water and the landscape pt. ii -...

WATER AND THE LANDSCAPE 1

JILLIAN TORRE [email protected] UIUC FALL 2011

TUESDAY ART SCHOOL | FALL 2011 FIRST AND SECOND GRADES UNIT: WATER AND SUSTAINABILITY LESSON PLAN 1: WATER AND THE LANDSCAPE PART II SEPTEMBER 27th, 2011 TEACHING TEAM STUDENT ART TEACHER: JILLIAN TORRE COOPERATING TEACHERS: KATHY IZARD, LAURA KELLY GRADE LEVEL: 1, 2 AIMS AND GOALS OF THE 9‐WEEK CURRICULUM Students will explore the concept of sustainability by participating in an in‐depth, 9‐week artist workshop focused around water systems and human environmental impact. Through discussion, experimentation, and visual art‐making practice, students will learn about how we can sustain water systems on local and global levels and why water systems are important to our future world. Students will learn how to communicate messages about water and sustainability through different media including painting drawing, sculpture, photography, and more. Together, we will discover ways to express environmental concerns in creative, educated, and purposeful ways. FINE ARTS GOALS MET BY THE OBJECTIVES

• 25.A.1d: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.

• 26.A.1e: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing.

• 27.A.2a: Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).

2 WATER AND THE LANDSCAPE


OBJECTIVES STUDENTS WILL:

• Establish thoughtful connections between science and visual art through discussion and through making map‐inspired, water‐based, water‐focused paintings.

• Demonstrate understanding of contour and its relationship to waterways by adding detail and definition to watercolor representations.

• Practice and refine drawing skills by learning about and using ink pens. • Reflect upon former work in depth by revisiting and revising past pieces.

VOCABULARY

• DETAIL – smaller, more intricate features of a picture • CONTOUR – the edge • LINE – a dot that went for a walk • INK – dark, smooth drawing liquid • PRESSURE – the heaviness or softness of a push on something • LAYER – adding more on top of something existing

TEACHER MATERIALS

• Student Watercolor paintings from Part I • Maps and/or atlases including waterways of different scales • Printed examples of Jorge Rivas paintings • Digital Camera • Newspaper or tablecloths for tables

LEARNER MATERIALS

• Ink Pens of various weights • Previous Watercolor Paintings • Extra Paper

CLASSROOM LAYOUT

MATERIALS DISTRIBUTION Student surveys will be distributed by the student teacher at the beginning of class. After the discussion and a demonstration, the student teacher will distribute materials by desk group, beginning with newspaper covering and ending with the watercolors from last week. Materials for the contour warm‐up will be handed out first and those papers will be collected and set aside before distribution of the waterway maps.



DEMONSTRATION AREA Both classrooms have large back tables that students will have room to gather around to watch a short demonstration of contour drawing, and layering ink lines on top of dried watercolor shapes.

CLEAN‐UP Students will be responsible for keeping pens capped and collected. During clean‐up time, the student teacher will instruct that map paintings are brought to be collected in the back and pens be gathered up and returned to their receptacles. Student teacher will collect newspaper sheets from workspaces as the class finishes cleaning up.

DISCUSSION AREA Both classrooms have designated spaces for discussion, so we will use those spaces for discussing concepts prior to beginning the projects. Final wrap‐up will be done from the students’ desks so they are ready to transition into their next subject with the most ease for their regular teachers.

MOTIVATIONAL ACTIVITIES AND PROMPTS STUDENTS WILL:

• Revisit discussion of waterways and mapping, having another look at map examples but focusing on drawing concepts such as line and contour.

• Observe a brief demonstration of contour drawing and layering ink lines over watercolor for detail.

• Look at a variety of maps as sources of waterway information and inspiration. • Do a practice one‐line contour drawing to loosen up drawing muscles and explore the use of ink

pens. PROCEDURES DISCUSSION: 5 minutes Discussion will consist of review of mapping and water concepts from last week as well as introduction to drawing ideas including: line, contour, layering, pressure and line weight, ink and detail. Students will be introduced to contemporary artists Jorge Rivas and shown examples of his aerial‐view paintings.

• How are these maps different than the paintings we made last week? • How do you get information about places from maps? • What’s a line? • What happens if we press really hard when drawing? If we press lightly? • What’s the stuff that comes out of a pen? • When do you use maps? How are they useful? • What’s a contour? • Has anyone done a contour line drawing? A doodle? • What do you think of this work?



DEMONSTRATION: 10 minutes Part 1: The class will warm up with practice doing loose contour drawings. Student teacher will have students gather around the chalkboard to demonstrate the imperfection and looseness possible when doing contour line drawings.

• Student teacher will explain that this is a short experiment to warm up, and to get the drawing muscles loosened up!

• Student teacher will ask for a suggestion of something in the room to draw on the board.

• Student teacher will speak while outlining the feature or object, explaining that the eyes trace the edges or CONTOURS of what we’re drawing, with the hand carefully following.

• Student teacher will emphasize that we don’t even have to lift the hand from the paper to make an expressive shape that suggests the subject, and they don’t have to look perfect.

• Students may draw multiple things on one page and they may overlap. • Student teacher will tell student where to put their drawings when finished and let them

know that she will give a 2‐minute warning to finish up this part. Part 2: The class will finish their abstract waterway watercolor maps this week. The watercolor will be the bottom layer and ink drawing will be the top layer, adding details and expression. Students should spend more time on this part of studio time.

• Student teacher will show how more or less pressure can change the thickness of the line.

• Student teacher will demonstrate how line can follow watercolor shapes precisely or not follow them at all.

• Student teacher will demonstrate looking at a small section of a large map to mimic the contours of the water bodies and landscape.

• Student teacher will suggest that adding letters is like line drawing, and it’s ok to label features on a map painting if you want to but you don’t have to.

• Student teacher will let student know they will have a 5‐minute warning before clean‐up for this part of studio time.

STUDIO SESSION: 20 minutes

• ST will distribute paper for part 1 and pens. • Students will be given about 5 minutes to complete the contour drawing warm‐up while ST

repeats the instructions to loosely draw anything they see, a hand, a chair, the outside of the window, the person sitting across from them. These don’t have to be precise or perfect. Students can try and draw something without lifting the pen at all. ST will give a 2‐minute warning to wrap up and get projects to back table.

• ST will distribute paintings for part 2 and maps for students to reference. ST will announce reminders of objectives to the entire class and circulate to discuss progress with students one‐on‐one, prompting them to express understanding of main ideas.

• ST will announce when there are 5 minutes remaining to complete the part of the project and remind students that they may add lettering or details like land features or buildings.

• If a student finishes early, they will be given another paper and asked to practice more contour drawing, or even try to draw a contour drawing without looking at the drawing!

CLEANUP: 5 minutes



• Students will clean up desks and leave finished pieces displayed on their desks. • Students will pick everything up off the ground from around their desks. • ST will remove newspaper tabletop covers from desks while students clean up. • Student will return to desks for critique and closure.

CLOSURE: 10 minutes

Closure will begin with a class viewing of all the finished work. Students will make a line around the desks and we will walk in a line, observing everyone’s work.

• What did you add to your piece? • What did you notice about the shapes of waterways? • What did you notice about other pictures that you liked? • Do the other paintings look different than yours? What did other artists do differently that you

admire? Students will pick up their paintings and bring them to a pile at the back table and then return to their seats to resume regular class.

BACK‐UP ACTIVITY THE SQUIGGLE GAME If something goes wrong with the first project, the ST will start The Squiggle Game with students, either on the chalkboard or on paper. In this game, the ST will draw a line on a piece of paper (or board) that can be long or short, curvy or jagged, and the student who receives the paper (or turn at the board) must turn the line into a drawing.



TIME TABLES LESSON

ACTIVITY TIME (minutes) Discussion 5 Demonstration 10 Studio Time 20 Clean‐Up 5 Closure 10 Total: 60 x2 classes = 2 hours PREPARATION

ACTIVITY TIME (hours) Writing Lesson 4 Revising Lesson 2 Gathering Materials and Resources 1 Total: 7

water and the landscape pt. ii -...

Documents