Lesson Plan Template
Watercolor Hot glue Process Experiment
Teacher: Moody Course: 2D design Date: 8-28-17
Standards/Benchmarks:
VA.912.S.1.1
Use innovative means and perceptual understanding to communicate through varied content, media, and art techniques.
VA.912.S.1.5
Compare the aesthetic impact of images created with different media to evaluate advantages or disadvantages within the art process.
VA.912.F.1.2
Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications.
Learning Goal(s):
Experiment with hot glue and watercolors.
Be able to articulate what they see when the hot glue lines react to the watercolor.
Contemplate use of this technique in their own work.
Warm Up/Bell-Ringer/Previewing Activity/Hook:
Each day after the demo is a work day. Students enter the room, gather their supplies, and start experimenting with materials.
Engaging Students – Instructional Activities and Strategies:
Students will engage in experimental design and play with the materials in this assignment. They will work together and alone to blend colors and reflect on the process and its outcomes.
I will be individually conferencing with students and encouraging them to engage with the materials and each other to explore the possibilities of this technique.
Process:
Students will make marks/lines with hots glue on paper. When the glue cools, watercolor paint will be applied to the paper. Particular attention will be drawn to the way the watercolor reacts to the hot glue, and the end result when the paint dries. Students will be prompted to use a variety of marks and use both dry and wet watercolor saturations to determine the difference in the reactions the paint has to the glue. They will also be encouraged to use what they know from the salt experimentation to apply different textures and effects to this painting.
Higher Order Question(s):
· How might this technique be useful in your own work?
· What other experiments could be conducted using this technique and other potential media?
· What are the limitations of this process, and how might those be exceeded?
Tracking Progress – Assessment:
Ongoing assessment will occur as I circulate through the room in the form of individual conferencing with students, as well as encouraging conversation between students as they discover the possibilities and limitations of this process. The culmination of this process will be a critique with all students in which we will reflect on the process, it’s possible applications, and its success or failure as a usable process for image production.
Differentiated Instruction:
· Support/Challenge
Individual conferencing giving help and support as needed.