Day Four 4/4/2016: Painting

For this lesson we focused on a few principles of art, particularly line, shape and color. The desired understanding was that these elements are basic tools that an artist would use in the art making process. You can view the blog post and the rest of the experience here.

Service Learning Lesson Plan 4
Title: Painting
Group/Date: 04/04/2016
Community Connections Kellyn, Erica and Crystal

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Lesson Idea and Relevance: What are you going to teach and why is this lesson of importance to your students? How is it relevant to students of this age and background?
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• Teachers will use landscape paintings to teach students about line, shape, and color, and creating a finished work of art.
  
  • These elements are basic tools to help students create pieces of art and understand the art­-making process as it relates to effective design.
    

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Essential Understanding (s): What are the “big ideas”? What specific understandings about them are desired?
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• Artists utilize the formal elements for the creative process.
  
  

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Essential Question (s): What provocative questions will foster inquiry, understanding, and transfer of learning?
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• What does an artist consider when they make art?
  
• Are there certain elements that make some art more pleasing to view than others?
  
  
  

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Outcomes - Students will be able to...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture; expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge and skill?  ...Compare and contrast art work; analyze sketches?
Students will be able to:
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•  Students will be able to transfer their understanding of at least two of the formal elements of line, shape and color into their process of creating a landscape painting.
  
• Students will be able to identify lines in their landscape by drawing their landscape in the form of lines.
  
  
• Students will be able to identify the shapes they see in their landscape by drawing their landscape in the form of basic shapes.
  
  
• Students will be able to identify color in their landscape by drawing their landscape with markers or painting their landscape with a wide variety of colors.
  
  
• Students will be able to reference at least two formal elements in visual examples of landscape paintings.
  
  
• Students will be able to inform the work of others through a gallery walk.
  
  

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Student Reflective Activity: Through what authentic performance task(s) will students demonstrate the desired understandings? How will students reflect upon and self-assess their learning?
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1. Students will reflect upon their work and the work of their peers through a gallery walk.
   

• Students will be asked about specific paintings “_____, What formal element did use to create this object?”
• “Tell me about what elements you used to depict the foreground .”
  
• “____, can you show me where you see texture in _____’s painting?”
  
• “Tell me about this..”
  
• “How do you feel about this?”

  2.  Students will have opportunities to consider their process throughout
  the  class period. Teachers will prompt thought through questions, or            comments like:

• “I see that when you paint this color, ______ happens/ changes!”
• Or ask verbally responsive students questions like, “What is happening to the landscape as you make this line?”
• Or, “Your use of space is interesting, what is happening in the foreground, middle ground, back ground?”
• “Could you tell me more about this texture you made?”
  

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Assessment Instrument (s): By what criteria will “performances of understanding” be judged?
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1. Students will be able to paint different shapes that are appropriate for the objects they represent (shape)
   
2. Students will separate the foreground of their painting from the background of their paintings as well as create landscape features using line. (line)
   
3. Students will utilize and manipulate tools (like paintbrushes) in ways that are appropriate for the texture and patterns they are trying to create (texture and pattern)
   
4. Teachers will comment with things like, “This piece makes me feel warm and fuzzy” or “I like how you made the mountains very dark and purple because they feel very powerful” to reflect students’ use of color in their pieces.
   

Rubric:​
Good:​Students will meet this criteria by completing all three examples of work exhibiting understanding at least two of the principles of line, shape and color.
OK:​Students will meet this criteria by completing paintings that show some understanding of at least two of line, shape and color.

Not Gettting it:​Students will not complete any of the stages of the painting and will not demonstrate understanding of any of the formal elements.

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Pre-assessment: How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)?
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1. Teachers will revisit form and function from previous lessons as a way to see which students remember form. Can ask questions like, “Raise your hand if you remember how we made 3D forms?”
   
2. Teachers can then say, “There are other elements of art to learn as well. Does anyone know ano of the elements of art?”
   
3. Teachers can write line and value on the board so that the students know where the lesson is going.
   
4. Teachers will then tell students that we are going to paint landscapes to learn about line, color, and finishing a complete work of art.
   
   

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Motivation: How will you hook all students and hold their interest?
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• The hook for today’s lesson will be a small introductory skit initiated during Erica’s introduction of the assignment.
  

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Ideation: How will you equip students, help them experience the key ideas, and explore the issues to generate ideas for their art work?
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• Teachers will engage the students through examples and demonstration of landscape painting. Students will be encouraged to explore their landscapes through line and texture, value and color.
  

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Procedures: How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities to rethink and revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?
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1. Welcome students back to class. Offer name tags if they wish to create them.
   
2. Kellyn will Briefly review what we did last class and compare to today’s lesson (3D forms with clay to 2D painting of landscapes with the focus on the formal elements of design.) Crystal and Erica will show some of the pieces that we did last time while Kellyn is talking.
   
   
3. Erica will ask Crystal and Kellyn which of the photos she is holding up is a landscape. One of them will answer incorrectly and then Erica will explain what makes the correct photos a landscape.
   
4. Crystal will show the class some landscape pictures that will be posted on the board. There will also be copies of a landscape printed out at their tables for them to look at. “What do you see in this picture? Please tell me what kind of painting you believe this is.” “How do you think the artist created this painting?” Kellyn and Erica will assist at the tables to keep attention focused and listening.
   
5. Ask students, “Where might we start in a landscape painting?”
   
6. Erica will Introduce materials and lesson, Kellyn and Crystal will hand out materials. First project will involve a drawing with pencil and paper. The focus will be drawing the lines seen in the photo.
   
   
   1. How do we make line happen in a painting?
      
   2. “Most artists employ a rule of thirds, what this means is there is a
      foreground middle ground and background.” This can be used to denote space and depth in your painting. Demonstrate a picture that utilizes the rule of thirds to demonstrate Foreground, Middleground and Background.
      
7. Erica, Kellyn and Crystal will have chosen a table to work with the participants at each.
   
   1. Each will make sure that each table is completely ready to work, the teachers will demonstrate while talking at each table allowing each student to see what they are doing to encourage work to begin.
      
   2. Students may either trace the lines over the photo or draw the lines themselves.
      
   3. Students can be shown the ‘block and draw’ method to reproduce a photographed landscape.
      

10. Teachers will conclude the lesson with a gallery walk and those who are able may discuss their work with others.
11. Clean up will take place before the gallery walk. Clean up will happen 20 minutes prior to end of class to allow plenty of time for gallery walk and brief closing conversations. Also, all previous art work must be made available for students to claim.

Approximate timeline for class period:
12:30­12:35 greeting
12:35­ 12:40 assignment introduction
12:40­1:00 first project
1:10­1:20 second project
1:20­1:40 third project
1:40­1:55 clean up
1:55­2:00 gallery walk and gather work for taking home.
2:00 dismissal

Questions to consider during class:
2. What is a landscape? What do you see in a landscape?
How could artists use the formal elements in a landscape?
How could artists use various materials to utilize the formal elements?
i. Block and draw is when you use a piece of paper to temporarily block all but a small portion of the picture, draw faint lines to denote foreground, middle ground and background and then use the paper to only show those portions one at time.
d. Assessing by individual students’ progress when to move to the next portion of the assignment.
Additional Notes:
Second portion of the assignment is to create the same landscape in color with markers or pastels on a slightly bigger sheet of paper. Questions should be posed to rekindle student’s interest in the project. “How does making this landscape in color change the way it looks?” “How does it affect the mood of your work?” Sometimes artists choose particular colors to represent emotions, even for such everyday scenes as a landscape.

Third portion of the assignment will be to move to canvas and offer paint for the student’s use. (If some students would be interested in creating the landscape using other materials, they will be offered markers and pastels.) How will it change the feel of your painting? Will you reconsider your previous composition in light of the new medium you get to use?
If students finish early or lose interest in the assignment, they can have the option of painting their sculptures from last time or temporary art activities. They will also have the option to paint another landscape or work with other materials such as building blocks.

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Materials and Resources: What is needed to complete the learning plan? List materials and resources in a bullet-ed format.
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•  Painting paper
  
• Canvases (11)
  
• Acrylic paint
  
  
• Watercolor
  
  
• Pastels
  
  
• markers/colored pencils
  
  
• paintbrushes
  
  
• Drawing paper
  
  
• Visual references of landscape paintings
  
  
• All previous student artwork
  
  

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Preparation and Safety: What do you need to prepare for this experience? What safety issues need to be addressed? List steps of preparation and safety in a bullet-ed format.
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• Set up easels
  
• Set up supply cart or table for various stages of painting
• Arrive early to assure all materials are present and in place
  
• Have rubber gloves at the ready
  
• Monitor for proper use of tools
  
• Review lesson plan
  

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Accommodations: How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources and/or Process) and Expression (Products and/or Performance)?
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1. Elli needs to be able to sit in a chair instead of a stool if she needs. She will have a table set up next to the art tables.
2. Shelby will be monitored for continued interest. She has a short attention span.
3. All non verbal communicators will be shown the techniques through hand-over-hand demonstration.
4. Employ certain participants to assist in demonstrations, through their own activity.
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