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Plant A SeedA FunArtLessons.com

ART UNITBy Kari Wilson


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A 50 page Art Unit appropriate for students age 8-16 in art classes, scout troops, recreation classes, after school clubs, independent study, home school settings

Included in this PowerPointTeacher Section Student Section begins on page 20

About the Author FunArtLessons.com

Art unit components

How to use this Power Pointbook or slideshow

National Standards I Can Statements

learning goals and objectives Lesson Sequence Chart Materials List Art Words vocabulary

Student Gallery

“I Can” statements* Guiding Question Project Description Journal Response Topics Research Task* Art Start activities Project Directions Assessment Guide* Self-Critique*Artist’s Statement*

*Copy master included.

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About the Author• Kari Wilson has been an educator for over twenty years,

teaching first through sixth grades as well as middle school language arts and social studies. Her current passion is teaching art at a public middle school in Grand Rapids, Michigan. Kari's own education includes a Bachelor of Fine Arts from San Francisco State University, a Master of Fine Arts from the University of Arizona, and a Master of Education, along with teaching credentials.

• Kari stepped out of the classroom for several years to serve as a Curriculum Associate in a large California school district, where she developed a variety of programs from “Back to School with Basic Health and Safety” to “The Achievement Club,” a program designed to help struggling readers. This program received the Golden Bell award from the California School Boards Association. As a member of the California History Social Science Project (CHSSP), Kari was involved in the development and implementation of numerous social studies units. Kari’s unit, Child Work in Colonial Days, was published by the UCLA branch of CHSSP.

• Kari has continued exploring her interest in history as a recent participant in a Gilder Lehrman summer institute at the Woodrow Wilson Presidential Library, where she engaged in research for the development of a series of civics lessons which include integrated art activities. These lessons on the Core Democratic Values, as well as her other curriculum units for preschool through 10th grade, are available online at FunLessonplans.com, a companion site to FunArtLessons.com.


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FunArtLessons Art Unit ComponentsGuiding Question

The guiding question provides “food for thought” to help connect the project to a larger philosophical discussion.

Journal Response TopicsStudents write responses in their sketchbooks and share with partners and group mates. This process helps enrich class discussion and helps students plan their project.

Art StartArtStart is a series of independent activities which provide exercise in basic art skills and concepts needed for the unit project. Students work independently in their sketchbook the first 10-15 minutes of class.

ResearchThe research component encourages students to explore cultural, historical and environmental connections between the unit project and the world beyond the classroom.

The ProjectSlides provide step-by-step instructions. During project work days demonstrate additional skills or methods as they become necessary. The Lesson Sequence chart provides a basic time frame for the project. During project work days circulate assisting students with methods, techniques and ideas.

AssessmentUse the “I Can” slide and worksheet to help students track their learning. Use the Interactive Assessment Guide to engage students in analyzing the ways in which their art and work habits meet the project criteria. The self-critique questions ask the artist to reflect on the art-making process. Answers can be rewritten on the form provided to create an Artist’s Statement.

ExhibitionIt is important for students to have the opportunity to display their work to complete the process of communication in which artists are engaged. Instructions are provided for students to create a gallery information card, write an artist’s statement and find an appropriate venue for display.


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How to use this PowerPoint: Book or SlideshowUse this document as a Book, a slideshow, or both, depending on your resources.

If you have a computer and digital projector in your classroom:Read the Teacher Section directly on the computer screen as you plan

your lessons. Then, display the Student Section Art Start sketchbook activities and step-by-step project instructions as a slideshow for your class. Print out only the student worksheets, as needed.

If you do not have a digital projector in your classroom:Read the Teacher Section on the computer screen as you plan your

lessons. Photocopy Student Section pages to use as hand-outs. Use the step-by-step project instructions to plan the project and guide your demonstrations.

If you do not have a computer in your classroom:Print entire document and use as you would any hard-copy, teacher

resource publication. Make photocopies of Student Section pages to use as handouts.


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This Lesson Meets National StandardsThis lesson addresses the following standards established by the National Art Education Association:

Content Standard Achievement Standard

Understanding and applying media, techniques, and processes

Students apply media, techniques, and processes with sufficient skill, confidence and sensitivity that their intentions are carried out in their art.

Understanding the visual arts in relation to history and cultures

Students will know and compare characteristics of artworks in various eras and cultures.

Reflecting upon and assessing the characteristics and merits of their work and the work of others

Students will compare multiple purposes for creating works of art.


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What Your Students Will Learn

Your students will learn about art, themselves and the world in this unit. They will also have fun! The “I Can” statements are a kid friendly way of presenting the learning goals and objectives of this unit, all of which have been aligned with the National Art Education Association Standards.Have students write each “I Can” statement in their sketchbooks as they gain new skills.Or, photocopy the “I Can” statements check-off sheet in the student section so that students can track their progress.

I can:• Describe the purpose for

botanical illustrations

• Name two historically important botanical publications.

• Compare botanical illustration with expressive artwork depicting plant life.

• Use ink and watercolor wash to create a botanical illustration.


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Lesson SequenceDay 1 Day 2 Day 3 Day 4 Day 5

Slides 20-25

•Introduce project

•I Can Statements

•Introduce Art Words

•Discuss Guiding Question

•Art Start 1

Slides 26-29

•Journal Response 1

•Research

•Share research in small groups

Slide 30 & slides 33-36

•Art Start 2

•Demonstrate preparing book cover

Slides 14-19•Show botanical illustrations gallery images as time allows

Slide 31 & 37

•Art Start 3

•Demonstrate planning botanical drawing

Slides 32 & 38

•Journal Response 2

•Demonstrate use of watercolors


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Lesson SequenceDay 6 Day 7 Day 8 Day 9 Day 10

Slide 39

•Demonstrate contour line and notes in black marker

•Make progress on illustration

Slide 40-41

•Demonstrate use of tissue and glue to decorate inside cover

•Make progress on cover

Slides 42-43

•Demonstrate preparing and binding book covers

Slides 44-46

•Make Gallery Cards

•Fill out Assessment Guide

Slides 47-49

•Display books in school or library.

•Fill out Self-Critique

•Rewrite self-critique on form as an Artist’s Statement for display


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Materials and Equipment• White paper, 8.5 inch x 11

inch or larger, ten sheets per student, for book pages

• Used cereal boxes or old file folder, for book cover

• Scissors and white glue• 1 inch bristle brush or foam

craft brush• Watercolor paints and

brushes• Used gift wrap tissue• Yarn, ribbon, wire or cord for

sewing book bindings• Tapestry needle or bent

paper clip for sewing


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Art WordsIntroduce vocabulary as you begin the project. Reinforce terms during Art Start activities. Invite students to write vocabulary words and definitions in their sketchbook. Encourage students to use Art Words as they answer journal responses and discuss art work.

Illustration▫ A work of art created to

accompany a text, and which may appear in reproduced form on paper or the internet

Botanical▫ Having to do with or

derived from plantsContour Line

▫ The outside lines which define the edges of a subject or shape of an object

Composition▫ The arrangement of

shapes, colors, forms, and light and dark areas in a work of art

Balance▫ The arrangement of art

elements in a composition which leads to an equilibrium in the work of art

Harmony▫ The effect of combining

similar elements in an artwork to create a unified whole


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GalleryMelon, hand-colored engravingIllustration from Elizabeth Blackwell’s Herbarium Blackwellian, 1758


Turk’s Cap LilyLilium Superbum

Watercolor and gouache on vellum, c. 1750By George Ehret


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Wild Blackberry

From de Materia Medica, Pedanius Dioscorides, 40-90 ce


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From FrenchAtlas of Plants

Atlas des plantes de France. 1891


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FromHerbarium Vivae Eicones

By Otto Brunfels, 1530


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Amomum Granas

By Adolphus Ypey,1813


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Plant a SeedA Handmade Book

Student Section© 2009 www.funartlessons.com

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The Project Make a book to use as a sketchbook, scrapbook, journal or photo album.

Use watercolor to create a botanical illustration for your book cover.


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© 2009 www.funartlessons.comPlant A SeedWhat You Will Learn Name

Directions: You will learn about art, yourself and the world in this unit. You will also have fun! Check off each “I Can” statement as you gain a new skills.

I can:

Describe the purpose for botanical illustrations.

Name two historically important botanical publications.

Compare botanical illustration with expressive artwork depicting plant life.

Use ink and watercolor wash to create a botanical illustration.

Art WordsWrite vocabulary words and definitions in your sketchbook. Use Art Words as you answer journal responses and discuss art work.

Illustration▫ A work of art created to

accompany a text, and which may appear in reproduced form on paper or the internet.

Botanical▫ Having to do with or

derived from plantsContour Line

▫ The outside lines which define the edges of a subject or shape of an object

Composition▫ The arrangement of

shapes, colors, forms, and light and dark areas in a work of art

Balance▫ The arrangement of art

elements in a composition which leads to an equilibrium in the work of art

Harmony▫ The effect of combining

similar elements in an artwork to create a unified whole


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Guiding Question

Imagine you have discovered a new seed with powerful properties. What sort of plant do you think would be most useful to humankind?


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Art Start 1Use crayons.Gather leaves, bark, and

grasses outside.Place paper on top of a

leaf, hold the leaf firmly with one hand.

Use the side of a crayon, not the tip, rub firmly back and forth over the leaf.

Notice the textures.Try overlapping colors to

create different effects.


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Journal Response 1

List five global issues What are some problems in the world that

we need to fix?

Rank them 1 to 5 Number 1 is the most serious issue.

List three possible solutions How could we solve the most serious issue?

Share with others


ResearchFind out about these two important contributors to botany and botanical illustration.

Pedanius Dioscorides, ca 40-90 ceElizabeth Blackwell, 1707-`758

Who was Dioscorides?

When and where did he live?

What was his contribution to botany?

Who was Elizabeth Blackwell?

When and where did she live?

What was her contribution to botany?

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Botany: The Study of PlantsPedanius Dioscorides

Wrote de Materia MedicaElizabeth Blackwell

Illustrated A Curious Herbal

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ResearchUse the internet to find out about these two contributors to botany and botanical illustration.

Pedanius Dioscorides, 40-90 ce

Elizabeth Blackwell, 1707-`758

1. Who was Dioscorides?

2. When and where did he live?

3. What was his contribution to botany?

1. Who was Elizabeth Blackwell?

2. When and where did she live?

3. What was her contribution to

botany?Name Class

Art Start 2• Observe a live plant.• Go outside, if

possible.• Use oil pastels to

draw the various shapes of the plant: stem, leaves, flowers, seeds.

• Blend the oil pastels with a tissue to create a soft feel.

• Try to layer several colors as you build up detail.


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Art Start 3 Use colored pencils to make a

copy sketch of this BOTANICAL ILLUSTRATION by Aylmer Bourke Lambert, 1761-1842

Notice how he has composed the image by drawing the smaller plant parts such as seeds and flowers surrounding the main drawing or the stem with needles.

Try to layer several colors to build up rich HUES in your drawing.


Journal Response 2Compare these two images of melons. How are they similar? How are they different? What purpose could each image serve?


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Let’s Get Started on the Art Project

Follow the steps outlined in the next few slides to create your own book with botanical illustration.


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Step OnePrepare Book Covers

• Cut a front and back cover from thin cardboard about ¼ inch larger than the paper you will use to fill your book.

• Hint: Go Green! Use cereal boxes or old file folders. They’re just the right thickness for this project.

• Use old gift wrap tissue in dark colors for the inside cover. Wrinkled and torn tissue is perfect.


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Step TwoPunch Cover Binding Holes

• Punch holes in your cover to bind the book together.

• Use a punching guide or template so that holes are even and will later match the pages that you punch to fill your book.

• You may want to place holes evenly along the spine or be creative with a pattern.


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Step ThreeScore the Front Cover Fold Line

• Use a ruler and a scissor edge or craft knife to gently score a line on the inside of the front cover so that it will open flat after you bind your book.

• Be careful NOT to cut all the way through the cardboard.

• Fold along this line and then flatten out for the next step.


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Step FourPlan Your Painting

• Get ready to paint your front cover. Look through your sketches for ideas.

• Use your imagination as you design a plant that could help solve a major global issue.

• Make a couple of planning sketches. Then lightly draw your design on the front cover.


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Step FivePaint Your Cover•Use a light wash of

watercolor paints to paint your design.

•Paint right over your pencil marks. You can erase these later.

• If your cover curls when it dries place it under a stack of books to flatten out.


Step SixAdd a Contour Line

Use a fine point permanent marker to ink in the contour lines in your drawing.

Write botanical information such as the name of your plant and labels for the plant parts you’ve painted such as leaves, flowers, seeds or fruit.

Finish by adding a paragraph or notes around the edges of your drawing which explain the properties of your plant and the global issue it will solve!


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Step SevenDecorate the Inside Cover

• Use recycled gift tissue to decorate the inside of the book cover.

• Add water to white glue until it is the consistency of heavy cream.

• Use a wide brush to paint the glue mixture on top of tissue you have laid over the inside cover. Allow the tissue to fold and wrinkle as you paint. This will create an interesting texture.


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Step EightFinishing

• Fold the tissue onto the front cover as shown here, to create a frame for your botanical illustration, or trim to match the edge.

• If your cover curls again, when it is thoroughly dry press it under a stack of books.


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Step NinePrepare Book Pages

• Fold six to ten pieces of paper in half as shown. Use larger paper if you want to make a larger book.

• Punch holes along the left hand side. Punch 2 to 3 folded sheets at a time.

• Hint: Use a cardboard punching guide, as shown in the photo, to help you line up holes evenly on the paper. Be sure to use the same template that you used for your cover.


Step TenBinding the Book

• Stack the folded book pages and place between the covers so that the holes line up.

• Hint: Do not insert the folded pages into each other, but rather stack the folded pages on atop the other for a smoother binding.

• Use yarn, ribbon, leather or even wire to sew the binding. A paper clip folded in half makes a good needle. Any simple stitch pattern is fine.


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Make a Gallery CardDirections: Make a gallery card to put next to your book in a display case or in your library. Fold an unlined index card or piece of card stock in half so that it will stand up like a tent. Write the following information on your gallery card in dark or colorful marker.


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TitleArtist’s NameMedium (materials used in the artwork)Date

Interactive Assessment GuideDirections: For each category where you feel you have earned a 1 or 2 make notes in the boxes to explain why.


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Plant A SeedHand Made Book

3Wow

All Criteria Met

2Good Job!

Most Criteria Met

1Keep Trying!

Some Criteria Met

Sketchbook

I Completed 3 Art Start activities with care and attention to detail.I Completed journal response 1 & 2 thoughtfully and neatly.

Book Cover Illustration

My botanical illustration is labeled. I show the stem, leaves, flower, fruit and roots of my plant. Watercolor wash and ink drawing is carefully done.

CraftsmanshipBook cover and pages show careful measuring and cutting. Book cover is securely bound.

EffortI always used class time wisely. I completed each part of the assignment to the best of my ability.

Citizenship

I was careful with supplies and equipment. I cleaned up after myself and helped others. My attitude was enthusiastic and respectful.

Interactive Assessment GuideDirections: For each category where you feel you have earned a 1 or 2 make notes in the boxes to explain why.


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Plant A SeedHand Made Book

3Wow

All Criteria Met

2Good Job!

Most Criteria Met

1Keep Trying!

Some Criteria Met

Sketchbook

I Completed 3 Art Start activities with care and attention to detail.I Completed journal response 1 & 2 thoughtfully and neatly.

Book Cover Illustration

My botanical illustration is labeled. I show the stem, leaves, flower, fruit and roots of my plant. Watercolor wash and ink drawing is carefully done.

CraftsmanshipBook cover and pages show careful measuring and cutting. Book cover is securely bound.

EffortI always used class time wisely. I completed each part of the assignment to the best of my ability.

Citizenship

I was careful with supplies and equipment. I cleaned up after myself and helped others. My attitude was enthusiastic and respectful.

Art Self-Critique(Kri-teek: to discuss a creative work giving an assessment of its successful qualities.)

Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use three vocabulary terms: Illustration, Contour Line, Composition, underline each word.

1. Describe your artwork. Tell about the materials you used and the decisions you made.

2. What are some of the challenges you faced in completing your book? What did you learn from this project?

3. Choose an element or principle of art that is used successfully. How has it contributed to your artwork?


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Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use 3 vocabulary terms: Illustration, Contour Line, Composition. Underline each term.

1. Describe your artwork. Tell about the materials you used and the decisions you made.

2. What are some of the challenges you faced in completing your book? What did you learn from this project?

3. Choose an element or principle of art that is used successfully . How has it contributed to your artwork?

Art Self-Critique(Kri teek: to discuss a creative work, giving an assessment of its successful qualities.) Name


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Artist’s Statement by

The End

Thank you for using this Fun Art Lessons.com Art Unit.


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