Art 10/20/30 Painting Unit- Watercolor- Lauren Grover Established Goals TRANSFER GOAL Students will: -learn the basic techniques that can be used with tempera, watercolour and acrylic paint. -mixed media and areas of complication create interest and dynamisms in a work -learn about the importance or group critiques -use knowledge and skills from intro projects and activities to create a final “unit end” project” -students engage in developing their own personal style and preferences with mediums and techniques Students will explore painting techniques through watercolor, tempera and acrylic paint. MEANING Enduring Understandings: Students will understand that… U1 – Learning and basic watercolor techniques before starting a finished product will increase it’s success and the learning acquired U2 – Artists such as Vincent Van Gogh and Paul Klee make variations of watercolor paintings that differ from the “craft” stereotype U3 – Critiques benefit the artist and viewers in gaining a deeper understanding of perception and art U4- Francis Bacon is an example of how artist create unity and interest across three canvases Essential Questions: Students will keep considering… Q 1 – How does group critiques benefit the artist and the quality of the work they produce? Q2 – How can we create interest in a work by combining various techniques, a well thought out composition and complicated areas? Q3 – What is the importance of harnessing and brining together developed skills to create a final project? ACQUISITION OF KNOWLEDGE & SKILLS
Students will know… That using different techniques with different types of media will enhance to complexity and interest of a work That prepatory activities and products will enhance your understanding for future, more developed works Critiques are a large portion of artist feedback and development Students will be skilled at… -washes -using charcoal pencils *** what is the actual name of this*** -gesture drawing basics -adding texture with mixed media and impasto mediums -dry brushing -critique etiquette -using art vocabulary the describe their own, and others work -manipulating watercolours using alcohols, salt, etc. STAGE 2 – Evidence Evaluative Criteria Performance is judged in terms of - Critique Assessment Evidence Students will need to show their learning by: Showcasing their paintings in a final critique and explain the elements involved. Participation Class discussions, contribution to large group activities and introductory activities Completion Proper use of painting techniques. Students will produce 4 finished works (1 for each paint type, 1 final project) Creativity Using techniques learned through introductory activities to create finished works Critique Using a critique for self reflection and giving ideas and suggestions to Transfer Task: Students will show their learning by engaging in group discussions, activities, and practice while learning skills that coincide with tempera, watercolour and acrylic paint. Students will complete a project for each paint type, as well as choosing their own media, style and subject matter for their final, self-selected project based on their preferences of what they have learned so far Students will propose their final self-selected project in a sketchbook/ rationale form.
-Swiss German -mixed media using water color and ink -expressionism, cubism, surrealism Using charcoal pencils (name?) or more water color paints, create a work that diverts from still life paintings, flowers and basic landscapes. -remind students that this is an intro project, doesn’t have to be precious or fine-tuned. They will only have this class to work on it, but may revisit on their own time. -This project will be a study for the final water color project starting in the next lesson Closure Time Consolidation of Learning: Gallery walk of students work -students get sticky notes to post a word, or short phrase of something they see formally on each persons work. This will be their first introduction to group critique -ask students to look at their own work, ask for volunteers to describe one of the notes they wrote on someone’s work 10 mins Lesson 3- Alcohol and salt intro activities, start of triptych project Date N/A Subject/Grade Level Art 10/20/30 Time Duration 60 mins Unit Painting- abstraction Teacher Lauren Grover OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: GLO #1- Organizations 1 Experiment with various representational formats GLO #2- Components 2
Learning Activity #3 Students will begin a triptych project from the information and activities from previous classes Things to consider: -areas of complication and interest vs. areas of flat and simple -where do you want the viewers eye to go, where are the areas of negative space and blank canvas? -consider areas that are largely pigmented, vs areas that are a lighter wash -mixed media, add in charcoal, pencil drawings over top of washes, ect. -how can you unify all three canvases? Explain the points students should consider to do their best on this project, Finished products will be summatively marked out of 15. They will be marked based on how well they considered the following points How well did the student incorporate and connect watercolor techniques used in introductory lessons? Showed evidence of an understanding of the principles of design, specifically unity and composition The student showed skilled craftsmanship and creativity Key Question #2- How can we create areas of interest through the relationship of complicated areas and areas of negative space? Key Question #3-What are some ways to unify all sections of a triptych painting? Give time for sketchbook work, research on subject matter/ inspiration and ideas. Students can also use their phones for research or Ipads. 30 mins Closure Time Consolidation of Learning: Students will continue working on this project for the next three classes. A group critique will