1. Students will be able to create a sense of space by overlapping and shading.
2. Students will be able to create texture in their art work by layering melted crayon , acrylic paint and fabric paint.
3. Students will be able to scratch away at some areas where the crayon was melted to create additional texture.
4. Students will be able to recognize works of art done by Georgia O'Keeffe
1. This lesson can be connected with Georgia O'Keeffe. Learn about her paintings of flowers and use that as a starting point.
2. Break up crayons or shave them onto the canvas board. Place wax paper over them and iron so they melt. Colors can run together just be careful of the colors that are next to each other, so it doesn't get muddy looking. The whole canvas does not have to be covered it can be random.
3. When the wax is dry paint on your background color. This can be one color or more than one. Go right over the wax.
4. Draw your flowers, or tree and begin to paint using the acrylic paint.
5. When the paint dries take a needle tool and scratch away some of the areas where thr crayon is , this like a scratch board technique.
6. To finish use fabric paint to add details and texture. Small beads and other decorative things can also be added.
7. Coat the entire painting with a glossy varnish.
Rubric Made Using:
RubiStar (
http://rubistar.4teachers.org )
Creating a Painting : Textured Flowers
Teacher Name: Ms. Sullivan
Student Name: ________________________________________
CATEGORY
Score
4
3
2
1
Knowledge Gained - Artists
When shown 3 different arrays of 4 pictures, the student accurately chooses 3 pictures done by the artist(s) being studied. The student can give reasons for his choice that relate to techniques used by the artist or source materials used during the project.
When shown 3 different arrays of 4 pictures, the student accurately chooses 2 pictures done by the artist(s) being studied. The student can give reasons for his choice that relate to techniques used by the artist or source materials used during the project.
When shown 3 different arrays of 4 pictures, the student accurately chooses 2-3 pictures done by the artist(s) being studied. The student, however, cannot explain his/her choices.
Student does not recognize 2 works by the artist being studied.
Painting Skill
Application of paint is preplanned and done in a a logical, sequential manner.
Paint is applied in a careful, logical manner. Colors remain sharp and texture is evident.
Control is somewhat lacking. A few drips, ragged edges and failure of certain areas of pattern/texture may be evident.
Student needs to work on controlling paint and preplanning paint application. Muddy colors, ragged edges, lack of texture, drips and/or blobs are evident throughout the painting.
Knowledge Gained - Technique
Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings.
Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings.
Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings.
Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work.
Creativity
Student has taken the technique being studied and applied it in a way that is totally his/her own. The student's personality/voice comes through.
Student has taken the technique being studied and has used source material as a starting place. The student's personality comes through in parts of the painting.
Student has copied some painting from the source material. There is little evidence of creativity, but the student has done the assignment.
Student has not made much attempt to meet the requirements of the assignment.
Planning and Explanation
Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.
Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.
Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let's things evolve in somewhat random manner.
Student has thought very little about the project. Is present but is not invested in the product.
Teacher Home
Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia ALTEC
To view information about the Privacy Policies and the Terms of Use, please go to the following web address:
http://rubistar.4teachers.org/index.php?screen=TermsOfUse 
Share!
Comment!