LESSON PLAN TWO - VISUAL ART:

SUBJECT: PERSPECTIVE - WATERCOLOR AND INK

GRADE: Sixth
TEACHER: Nina Benson

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Enduring Understanding: Creativity and innovative thinking are essential life skills that can
be developed
Essential Question: What factors prevent or encourage people to take risks?

Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understanding: Artists and designers experiment with forms, structures, materials,
concepts, media and art-making approaches
Essential Question: How do artists and designers learn from trial and error?

Anchor Standard 3: Refine and complete artistic work.

Enduring Understanding: Artists and designers develop excellence through practice and
constructive critique, reflecting on, revising, and refining work over time.
Essential Question: What role does persistence play in revising, refining and developing
work?

GOAL/OBJECTIVE: Students will create a room of a house that as a group they must
determine what type of house they are making.

VOCABULARY:
Plan: A detailed proposal of intentions aka the recipe.
Design: A purpose that shows a look or function
Elements of Art: The basic standard of HOW art is produced
Line: The area between two points - the edge of a thing. The extent of length.
Shape: a 2D item - something that is flat - having width and length. Geometric, Organic
Form: A 3D item that has height, width and depth.
Color: reflected light from an object, that is interpreted through the lens of the eye
Primary: Yellow, Red, B
lue
Secondary: Y + B = G
reen, Y+ R = O
range, B + R = Violet
Tertiary: Y + G = YG Y + O = YO
R + O = RO R + V = RV
B + G = BG B + V = BV
Complementary Color: Opposite colors of the color wheel
Analogous Color: Colors that are neighbors
Value: The variance of different tones from light to dark
Tint: White + any pure color
Shade: Black + any pure color
Texture: the touch and appearance of a surface

Space: Area as in foreground, middleground and background

Perspective: The view from a particular point - defined as the foreground,
middleground, or background
Horizon line: The imaginary line where the Earth meets the sky
Vanishing point: The point where the background recedes and can no longer be seen
Mixing: The combination of elements
Composition: The story of a drawing. The description and content of a work of art.
Rationale: Reasoning - why
Critical Thinking: Analytical reasoning
Craftsmanship: Ones effort
Collaboration: Working together
Myirorama: A continuous landscape or scene carried over from one picture/frame to
another

PROCEDURE:
BIG IDEA: Are you painting a scene or a room? Scenes have details rooms are merely
spaces
Students will learn about perspective as they create rooms of a house or hotel or building.
Students must determine what floor they are creating and where their room fits in with the
whole. Students will create a group story about the edifice and people that live/work there.

ArTisTS: WINSLOW HOMER, NORMAN ROCKWELL

MATERIAL: Chromebooks, design sheet, colored pencils, drawing paper, watercolor paper, .3
pens, paintbrushes

TIERED: Learning Style & Content

TIER I - VISUAL LEARNER: These students will benefit from the colorful image samples from
the artistry of Homer and Rockwell. Students will also study the design work of their peers

TIER II - AUDITORY LEARNER: Students will participate in the discussion about various
artwork that is displayed. Students will verbally critique their work - having opportunity to
discuss the reasoning behind their work and therefore applying lessons learned and adding
details for improvement.

TIER III KINESTHETIC LEARNER: This student will benefit from the opportunity to use the
various materials. Students will have opportunities to practice before creating the final piece,
however, it will be crucial for this student to manipulate the different supplies and media.

TIER I CONTENT: Students will use pre-drawn rooms that they will add details to - in an
effort to create ownership for the work. Students will be given the option to use colored
pencils rather than watercolor for the sake of ease..

TIER II CONTENT: Students will be paired with a table-mate who could closely monitor the
perspective work however, will be encouraged to act and think freely. Students will be
encouraged to share their ideas as part of the collective.

TIER III CONTENT: This student may benefit from the opportunity to be challenged in this -
this students will have the responsibility to be the leader of their table. Making sure that the
drawings fit together and are consistent with their theme. This student will be the art
director, as well as attended to their work while maintaining a high level of skill application.

PROJECT RUBRIC: Students must

PLAN, PRACTICE, create a design
Create a room on a 10x10 piece of watercolor paper
Allow for a one inch frame
Create ONE house
One table will determine the roof line and the ground floor and/or basement, however each
floor will be consistent for that table.
ALL windows must be consistent in what is shown, i.e., if there is a giant looking through a
window he must also be looking through the next window and his legs and feet must be
seen on the lower levels, hence trees must be shown having trunks on the first floor and
leaves on the second, etc.
Students must draw details with a .3 pen
Each table will create a table story for their floor

GENERAL RUBRIC

CRITERIA 4 3 2 1

CRAFTSMANSHIP Has an extreme Has some care for Inconsistent work Exhibits lack of
care for details . details, but does habits. Makes little concern for
Applies the EoA not tidy work effort to present outcome. Sloppy.
and PoD with completely well
intent

CREATIVITY Goes beyond Has great ideas Looks to others for Does not attempt
requirements that occasionally ideas, needs original work, but
and considers diminishes with time constant goading, copies
and acts upon and production resulting in little
ideas effort work output

CRITICAL Sees the joy in Usually unique but Unclear thinking. Does not think -
THINKING the challenge of must be prodded Often at a lost for LAZY
a problem into consistent ideas and direction
sustaining effort


FINAL QUESTIONS:
1. What new skills have you added to your art cache?
2. How might you apply what you have learned to other areas of study?
3. What did you enjoy and therefore what will you continue to explore?
4. What was challenging and why? How will you conquer the challenge?
5. What will you do to further your studies and skills given this was just an introduction?
6. What other artists do you plan to research?
7. What newly acquired skill do you feel confident in sharing?
8. What are some of the art words youve learned or know?
9. How will you further your skills?
10. How will you share your work and why?

Teacher Notes: