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Teacher: Megan Doherty

Grade Level: 11th-12th Grade


Title: Fractured Watercolors
Brief History and Background: Tiffany Budd, a fine artist residing
in England, is well known for her acrylic paintings, colored pencil
and pastel drawings. An award winning artist, Budd was formally
trained at Wimbledon School of Art, receiving a degree in Textile
Design before becoming a full time artist. Some of her clients
include Derwent Pencil Company, who used one of her artworks on a
tin cover for their chalk pastels, and Bentley Publishing, who
features her works as prints for sale.
However, Budds fractured style of painting, inspired by Cubism
and Russian Constructivism, did not develop until recently. She often
uses line, value, and color to create a semi abstract painting
PA Academic Standards:
9.1
9.2
9.3
9.4

Production of Visual Arts


Historical and Cultural Contexts
Critical Response
Aesthetic Response

Goal: Design and create a fractured 18 x 24 watercolor painting depicting a subject


matter of choice.
Objectives: Students will
1. Examine Tiffany Budds artwork and fractured painting style.
2. Design a scene to be fractured in order to create a semi-abstract watercolor
painting.
3. Practice their drawing and watercolor painting skills.
4. Employ their critical and aesthetic response skills by self-evaluating their work in
a rubric.
Requirements: At least three preliminary drawings, and one 18x24 watercolor
painting that fractures the design into at least 20 different sections.
Resource Materials/Visual Aids:
1. PowerPoint presentation on contemporary artist Tiffany Budd and her fractured
paintings.
2. Handout explaining the project and goals.
3. Exemplar of the project.

Supplies/Materials:
1. 18x24 watercolor paper.
2. 18x24 drawing paper.
3. 9x12 drawing paper.
4. Pencils/rulers/erasers.
5. Paintbrushes; assorted sizes.
6. Watercolor paint.
Teacher Preparation: Confirm that the PowerPoint presentation is complete and
functions properly on the computer being used in class. Check to see that there is enough
materials to be comfortably shared by all students and handouts have been provided to
students.
Introduction: Students will begin the project by investigating contemporary artist
Tiffany Budds fractured style of painting. Students will be asked, How is her style
abstract? How is her style representational? Upon answering these questions, students
will talk about how the fracturing distorts our view of the realistic image and how the
fracturing enhances the actual design. Once students have become familiar with the
project and the requirements, they will be ready to start the assignment.
Directions:
1. Students will begin by creating at least three preliminary drawings exploring
various compositions, and subject matter for their 18 x 24 fractured watercolor
painting.
2. Choose one of your 3 preliminary drawings to work from for your final
watercolor painting.
3. Fracture your chosen drawing into at least 20 different sections, using organic
lines. This will be your final preliminary drawing that will be used as a reference
when fracturing your 18 x 24 watercolor painting.
4. Lightly draw your chosen subject onto 18 x 24 watercolor paper.
5. With just a little more pressure, fracture your drawing once again, using your final
preliminary drawing for reference.
6. Begin painting your design. Make sure to create contrast between your fractures
by changing the value or color. Dont randomize your colors though! If youre
working with a blue sky, then use various shades, tints, and hues of blue.
Critique/Evaluation/Assessment: When students have completed their Fractured
Watercolor painting, students will critically and aesthetically assess their own work by
using a self-evaluation rubric. The rubric will ask the students for their intention, if they
believe the work is aesthetically successful, and determine if their project has met the
criteria of the assignment.
Extensions:
Option One: Students may work on unfinished assignments.

Option Two: Extra credit project/independent project.


Time Budget: 15 class periods (45 minutes each)
Class One-Three:
15 minutes: Introduction to the project and goals.
25 minutes: Preliminary drawings.
5 minutes: Clean up.
Class Five-Six:
5 minutes: Discuss goals of project again.
35 minutes: Transferring final drawing on good watercolor paper. Begin painting.
5 minutes: Clean up.
Class Seven-Fourteen:
5 minutes: Discuss goals of project again.
35 minutes: Continue painting.
5 minutes: Clean up.
Class Fifteen:
5 minutes: Conclusion of assignment.
20 minutes: Finish project.
10 minutes: Self-assessment.
5 minutes: Clean up.
Vocabulary:
1. Abstract: Art that does not attempt to represent reality.
2. Color: An element of art made up of three properties: hue, value, and intensity.
Intensity: quality of brightness and purity (high intensity= color
is strong and bright; low intensity=color is faint and dull)
3. Composition: The placement, or arrangement, of visual elements in a work of art.
4. Contrast: Contrast is a principle of art that refers to the arrangement of opposite
components in a work of art to help create visual interest, drama, and excitement.
Ex: light vs. dark colors, rough vs. smooth textures, large vs. small shapes, etc.
5. Harmony: In visual design, harmony means all parts of the visual image relate to,
and complement, each other. Harmony pulls the pieces of a visual image together,
and can be achieved through repetition and rhythm.
6. Hue: Name of a color.
7. Line: An element of art defined by a point moving in space. Line may be two-or
three-dimensional, descriptive, implied, or abstract.
8. Movement: Created by using elements under the rules of the principles in a
picture to give the feeling of motion and to guide the viewer's eyes throughout the
artwork.
9. Non-Representation: Refers to images that are not of recognizable subject matter,
or cannot be recognized as a representational subject.

10. Organic Shape: A mark that forms an irregular shape, or one that may be found in
nature.
11. Representational: Refers to images that are clearly recognizable.
12. Shade: A mixing result of an original color by adding black.
13. Shape: An element of art that pertains to the use of areas in two-dimensional
space that can be defined by edges. Shapes can be geometric or organic.
14. Tint: A mixing result of an original color to which has been added white.
15. Value: The lightness or darkness of tones or colors. White is the lightest value;
black is the darkest. The value halfway between these extremes is called middle
gray.
Safety Concerns: N/A
Bibliography/References:
1. http://www.tiffanybudd.co.uk/
2. http://www.wetcanvas.com/forums/showthread.php?t=514840