Yupo!Watercolor’sFuture

ExplorationinWatercolorMeghanTiernan,Fall2012MacatawaBayMiddleSchool

UnitTitle:Yupo!Watercolor’sFutureTheme:Anexplorationinwatercolortechniquesandmaterials.Class:Art7ClassOverview:GradeLevel,ContentArea,&CurriculumAlignment AtMacatawaBayMiddleschoolArt7isarequiredcourseforall7thgraders.Thisclassfocusesonallareasofartwithaheavyemphasisin2D.Because6thgradeartisnotarequirementinthedistrictstudentscomeinwithverylittletechnicalskillsandabilities.Itisthisclassesjobtopreparethemforhighschoolart. Sincethisismostlikelytheirfirstartclassthathastoputemphasisontechnicalskillsitisnecessarythatstudentslearnmanydifferentmediathattheywillhavetouseinhighschool.Sincewatercolorisalargepartoftheintroartclassatthehighschoolthisunitisprovidedtogivestudentsabasicunderstandingofhowtousethematerialsanddifferentwaystoapplythetechniques.RationaleandUnitOverview Inthisunitstudentswillbegiventhebasicskillsneededtoproceedforwardinthemediainfutureclasses.Thefirstpartoftheunitwillbeapre-assessmentinwhichstudentswillbeassessedonwhattechniquestheyalreadyknowandwhattheyknowaboutcomposition.Thepre-assessmentwillbeaskingstudentstofillanentirepieceofpaperthebesttheycanusingwhatevertechniquestheymay,ormaynothave. Next,thestudentswillbetakenstep-by-stepthroughthesixmajortechniquesinwatercolor.Theywillcreatetheirowntechnique“cheat-sheet”thattheywillreferbacktothroughoutthelesson.Studentswilllearnkeyvocabularytodescribethemedia. Afterlearningalltechniquesthestudentswillbegiventhesameinstructionsastheywereonthepre-assessment.Theywillberequiredtofillanentiresheetofpaperusingthewatercolortechniquestheyknow. Oncethepre-assessmentandpost-assessmenthavebeendonestudentswillbegintheirfinalwatercoloronYupo!paper.Thestudentswillbeaskedtopaintalandscapethatusesallofthewatercolortechniquestheylearned.UnitScheduleTimeTable: Week1Monday Pre-assessment:rubric(seeattached)

VocabularyKIMworksheet(seeattached)IntrotovocabandconceptsPowerPoint(seeattached)

Tuesday LearningthetechniquesDemonstration

Wednesday Practicingtechniquesusingconcepts,techniques,andvocabularyThursday Continuepracticingthetechniques

GallerywalkFriday Finishpracticingtechniques Week2

Monday IntroducefinalprojectYupotips&trickshandout(seeattached)Finalprojectresearch

Tuesday StartfinalprojectWednesday Groupassessmentofdifferentexamples

IndependentworkonfinalThursday IndependentworkonfinalFriday Gallerywalk

Independentworkonfinal Week3Monday FinishfinalTuesday Reflectionwriting:Writeareflectionabouttheproblemsyousolved

throughoutthisunit.Howdidscienceandhistoryplayaroleinyoursuccessofthisproject?Whatvocabularydidyoulearn?Ifyouhadtodoyourprojectalloveragainwhatwouldyoudodifferently?

ListofLessons:

1. IntroductionandExplorationinWatercolor(1day)2. Learningthetechniquesthroughdemonstration(1day)3. Practicingthetechniques(3days)4. IntroductiontofinalprojectandYupo!(1day)5. Usingthetechniquesinasummativeassessment(5days)6. Reflectiononunit(1day)

ObjectivesandStandardsOverarchingObjectiveIcanlearnandusethewatercolortechniquesnecessarytocreatingasuccessfulwatercolorpainting.OverarchingStandardsART.VA.I.7.1-Understandthevaryingqualitiesofmaterials,techniques,mediatechnology,andprocessesatanemerginglevel.ART.VA.II.7.1-Identify,design,andsolvecreativeproblemsatanemerginglevel.ObjectivesandStandardsforSpecificLessonsLesson1:IntroductionandExplorationinWatercolorLessonObjectives:Icanexplorethedifferentwaystousewatercolor.

• ThelearnerwillbeabletousetheK.I.M.methodtounderstandthevocabularyoftheunit:Abstract,watercolor,andYupo.

• Thelearnerwillexploredifferentwaystoapplywatercolortothepaper.• Thelearnerwilllearnaboutdifferentartistswhoworkinabstractionandin

watercolor.

Standards:ART.VA.I.7.1-Understandthevaryingqualitiesofmaterials,techniques,mediatechnology,andprocessesatanemerginglevel.English:S.CN.07.01-Adjusttheiruseoflanguagetocommunicateeffectivelywithavarietyofaudiencesandfordifferentpurposesbyusingspecializedlanguagerelatedtoatopicandselectingwordscarefullytoachieveprecisemeaningwhenpresenting.Lesson2:LearningtheTechniquesthroughDemonstrationLessonObjectives:Icanlearnnewwaystousewatercoloranddifferenttechniquestoapplytoit.

• Thelearnerwilllearnthesixtechniquesspecifictowatercolor.• Thelearnerwillcreateatechniquesheetthattheywillrefertowhenevertheyare

workingwiththemedia.

Standards:ART.VA.I.7.3-Demonstratetheuseofsuccessfulvisualvocabularyatanemerginglevel.Science:P.CM.07.21-Identifyevidenceofchemicalchangethroughcolor,gasformation,solidformation,andtemperaturechange.Lesson3:PracticingTechniquesLessonObjectives:Icanapplythetechniqueslearnedtocreateaabstractwatercolor.

• Thelearnerwillunderstandtheconceptof“abstract”,includingknowingthevocabularyword.Thelearnerwillbeabletoapplytheconceptofabstract.

• Thelearnerwilllearnaboutdifferentartistsusingabstractarteffectivelyanddifferenttimeperiodsthatheldimportancetoabstractart.

• Thelearnerwillsuccessfullybeabletousedifferentwatercolortechniques.Suchas:1.)wash,2.)salt,3.)rubbingalcohol,4.)wet-to-wet,5.)drybrush,and6.)droppingincolor.

Standards:ART.VA.I.7.1-Understandthevaryingqualitiesofmaterials,techniques,mediatechnology,andprocessesatanemerginglevel.SocialStudies:7–HI.2.6-Identifytheroleoftheindividualinhistoryandthesignificanceofoneperson’sideas.Lesson4&5:IntroductiontofinalprojectandYupo!paperLessonObjectives:IcancreatealandscapeusingwatercoloronYupo!papersuccessfully.

• ThelearnerwillsuccessfullybeabletounderstandhowtoworkwithYupopaper,andcreateafinalpieceusingthepaper.

• Thelearnerwillbeabletocreatetheirlandscapeusingallsixtechniques.

Standards:ART.VA.II.7.4-Initiatenewideasemployinginventivenessandinnovationatanemerginglevelwithincreasingindependence.ART.VA.I.7.1-Understandthevaryingqualitiesofmaterials,techniques,mediatechnology,andprocessesatanemerginglevel.ART.VA.II.7.1-Identify,design,andsolvecreativeproblemsatanemerginglevel.Lesson6:ReflectiononUnitLessonObjectives:Icananalyzeandreflectonmyproblemsolvingthroughouttheproject

• Thelearnerwillrecognizetheproblemsolvingskillstheyusedtocreateasuccessfulproject.

• Thelearnerwillrecallwhatthevocabularywasthattheylearnedthroughouttheunit.

• Thelearnerwillunderstandhowscienceandhistoryrelatestotheirproject.

Standards:ART.VA.I.7.3-Demonstratetheuseofsuccessfulvisualvocabularyatanemerginglevel.ART.VA.II.7.1-Identify,design,andsolvecreativeproblemsatanemerginglevel.English:W.HW.07.01-writeneatandlegiblecompositions.InterdisciplinaryStandards ForthisunitIwillbeintegratingEnglish,science,andhistoryintosomeofmylessons.Itisimportanttounderstandthatartisnotanisolatedsubjectandthatitintertwineswillmanyothercoresubjects. Thestudentswillconnectartandsciencethroughexploringthechangesinpropertywhensaltissprinkledontopofwatercolor.Theywillobservehowthecolor,texture,andshapechangewhensaltisadded. HistorywillbeintegratedinthroughtheunderstandingofabstractartandKandinsky’sroleincreatingabstractionwithinpainting.TheywilllearnaboutKandinsky’sroleinchangingartforeverandhowhecreatedtheideaofabstract. Literacyandvocabularyunderstandingwillalsobeimportantthroughoutthisunitbecausestudentswillhavetolearnthedifferentvocabularyassociatedwiththemediaandtheywillneedtospeakfluentlyandcorrectlyaboutthetechniques,concepts,andprocessesthattheyarelearning.Theywillalsoberequiredtoreflectandanalyzeabouttheprocessthroughwriting.Science:P.CM.07.21-Identifyevidenceofchemicalchangethroughcolor,gasformation,solidformation,andtemperaturechange.SocialStudies:

7–HI.2.6-Identifytheroleoftheindividualinhistoryandthesignificanceofoneperson’sideas.EnglishLanguageArts:S.CN.07.01-Adjusttheiruseoflanguagetocommunicateeffectivelywithavarietyofaudiencesandfordifferentpurposesbyusingspecializedlanguagerelatedtoatopicandselectingwordscarefullytoachieveprecisemeaningwhenpresenting.W.HW.07.01-writeneatandlegiblecompositions. Materials&Resources:

• Mehaffey,MarkE.CreativeWatercolorWorkshop.N.p.:NorthLightBooks,2005.Print.

Pre-assessment

•8.5”x11”paper•Watercolor(2studentsperset)•Watercups•Paintbrushes

WatercolorTechniques•8.5”x11”paper•Watercolor(2studentsperset)•Watercups•Paintbrushes•Salt•RubbingAlcohol

PracticingWatercolorTechniques•12”x18”paper(watercolorpaperifavailable)•Watercolor(2studentsperset)•Watercups•Paintbrushes•Salt•RubbingAlcohol•Coloredpencils(forstudentswhofinishearly)

FinalAssessment•10”x12”YupoPaper•Watercolor(2studentsperset)•Watercups•Paintbrushes•Salt•Rubbingalcohol•Foundobjects(saranwrap,bubblewrap,texturedpaper,coins,paperclips,etc.)

MeetingDiverseNeedsMultipleIntelligencesVerbal/Linguistic:Studentswereaskedtowriteareflectionpieceabouttheirfinalproduct.TheyalsofilledoutaKIMvocabularysheettohelpthembetterunderstandthevocabularythatgoesalongwiththeunit.Thereweremanyverbalcuesusedthroughoutthisunit.Logical/Mathematical:Studentslearnedaboutcompositionandthelawofthirdstohelpthemunderstandasuccessfulcomposition.Visual/Spatial:Studentsusedtheirvisualskillstoseeareasinwhichtheirlandscapecouldbenefitfromaddingtextureusingoneofthetechniques.Studentshadtoarrangeacompositionforboththeirabstractpieceandtheirlandscapefinal.Thecreationoftheirwatercolorpaintingsinvolvedthisintelligence.Therewerealsomanydifferentvisualexamples.Bodily/Kinesthetic:Studentsparticipatedinagallerywalk,whichiswhentheygettostandupandwalkaroundtolookattheotherstudentsartwork.Theyalsohadmanytimesduringdemonstrationthatitrequiredthemtogetupanddownfromtheirseats.Musical/Rhythmic:Studentslistenedtomusicduringthisunittohelpthemwiththeconceptofabstraction.Becausethiswassuchahardconceptstudentsusedthemusictohelpthemwithlines,color,andshapes.Intrapersonal:Studentswereaskedtoreflectontheirfeelingsinordertocreateanabstractpieceofwork.Interpersonal:Studentswereabletodiscusswithoneanothertheproblemsthattheyhavebeenfacingthroughouttheproject.Theyalsodiscussedtechniquesanddifferentwaystoapplythemwhentheyweretakingpartinthegallerywalk.Naturalist:Studentscreatedorganicshapesandspaceswithintheirabstractworks.Theyalsohadtheopportunitytoworkdirectlyfromaresourceoutdoorsfortheirlandscapefinal.Bloom’sTaxonomyKnowledge:Studentsdefinedabstract,Yupo!,andwatercolor.Comprehension:Studentsexplainedwhatabstractionwasinthecontextofart.Application:Studentsdemonstratedtheirknowledgeofabstractionthroughusingonlylines,colors,andshapestocreateawatercolorcomposition.Analysis:Studentsanalyzedtheteacher’sexampletounderstandthecriteriaandcomeupwithwhatcreatesaqualitypieceofart.Synthesis:Studentsunderstoodabstractionandthencreatedmoredynamic,moresuccessfulpiecesofartthesecondtimearound.Evaluation:Studentsjudgedtheirownworkbyself-checkingtomakesurethattheyhavehitallofthecriteria.Theyevaluatedtheproblemstheyencounteredthroughouttheprocess.PlansforDifferentiationandAccommodations Throughoutthisunitstudentswithphysicalproblemswillhavetheopportunitytouseshorterpaintbrusheswithgripsonthem.Thiswillhelpthemgetaspreciseastheycanbe.Ifthereisastudentwithaphysicalimpairmentinaclasstheninsteadofagallerywalk

wewilldoagalleryshow.Thiswillbewheretheartisdisplayedonawallandstudentsjusttalkaboutitratherthanwalkingaround. Studentswithlearningdisabilitiesshouldn’tstrugglewiththecreatingaspect,however,theymaystrugglewiththeK.I.M.vocabularysheet.WiththemIwillcreateafillintheblankratherthanhavingthemdothewholethingontheirown.Theymayalsostrugglewiththereflectionattheend,buttheywillhavetheopportunitytohaveaone-on-onediscussionwiththeteacherratherthandothewrite-up. Studentsthatfallintothegiftedandtalentedcategorywillhaveanextensioniftheyfinishearly.Theywillhavetheopportunitytousetheconceptofabstractioninaclaypiece.Thisisonlyavailableforthegiftedandtalented,notthosewhosimplyfinishfast.BehaviorManagement Duringdemonstrationtimeandinstructiontimeitistheexpectationthatstudentswillremainsilentwithzerosidechatterorblurting.Duringindependentworktimestudentsaretoremainatadullroar.Thiscanincludetalkingtoneighbors,butdoesnotincludeshoutingacrosstheroom.Ifstudentshaveaquestionitistheexpectationthattheyraisetheirhand,however,ifitisaquestionIhavealreadyansweredduringinstructiontheyshouldaskthreepeoplebeforecomingtoaskme. Thestudentsdeterminedbehaviorexpectationsatthebeginningoftheyear.Theyincluded:respect,encourage/promotelearning,andindependence.Ifstudentsarenotfollowingtheexpectationstheywillberemindedabouttheircontract.IalsousethemethodofCapturingKidsHearts.Iwillaskwhattheyaredoing,whattheyshouldbedoing,andifthey’lldoitagain.Thisbehaviorplanallowsforpersonalrelationshipsandrequiresstudentstobeaccountableforthemselves.AssessmentsLesson1:IntroductionandExplorationinWatercolorFormativeWhatproblemsdidyousolvewhileexploring?Whattechniquesdidyouuse?Whatwouldnotbeanexampleofabstract?Summative(cred/nocred)Didstudentcompletepre-assessment(yes/no)DidstudentfilloutK.I.M.vocabularysheetout(yes/no)Lesson2:LearningthetechniquesthroughdemonstrationFormativeWhatkindoftexturedoesthistechniquecreate?What’sthefirststeptodoingthistexture?Whatwasonethingsomeonedidthatmadeitsothistechniquewasn’tassuccessful?Whatarethesixwatercolortechniques?Howdoweseescienceatworkinthesalttechnique?Howdoessaltchangethepropertiesofwatercolor?Summative(cred/nocred)Didthestudentfollowalongwiththedemoonhisorherownsheet?(yes/no)

Wasthestudentattentiveandparticipating(yes/no)Lesson3:PracticingTechniquesFormativeSketchBookAssignment:Drawonethingthatisnotabstractanddrawanotherthingthatisabstract.Whatarethesixtechniques?Whatartistinventedtheconceptofabstract?Summative(12pointspossible)Didthestudentputfortheffort(yes/no)Didthestudentfinishtheirabstractpainting(yes/no)Isthereaclearcomposition(3points)Isthereaclearcolorscheme(3points)Hasthestudentusedall6techniques(3points)Haveallotherpre-assessmentsbeenhandedin(3points)Lesson4:IntroductiontofinalprojectandYupo!FormativeWhatisYupo!?WhyisYupobeneficial?WhatarethetwotechniquesspecifictoYupo!thatyoucan’tusewithanyotherpaper?Summative(cred/nocred)Wasthestudentattentive(yes/no)Lesson5:UsingthetechniquesinasummativeassessmentFormativeExitslip:Whatisthedefinitionofabstract?WhowasKandinskyandwhywasheimportanttoabstraction?Whatarethe6mainwatercolortechniques?WhatarethetwospecifictoYupo!?HowshouldyoutreatYupo!differentlythanyouwouldtreatnormalpaper?Whattechniqueincorporatesscience?Summative(100points)Wasthestudentontask(5points)Hasthestudentclearlyusedapicturetopaintthis(5points)Isthepaperfilled(10points)Haveall8techniquesbeenused—6watercolor,2Yupo!(40points,5pertechnique)Hasthestudentworkedinlayers(20points)Didthestudentuseappropriatecolorstorepresentthings(20points)Lesson6:ReflectiononUnitFormativeReflection:Whatweresomeoftheproblemsthatyouencounteredduringthedifferentprojectsyoucompleted?Howdidyousolvetheseproblems?Howdohistoryandsciencetieintoartspecifictothisunit?Whatweresomeofyourgreatestsuccessesduringtheseprojects?Ifyoucoulddoyourlandscapealloveragainwhatwouldyoudodifferently?Summative(cred/nocred)

Didstudentcompleteassignment(yes/no)Didstudentcompleteassignmenthonestlyandanalytically(yes/no)EffectsofTeachingonStudentLearningPre-Assessment Forthepre-assessmentIgavethestudentsa12”x18”pieceofwhitepapergavethemthewatercolorsandbrushesandjusttoldthemtofillthepaper.Iwantedtoseewhattechniquestheyalreadyknew,Ialsowantedtoseewhattechniquestheyusednaturallywithoutknowing.Igavestudentsabout30minutestofillthespaceanywaythattheywantedIusedtherubricattachedtoevaluatetheirpre-assessments.PostAssessment Thepostassessmentwasabouthalfofmyunitanditwastoallowthestudentstopracticethenewlylearnedwatercolortechniques.Igavethemthesamecriteriaasthepre-assessment;however,Ididprovidethemwithmoretime.IevaluatedthesewiththesamerubricthatIusedforthepre-assessment.ComparativeAnalysisTheclassaverageincreasedby55%fromthepre-assessmenttothepostassessment.Youcanfindtherubricattachedattheendoftheunit. Thepre-assessmentwashelpfultomyteachingbecauseitshowedmethatmystudentsdidn’treallyknowanythingaboutabstraction,watercolor,orcomposition.Iwasabletoknowthatalloftheseconceptsreallydidneedtobecoveredinonewayoranother.Wedecidednottospendanenormousamountoftimeoncompositionbecausetheyhadjustlearnedit,buthadnotappliedit.Withasmallreminderthestudentsremembered.However,theotherconceptswerecompletelynewtothem.Thepre-assessmentalsoallowedmetoseethattheyweredoingsomeofthetechniquesnaturallyandthatreallyhelpedmeteachitbecauseIwasabletoshowthemthattheyalreadyknewit. Thepostassessmenthelpedmerecognizethefewstudentswhoweren’treallygettingtheconcepts.Althoughtheywereimprovingtheyweren’twhereIwantedthemtobe.Itallowedmetocorrectthemandhelpthembeforethefinalassignment.Thepostassessmentalsoallowedmetoseethatalotofthestudentswereunderstandingtheconcepts,andtheoneconceptthatwasmissedmostoftenwasabstraction,thisallowedmetopreparemoreformativeassessmentshavingtodowithabstraction.Student Pre-assessment(percent) Post-assessment(percent)Student1 17 91Student2 50 100Student3 25 100Student4 66 100Student5 17 83Student6 17 75Student7 25 91Student8 75 100Student9 33 91

Student10 33 91Student11 33 91Student12 25 100Student13 25 83Student14 17 66Student15 25 100Student16 17 100Student17 66 75Student18 17 75Student19 58 91Student20 50 100Student21 42 100Student22 33 91Student23 33 83Student24 17 66Student25 17 83Student26 17 58Student27 25 50Student28 25 100Student29 42 100Total 32 87ReflectiononTeaching OverallIthinkthiswasareallysuccessfulunit.Studentswerealwaysengaged,andtheyseemedreallyinterestedinnotonlythecreationoftheart,butalsoexcitedabouttheconcepts.Ithinkstudentsfarexceededmyexpectationsonthefinallandscapewatercolor.ThroughmypreandpostassessmentsIlearnedalotabouttheareasIneededtoemphasizemore.Whichwasmainlytheideaofabstraction.Sincethisisahardconceptformiddle-schoolerstograspanyway,Ireallystartedtoemphasizeitmorebyprovidingformativeassessmentsalmosteveryclassthattouchedontheseconcepts.IwishIwould’veincorporatedsomethingmoremultimedialikeaninterviewwithanabstractartist,oranarticleforthemtoreadaboutit,oramoviethatwentalongwithwhatweweredoingtomaybewatchwhileindependenttime. IfIweretoteachthisagainIdon’tthinkIwouldnecessarilychangeanyofthelessonscompletely,butIwouldabsolutelychangethewayItaughtsomeofthem.IthinkinthebeginningIwasn’tasassertiveaboutthecriteriaforthefinalonYupo!paper.IalsothinkthatIwould’vemadetheYupo!paperoptional.IthinkIwould’verequiredeveryonetouseit,butifastudentwasreallytryingandnotgettingittimeaftertimeIthinkIwouldletthemswitchtonormalwatercolorpaper.Idon’twantthemtogetdiscouragedbythemediajustbecauseofthepaper.ObviouslyifIlookbackI’msurethereareamillionlittlethingsIwouldchangeineachlesson,butthesechangessuggestedhereseemlikethebiggestones.

LessonPlans&Handouts

LessonTitle:IntroductionandExplorationinWatercolorObjectives:Icanexplorethedifferentwaystousewatercolor.

• ThelearnerwillbeabletousetheK.I.M.methodtounderstandthevocabularyoftheunit:Abstract,watercolor,andYupo.

• Thelearnerwillexploredifferentwaystoapplywatercolortothepaper.• Thelearnerwilllearnaboutdifferentartistswhoworkinabstractionandin

watercolor.Standards:ART.VA.I.7.1-Understandthevaryingqualitiesofmaterials,techniques,mediatechnology,andprocessesatanemerginglevel.(English)S.CN.07.01-Adjusttheiruseoflanguagetocommunicateeffectivelywithavarietyofaudiencesandfordifferentpurposesbyusingspecializedlanguagerelatedtoatopicandselectingwordscarefullytoachieveprecisemeaningwhenpresenting.Instruction:

• Pre-assessment-Givestudentssheetofwatercolorpaper(notyupo),andtellthemtofillthespacethebestwaythattheyknowhow,eitherthroughtechniqueorexploration.

• Allowthestudentstoexplorethematerialduringthistimeandgivenoguidedpracticeorindividualassessment.

• ShowPowerPointgivingexamplesanddefinitionsofabstract,watercolor,andyupopaintings.DuringthisPowerPointstudentswillfollowalongwithK.I.M.vocabsheet.

• DiscussKandinskyandhisinfluenceonabstractionandtheartworld.Materials:

• 8.5”x11”paper• Watercolor(2studentsperset)• Watercups• Paintbrushes• KIMvocabworksheet• PowerPoint

K.(KeyWord)

I.(Information/Definition)

M.(MemoryClue/Picture)

YourSentence:

K.(KeyWord)

I.(Information/Definition)

M.(MemoryClue/Picture)

YourSentence:

K.(KeyWord)

I.(Information/Definition)

M.(MemoryClue/Picture)

YourSentence:

K.(KeyWord)

I.(Information/Definition)

M.(MemoryClue/Picture)

YourSentence:

Technique:Outofthesix

techniquestaughttheremustbe

evidenceoffouroftheminyourfinal.

1Twotechniquesarepresent,ornonearedonecorrectly

2Threetechniquesarepresent,orfourarepresentbutnotdonecorrectly.

3Allfouroutofthesixarepresentanddone

correctly.

Comments:

ColorScheme:Thereisaclearcolorschemethatconsistsofnomorethan5colors.Thestudentmustbeabletodefinewhatcolorschemeisbeing

used.

1Thereisnoclearcolorscheme;studentused

whatevercolorstheywanted,followingnoscheme.

2Thereisaclearcolorscheme;however,some

colorsdon’tbelonginthecolorscheme.

3Thereisaclearcolorschemerepresentedthatusesnomorethan5colors.

Comments:

Composition:Thepaperisfilledandthereisasense

ofbalance.Compositionshouldappearintentional

1Thespaceisnotfilled,orthespaceiscompletelymessyandchaotic.Thereisnoevidenceofthestudent’s

thoughtprocess.

2Theentirepaperisfilled;however,partsofitare

chaoticandmessy.Itisunclearwhetherthe

student’sdecisionsweredeliberate.

3Theentirepaperisfilled;thereisanobvioussenseofbalance.Itisclearthestudentmade

intentionaldecisions.

Comments:

Pre-Assessments:Allinclassexercisesdonepriortofinalshouldbecompletedandturnedinbythetimethefinalisstarted.Exercisesinclude:Pre-

assessment,K.I.M.Vocab,techniquepractice,and

12”x18”abstractpractice.

1Onlytwoorfewer(outof4)pre-assessment

exerciseshavebeencompletedandturnedinbeforestartingthefinal.

2Allbutoneofthepre-assessment

exerciseshavebeencompletedandturnedinbeforestartingthefinal.

3Allfourpre-

assessmentexerciseshavebeensuccessfully

completedandturnedinbeforestartingthefinal.

Comments:

LessonTitle:LearningthetechniquesthroughdemonstrationObjectives:Icanlearnnewwaystousewatercoloranddifferenttechniquestoapplytoit.

• Thelearnerwilllearnthesixtechniquesspecifictowatercolor.• Thelearnerwillcreateatechniquesheetthattheywillrefertowhenevertheyare

workingwiththemedia.Standards:ART.VA.I.7.3-Demonstratetheuseofsuccessfulvisualvocabularyatanemerginglevel.(Science)P.CM.07.21-Identifyevidenceofchemicalchangethroughcolor,gasformation,solidformation,andtemperaturechange.Instruction:

• Havestudentssplitapieceofnormalwatercolorpaperinto1/6ths.Iwilldemonstrateonewatercolortechniquethenthestudentswillgobacktotheirpaperandpracticethetechnique,labelingallofthetechniques.

• Techniquesinclude:1.)wash,2.)salt,3.)rubbingalcohol,4.)wet-to-wet,5.)drybrush,and6.)droppingcolorsin.

• Studentswillbeaskedtolabelthetechniquesaccordingly.• Studentswilllearnhowscienceandartintertwine.

Materials:

• 8.5”x11”paper• Watercolor(2studentsperset)• Watercups• Paintbrushes• Salt• RubbingAlcohol

LessonTitle:PracticingthetechniquesObjectives:Icanapplythetechniqueslearnedtocreateaabstractwatercolor.

• Thelearnerwillunderstandtheconceptof“abstract”,includingknowingthevocabularyword.Thelearnerwillbeabletoapplytheconceptofabstract.

• Thelearnerwilllearnaboutdifferentartistsusingabstractarteffectivelyanddifferenttimeperiodsthatheldimportancetoabstractart.

• Thelearnerwillsuccessfullybeabletousedifferentwatercolortechniques.Suchas:1.)wash,2.)salt,3.)rubbingalcohol,4.)wet-to-wet,5.)drybrush,and6.)droppingincolor.

Standards:ART.VA.I.7.1-Understandthevaryingqualitiesofmaterials,techniques,mediatechnology,andprocessesatanemerginglevel.(SocialStudies)7–HI.2.6-Identifytheroleoftheindividualinhistoryandthesignificanceofoneperson’sideas.Instruction:

• Studentswillbegivenalargesheetofnormalwatercolorpaper,theywillbeaskedtofillthespaceusingthedefinitiongiventothemaboutabstraction.Allsixtechniquesmustbeusedinthispiece.Theremustbeaclearcolorscheme.Thisisthepost-assessment.

• Dependingonhowlongstudentsaretakingtocompletethisassignmenttheywillhave2-3days.

• Studentswilldoagallerywalkwheretheywilllookatwhatothersintheclassaredoing.

• Studentsthatfinishearlywillbeaskedtousedtheirskillsfromthecoloredpencilunittolayerontopoftheirwatercolor.

Materials:

•12”x18”paper(watercolorpaperifavailable)•Watercolor(2studentsperset)•Watercups•Paintbrushes•Salt•RubbingAlcohol•Coloredpencils(forstudentswhofinishearly)

LessonTitle:IntroductiontofinalprojectandYupo!Objectives:IcanunderstandhowtouseYupo!andhowitisdifferentfromnormalpaper.

• ThelearnerwillbeabletorecognizemajordifferencesbetweenYupo!andnormalpaper.

• ThelearnerwillknowhowtoadjustpaintingskillstofitthepropertiesofYupo!• Thelearnerwillresearchalandscapetopaintforthefinal.

Standards:ART.VA.I.7.1-Understandthevaryingqualitiesofmaterials,techniques,mediatechnology,andprocessesatanemerginglevel.Instruction:

• Theteacherwillgiveouta“YupoTipsandTricks”handout.Thiswillhighlightdifferentthingsthatthestudentsshouldknowwhenworkingwithadifferentkindofpaper.Theywillbegiventipsandtricks.Theteacherwillgooverthishandoutwiththestudentsandwillencouragethestudentstoholdontothesepapersthroughoutthedurationoftheunit.Thishandoutwillexplaintwoothertechniquesspecifictoyupo:subtractionandfoundobjects.

• Studentswillresearchalandscapethattheywanttopaintusingthecomputer.Theywillbeaskedtolookforalandscapewithtexture,contrast,andbrilliantcolors.

Materials:

• Yupo!TipsandTrickshandout• AccesstoComputerlabandcolorprinter

YupoTipsandTricks!

1. ItisNOTwaterabsorbent:Thewatercolorwillsitontopofthepapersodon’tputtoomuchwateronthe

paper!Usemorepaintthanwater.☺

2. Letitdryfullybeforemovingthepaper:Youcannotputabunchofwateronthesurfacethenmoveitaround(unlessyouareintentionallydrippingpaint),letitmostly

drybeforepickingitup.☺

3. Youwillneedtoworkinlayers:Letfirstlayerdrythenaddasecondone,itwillallowyoutogetdarker/brighter

colors.☺

4. Youcanremovepaint:Youcanusepapertowelandothermaterialstoremovethewatercolor,kindoflikean

eraser.☺

LessonTitle:UsingtheTechniquesinaSummativeAssessmentObjectives:IcancreatealandscapeusingwatercoloronYupo!papersuccessfully.

• ThelearnerwillsuccessfullybeabletounderstandhowtoworkwithYupopaper,andcreateafinalpieceusingthepaper.

• Thelearnerwillbeabletocreatetheirlandscapeusingallsixtechniques.Standards:ART.VA.II.7.4-Initiatenewideasemployinginventivenessandinnovationatanemerginglevelwithincreasingindependence.ART.VA.I.7.1-Understandthevaryingqualitiesofmaterials,techniques,mediatechnology,andprocessesatanemerginglevel.ART.VA.II.7.1-Identify,design,andsolvecreativeproblemsatanemerginglevel.Instruction:

• Gooverexpectations,remindstudentsaboutthetechniqueswithwatercolorandyupo,andremindstudentsaboutabstractandwhatthatmeansforthem.

• Analyzetheteacher’sexample;gradeitasaclasssothatthestudentscanbeclearoncriteria.

• Therewillbeonegallerywalkwherestudentshavethechancetoviewwhatotherstudentsaredoingandtalkabouthowtheydidit.

• Studentswillhaveuptofivedaystocompletethisfinalassignment.Materials:

•10”x12”YupoPaper•Watercolor(2studentsperset)•Watercups•Paintbrushes•Salt•Rubbingalcohol

•FoundobjectsLessonTitle:ReflectiononunitObjectives:Icananalyzeandreflectonmyproblemsolvingthroughouttheproject

• Thelearnerwillrecognizetheproblemsolvingskillstheyusedtocreateasuccessfulproject.

• Thelearnerwillrecallwhatthevocabularywasthattheylearnedthroughouttheunit.

• Thelearnerwillunderstandhowscienceandhistoryrelatestotheirproject.Standards:

ART.VA.I.7.3-Demonstratetheuseofsuccessfulvisualvocabularyatanemerginglevel.ART.VA.II.7.1-Identify,design,andsolvecreativeproblemsatanemerginglevel.(English)W.HW.07.01-writeneatandlegiblecompositions.Instruction:

• Studentswillwriteareflectionthatanswersthesequestions:Whatweresomeoftheproblemsthatyouencounteredduringthedifferentprojectsyoucompleted?Howdidyousolvetheseproblems?Howdohistoryandsciencetieintoartspecifictothisunit?Whatweresomeofyourgreatestsuccessesduringtheseprojects?Ifyoucoulddoyourlandscapealloveragainwhatwouldyoudodifferently?

• Afterallstudentshavecompletedthereflectionwewillhaveaclasswidediscussiontalkingaboutsomeofthethingspeoplewroteintheirreflections.

Materials:

• Paper• Pencils• Reflectionprojected(projector)