CHESAPEAKE BIRDS
Unit Overview
Big Idea: Nature
Content Statement: Students will use local wildlife as inspiration for watercolor paintings.
Objectives/Expected Learner Outcomes
Students will demonstrate an understanding of how to create complex forms through simple shapes, implied textures and color combinations. They will also use a variety of watercolor techniques to create Audubon inspired watercolor paintings.
Standards of Education
6.1 The student will use, and record in a sketchbook/journal, steps of the art-making process, including brainstorming, preliminary sketching, planning, reflecting, refining, and elaborating, to create works of art.
6.5 The student will use elements of art and principles of design, including the following, to express meaning in works of art:
Color—relationships
Texture—visual
Proportion—realistic
6.11 The student will describe ways artists contribute to society through their work.
Student Group Targeted
Grade Level and Group: 6th grade art
Time Required
3, 90 minute sessions
Lesson 1
Materials and Resources- sketchbooks, pencils, color pencils, cardboard, watercolor paper, tape, sharpies, resources: John James Audubon, Chesapeake Bay birds
Itinerary and Instructional Strategies
Key Terms
1. shape
2. form
3. outline
4. texture
5. color
Discussion/Questioning Strategies
How can art and science be integrated? How does John James Audubon apply both scientific and artistic practices in his work? How could you do the same? What are some types of birds that you find locally in your neighborhoods/communities? What type of environment do those birds live in? When drawing, how can you create realistic forms? How do you begin you drawings? How can working from simple to complex shapes and forms assist in creating realism in you drawings? Discuss and compare skeletons/shapes, muscles/outlines and surfaces/textures and colors.
Demonstration/Instruction
Demonstrate how to use simple shapes to create more complex forms. Work from a combination of shapes, to outlines, and finally to textures/colors as discussed. Emphasize the importance of zooming in on images to see different colors and values found in the feather of birds (i.e. cardinals are more than just red). Also demonstrate how to set up for a watercolor painting. Use masking tape to tape all edges of the watercolor paper and test strip on a piece of cardboard and then write name and class period on the tape.
Student Independent Practice
Students will use http://www.chesapeakebay.net/S=0/fieldguide/categories/category/birds to find a local bird to use as the subject for their project. They will then work in their sketchbooks, following the steps demonstrated (shapes, outline, texture), to draw their bird first in pencil then color pencil. Once they have finished their plans, they will tape down their paper and lightly sketch out their composition in preparation for watercolor.
Closure
Students will clean up.
Time Flow
5 minutes- Attendance/Settle In
10 minutes- Discussion/Review
10 minutes- Instruction/Demonstration
60 minutes- Student Independent Practice
5 minutes- Closure/Clean Up
Evaluation Strategies
- Before moving from discussion to independent practice, student will be asked questions reviews concepts, vocabulary and assignment.
- Students should demonstrate in their work:
- An understanding of working from simple to complex when drawing (shapes to outlines to textures and colors).
- An ability to see and interpret the various colors found when looking closely at images/objects.
Lesson 2
Materials and Resources- sketchbooks, prepped watercolor board, watercolor palettes, brushes, paper towels, water cups (x2), resources: John James Audubon, Haslam Fox
Itinerary and Instructional Strategies
Key Terms
1. color
2. texture
3. tint
4. charging
5. wet-on-wet
6. blocking
7. blotting
Discussion/Questioning Strategies
How can color be used to create realism, variety and interest? How did John James Audubon create realism in his watercolor paintings? What happens when you zoom in on the colors in an image? How would you approach painting white areas when using watercolors? How does Haslam Fox achieve the illusion of white in his paintings?
Demonstration/Instruction
Explain the different steps of painting with watercolors. Begin by demonstrating how to charge the watercolor cakes. Next demonstrate how to use wet-on-wet techniques in the background, emphasizing the importance of working lightly, with tints of color. Also show the students how to use a clean paper towel to blot up mistakes or make areas of color lighter. Explain the importance of working around the painting; letting some areas dry before working back into them. Students will move from blocking in the background, to blocking in the bird, then back to adding textures to the background. Emphasize that any area the students wish to remain pure white should not be painted.
Student Independent Practice
Student will block in their backgrounds (approx. 10 minutes), block in their birds (approx.10 minutes) and then return to add details to the background (10-15 minutes). Emphasis will be placed on the use of tints as well as allowing drying time to avoid bleeding.
Closure
Students will clean up.
Time Flow
5 minutes- Attendance/Settle In
10 minutes- Discussion/Review
15 minutes- Instruction/Demonstration
45 minutes- Student Independent Practice
15 minutes- Closure/Clean Up
Evaluation Strategies
- Before moving from discussion to independent practice, student will be asked questions reviews concepts, vocabulary and assignment.
- Students should demonstrate in their work:
- An understanding of basic watercolor techniques and the watercolor process.
- An understanding of color tints.
Lesson 3
Materials and Resources- sketchbooks, prepped watercolor board, watercolor palettes, brushes (normal and detail), paper towels, water cups (x2)
Itinerary and Instructional Strategies
Key Terms
1. color
2. texture
3. dry brush
4. line work
5. blotting
Discussion/Questioning Strategies
Review: How can color be used to create realism, variety and interest? What happens when you zoom in on the colors in an image? How would you approach painting white areas when using watercolors?
Demonstration/Instruction
Demonstrate how to use a detail brush to add line work and detail. Focus on the feathers of the bird and differentiating between the various textures. Compare the different textures achieved when working with a dry brush versus a wet brush. Also demonstrate how to use tints of various colors to create the illusion of white spaces.
Student Independent Practice
Student will finish their painting by working back into their watercolors, adding detail and using darker hues. If students finish early, they may work in their sketchbooks.
Closure
Students will clean up.
Time Flow
5 minutes- Attendance/Settle In
5 minutes- Discussion/Review
10 minutes- Instruction/Demonstration
50 minutes- Student Independent Practice
15 minutes- Closure/Clean Up
Evaluation Strategies
- Before moving from discussion to independent practice, student will be asked questions reviews concepts, vocabulary and assignment.
- Students should demonstrate in their work:
- An ability to work with the detail brush to create various lines and textures.
- An understanding that color can be used to create realism.
