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FANTASTIC FOREST

LANDSCAPE PAINTING

A FunArtLessons.com

ART UNIT

By Kari Wilson


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A forty-eight page Art Unit appropriate for students age 8-16 in

art classes, scout groups,

recreation classes, after school clubs, independent study,

home school settings

INCLUDED IN THIS POWERPOINT

Teacher Section Student Section begins on page 20

About the Author FunArtLessons.com

art unit components How to use this Power

Point: book 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.


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 FunArtLessonplans.com.



FUNARTLESSONS ART UNIT COMPONENTS Guiding 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 StartArt Start 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.

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 ArtStart 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.


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.

Choosing and evaluating a range of subject matter, symbols, and ideas

Students integrate visual, spatial and temporal concepts with content in their artwork in order to communicate intended meaning in their artwork.

Understanding the visual arts in relation to history and cultures

Students describe and place a variety of art objects in historical and cultural contexts.


WHAT YOUR STUDENTS WILL LEARNYour 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 subject matter of

three paintings by Henri Matisse. • Interpret symbolic meaning in

paintings by Matisse.• Use dry-brush and impasto

techniques to show texture in painting.


LESSON SEQUENCEDay 1 Day 2 Day 3 Day 4 Day 5

Slides 20-27

•Introduce project

•Share “I Can” statements

•Introduce vocabulary

•Discuss Guiding Question

•Journal Response 1

•Art Start 1

Slides 28-31

•Art Start #2

•Journal Response 2

•Research

Slide 32-34

•Art Start #3

•Share research in small groups

Slides 14-19•Show student gallery images as time allows

Slide 33

•Art Start #4

Slide 46

•Go over project criteria

•Hand out optional student copy, slide 47

Slides 35-36

•Plan painting

•Make a sketch


LESSON SEQUENCEDay 6 Day 7 Day 8 Day 9 Day 10

Slide 37-38

•Demonstrate use of painting materials

•Prepare paper, tape to painting boards, if possible

Slide 39-42

•Demonstrate dry-brush and impasto techniques

•Work on paintings

Slide 43

•Demonstrate techniques to blend magazine collage with painting

•Work on paintings

Slide 44-46

•Students mount paintings on large sheets of construction paper

•Fill out Assessment Guide

Slides 47-50

•Make Gallery card showcase in your school or local community center

•Fill out Self-Critique

•Write Artist’s Statement for display



SUPPLIES AND EQUIPMENT Student-made sketchbooks Variety of drawing supplies for Art Start

activities Acrylic or tempera paints Egg cartons or paint palettes A good variety of brushes Water containers, newspaper, smocks Large sheets of heavy duty paper Work boards* I use large chipboards for

each student so that they can tape down their painting paper to reduce curling and buckling. *optional


ART WORDS

Proportion An element of art that describes

the size, location or quantity of one element to another in a work of art.

Dry-brush

A painting technique in which the brush is squeezed of all water, loaded with paint then applied to the paper or canvas to achieve a ‘scratchy’ textured appearance.

Impasto A painting technique in which

paint is applied thickly with brush or palette knife to provide texture.

Composition The arrangement of shapes,

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

Style An artist’s unique approach

to using the elements and principles of art to express ideas and emotions.

Texture The way a surface feels to

the touch or the way it looks as if it might feels, such as bumpy or smooth.

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

STUDENT GALLERY


STARTLED DEER


SLEEP TRAIN


ANIMAL DREAMS



PENGUIN FROLIC


DREAM ROOM

FANTASTIC FOREST

LANDSCAPE PAINTINGS

Student Section


THE PROJECT PAINT A LANDSCAPE

After studying the paintings of Henri Rousseau, paint a landscape from your imagination. Your painting should include a collage animal, a sleeping figure as well as a foreground and background.


WHAT YOU WILL LEARN

You will learn about art, yourself and the world in this unit. You will also have fun!Write each “I Can” statement in your sketchbook as you gain new skills.

I can:• Describe the subject matter of

three paintings by Henri Matisse. • Interpret symbolic meaning in

paintings by Matisse.• Use dry-brush and impasto

techniques to add texture to a painting.



NAME

FANTASTIC FORESTWHAT YOU WILL LEARN

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 subject matter of three paintings

by Henri Matisse. Interpret symbolic meaning in paintings by

Matisse. Use dry-brush and impasto techniques to add

texture to a painting.

ART WORDS WRITE VOCABULARY WORDS AND DEFINITIONS IN YOUR SKETCHBOOK. USE ART WORDS AS YOU ANSWER JOURNAL RESPONSES AND DISCUSS ART WORK.

Proportion An element of art that

describes the size, location or quantity of one element to another in a work of art.

Drybrush

A painting technique in which the brush is squeezed of all water, loaded with paint then applied to the paper or canvas to achieve a ‘scratchy’ textured appearance.

Impasto A painting technique in which

paint is applied thickly with brush or palette knife to provide texture.

Composition The arrangement of shapes,

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

Style An artists’ unique approach

to using the elements and principles of art to express ideas and emotions.

Texture The way a surface feels to

the touch or the way it looks as though it would feel, such as bumpy or smooth.


GUIDING QUESTIONThink about this question as you study the paintings of Henri Rousseau

Henri Rousseau painted many images of jungles and other lands he had never seen as well as a strange juxtaposition of objects such as monkeys with back scratchers.

What is the source of an artist’s unique vision?



BRAINSTORM ACTIVITYJOURNAL RESPONSE 1 What are some places you’d like to visit?

List three natural landscapes that you’d like to visit such as an island or the arctic tundra.

List three adjectives for each landscape.

Explain where you’ve gotten your ideas about what it is like in each location.

ART START 1

Use oil pastels to make a sketch of the well-known painting by Rousseau, “Sleeping Gypsy,” 1897.



ART START 2

Use colored pencils to draw blades of grass and large jungle leaves like those in this painting.

Layer colors to show the light shining on one edge of a leaf or blade of grass and shadow on the other.

JOURNAL RESPONSE 2Henri Rousseau never traveled to faraway jungles. His jungle plants were painted from studies he made in the botanical gardens in Paris.


Do you think this is a realistic painting? Why or why not?

Look closely and you will see that the monkeys are holding a milk bottle and a backscratcher.

If particular objects, animals or plants in this painting are symbols what might they mean?

FIND OUT MORE ABOUT HENRI ROUSSEAUUse books, magazines, encyclopedia and the internet.

Birth/death dates & locationEducation

Important life events

Influences and important people

Quotation by Rousseau

Henri Rousseau


F I N D O U T M O R E A B O U T H E N R I R O U S S E A U N a m eU s e b o o k s , m a g a z i n e s , e n c y c l o p e d i a a n d t h e i n t e r n e t .

Birth/death dates & location

Education and Training

Important life eventsI

nfluences and important people

Opinion about himself as an artist and quotation by Rousseau

Henri Rousseau


ART START 3 Henri Rousseau painted people in

unusual settings. Here he has painted two costumed figures in a forest far away from any Carnival activity.

People were surprised when they first saw this painting.

Use watercolors to paint a moonlit night sky, clouds and ground.

When the paint dries use ink or black water color to paint the trees.

Squeeze drops of ink or thin black paint onto the bottom of your paper.

Use a straw to blow the droplets from the ground up to the sky to create the silhouette of tree branches against the sky.


ART START 4 This painting from

1907 is call “The Snake Charmer.”

Use colored pencils or marker to draw a picture of a mysterious landscape.

Include a mysterious figure as a silhouette in the foreground.


LET’S GET STARTED ON THE ART PROJECTYour painting should

include: Landscape with

foreground and background.

animal magazine collage

Sleeping figure or mysterious silhouette, painted

Dry brush and impasto technique


STEP ONEPLAN YOUR LANDSCAPE

Make some sketches of landscape possibilities in your sketchbook. Try to think of at least three different types of environments such as forest, desert, or mountains.

Find an animal or two from a magazine that you plan to include in your landscape.

Cut it out carefully so that it is free of the background.


STEP TWOGET READY TO PAINT

Gather your materials You will need

Paint, acrylic or tempera

An assortment of brushes

Newspaper, a water container and a smock or old clothes

A large piece of paper A painting board,

chipboard or stiff cardboard


STEP THREE Use masking tape to

tape your painting paper to a work board.

Carefully tape around all edges about ½ inch all the way around.

Place the tape evenly so that when you remove it you will have a clean, straight edge.


STEP FOURPREPARE YOUR PAPER

Lightly draw your composition on your paper.

Think about how you want to arrange the shapes and light and dark areas so as to direct the viewer’s gaze to your most important subject matter.


STEP FIVEBEGIN

It is often easier to paint big areas of color first.

You may want to paint the background and sky.

With tempera or acrylic paint you can add details and texture after the paint dries or even make changes.


STEP SIXPAINT DETAILS

Next, paint details on top of the background and sky.

Try adding texture with dry-brush technique or thick, impasto style painting.

When the paint dries use a glue stick to glue your magazine collage animal onto the background.


STEP SEVENBLEND THE PHOTO INTO THE SCENE

Paint plant leaves or other details around your collage animal to help it blend into the scene.

Dry-brush and impasto techniques can be used to blend the collage element with the rest of the painted surface.


STEP EIGHTPAINT GLOSS MEDIUM

An acrylic gloss medium can be brushed over your finished work to give it a shiny surface and bring out the richness of the hues.


STEP NINEREMOVE MASKING TAPE

Carefully peel up the masking tape that has held your painting to the work board.

Sign your name to your work!


STEP TENMOUNT YOUR WORK


INTERACTIVE ASSESSMENT GUIDEDIRECTIONS: FOR EACH CATEGORY WHERE YOU FEEL YOU HAVE EARNED A 1 OR 2 MAKE NOTES IN THE BOXES TO EXPLAIN WHY.


Fantastic ForestsLandscape painting

3Wow

All Criteria Met

2Good Job!

Most Criteria Met

1Keep Trying!

Some Criteria Met

Sketchbook

I Completed 4 art start activities with care and attention to detail.I Completed journal responses1 & 2 thoughtfully and neatly.

Landscape

I included a background and foreground, a collage animal figure and painted a sleeping figure. My composition directs the viewer to the most important parts of the image.

CraftsmanshipI used impasto and dry-brush techniques effectively. I used tape to create a straight, clean edge. I painted the entire surface of my paper.

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 GUIDE


Fantastic ForestsLandscape painting

3Wow

All Criteria Met

2Good Job!

Most Criteria Met

1Keep Trying!

Some Criteria Met

Sketchbook

I Completed 4 art start activities with care and attention to detail.I Completed journal responses1 & 2 thoughtfully and neatly.

Landscape

I included a background and foreground, a collage animal figure and painted a sleeping figure. My composition directs the viewer to the most important parts of the image.

CraftsmanshipI used impasto and dry-brush techniques effectively. I used tape to create a straight, clean edge. I painted the entire surface of my paper.

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.

Name

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

MAKE A GALLERY CARD

Directions: Make a gallery card to put next to your painting. Use an unlined index card or piece of card stock. Write the following information on your gallery card in dark or colorful marker.


TitleYour Name

Medium (materials you used in your art, in this case, acrylic, paper and gloss medium)

Date

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 four vocabulary terms: composition, proportion, dry-brush, impasto. Circle each term you use.

1. Describe your artwork. Tell about the materials you used, describe details such as brushstrokes, symbols, and color choices.

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

3. Choose an element or principle of art that you used successfully. How did it contribute to your artwork?



Directions: Look carefully at YOUR work of art. Answer each question in complete sentences. Use 4 vocabulary terms : composition, proportion, dry-brush, impasto. Circle each term you use.

1. Describe your artwork. Tell about the materials you used, describe details such as brush strokes, symbols and color choices.

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

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

Name

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


Artist’s Statement by

THE END

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