Teacher Name:

Lauren Donnelly
Lesson Title: Rainy Day
Landscape
Grade level: 2nd
Number of Students: 30
Lesson:
1 of 1
CMT: Rachel Haubert
University Mentor: Diane

Central Focus:
The focus of this lesson is for students to practice the creation of a landscape using
foreground, middleground and background to create a landscape with depth.
Lesson Rationale and Summary:
Rationale: This lesson students will learn and review the concept of a landscape and the ideas
of foreground, middleground and background within the landscape, creating a work of art that
has the appearance of depth to it. Students will create a landscape with a water feature in the at
the bottom of the page that will reflect a blurry image of the landscape. They will practice
blending colors. As well as experience materials that are salable in water and ones that are not
Summary: Students will arrive ready to learn. Teacher will question the students previous
knowledge of landscapes, foreground, middleground and background, symmetry and
asymmetry. Teacher will show the students a number of different landscapes that show
foreground, middleground and background. Teacher will distribute large sheets of paper to the
students. Then demonstrate how to fold the paper. The students will fold a piece of paper in
half lengthwise (hot-dog style). Students will then place paper in front of themselves
horizontally. Using landscapes pictures for reference , the children draw and then color in a
nature scene along the top half of the paper, using pencil and regular crayon. Making sure that
the scene touches the fold line all the way across the paper. Then turn the paper upside down,
so that now the blank half is on top. Teacher will explain symmetry to the class, and then
demonstrate how to duplicate each of the nature pieces again, this time, coloring in with the
water-soluble media, the markers.Then using the large brush to sweep a wash of plain water
across the half of the paper with the water soluble media on it. This will cause the colors to run
and merge. Set aside to dry.
Lesson Objectives:
Through the use of water resistant art materials students will create a
landscape with a foreground, middleground and background.
Students will experiment with water resistant and water soluble art materials.
Students will demonstrate an understanding of symmetry and asymmetrical

arts.
State Standards (2)
2PR Envision what cannot be observed directly and depict it visually.
3PR Create artworks based on imagination and observation of familiar objects and scenes.
Academic Language:
Content Vocabulary:
Landscape: all the visible features of an area of countryside or land, often
considered in terms of their aesthetic appeal
Foreground: the part of a view that is nearest to the observer, especially in a
picture or photograph
Background: the area or scenery behind the main object of contemplation,
especially when perceived as a framework for it.
Middleground: an area of compromise or possible agreement between two
extreme positions, especially political ones
Picture Plane: in perspective, the imaginary plane corresponding to the
surface of a picture, perpendicular to the viewer's line of sight
Ground Plane: the theoretical horizontal plane receding from the picture plane
to the horizon, beginning at the level of the base line.
General Vocabulary:
water soluble: able to be dissolved in water.
Soluble: (of a substance) able to be dissolved, especially in water.
Dimension: a measurable extent of some kind, such as length, breadth, depth,
or height.
Two Dimensional :having or appearing to have length and breadth but no
depth.
Perspective: the art of drawing solid objects on a two-dimensional surface so
as to give the right impression of their height, width, depth, and position in relation to
each other when viewed from a particular point.
Size: the relative extent of something; a thing's overall dimensions or
magnitude; how big something is.
Height: the measurement from base to top or (of a standing person) from head
to foot.
Width: the measurement or extent of something from side to side
Depth: the distance from the top or surface of something to its bottom
Length: reaching up to or down to the place specified
Instructional Vocabulary:
Color scheme: an arrangement or combination of colors, especially as used in
interior decoration
color: the property possessed by an object of producing different sensations on
the eye as a result of the way the object reflects or emits light
Asymmetrical: having parts that fail to correspond to one another in shape,
size, or arrangement; lacking symmetry
Symmetry: the quality of being made up of exactly similar parts facing each
other or around an axis

 Space: a continuous area or expanse that is free, available, or unoccupied.

Planned Assessment:
Pre Assessment: Teacher will orally test the students on their previous knowledge of
landscapes. Asking them a series of questions and discussing concepts of foreground,
middleground and background with the class. As well as symmetry, asymmetry and
prospective. (See App 2 , Teacher Notes/ Lesson Minutes).
Formative Assessment: Teacher will assist the students as needed, assessing their ability to
succeed in the different portions of the project independently. Making note of the use of
materials, effort and thought the student put into their work.
Summative Assessment: will be graded accordingly based on the criteria of the attached
rubric (App 1).
Differentiated Instructional Strategies:
Teacher Demonstration, this instruction strategy will help the kinesthetic and visual learners.
PowerPoint , this instructional strategy is to assist the Visual learners.
Teacher Lecture, this instructional strategy is for the auditory learners.
Class discussion, this will assist the intrapersonal learners
One on One teacher discussions and instruction, this will help the interpersonal learners
Hands on Creation of the forms will assist the Kinesthetic learners.
Lesson Resources:

Powerpoint created by teacher. (App 3)

Powerpoint of visuals
Computre
overhead Projector
Projector Screen
Lesson Minutes / Teacher Notes (App 2)
Grading Rubric (Appendix 1)
Teacher sample
Paper (12x 15 inch, 30)
Crayons (assorted colors and a at least 7 sets)
Crayola washable markers (assorted colors at least 7 sets)
pencil (one per student, 30)
Visual demonstrating foreground middleground and background
Teacher Demonstration of each step

Procedure: (four components)

i. Readiness/ Motivation for Lesson:
Allotted Time: 15 min
Students arrive ready to learn. Minute 1- Minute 5 (5 min)
Start of Class: Students arrive ready to learn and take their seats, quietly and orderly.
Teacher welcomes students to art class. And leads them into their discussion.
Pre Assessment: Teacher will orally test the students on their previous knowledge of
landscapes. Asking them a series of questions and discussing concepts of foreground,

middleground and background with the class. As well as symmetry, asymmetry and
prospective.
Questions:
What is a landscape? Landscape: all the visible features of an area of
countryside or land, often considered in terms of their aesthetic appeal.
In a image or picture where is the foreground middleground and background?
Foreground: the part of a view that is nearest to the observer, especially in a picture or
photograph. Background: the area or scenery behind the main object of
contemplation, especially when perceived as a framework for it. Middleground: an
area of compromise or possible agreement between two extreme positions, especially
political ones.
How do we tell the difference between the three? How do we create these on a flat surface?
What is prospective? What is symmetry? What does it mean if something is asymmetrical?
Minute 5- Minute 10 (10 min)
PowerPoint: Throughout the powerpoint teacher will ask the students questions about the
different images presented concerning foreground middleground and background, as well as
symmetry.
Slide 1: Lesson Title ; Rainy Day Landscapes

2nd Grade, Landscapes

Slide 2: Landscapes

all the visible features of an area of a countryside or land,

often considered in terms of their aesthetic appeal.

Foreground Middleground and Background

Picture Plane: in perspective, the imaginary plane

corresponding to the surface of a picture, perpendicular to the viewer's line of
sight
Ground Plane: the theoretical horizontal plane receding from
the picture plane to the horizon, beginning at the level of the base line.
Slide 3: Karen Winters Fall at Convict Lake

Foreground: The foreground of this image is the water and

the reflection of the mountains in the water.

Middleground: The middleground of this image includes the

people in the boat and the horizon line. As well as the first row of mountains.

Background: The background is the clouds and the other

rows of mountains
Slide 4: Karen Winters Return to Golden Pond

Foreground: The foreground in this image is the grass right at

the front. The view appears to be standing in tall grass.

Middleground: The middleground of this image is the tree

and the shoreline across the river.

Background: The background of this image is the rolling

hills and the faraway mountains that are receding.

Slide 5: Jeremiah J White A walk by the Pond

Foreground: The foreground of the image is the reflections

on the water's surface and the water itself.

Middleground: The middle ground is the grassy bank and the

large tree in the center with the bench.

Background: The background the the large trees the the

obscured objects along with the sky.
Slide 6: Steps

Step 1: Fold your paper hotdog style:

Step 2: Unfold your paper, and flatten it out a bit.

Step 3: The fold in the middle of your paper is your horizon

line

Step 4: Add the middleground and Background, using water

resistant materials.

Step 5: Flip the paper and add the reflection of the

middleground and background , to the area that is the foreground. Use the
water soluble materials.

Step 6: wash over the foreground with water to blend the

image and blur the image making it look like moving water.
Students will follow along with the steps. Teacher demonstrating the process, assisting the
students as needed.
ii. Lesson Development:
Allotted Time: (35 min)
Minutes 10 - 45 min (35 min): Demos and Work time
Demonstration 1: Teacher will demonstrate the different steps of the creation process as the
students progress through the project. First teacher will demonstrate steps 1- 4. The students
will complete those steps, folding their paper hotdog style, unfolding it and flattening it out.
Then using the fold as a horizon line to the create the middleground and background using
water resistant materials. teacher assisting as needed.
Demonstration 2: Teacher will then demonstrate how to use symmetry to create the
reflection of the middleground and background, for step 5. Students will create the
reflection of the middleground and background, using water soluble materials.
Demonstration 3: Teacher will demonstrate how to use water to blur their foreground to
create the effect of moving water. Students will use water to blur their foreground image
creating the effect of moving water.
When students are finished they will place their work on to the drying rack.
Formative Assessment: Teacher will assist the students as needed, assessing their ability to
succeed in the different portions of the project independently. Making note of the use of

materials, effort and thought the student put into their work.
iii. Lesson Closure:

Allotted Time: 5 min

Minute 45- Minute 50 (5 min): Clean up and Line up

Students will clean up their area and put all materials away.
Once the student finishes they can help the other students around them. Once
all is clean the students will sit quietly in their seat. The teacher will then line
the students up at the door. Once all students are lined up and their Teacher
has arrived the students will be dismissed.
vi. Evaluation:
Summative Assessment: will be graded accordingly based on the criteria of the attached
rubric (App 1).
Teacher will answer questions and clarify assignment for students

Rubric:

Rainy Day Landescapes

App. 1

Points Possible

10-6

5-3

2-1

Completion of Assignment
Students created a landscape
using the aspects of foreground
middleground and background,
using symmetry and asimetrical
ideas in the creation of their
piece.2PR 3PR (objective 1-3)

(10)Meets all learning

objectives fully and
completed the project and all
requirements.
(6) Meets many of the
learning objectives and
completed the project and
most of the requirements.

(5) Meets some of the

learning objectives and
completed most of the
project and requirements
(3) Meets a few of the
learning objectives and
completed some of the
project and requirements

(2) Meets a couple of

the objectives and
some of the project.
(1) Meets one of the
objectives and started
the project.

Meets no
objectives, did
not do the
project.

(10)Student correctly used

materials to create their art
work
(6)Student correctly used
materials a good majority of
the time.

(5)Used materials correctly

most of the time
(3) Used materials correctly
a portion of the time

(2)Used materials
correctly occasionally
(1) Used materials
incorrectly the
majority.

Did not use

materials
correctly

(10) Student attempted the

project in a determined
manner carefully thinking
through the creation process
(6) Student attempted the
project with determination
and thought

(5)Student attempted the

project with vigor and
consideration through the
process.
(3) Student attempted the
project with consideration.

(2)Student attempted
the project with
minimal thought of
requirements.
(1)Student attempted
the project.

Student did
not do the
project

(10)Student actively
participated in the class
discussion and provided
quality answers to the
teacher's questions
(6) Student participate in the
class discussion with some
prompting.

(5)Students participated
when asked by the teacher
(3) Student participated with
lots of prompting.

(2) Student minimal

participation.
(1)Students did not
participate in the class
discussion, was present

Student did
not participate
in the
discussion , or
was absent.

(10)Student assembled their

forms into a stable and
successful sculpture.
(6) Student assembled their
forms into a sculpture.

(5)Student attempted to
assemble their forms into a
sculpture.
(3)Student attempt to create
a sculptural form with some
of their forms.

(2) Student did not

create a sculptural
form with their forms.
(1)Student did not
finish their forms

Student did
not do this
project.

Points Earned
Technique , correct use of
materials in the creating of art
work. Student used the correct
materials for the correct portion
of the assignment. (Objective
2)
Points Earned
Effort and Thought, Effort a
vigorous or determined attempt
Thought: idea or opinion
produced by thinking.

Points Earned
Perticipation:
student responded to the
teacher's questions by raising
their hand. As well as providing
insight and opinions on the
artworks show in the power
point.

Points Earned
Dimension and Depiction:
Student accurately depicted a
landscape using foreground,
middleground and background
to create dimension in their
work to create the illusion of a
descending image. 2PR 3PR
(objective 1 and objective 3)
Points Earned

Total Points Earned: ________________/50 points

Student Evaluation:
Based on the requirements and descriptions on the rubric, grade yourself and your work
according to the point totals on a scale from 0 to 10. Write your reasoning next to the points in
the space provided.
Points
Possible
Completion

10

Technique

10

Effort and Thought

10

Perticipation

10

Assemblage

10
Total

50

Additional Student comments:

Feedback:

Points

Reasoning

Teacher Notes/ Class Minutes:

App.2
50 Min Class:

Minute 1- Minute 5 (5 min)

Start of Class: Students arrive ready to learn and take their seats, quietly and orderly. Teacher
welcomes students to art class. And leads them into their discussion.
Pre Assessment: Teacher will orally test the students on their previous knowledge of landscapes.
Asking them a series of questions and discussing concepts of foreground, middleground and
background with the class. As well as symmetry, asymmetry and prospective.
Questions:
What is a landscape? Landscape: all the visible features of an area of
countryside or land, often considered in terms of their aesthetic appeal.
In a image or picture where is the foreground middleground and background? Foreground: the
part of a view that is nearest to the observer, especially in a picture or photograph.
Background: the area or scenery behind the main object of contemplation, especially when
perceived as a framework for it. Middleground: an area of compromise or possible
agreement between two extreme positions, especially political ones.
How do we tell the difference between the three? How do we create these on a flat surface?
What is prospective? What is symmetry? What does it mean if something is asymmetrical?
Minute 5- Minute 10 (10 min)
PowerPoint: Throughout the powerpoint teacher will ask the students questions about the
different images presented concerning foreground middleground and background, as well as
symmetry.
Slide 1: Lesson Title ; Rainy Day Landscapes

2nd Grade, Landscapes

Slide 2: Landscapes

all the visible features of an area of a countryside or land, often

considered in terms of their aesthetic appeal.

Foreground Middleground and Background

Picture Plane: in perspective, the imaginary plane corresponding

to the surface of a picture, perpendicular to the viewer's line of sight
Ground Plane: the theoretical horizontal plane receding from the
picture plane to the horizon, beginning at the level of the base line.
Slide 3: Karen Winters Fall at Convict Lake

Foreground: The foreground of this image is the water and the

reflection of the mountains in the water.

Middleground: The middleground of this image includes the

people in the boat and the horizon line. As well as the first row of mountains.

Background: The background is the clouds and the other rows of

mountains
Slide 4: Karen Winters Return to Golden Pond

Foreground: The foreground in this image is the grass right at the

front. The view appears to be standing in tall grass.

Middleground: The middleground of this image is the tree and

the shoreline across the river.

Background: The background of this image is the rolling hills and

the faraway mountains that are receding.
Slide 5: Jeremiah J White A walk by the Pond

Foreground: The foreground of the image is the reflections on the

water's surface and the water itself.

Middleground: The middle ground is the grassy bank and the

large tree in the center with the bench.

Background: The background the the large trees the the obscured
objects along with the sky.
Slide 6: Steps

Step 1: Fold your paper hotdog style:

Step 2: Unfold your paper, and flatten it out a bit.

Step 3: The fold in the middle of your paper is your horizon line

Step 4: Add the middleground and Background, using water

resistant materials.

Step 5: Flip the paper and add the reflection of the middleground
and background , to the area that is the foreground. Use the water soluble
materials.

Step 6: wash over the foreground with water to blend the image
and blur the image making it look like moving water.
Students will follow along with the steps. Teacher demonstrating the process, assisting the
students as needed.
Formative Assessment: Teacher will assist the students as needed, assessing their ability to
succeed in the different portions of the project independently. Making note of the use of
materials, effort and thought the student put into their work.
Minutes 10 - 45 min (35 min): Demos and Work time
Demonstration 1: Teacher will demonstrate the different steps of the creation process as the
students progress through the project. First teacher will demonstrate steps 1- 4. The students will
complete those steps, folding their paper hotdog style, unfolding it and flattening it out. Then
using the fold as a horizon line to the create the middleground and background using water
resistant materials. teacher assisting as needed.

Demonstration 2: Teacher will then demonstrate how to use symmetry to create the reflection
of the middleground and background, for step 5. Students will create the reflection of the
middleground and background, using water soluble materials.
Demonstration 3: Teacher will demonstrate how to use water to blur their foreground to create
the effect of moving water. Students will use water to blur their foreground image creating the
effect of moving water.

When students are finished they will place their work on to the drying rack.
Minute 45- Minute 50 (5 min): Clean up and Line up
Students will clean up their area and put all materials away. Once
the student finishes they can help the other students around them. Once all is
clean the students will sit quietly in their seat. The teacher will then line the
students up at the door. Once all students are lined up and their Teacher has
arrived the students will be dismissed.
Summative Assessment: will be graded accordingly based on the criteria of the attached rubric
(App 1).

PowerPoint

App 3.