Students in Elementary school learned about the artist George Rodrigue and his famous "blue dog" paintings. They then learned how to gently sketch out a creative dog portrait, with a few fun accessories, paint it in with colors of their choice, and outline it with a strong, black line.
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THE PLAN
3 sessions; 45 minutes per session
1. SWBAT remember facts about George Rodrigue and his paintings.
2. SWBAT Draw out a dog face and use elements of art and principles of design.
3. SWBAT paint in acrylic using long strokes and proper brush care.
4. SWBAT define lines and outline their paintings for a strong emphasis.
1. Thick paper
2. Pencils
3. Erasers
4. Acrylic paints
5. Brushes
6. Water bowls
7. Paper Towels
8. Examples of George Rodrigue paintings
1. Give a short lesson and discussion on the works of George Rodrigue. You can also read them his children's book "Why is blue dog blue?"
2. Teach students how to draw out a dog portrait, using various dog paintings as a guide, starting with the eyes and nose and adding details. I teach several different Elementary groups and found it fun to make each groups drawing a little different for variety.
3. Teach students how to use long strokes and paint in the dog, leaving a little space by the pencil lines.
4. After main colors are in, use black to outline the dog.
Students will be assessed on their ability to follow directions and complete their piece on time.
This was one of my students' favorite projects. They found the artist interesting and many had seen his paintings before, so it was exciting for them to learn about it. They also love anytime they get to paint!
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students describe how different materials, techniques, and processes cause different responses
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[K-4] Students explore and understand prospective content for works of art
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students understand there are various purposes for creating works of visual art
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum
THE FEATURES
Abstract Art, Art Deco, Contemporary Art, Folk Art
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