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Animal In Environment Lesson Plan
Grade 6

Standards – ODE 2012 Visual Art

Enduring Understandings: Critical & Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways.

Progress Point D: Develop and use criteria for making judgments about artworks and visual imagery and use descriptive language when talking and writing about works of art.

Content Statements- Cognitive and Creative Learning Processes: 1PE Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning. 5PE Use observations, life experiences and imagination as sources for visual symbols, images and creative expression. 1 PR Demonstrate technical skill and craftsmanship in the use of materials, tools and technology to solve an artistic problem. 3PR Generate ideas and engage in thoughtful planning when solving a visual art problem. 2PR Experiment with a variety of techniques and working methods when creating an original work of art. 4PR Transform perceptions and processes into two- and three-dimensional artworks. 2RE Describe content, meaning and design in various works of art using accurate, descriptive language and art-specific vocabulary.

Key Words: Sketch, Value, Shape, Shade, Pointillist, Primary, Secondary, Tertiary

LEARNING TARGETS: I can make a light, practice drawing through the process of sketching. I can make my artwork more aesthetically pleasing by filling the page with the image. I can vary the value, or the lightness or darkness of colors, of different areas of my artwork to help create the illusion of space in my artwork. By controlling the value of specific parts of my drawing I can give objects the illusion of having three-dimensional form. I can apply distinct dots of pure color close together to form an image, a process known as Pointillism. I can mix secondary, tertiary and neutral colors by combining primary colors.

Materials: Samples of completed “Animal in Environment” Paintings, Nature magazines or other animal pictures/visuals, 9”x12” newsprint sketch paper, 12”x18” 90# or better watercolor paper, #2 drawing pencils for sketching, erasers, Ebony drawing pencils, large paper clips, and ball point pens for transferring drawing onto watercolor paper, Primary color watercolor paints, laminated paper palettes and assorted watercolor markers and George Seurat visuals.

Procedure: (Demonstrate and model procedure and behaviors as necessary)

  1. Using the #2 sketching pencil, students select a picture (PHOTOGRAPH NOT AN ILLUSTRATION!) of an animal and sketch it, including some of the animal’s environment or surroundings, LARGE, so that it fills the 9”x12” paper. Include some of the background or environment!!!
  2. Students are to SAVE THE ANIMAL VISUAL and not return it to the box! They need it for the duration of the project!!!
  3. Students are to complete their sketch into a detailed pencil drawing. DO NOT COLOR IT IN!!! DO NOT SHADE IT! OUTLINES ONLY.
  4. Students then trace over the MAJOR LINES of finished drawing with Sharpie “Bullet Point” marker.
  5. Using the ebony(or other “shading” type) pencil, students then go over the back of the lines of the finished drawing, where the sharpie BLED through to the back with their Ebony pencil. They have to really darken these lines to create a “Carbon paper” effect.
  6. Then, with a sharpened #2 pencil or ball point pen, the student traces over the image on the reverse side(the side they started on), transferring the drawing onto one half of the larger 12”x18” Watercolor paper. This is done two times. The 9x12” image should fit exactly twice.
  7. The students can be assisted by being given a couple paperclips to steady the image so that it does not move while transferring.
  8. The student is transferring(copying) his/her OWN artwork, NOT tracing the photograph!!!!
  9. estudents are then guided through color mixing worksheets to review color mixing basics!d

eWater color painting and mixing technique is demonstratedd

  1. eStudents are to use Primary colors to mix and paint in all the secondary, tertiary and neutral colors of their animals, and the animals’ environment!
  2. When beginning to paint, students are to paint the lightest areas first, using the PAPER AS THE WHITE, using water +white paper to “paint” white and light areas first with small amounts of pigment (paint) and gradually working darker with layers.
  3. Students are encouraged to view their photograph while working, and to not rush.
  4. Important!!!: let each layer dry so that the paper does not get over worked – work on one area of the painting and then move to a different area to let the first area dry.
  5. Remind students that they are ONLY PAINTING ONE PANEL! (1/2) of artwork! The other panel is to be kept blank for Pointillist dot project later!!!
  6. Students are reminded to keep the photograph in view as they are working on project!!!
  7. Students are encouraged to keep the rubric (posted) in mind as they are working on project!!!
  8. Assist students in seeing the values (Light areas and dark areas) of their subject!
  9. Black paint may be distributed by the teacher at the very end of painting portion of the project.
  10. [If time will allow] Students next create pointillist color wheel worksheet, reviewing color mixing: Primary, secondary and Tertiary, or intermediate colors as well as values. Values are created by varying density of dots
  11. Georges Seurat Visuals are reviewed. Note color mixing by proximity of dots; give overview of Post-Impressionist color theory.
  12. Students begin using a variety of markers to recreate their photograph (NOT the painting!) on the other half of their 12”x18” watercolor paper.
  13. Light values are replicated by placing the color dots in a less dense pattern, allowing more white paper to show through,
  14. Dark values are replicated by placing the color dots in a more dense pattern, also by mixing in darker colors of dots.
  15. Students are encouraged to view their photograph while working, and to not rush.
  16. Students are discouraged from using a line to outline their created image, but to use dots to form a solid edge instead.
  17. Post rubric (Below) during entire project:

Grading Requirements for Animal in Environment

  1. The Artwork uses the majority of the 12”x18” drawing paper. -10
  2. Name, Homeroom and class period is included on the back of the paper. -10
  3. Watercolor paint is uses on one panel of the drawing. -10
  4. Pointillist dots in marker are used on one panel of the drawing - 10
  5. A range of values are represented in the drawing - 20
  6. Values in paint and dots follow the contour of the objects to help them appear 3-D - 20
  7. A photograph was used as an image source -10
  8. Attention to detail can be seen in art - 10
  9. Craftsmanship - 10
  10. Creativity - 10

Total -120

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