Middle School Lesson Plan

Standard: Students will explore media and techniques to create works of art

Indicator of Achievement: Students will:

• compare and contrast different types of media and techniques used to create various two- and three-dimensional art forms
  
• compare and contrast the different effects created by two and three dimensional media and techniques
  
• develop control with media and techniques to create two dimensional and three-dimensional works of art
  
• use media and tools in a safe and responsible manner

Standard: Students will use the knowledge of elements and principles of design

Indicator of Achievement: Students will apply the knowledge of elements and principles of design and analyze how they are used to communicate ideas

Materials:

• an 8x11" photo for each student
  
• tracing paper
  
• newsprint
  
• heavy paper
  
• water colors and brushes

Activity: Each student is asked to place a sheet of tracing paper over the photograph they brought or chose. Using a pencil, they trace the shapes that are visible through the paper, reducing the three-dimensional appearance of the objects to flat shapes. This creates an abstract simplification of the original. After studying the shapes on the tracing paper, the students choose 3 to 5 shapes with which to work. (Remind them that they are selecting shapes, not objects.) With these shapes they are to create a good design--one having emphasis, balance, movement and unity. Preliminary designs can be explored by tracing the selected shapes on newsprint. Peer and teacher assessment will help each student determine how well the preliminary designs meet the criteria. Selecting their best design, students transfer it to heavy paper.

Next, demonstrate watercolor techniques such as wash, dry brush, and other brush strokes. Have students practice the techniques on separate paper until they feel comfortable moving to their actual work. The students are instructed to use all of the techniques which were introduced during the initial demonstration. The painting is limited to a single color forcing the students to learn control of the medium and produce a wide range of the values and textures to enhance the design.

Lead a discussion comparing the original photographs and the finished art work, eliciting responses to the flat, abstracted shapes and the three-dimensional forms of the objects represented in the photographs. Also have the students describe and analyze the wide variety of values and textures in a single watercolor.

As an extension of this exercise have the students create another design using the same process, but this time have them select shapes from the traced abstracts of other students. Allow them to enlarge or reduce and shape and to use more than a single color.

Assessment: Include the photograph, first and second watercolors along with a written comparison of the photo and watercolors in the portfolios.

Adapted from a draft of Delaware's "Visual and Performing Arts Curriculum Framework"