DAY 3
PROJECT/UNIT DESCRIPTION/EXPEDITION:
Students will continue working on their paintings. These painting are depictions of the environment that their creature will live in. Today, students will focus on adding found objects and finishing touches with sharpies.
Students will continue working on their paintings. These painting are depictions of the environment that their creature will live in. Today, students will focus on adding found objects and finishing touches with sharpies.
ESSENTIAL UNDERSTANDING:
Decisions about art - making can be developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. |
INQUIRY/LEARNING TARGET:
I can use found objects and new materials to add to my painting as well as touch-up lines with a sharpie. |
KEY CONCEPTS:
Line Space Color |
SKILLS:
Accurate and inventive color mixing Relating characteristics of one thing to its environment |
ART FOCUS:
Creates a finished acrylic painting using paint, found objects, alternative materials, and sharpies. |
LITERACY FOCUS:
Students will participate in in-progress critiques as well as a group discussion during our gallery walk at the end of class. |
In this lesson, students learned about continuing their previous artwork, exploring new materials, turning 2D works into 3D works, and also made historical and contemporary connections. The students had a short demonstration and the rest of class to play and explore new techniques and processes.
DOCUMENTATION:
Here the student is exploring new techniques and processes. By playing with materials that he is interested in, it encourages the student to stay engaged and persistent throughout the lesson. By using a feather as a paintbrush, the student achieves a unique, desired texture that he could not achieve with the paintbrush. The student is connecting texture with techniques and processes, discovering new ways of creating art.
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Here the student is relating knowledge learned from shown examples of art history and contemporary art throughout the semester. She observed that professional artists sign their work so she signed her work, thinking and relating to her work like a real artist. By pulling from given sources, the student has made connections between her own work and work in the art world. She is also planning and conceptualizing how people and others will view her work.
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Here the students discusses his color choice. The student took knowledge learned from the previous lessons and applied it to his own work with mixing colors. The student has reasoning and explanations behind all of his choices. For example, he chose dark tones and colors to represent the dark "opposite of heaven". The student is associating moods with colors, and building further on from the color lesson.
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This student also references darker tones or in his words, a bad day. He chose a darker theme because a volcano erupted where the character lives. He made connections between the characters mood, life events, and living environment.
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Here are the students finished paintings of their character's environment. Students used paint, feathers, glue, cotton, and also Modge Podge.
The students will be making 3D models of these environments in the following lesson. |
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