
Students will..
1. Complete a teacher-led study of watercolor techniques
2. Consider how watercolor techniques effect the composition of a painting through a poster-walk
2. Explore how to add small details to subjects with watercolor paint
ASSESSMENTS
Key Questions: / 1.)What are some techniques specific to watercolor that change it’s properties and effect on paper?
LEARNING RESOURCES CONSULTED / MATERIALS AND EQUIPMENT
KurtisHewson lesson plan template
Alberta Education Fine Arts Program of Study / -watercolor paper
-paint
-brushes
-tape
PROCEDURE
Prior to lesson /
- Gather tape, watercolor paints, and watercolor paper
Introduction / Time
Assessment of Prior Knowledge / Show students watercolor works by Van Gogh. And that we are going to be using techniques used in these to practice for a final project after the next few lessons / 3 mins
Expectations for Learning and Behaviour / -Students will use all materials in their proper form to get the effects of each technique
Transition to Body / Introduce to students that this will be prepatory, explorative practice that will lead into the next lesson where the students will complete a finished work. / 1 min
Teacher Notes /Assessment/Differentiation / -Formative assessment using a checklist that students are testing out all techniques properly
-Students will keep their explorative introductory project as reference for further larger works in subsequent lessons
Body / Time
Learning Activity #1 / Using two colors, divide watercolor paper into 9 sections to practice these techniques
-wet into wet, gradient, flat wash, scrafitto, lifting off paint (paper towel), graded, dry brushing, splattering, rubber cement,
Key Question #1 What are some techniques specific to watercolor that change it’s properties and effect on paper? / 25
Learning Activity #2 / Poster Gallery Walk
-Students will travel around the classroom and add ideas to posters pinned around the room with their ideas corresponding to headings
-considering how using painting techniques can add interest to an artwork
-This will be a sharing activity to give students ideas, and to spark thinking for subsequent water color lessons
Poster Headings include:
-
Large group discussion follows,
Ask students the raise hands to share some of the ideas they wrote down, (call on students if no one volunteers) / 6 min (gallery walk)
3 min (short discussion)
Learning Activity #3 / Thumbnail sized details
-draw 8 or more thumbnail boxes on the paper