If You Really Look; 7th Grade
Observing Our Everyday Environment
In this lesson, students explored their everyday environment by viewing the world through an artistic lens. Each student observed and chose an image of their choosing from outside our classroom. They then learned several techniques with watercolor, value, composition, and texture in order to transform their image into a personal art piece.
Objectives:
Provided information, examples and several prompts, SWBAT understand and envision how to observe their everyday environment, by seeing through an artistic lens and noticing visually interesting scenes. (Blooms: Apply | Standard: Transfer | GLE: Discuss and explain how the visual arts are an integral part of the working world (DOK 1-3) | AL: Literacy and Technology)
Using several technique-based activities, SWBAT implement the principles of unity and emphasis into their final piece with their understanding of color, value, and texture. (Blooms: Understanding | Standard: Create | GLE: Achieve the ability to plan, anticipate outcomes, and demonstrate craftsmanship in creating a work of art | AL: Literacy)
Using sharpie and watercolor, SWBAT create a visually interesting composition portraying a scene from their everyday environment, by implementing several watercolor and value techniques. (Blooms: Create | Standard: Create | GLE: Restructure and apply the technical skills and processes required to achieve desired results in producing works of art.)
Provided 2 activities, SWBAT reflect midway, and at the end, on their art making process, by evaluating their use of watercolor techniques, value, and detail to compose a sense of unity and emphasis. (Blooms: Evaluate | Standard: Reflect | GLE: Utilize visual literacy skills in oral or written discourse to construct meaning from works of art using multiple modalities | AL: Literacy)
Objectives:
Provided information, examples and several prompts, SWBAT understand and envision how to observe their everyday environment, by seeing through an artistic lens and noticing visually interesting scenes. (Blooms: Apply | Standard: Transfer | GLE: Discuss and explain how the visual arts are an integral part of the working world (DOK 1-3) | AL: Literacy and Technology)
Using several technique-based activities, SWBAT implement the principles of unity and emphasis into their final piece with their understanding of color, value, and texture. (Blooms: Understanding | Standard: Create | GLE: Achieve the ability to plan, anticipate outcomes, and demonstrate craftsmanship in creating a work of art | AL: Literacy)
Using sharpie and watercolor, SWBAT create a visually interesting composition portraying a scene from their everyday environment, by implementing several watercolor and value techniques. (Blooms: Create | Standard: Create | GLE: Restructure and apply the technical skills and processes required to achieve desired results in producing works of art.)
Provided 2 activities, SWBAT reflect midway, and at the end, on their art making process, by evaluating their use of watercolor techniques, value, and detail to compose a sense of unity and emphasis. (Blooms: Evaluate | Standard: Reflect | GLE: Utilize visual literacy skills in oral or written discourse to construct meaning from works of art using multiple modalities | AL: Literacy)
Observing, Sketching, Planning:
1. Students went outside, observed, and created 2 sketches of the same scene or 2 different scenes.
2. They then took a photo of the scene they wanted to use for their final piece
1. Students went outside, observed, and created 2 sketches of the same scene or 2 different scenes.
2. They then took a photo of the scene they wanted to use for their final piece
The Final Piece:
1. As a class we spoke about texture and value through several exercises. These things make art interesting.
2. Students drew their sketch on the final paper with pencil. They then went over their pencil with sharpie by incorporating the value techniques learned above.
3. As a class, we learned a few watercolor techniques. Students were required to use at least 3 of the techniques in their art.
Reflection Activity:
Students had a set of questions for their own piece. I would play music for 10 seconds at a time to indicate that they needed to find a new partner. Once a new partner was found, they would answer the next question on the sheet. Then the music would play again, and they would find a new partner, answer the next question, and so on. They then reflected on the answers they got from their peers.
Students had a set of questions for their own piece. I would play music for 10 seconds at a time to indicate that they needed to find a new partner. Once a new partner was found, they would answer the next question on the sheet. Then the music would play again, and they would find a new partner, answer the next question, and so on. They then reflected on the answers they got from their peers.