Chute Middle School in Evanston was one of the schools where I did my pre-clinical student teaching. I discussed the warm and cool colors and demonstrated two watercolor painting techniques. This lesson was derived by art teacher Cindy Adler.
Middle school lesson: (8th grade) Bug PaintingsLesson Topic and Teaching Context:
Students will draw their own imaginary bugs using geometric and organic shapes. They will trace the bugs unto the watercolor paper and use a black permanent marker for the outlines and complete the artwork by using two watercolor techniques. Overarching Understandings Students will understand that balance can be achieved even though they are using the opposite spectrum of shapes, colors, and textures. Students will understand the names of these shapes, the names of warm and cool colors, and two variant watercolor techniques that can work in harmony. Essential Questions How can you show balance using contrasting components? National Content Standards NAEA.VA.5-8.1 CONTENT STANDARD: Understanding and applying media, techniques, and processes NAEA.VA.5-8.2 CONTENT STANDARD: Using knowledge of structures and functions National Achievement Standards NAEA.VA.5-8.1a Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices. NAEA.VA.5-8.2a Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work. Knowledge Students will know the difference between organic and geometric shapes. Students will know the meaning of warm and cool colors and be able to identify those colors. Students will know two watercolor techniques: wet in wet and wet on dry. Skills Student will be able to create a bug using their choice of organic and geometric shapes. Students will be able to transfer their bug drawings unto watercolor paper using carbon copy paper. Students will be able to develop a balanced composition using symmetry with shapes and colors. Materials Sketchbook, pencil, erasers, 5"x 5" white paper, 5" x 5" Carbon copy paper, 10" x 10" watercolor paper, watercolors, paper clips, fine point black permanent markers Technology The teacher will use the projector to record the students’ answers in naming the parts of a bug. The teacher will also use the projector to draw and show the difference between geometric and organic shapes. The projector will also be used to show an example of a bug made with these two shapes. Plans for teacher input in the form of explanations and modeling 1st day: The teacher will have the 5" x 5" carbon copy paper, 10" x 10" watercolor paper, scraps of watercolor paper, paper clips, fine point black permanent markers, and paper towels at a table next to the demonstration area. Teacher will announce today's question of the day is "What is your favorite bug?" The teacher will call on students to recite the name of their favorite bug. Then the teacher will go to the projector and ask students to name the body parts of a bug. Students may answer, "head, abdomen, legs, stinger." The teacher will record their answers and display it on the projector. Teacher will discuss the difference between geometric and organic shapes and draw the shapes on the projector. Then the teacher will draw an example of the bug's body parts using organic and geometric shapes, keeping the bug shape symmetrical on both sides. Then students will be told to take out their sketch books and draw four different kinds of bugs using the two kinds of shapes. (10 minutes) Students will continue to complete the four preliminary sketches and when finished they will show the teacher which one they choose. The teacher will tell the students to refine their bug and draw it diagonally on a 5" x 5" white paper. The bug's head should face toward one point of the paper. 2nd day/3rd day: Students will continue to refine their bug and draw it diagonally on the 5" x 5" white paper. Teacher will demonstrate how to use the carbon copy paper to transfer their drawings unto the 10"x10" watercolor paper. Students who completed their drawings and had them approved can now use the carbon copy paper and watercolor paper. 4th day Teacher will discuss warm and cool colors and the watercolor applying techniques of wet in wet and wet on dry. Students who have completed drawing 4 of their bugs on the 10"x10" watercolor paper can begin to paint their bugs. Vocabulary Words Geometric shapes- have uniform measurements such as circles, triangles, and squares. Organic shapes- have irregular or asymmetrical forms, they can often be found in nature. Asymmetrical - not identical on both sides. Symmetrical - identical on both sides, well proportioned as a body or whole. Wet in wet - applying color to a wet surface. Wet on dry - applying color to a dry surface. Warm colors - colors associated with warmth, fire, heat, and sun. Examples are red, orange, and yellow. Cool colors -colors associated with coolness, water, sky, and ice. Examples are blue, green, and violet. |