Project Goal: Intro to Perspective drawing.
Materials: white paper black crayons, oil pastels, watercolor paints
• TLW able to create depth on a flat surface by using size and placement.
• TLW be able to define Horizon Line.
• TLW be introduce to basic techniques of using watercolors
Procedure: week 1: What does near and far mean?
Sitting around large table display various pictures of landscapes. Ask children if they can tell what is near and far. Does size have importance, how abut placement of object? Discuss size of trees and where the sky touches the ground. Show pictures of horizon lines and where objects are in relation to this line. . Show 2 pictures one with the horizon line under and one with the objects over horizon line. Ask which works better and why? With black oil pastels and circles of different sizes, show students how to draw a snowman. Then add more and a few objects like a tree, or house in the distance or animal creating objects near and far. Then draw horizon line at desired height
Have students return to seats and begin their picture. Students will draw snow people near and far and the horizon line. Encourage students to add details with other color cray-pas.
Week 2: Using watercolors correctly
Set materials in correct position and begin explanation of ‘setting up” Explain all details and why we do it this way to prevent accidents. Review smocks, water for cleaning brushes, newspapers, paper towels, drying racks and watercolor trays. Show students brushes and how to hold, use, clean and store brushes correctly.
Next explain reason for water and oils/wax not to mix and introduce crayon resist painting. By using this technique students will be able to paint background quickly and effectively. Encourage students to work quickly and with moderate amounts of water. 10 min. before end announce hands empty and review cleanup. Bring brush and water to sink and put in specific containers. Watercolor paint boxes closed with PAPERTOWEL BLOTTER IN IT and brought up to front bins. Pictures with newspapers underneath go on the drying rack. Wipe off tables if necessary, smocks away.
Assessment of Student Learning:
View each student’s artistic process and product to determine extent of student understanding of art concepts, artistic skills, and work habits.
1. Concepts: to be able to demonstrate age appropriate understanding of aesthetic concepts presented in class
2. Artistic Skills: near be able to demonstrate expected level of progress in artistic skills of (1.) handling materials correctly drawing, coloring, when creating landscapes and (2.) evaluating and analyzing correct use of techniques.
3. Work Habits: to be able to follow directions, participate actively, and show effort in the learning process.